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Padho Jehanabad Basic Reading Program Sept 2012 to March 2013. Led by district administration and supported by Pratham : See film – link below .. http://www.youtube.com/watch?v=XB5Wih-Ng8Y&feature=youtu.be. Identifying the problem.
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PadhoJehanabadBasic Reading Program Sept 2012 to March 2013 Led by district administration and supported by Pratham : See film – link below .. http://www.youtube.com/watch?v=XB5Wih-Ng8Y&feature=youtu.be
Identifying the problem The district administration laid out the problem they were facing in the following way : • Enrollment levels are high • School facilities are increasing including entitlements But … • Low attendance (In 2012-13, relatively speaking, Jehanabad was one of the districts with the highest attendance in the state) • Children’s learning levels very unsatisfactory Conclusion reached by the district administration was that teaching was not happening as it should.
The beginning.. The district administration did their own assessment in a small number of schools : • 5-5 schools each from Kako and Modanganj block were selected randomly and assessment was done for mathematics, language and reading ability • Question paper was prepared by the district administration at Std II. level. • Results – made district administration realize that the problem is bigger than perceived. Less than 50% children in Std 3, 4 and 5 could do the Std II level questions. Once the district had a clear understanding of the problem, they discussed with Pratham how to design positive action in a systematic manner – to improve basic learning at primary schools.
Issues in designing a strategy or solution Discussions between district administration & Pratham about how to design a solution: • Issues to think about : • How to deal with the wide range of learning levels in each grade. Many children do not have basic skills and are several years below grade level • How to have achievable learning goals. Given current learning levels, grade level goals would be too high for most children. • How to embed the solution into the regular functioning of schools and to have regular and effective activities that could be done by the current people within the school system ?
July 2012 : Preparation • July 2-3-4 : 3 day training for Cluster Resource Centre Coordinators (CRCCs) for 2 blocks of district. • CRCs practiced teaching-learning methods in nearby schools during training • During training, CRCCs are were asked to indicate their estimate of children’s learning level and attendance of selected schools under their CRC • After the assessment – CRRCs were made to realize that their assessment based on subjective perception was wrong – shown the mirror – it shook their consciousness. • July : 15 working days : CRCCs conducted “practice class” for 1.5 hours every day. 3 CRCCs in a school. • Each CRCC in 15 days was able to ensure significant reading improvement in their schools. CRCCs energized by progress and also found that attendance was rising as a result of their work. • July 28 : Review and planning meeting to discuss way forward
This is the tool for reading assessment. Based on this assessment, children were assigned to groups or “mahals” by level for instruction.
August 2012 : Baseline completed With school teachers, CRCCs did reading assessment of each child in each of their schools. (Each CRCC has 11 to 20 schools.) At the start of the program, close to 60% of all children in Std 3-4-5 in these schools could not even read words.
What are the main features of the PadhoJehanabad program? • Goal : All children in Std 3, 4 and 5 reach fluency in reading basic text at least Std 2 level by end of February • Time : 2.30 to 4 pm each day devoted to PadhoJehanabad program • Activities : Children from Std 3, 4 and 5 grouped by level of reading. Activities and materials for that level done with that group. Each group called “mahal” • Teachers: allotted to each group. If needed, teachers shifted from one school to another to ensure adequate number of teachers • Monitoring and mentoring : Entire program led by CRCCs supported by district level officers specially deputed for this assignment. Identification of poorly performing schools done so that help can be given • Review : Frequent reviews and discussion at district level
Sept 2012 Implementation begins • August : Basic supplementary teaching-learning materials finalized and sent for printing • Booklet of simple stories for each child • Barahkhadi chart for each child • Early Sept : Orientation of all Head teachers • Sept 4-9 : 2 batches of teacher training in each cluster. • Training led by each CRCC in his cluster • One Pratham person assisted CRCC in training • Sept 10-15 : Materials distributed to each school • Sept 15 : PadhoJehanabad program starts
“PadhoJehanabad” progress : Sept 2012 to March 2013. Data from all schools This is the school based assessment done by teachers for all children in Std 3, 4 and 5. This assessment was guided and monitored by CRCCs. Note : Baseline done in mid August 2012. Midline done in first half of December 2012.
“PadhoJehanabad” progress : Sept 2012 to March 2013. External evaluation This is data from external evaluation done by ZillaSaksharta volunteers and NYK students in the district. Sample of randomly chosen 60 schools with randomly selected students Note : Baseline done in mid September 2012. End line done in third week of Feb 2013.
Looking back : Difficulties Drawbacks : Many discontinuities due to holidays • Total implementation duration about 80 days with 45 days of intensive work • Mid Sept to mid Oct : 4 weeks: Schools functioning • DurgaPuja + Diwali + Chhatth : Schools closed • Mid Nov to third week of Dec : 5 weeks : Schools functioning • Winter holidays Dec 24 to Jan 3 : Schools closed • Jan 15 to 30 for “Utsav” distribution of scholarships • There was a need to re-start/re-fresh every time there was a long break • Some schools need a lot of extra help and support and some children who were chronically absent needed a lot of follow up. These were identified.
Looking back : Highlights • Attendance improved and high and even more so after midday meal during PadhoJehanabad activities • Improvement in overall functioning of schools • Positive energy and enthusiasm among CRCCs & teachers mainly because of very good response from children to the activities that were being done • Children’s progress in reading is visible from early on • Rise in confidence among community(parents) about govt. schools. Also efforts made to communicate to parents and bring in their support. • Strong monitoring and mentoring support; good teachers recognized and appreciated. • District officials very often in the field especially in attending parents meeting and supporting teachers in teaching • External evaluation done by to get independent assessment
Way forward Very promising intervention. Experience and evidence can be used for “scale up” in district and state • CRCC led interventions creates the base for monitoring and mentoring of teaching-learning on an ongoing basis – brings academic leadership to schools • Cost per child of additional materials is not much. District can create district specific content. District people can contribute. • Training days are short – but practice in nearby schools during training is a big plus point. • All new teachers coming into the system can be trained and asked to implement such activities.
