Transcript Document

Basic Learning Improvement Program
Scale up in Bihar, India
Pratham-Bihar Government Partnership
2012-2013 and 2013-14
PAST HISTORY OF PRATHAM & BIHAR GOVERNMENT
COLLABORATIONS
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Pratham and Bihar Government had worked together from 2007 to 2010 in a multi-year collaboration for
bringing children to school. This program called Sankalp is credited with the impressive decline in the
numbers of children out of school in Bihar in the last 8-9 years.
Apart from the Sankalp program, Pratham has worked with Bihar Government in a number of other initiatives
including adult literacy missions, ICDS – anganwadi/pre-school education and in training of community
volunteers of educationally backward hamlets.
Pratham materials have been used in mass education programs, in school programs and school libraries as
well as in pre-school centres (anganwadis). For Bihar’s 100th anniversary, Pratham worked with Bihar
Government to produce a set of 100 stories written and illustrated by local people.
Over the years, ASER reports have been discussed seriously at different levels of Bihar Government. In 2013,
10 DIETs (district teacher training institutions) have participated in DIETS.
As enrolment in Bihar has risen to over 95%, concern with attendance and learning has been increasing in
government and in the media. Since 2011 there were discussions between Pratham & Bihar Government about
what could be done.
PHASES OF SCALE UP: LEARNING IMPROVEMENT PROGRAM
SHIFT IN POLICY
PILOTS IN 2012-2013
August 2012 to March 2013
Pratham works with the district
administration of Jehanabad district
(224 schools & ~ 16,000 children)
The two district pilot conducted
in partnership with Pratham
influenced Bihar government to:
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January 2013 to May 2013
Pratham works with the district
administration of Purbi Champaran
district
(681 schools & ~ 55,000 children)
In both districts reading levels improve
by 30-40 percentage points
SCALE UP IN 2013-2014
Declare clear learning goals
for Grade 3, 4 and 5 in basic
reading and maths
School year 2013-2014
“Mission Gunwatta”*
program to reach all
70,000 government
elementary schools
across Bihar.
School year 2013-2014
Pratham partners
actively with government
in 13 out of 38 districts.
Here one Pratham team
member works with govt
staff in 2 blocks (~ 200
schools). Total Pratham
reach = 24,000 schools
Announce state wide
“Mission Gunwatta” program
(Quality Mission). This
includes the Pratham model
of “teaching-at-the-right”
level for ensuring “learning
to read” and learning basic
arithmetic for children in
* Mission Gunwatta was also called “Samjhe Seekhe Second
Grade 3, 4 & 5 .
phase.” It had other components in it also in addition to the
intervention for Std 3-5.
ACTIVE PRATHAM PARTNERSHIP IN 13 DISTRICTS in BIHAR
Total districts in Bihar = 38
Total districts in which Pratham is partnering = 13
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All government elementary schools in East
Champaran, Darbhanga, Supaul, Katihar, Rohtas,
Gaya, Nalanda, Kishanganj, Purnia, Jehanabad,
Jamui.
In Patna district (all urban blocks + 2 rural blocks)
and Munger (urban).
In the districts where Pratham is actively partnering:
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Total number of schools in these 13 districts = 24131
Total number of CRCCs trained = 1676
Total number of teachers trained = 49342
Total number of children reached = 1.64 million
CREATING A CADRE WITHIN THE SCHOOL SYSTEM TO LEAD
THE LEARNING IMPROVEMENT INITIATIVE
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A CRCC (Cluster Resource Centre Coordinator) is a government functionary who is responsible for 10-15
schools. It was decided that this should be the cadre who will lead the learning improvement initiative.
Each CRCC (Cluster Resource Centre Coordinator) was trained for 4 days by Pratham teams. After their 4 day
training, the CRCCs conducted daily “practice classes” for 15-20 days before the implementation rolled out in
their districts.
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2-3 CRCCs worked together in one school for the practice class.
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All children in Grade 3, 4 and 5 were assessed using simple reading and math tools.
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Based on this assessment children were grouped by levels rather than by grade. In each school there were at
least 3 groups.
For the purposes of conducting the 15-20 day “practice class” for 2 hours a day. 2-3 CRCCs worked together in
one school with each CRCC responsible for one group of children in that school.
HOW MUCH PROGRESS IS POSSIBLE IN 15 DAYS?
RESULTS OF THE CRCC- 15 DAY “PRACTICE CLASSES”
MATHS : % Children
Pratham trained 1575 CRCCs (Cluster
Resource Centre Coordinators in 13
districts for conducting “practice
classes” daily for 15-20 days.
READING : % Children
18
10
Reading data indicates 15 percentage
points improvement for children who
can read at least at “para”/Grade 1
level.
Improvement in basic ability to do at
least subtraction rose more than 15
percentage points
Div.
16
20
13
20
18
The data reported here is for 1676
CRCCs from 7 districts.
9
22
14
Sub.
Story
Para
23
19
Add.
28
Word
31
Letter
26
26
30
Digit (1-9)
Pri.
23
9
Pre Test
Num. (10-99)
Post Test
14
8
Pre Test
For details of tools/tests – see later slides
2
Post Test
Pri.
PATHWAYS: ROLL OUT/SCALE UP OF INTERVENTION
District & Block Level
Orientation
CRCC Training by Pratham
4 days
Learning improvement classes begin in school.
CRCCs and Pratham team members visit schools,
provide demonstration and support. CRCC expected
to spend 20 days in the field.
Periodic review of progress at different levels.
\
CRCC practice classes
15-20 days
Monitoring and support by
Pratham
Head teachers’ orientation
1 day
Teaching-learning materials
printed
Children assessed in reading and arithmetic by
teachers
Groups formed by level instead of by grade.
Instructional time - about 2 hours a day
Teachers assigned to specific groups,
Materials distributed to children in school
Teachers trained by CRCCs. 4 days Assisted by
Pratham
OTHER EVENTS ……
In support of “Mission Gunwatta”, some other
elements within the education system were
also activated:
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All Block Education Officers of Bihar (about
550 officers - each in charge of 100-300
schools) were oriented about the learning
goals of Mission Gunwatta.
Pratham teams spent one day with the
BEOs discussing the findings of ASER report
for Bihar, tools for assessment and
implementation issues.
This was done twice through the 2013-14
school year.
In the past few years, Bihar Government has identified
“mahadalit tolas” – hamlets where the population is
economically, socially and educationally backward.
Community volunteers - “Tola sewaks” have been
identified by the government to help to improve
education levels of children and literacy of adults . In
backward Muslim hamlets, these community
volunteers are called “Talimi Markaz” volunteers.
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In 2013-14, Pratham teams have directly trained
2000 Tola Sewak and Talimi Markaz volunteers
from across the state. Another 500 Master Trainers
have been oriented and trained to be able to take
the Pratham methodology of teaching-learning to
the rest of the community volunteers in the state.
In April-May 2014, more time was allocated in schools for
focussing on basic reading and maths in all grades.
KEY ELEMENTS OF LEARNING INTERVENTION
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CLEAR GOALS: Clear learning goals for Std 3, 4 and 5. By the end of the school
year, children should be reading basic text fluently and be able to do the basic
arithmetic operations. Periodic reviews of progress at district & block level.
DESIGNATED TIME: 1.5 to 2 hours after midday meal put aside daily for this
work.
SIMPLE ASSESSMENT: Children assessed one-on-one using simple tools. Based
on their level, children placed in groups. This grouping is not on the basis of
grade but by level. Progress was reviewed using similar tools periodically.
GROUPING BY LEVEL FOR INSTRUCTION: Each school had at least 3 groups into
with children from Std 3, 4 and 5 were assigned. One teacher assigned to each
group. The number of groups depended on the number of teachers available.
APPROPRIATE ACTIVITIES & MATERIALS: Activities and materials appropriate for
each group/ level was used. A child could move to the next group if she or he
was ready.
For each
child
MATERIALS
For teachers and
for the groups of
children
Instruction
manual for
teachers
Phonetic chart
(barahkhadi) &
number chart
Small booklet
of short simple
stories in large
font
Child’s own
phonetic
chart &
number
chart
READING IS ASSESSED USING THE ASER READING TOOL
Assessment of each child enrolled in
Grade 3, 4 and 5 is done using these
basic set of reading tasks. Each child
is marked at the highest level the
child can read.
The “story level” is text at Grade 2
level of difficulty. “Para level” is text
at Grade 1 level of difficulty.
Teachers in the school assess the
children. The Cluster Coordinator
guides and monitors them.
The assessment is used to group
children for instruction. Children in
Grade 3-5 were grouped by level
rather than by grade for the “special
class” during the school day.
BASIC READING IMPROVEMENT – MISSION GUNWATTA
BIHAR 2013-2014 - DATA FROM 7 DISTRICTS OF BIHAR
% Children at:
Baseline
End line
Story level (Grade 2)
23.1
40.2
Para level (Grade 1)
19.3
25.4
Word level
23.4
20.3
Letter level
22.5
10.9
Beginner level
11.8
3.2
Total %
100
100
Total tested
1,444,992
1,374,472
Number of children 1.44 million 1.37 million
Evidence of progress:
In the beginning of the Mission Gunwatta
initiative, 42.4 % of children enrolled in Std 3 to
5 could read (either at para level or at story
level). This number increased to 65.6% by the
end of the 2013-14 school year.
The proportion of children who could not even
read words dropped from 34.3% (about one
third of all children) to 14.1% (about one in
every seven children)
Total number of schools included here = 15870
Districts: East Champaran, Darbhanga, Supaul,
Katihar, Rohtas, Gaya and Nalanda. Data from all
blocks from these districts except 6 blocks included
here. Data collected at school level by teachers.
READING IMPROVEMENT – DISTRICT WISE: 7 DISTRICTS
DARBHANGA
PURBI CHAMPARAN
GAYA
KATIHAR
NALANDA
ROHTAS
SUPAUL
Std 3, 4 & 5
children
Baseline
End line
Baseline
End line
Story level
23%
36%
20%
39%
23%
45%
21%
36%
29%
40%
26%
42%
23%
45%
Para level
21%
26%
17%
22%
21%
26%
19%
28%
21%
22%
18%
23%
19%
27%
Word level
24%
21%
22%
22%
23%
17%
27%
22%
22%
20%
21%
20%
26%
19%
Letter level
20%
12%
26%
12%
22%
9%
23%
11%
18%
13%
24%
12%
22%
8%
Beginner level
12%
4%
15%
6%
12%
3%
9%
3%
10%
5%
11%
4%
10%
2%
Total %
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
100%
Total tested
217489
209038
290027
276660
Total schools
2077
2077
3174
3174
Baseline End line Baseline End line Baseline End line Baseline End line Baseline End line
245671 243746 182321 177776 159420 146038 186252 190933 163812 130281
3100
3100
1582
1582
2029
2029
2109
2109
1819
1819
The actual programs in most districts began in January 2014 and lasted till May 2014. Hence baseline and end lines
were done accordingly. The number of children tested in baseline is 1.44 million. End line has 1.37 million children.
Data shown here is collected by school teachers for the children in their school under the guidance of the cluster
officials.
BASIC ARITHMETIC IS ASSESSED USING A SIMPLE TOOL
Assessment of each child enrolled in
Std 3, 4 and 5 is done using these
basic set of arithmetic tasks. Each
child is marked at the highest level
the child can reach.
The “subtraction level” is the level
expected of children in Std 2
(Includes knowledge of numbers till
100, place value and ability to do
basic operations.)
Teachers in the school assess the
children. The Cluster Coordinator
guides and monitors them.
BASIC MATH IMPROVEMENT – MISSION GUNWATTA BIHAR
2013-2014 - DATA FROM 7 DISTRICTS OF BIHAR
Basic Maths
Baseline
End line
Division level
19.9
36.8
Subtraction level
20.1
25.1
Addition level
21.1
19.4
Number recog.11 to 99
17.8
11.5
Number recog. 1 to 9
15.3
5.6
Beginner level
5.8
1.5
Total %
100
100
Evidence of progress in basic math
In the beginning of the Mission Gunwatta
initiative, 40 % of children enrolled in Std 3 to 5
could not even do 2 digit subtraction. This
number increased to 62% by the end of the
2013-14 school year.
The proportion of children who could not even
recognize numbers till 100 has dropped from
21% (one fifth of all children) to 7% (about one
in every twelve children)
Total number of schools included here = 15870
Districts: East Champaran, Darbhanga, Supaul,
Katihar, Rohtas, Gaya and Nalanda. Data from all
blocks from these districts except 6 blocks included
here. Data collected at school level by teachers.
ARITHMETIC IMPROVEMENT – DISTRICT WISE: 7 DISTRICTS
DARBHANGA
PURBI CHAMPARAN
GAYA
KATIHAR
NALANDA
ROHTAS
SUPAUL
Std 3, 4 & 5
children
Baseline
End line
Baseline
End line
Division level
21%
34%
14%
33%
21%
42%
18%
33%
28%
38%
21%
43%
21%
43%
Subtraction level
20%
24%
18%
26%
21%
24%
21%
27%
23%
24%
19%
27%
21%
27%
Addition level
20%
20%
21%
21%
22%
18%
23%
21%
18%
17%
20%
19%
23%
19%
18%
13%
19%
13%
18%
10%
17%
12%
16%
12%
17%
8%
18%
8%
13%
7%
22%
6%
13%
4%
15%
6%
10%
6%
17%
3%
12%
3%
Beginner level
7%
2%
7%
1%
8%
1%
6%
2%
5%
2%
6%
1%
5%
1%
Total %
100%
100%
100%
100%
104%
100%
100%
100%
100%
100%
100%
100%
100%
100%
Total schools
2077
2077
3174
3174
3100
3100
1582
1582
2029
2029
2109
2109
1819
1819
Number recognition
11 to 99 level
Number recognition
1 to 9 level
Baseline End line Baseline End line Baseline End line Baseline End line Baseline End line
The actual programs in most districts began in January 2014 and lasted till May 2014. Hence baseline and end lines were done
accordingly. The number of children tested in baseline is 1.44 million. End line has 1.37 million children.
Data shown here is collected by school teachers for the children in their school under the guidance of the cluster officials.
OTHER EVIDENCE OF LEARNING PROGRESS
School level Baseline = Jan 2014 (8935 children)
In the last week of May 2014 (the week School level End line = May 2014 (8404 children)
before summer vacations started), a
team of evaluators from ASER
Centre/Pratham and Bihar government
did a school based assessment (oral and
written) of children in a sample of
schools from each district. This
evaluation was supported by UNICEF and
was targeted at children in Grade 2, 4
and 6.
% Children in Grade 4
reading : May external
assessment
% Children in Grade 4 reading at different
levels :
School level data (collected by teachers)
100
100
18
90
37.9
80
70
17.5
25
50
25.1
40.3
50
20.4
40
40
11.4
30
19.9
24.9
20
10
Similar % of90
“readers” in80
both data 70
60
60
30
Data from May “external” evaluation has
been compared here to the data
collected by teachers (baseline & end
line) for Grade 4 a set of 287 common
schools from 12 districts.
School level external data =
May 2014 (6644 children)
13.2
14.5
3.9
0
Baseline
Beginner level
Letter level
Para level
Story level
20
20.1
10
7.8
0
1
Endline
Beginner level
Letter level
Word level
Word level
Para level
Story level
If “readers” are those who can read at story & para level (i.e. at least at Grade 1 level, then the data from May from both sets
of data shows similar levels of “readers” – about 60% by the end of the school year.
LOOKING FORWARD
There have been important learnings from the work of 2013-14:
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Evidence from 2013-14 shows that substantial improvement in children’s learning
is possible even in a short period of time if there is focussed attention and action
devoted to the problem.
CRCCs are able to lead the entire effort but they need to be supported to do this
kind of academic work as opposed to many other administrative tasks.
In 2013-14 there were many delays in getting implementation work moving at the
district level. There were delays in teaching training and in printing of teachinglearning materials. Such delays can be avoided in the future.
Several studies of student achievement have been carried out in 2013-2014 in the
state. These should help in planning way forward.
Strong leadership and clear priority for improving basic learning for children needs
to continue and sustain at the state level. This greatly helps district level action. A
multi-year vision for learning improvement is also needed.
For more information, please contact
Pratham team in Bihar:
Sanjay Kumar: [email protected]
Shailendra Singh: [email protected]
Md. Naiyer Alam: [email protected]
Also see:
www.pratham.org
www.asercentre.org