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From Read India I to Read India III

This comprehensive program overview explores the evolution of Read India projects, highlighting the successes, challenges, and strategies for the future. From volunteer initiatives to government collaborations, the text delves into the impact of different delivery methods, learning camps, and partnerships in enhancing literacy and numeracy skills among children in various states. The emphasis on holistic and child-centric approaches, along with the evaluation of government partnerships, sheds light on effective models for improving educational outcomes. The discussion spans from basic reading and math proficiency to broader academic plans targeting different age groups, offering insights into the organization, choices, and scalability of such initiatives. Looking towards the future, the text raises important questions about sustainability, depth of intervention, and the role of government partnerships in achieving broader educational goals.

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From Read India I to Read India III

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  1. From Read India I to Read India III Evolution and Next Strategy

  2. Programs and delivery JRM 2012

  3. Pratham evolution JRM 2012

  4. Read India JRM 2012

  5. Learning to read JRM 2012

  6. JRM 2012

  7. Tool is simple. Volunteers can assess. Parents understand. Testing Tool JRM 2012

  8. Simple inexpensive materials • Letters, numbers, and barakhadi chart: • Simple paragraphs: set of 50 costs 10 cents. JRM 2012

  9. Basis of Read India- MP 2005-06 JRM 2012

  10. Read india I JRM 2012

  11. 300-370 districts Government Collaboration No collaboration Andhra Pradesh Maharashtra Gujarat Odisha Jharkhand Assam W Bengal • Madhya Pradesh 2007-08 • Chhattisgarh 2008-09 • Punjab 2008-11 • Himachal Pradesh • Uttarakhand • UP 2007-09 • Bihar (Sankalp) 2007-10 • Nagaland JRM 2012

  12. Read India I and after Punjab Chhattisgarh JRM 2012

  13. Lessons learned Government Partnership Volunteers and community Children who attend volunteer classes learn but reach is a problem Targeting specific children may be needed. Teaching children in ability-wise groups is effective Training time is limited Community is not always aware of efforts. • When governments participate with energy and focus in combination with voluntary efforts, effectiveness is high • Partnerships are inconsistent – Government indecision and delays… • “Holistic” , “child-centric” ideals worked against “learning outcome” focus. JRM 2012

  14. Read india ii 2010-11 JRM 2012

  15. Block Excellence Program • Units of 100 villages • 5 clusters of 20 villages each in Block • Changed model of volunteer training • Education for Education added • CAMaL approach developed • Learning to Read in backward states and Reading to Learn in advanced states • Reading to Learn evolving- including assessment methodology JRM 2012

  16. 3 years of Read India II JRM 2012

  17. Government Partnerships State level Region or districts Uttarakhand remedial learning in BEP Non-financial in Odisha and Rajasthan BEP- Bihar – district level evolving Maharashtra on and off Chhattisgarh 3 blocks • Punjab continued but uncertain • Himachal for upper primary math and English content and training • Gujarat assistance with Pragya JRM 2012

  18. Learning camp and camal approach JRM 2012

  19. MAH, MP, CHHGRH, ODI, AP, GUJ tried learning camps from Sep 2011. • Other states started in summer 2012 • Volunteer classes continuing in many states but learning camp is the main method of delivery now. • Summer camps (Apr-May-Jun, Jul 2012): 7005 villages. 200,000 children. Duration varied from 5 days to 30 days. • Learning camps Aug-Nov: 8333 villages, 300,000 children Std 3-5 • Duration about 7-10 days per camp with ave 2 volunteers JRM 2012

  20. SMS MONITORING • http://pratham.tlitech.net/ JRM 2012

  21. Harshad’s learning camp JRM 2012

  22. JRM 2012

  23. CAMaL Approach- Numbers JRM 2012

  24. Questions Std 3-5 Std 1-2 Can learning camps be useful for Std 1-2? What strategy can be used for emergent and early reading- numeracy? • How many camps are needed to achieve math, reading, writing goals? • How can a learning camp delivery strategy be optimized for impact, time, cost? • Should Pratham modify its delivery strategy to focus on a whole district to achieve best delivery and advocacy impact? JRM 2012

  25. What can be achieved in 3 learning camps? How can we transfer know-how to government school systems? JRM 2012

  26. Government seems to be moving towards learning outcomes with goal setting. Need to keep pushing Read india III JRM 2012

  27. New Context JRM 2012

  28. JRM 2012

  29. Broad Academic Plan Emergent and early literacy- math Building on basics Age groups: 11-14 14-18 18+ Foundation Course in basic reading, writing, math for all age groups Math, English, Science for all age groups Foundation and Secondary Certification • Age Groups: • age 3-5 +6-7 • Age 8-10 /12 • Stage-wise goals in Reading, Writing, and Math • Listening -Speaking – expression • Reading fluency and comprehension • Writing skills – engaging with texts and self expression JRM 2012

  30. Organization JRM 2012

  31. Choices and options JRM 2012

  32. Width vs depth? What scale is sustainable What depth is sustainable Should we go on increasing depth of intervention? Depth require more time and money. But, it is also important to offer solutions for broader education agenda • Should we work in 19 states? • If we do cut down.. On what basis? • Should we scale down further? • Without scale no ability to work with governments on large scale. JRM 2012

  33. Std 3-5 Learning camp as demo-advocacy Impacting governments Abandon demo work when working with government? Or, train additional people to work with government? Human resource issue • Demo district? Or, demo blocks? • 10,000 schools per year for 3-5 years OR 30,000 schools over three years JRM 2012

  34. Pre-school and Std 1-2 Demo villages? Working with government Volunteers to work in schools or ICDS for 1 hr every day Does mere training of teachers work? MP government talks. • Set up balwadis in cluster centers • Parents’ self help groups? • Library for children with take-home worksheets etc? JRM 2012

  35. Financial sustainability Private and Corporate funds Entrepreneurial? Volunteers and education entrepreneurs and tutors? Is this desirable Pratham Supported Schools- should we support private schools for a revenue? • More fundraising efforts in India. • Will corporate funds lead to diffusion of geographic focused demonstration? • Long term foundation funding: how long will it last? Should Pratham start or take over or adopt schools? JRM 2012

  36. More on the 15th JRM 2012

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