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LEARNING THROUGH
INTERACTIVE RADIO INSTRUCTION (IRI)
Programme Monitoring Report 2009-10
Submitted bySARD
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LEARNING THROUGHINTERACTIVE RADIO INSTRUCTION
(IRI)
Programme In School Support Report 2009-10
Submitted bySARD
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Learning Through IRI
AbbreviAtionsDEO Deputy Education Officer
EDC Education Development Centre
EFA Education for All
HM Head Master
IRI Interactive Radio Instruction
M&E Monitoring and Evaluation
MCD Municipal Corporation of Delhi
MCPS Municipal Corporation Primary School
MOU Memorandom of Understanding
NGO Non-Government Organisation
SARD Society for All Round Development
SSA Sarva Shiksha Abhiyan
TLM Teaching Learning Material
USAID United States Agency for International Development
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Learning Through IRI
ACKnoWLeDGeMentsLearning through IRI has benefited greatly from the help and assistance of a very large
number of people, groups and organisations. We wish to acknowledge the funding of the
project by the Education Development Centre (EDC), through the India Country office,
in association with the United States Agency for International Development (USAID), New
Delhi.
Thanks to members of EDC Team, Dr. Victor Paul, Country Director, Ms. Archana Nambiar,
Programme Manager and Ms. Revathi Rugmini, Monitoring & Evaluation Officer of EDC.
Also the EDC Regional Team, without their support and cooperation, it would have beendifficult for Society for All Round Development (SARD) Observers to take forward the intended
activities, therefore special thanks to Ms. Swati Parmar, Ms. Roslyn, Mr. Prabhat and Mr.
Nisar Khan for their day to day coordination and interaction with SARD Team.
The innumerable insights from the Head Office of EDC, Washington were particularly helpful.
We are very grateful to the EDC Team members of the Head Office for their commitment,
time and inputs.
Municipal Corporation of Delhi (MCD) Director, Mrs. Premlata Katariya and School Staff of
the three zones namely, Mr. Jasram Khaim, Deputy Education Officer (DEO) - Civil Lines, Mr.
O.P. Yaduvanshi, DEO - West Zone and Mrs. Krishna Sharma, DEO - Najafgarh providingassistance in very many ways as did the Teachers of the MCD Schools who were not only the
stakeholders but also made important contribution to the implementation of IRI Programme
in their respective schools. We would like to thank the stakeholder groups who gave so
generously of their time, particularly during the schooling hours.
We are deeply indebted to all the principals, teachers and administrative staff in the
schools providing their full cooperation and extended their support in the IRI Programme
implementation.
The final (and biggest) word of thanks goes, of course, to the children of Grade 1 & 2 in
all the MCD Schools who participated in the IRI Programme intently, initially in their schools
and subsequently in their homes. Learning through IRI would not have been possible without
their interest and involvement.
SARD Monitoring Team
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Learning Through IRI
ForeWorDAs SARD Team Leader, it gives me great pleasure to publish Learning through IRI. This report
presents the In School Support processes undertaken by SARD in 150 MCD Schools
during the implementation of a unique programme for improving English Comprehension &
Speaking Skills among Children of grade 1 and 2.
Learning through IRI is one of the significant in school support process undertaken in
three selected zones of MCD, by tracking the development of schools for at least eight (8)
months.
I am confident that this publication from SARD will prove to be of enormous benefit to both
policy makers and practitioners and will play an important role in the ongoing quest to
improve childrens education in government (MCD) schools.
I would like to thank Mrs. Premlata Katariya Ji, Director MCD and Dr. Victor Paul, Country
Director, EDC Banglore for their support during the programme implementation period.
Most importantly, I would like to thank the 150 school children, their principals, teachers
and Zonal Staff who have generously given up their valuable time to participate and enrich
this programme.
Sudhir Bhatnagar
CEO, SARD
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Learning Through IRI
ContentsIntroduction 7
Background & Objectives of Learning Through IRI 8
Interactive Radio Instruction (IRI) 9
The Given Scenario: MCD School Settings 11
Data and Methodology: In School Support Design 12
In School Support Team 1
In School Support Visits 1
Radio Availability 16
Radio in Working Condition 19
Guidebook Availability 20
Reasons For Guidebook Being Not Available 21
Guidebook: Preparations Pre-broadcast) 22
Classroom Observations (During Broadcast) 2
Availability of TLM
Pre-broadcast Preperations (Average Time) 27
Follow-up Activities 28
Using Guidebook 29
Key Issues & Inputs Provided by Observers 0
Summing Up
Dissemination 7
Annexure 1 8
Annexure 2 0
Annexure 1
Glimpses & Voices 5
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Learning Through IRI
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Learning Through IRI
This report presents the descriptive analysis of
the findings from the eight months In School
Support data collection in 150 schools, classroom
observations, interactions with the teachers who have
participated in Learning through IRI - the Interactive
Radio Instruction Programme. The data were
collected between July 2009 and February 2010.
This report attempts describing the background
literature, the IRI approach, format used during theprogramme to collect data and the findings of the
Learning through IRI programme.
Learning through IRI tracks the development of
schools, especially 150 In School Support schools
and the classrooms, teachers attitude, behavioral
change and most importantly childrens involvement
in eight months of IRI programme. This report
Municipal Corporation Primary School (MCPS)
Girls Rajnagri Extension-1. If one could observe IRI
program in this school, they would deduce that school
could be called an ideal school for IRI program. What
makes this school ideal is the enthusiastic teachers,
who believe in the IRI Program, equally supportive
principal and students who like to participate in the
radio program and wait for it every morning.
On visit to school, you get to know about Anshu, a girl
student in Class 2. As her class teacher, Mrs. Seema Kumari narrates, Anshu used to run away from
English when she joined the school. She had problem in pronouncing even Hindi words due to her
native (local dialect) language. The radio program attracted her attention and gave an opportunity
to the teacher to work upon. Now, she can comprehend, speak and pronounce basic English words
in a much better way and likes to learn English through radio.
introDUCtion
As you read this report, you would read narrations about many such schools visited by SARDObservers during their in school support visits. This report provides quantitative and qualitative
details of the in school support processes.
focuses on the first objective of Learning through
IRI: to describe the pilot phase of IRI Programme
achievements, issues and challenges in MCD schools
of Delhi. It will provide a comprehensive picture of
how the children and schools are faring across the
main domains of their development and their daily
classroom experience. The findings will be presented
for all 150 schools, interesting differences among
schools, three zones and classroom settings throughdata. This report is descriptive providing the first hand
views of teachers and a wide range of factors that
may impact on the IRI Programme implementation
in MCD schools. Although report will aim to be as
comprehensive as possible it should be borne in
mind that the amount of data collected in Learning
through IRI is considerable and it is amenable to
much more analysis.
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Learning Through IRI
Learning through IRI was commissioned in July
2009. It is funded by the Education Development
Centre (EDC) Bangalore, in association with the
USAID Office, New Delhi. The In Schools Support
is being carried out by a consortium of Observers
led by Society for All Round Development (SARD).
The principal objective of the In Schools Support
of MCD Schools is to describe the status of MCDschools classroom settings, to establish what is
typical and normal as well as what is atypical and
problematic with respect to the IRI Programme
implementation.
The In Schools Support focused on a broad range
of IRI Programme with a view to documenting how
well children in IRI Classroom settings / environment
are doing. The SARD Observers during the In
School Support facilitated the MCD staff especially
the teachers in establishing norms for IRI Programme
Implementation.
A wide range of perspectives have been included in
the Study with information recorded from teachers,
principals and MCD Administrative Staff, and most
importantly of all, the Child himself or herself.
bACKGroUnD & obJeCtives oF
LeArninG tHroUGH iriLearning through IRI has defined objectives which
are as follows:
1. To describe the classroom settings during the IRI
Broadcast Schedule/ Timings in School.
2. To chart the development of school over time, to
examine the progress made by the school.
. To identify the key factors that, independently
of others, most help or hinder IRI s ProgrammeImplementation.
. To establish the effects of IRI experiences and
to map dimensions of variation in classroom s
settings among schools (required if any).
5. To identify the persistent adverse effects that
lead to IRI disadvantages and its effective
implementation.
6. To obtain teacher s views and opinions on IRI
Programme.
7. To provide evidence based data of effective
implementation of IRI Programme.
The tasks entrusted to SARD were to conduct
classroom observations during IRI programs at a
frequency no less than 2 observations per classroom
per month, specifically, in the selected 150 schools,
comprising of IRI experimental schools: 50 schools
per zone in zones. In each school, the following
work was taken up:
Holding discussions with IRI teacher. Observing of IRI program in action. The observer
was present at the school for the full duration of
the IRI program during the day of visit.
Completing the IRI observation format as provided
by EDC during and after the observation.
Communicating urgent issues to the EDC state
coordinator.
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Learning Through IRI
With overcrowded classrooms, chalk and talk
learning techniques, the quality of education in
primary schools across government schools was a
cause for concern. To help tackle this problem, the
Education Development Center (EDC), with funding
from USAID, rolled out a student-centred Interactive
Radio Instruction (IRI) programme.
The identified classes tuned into the English-is-fun-Level-1 programme which was broadcasted
through Gyan-Vani Radio FM Channel 105.6 MHz
for 0-minute lessons every day twice i.e., 8.0
am to 9.00 am and later .0 pm to .00 pm.
MCD Administration instructed school principals
to have radio sets available for each classroom.
The 120 IRI English-is-Fun-Level-1 radio lessons
were broadcasted and listened through radio by
providing students and teachers in primary schools
with interactive activities such as songs and games.
The programme went on air from 1th July 2009.
Interactive Radio Instruction (IRI) is a teaching
methodology in which a radio broadcast guides
a teacher and students through the activities of a
lesson. While listening to the radio, learners actively
participate with involvement in the lesson by singing,
reading, writing, answering questions and solving
problems in ways that ensure active learning. English-
FEATURES OF IRI PROGRAMME Unique interventions that specifically targets dual audience viz. Teachers and students.
Programs are focused on pedagogical principals like child-centered learning, critical thinking and
cognitive & emotional development.
Ensure active learning through well designed program activities and multiple technologies for
Teaching and Learning
Innovative teacher training / learning programmes using media.
Development and adaptation of appropriate teaching learning materials, complementing the lessons
with games, activities etc.
Emphasizing the need for making learning a joyful experience.
Orientation of parents, community and local NGOs on the need for creating a conducive atmospherefor learning.
interACtive rADio instrUCtion (iri)
is-fun-Level-1 is the name of the IRI program. Each
lesson consists of a 0 minute broadcast, along with
activities that the class completes before and after
the broadcast. The activities for each lesson are
described in a booklet called Teacher's guide.
Teacher's guides support the radio lessons for each
day. Teacher s Guides is a resource that links the
teachers to the daily radio broadcast. They assist
teachers in three ways. Firstly, each guide has a
section that explains how to use the programme.
Secondly, the guide provides teachers with the
words of all the songs, instructions for making
simple teaching aids such as paper-ball, using
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Learning Through IRI
Another purpose of the Learning through IRI for MCD
Primary School pilot project is also to train and prepare
Class 1 & 2 teachers to facilitate IRI program effectively
in their classrooms. However, in order to participate
effectively, teachers must be trained in this innovative way
of teaching. Therefore, materials such as teachers guides
were distributed. Teachers conducting IRI in the Class 1
& 2 were oriented to its principles and methodology, as
well as prepared for the type of classroom management
required during IRI broadcasts. During the training, more
than 00 teachers participants from MCD Primary Schools of three zones were trained in IRI techniques
and given teachers guide. During the training days, the Zonal Educational Officer of MCD explained to
the participants the importance of the training and how it can be beneficial to students, particularly in
MCD schools. Trainers and resource persons of EDC explained and demonstrated that IRI is an active
teaching methodology designed to make learning fun. IRI is aimed at Improve educational quality.
ways that ensure their participation actively in the
learning.
Education Development Centre (EDC) and the
Municipal Corporation of Delhi (MCD), under the
memorandum of understanding (MOU) signed in
first week of January 2009 organised the Interactive
Instruction (IRI) programme training for the primary
teachers. The training programme was organized
jointly by the MCD teachers training institute,shaktinagar and EDC on how to use technology
materials and tools, especially radio in their
classrooms in different batches. It trained all primary
teachers of 150 primary schools of the three zones.
classroom settings, and explanations to difficult
concepts. Thirdly, each guide has lesson plans for
each of the 120 lessons including what activities the
learners should do before, during and after the radio
broadcast. Pre-broadcast activities help the learners
to review skill and information from previous lessons
and prepare them for the lesson for the day. Since
air-time is limited, it is essential that teachers follow
up each broadcast with the post broadcast activities
described in the daily lesson plan.
IRI is an active teaching methodology designed
to make learning fun. Children sing, play games,
answer questions, read and solve questions in
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Learning Through IRI
EDC conducted the initial survey of MCD Schools
in the month of Feb/March 2009. The purpose of
the survey was to collect basic data (both qualitative
and quantitative) and to triangulate them on
basic parameters (indicators) for planning and
implementation of the IRI programme effectively;
this included the infrastructure details of the
schools. The preliminary findings of the study
revealed the following salient points regarding MCDschools enabling environment for IRI Programme
implementation planning and administration.
In Delhi, the MCD primary schools are of varied
sizes, there are schools are of small, medium
and large sizes ranging from 105 children, 00-
600 children and about 100-1500 children
respectively.
On an average there are about 2- sections
among boys schools; about three () sections per
school among girls schools and one-each (1) incombined schools. Therefore, while designing
tHe Given sCenArio:
MCD sCHooL settinGsand planning for the IRI programme it is important
to note that if the delivery of the programme is
through Radio, each school (especially boys and
girls) must have 2- radio sets per school so that
all children (sections) could tune and listen to
the programme simultaneously.
The attendance is not an issue in MCD schools,
on an average a good percentage of attendance
(read it as actual head count instead of reported/ recorded numbers in the registers), above
75% was reported in most of the schools visited
during the survey.
Again required number of teachers or teachers
in position is not an issue among MCD schools.
Most of the school irrespective of the size; small,
medium and/or large have teachers in position
and available for the primary grades.
The electricity is quite regular and constantly
available at the school. It is to be noted that
in Delhi, the norm is now pre-paid electricityconnections.
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Learning Through IRI
The sample of 150 schools (50 schools per zone x
three zones) was generated through the list of MCD
primary school of three zones. The representative
sample of 150 schools were primarily based on
three criteria a) proportion of type of schools i.e.,
only Boys, only Girls and Co-educational schools;
b) The type of shift i.e., morning (general) shift and
afternoon shift, generally the morning shifts are
for girls and/or co-educational schools whereasafternoon shifts are exclusively for Boys only; and
c) the size of school i.e., large, medium and small
based on the number of enrollment in Class 1 &
2. Based on the above criterion, the schools were
selected by EDC team and provided to SARD. The
effective period for In School Support the IRI
Programme by SARD Observers was eight months
as stated below:
DAtA AnD MetHoDoLoGY:
in sCHooL sUpport DesiGn
Month
& Year
Number of
Broadcast duringthe Month
Remarks
July 09 15 Broadcast started from 1th July
Aug 09 19
From 6th Aug 09; Broadcast begin from Lesson-1; as the initial broadcastwas to prepare teachers & schools with the broadcast timings; arrangementof adequate radio sets; training of teachers on IRI approaches & techniques.SARD Observers (Team) was oriented and trained on IRI Monitoring Formaton 2-2th Aug 09.
Sep 09 1
It took almost 7-10 days for SARD Team to get stablised with the MinitoringFormat. Soon the Dashera holidays followed and schools were closed.
Also, the finalized list of schools was received from EDC Team after the
views and recommendation of M/s. Vision EIS Team, conducting theBaseline Survey in same 150 schools.
Oct 09 15
Effectively SARD Team had 8 months for In School Support for 150schools, with a norm of 2 visits must for each of the 150 schools. In otherwords, 150 schools were visited during the broadcast days which wereequivalent to over 172 visits.
Nov 09 20
Dec 09 17
Jan 10 18
Feb 10 20
Mar 10 6
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Learning Through IRI
SARD initially began the In School Support
visits with 12 observers who were trained by EDC.
Subsequently, there were observers who left in
between and SARD had to not only recruited the
qualified observers but also trained them. The list
of observers given below is mainly those who served
the maximum and were retained till the end. Thus, in
all SARD deputed 16 Observers to visit 150 schools
with the above caveat. It may be noticed that thenumber of schools provided below in table are
exceeding 150. This happened because of changes
in the list provided earlier and modification taken
up later based on EDCs experience with Vision
EMIS baseline survey. Thus the number of schools
visited represent both the initial list of schools and
the modified list of schools resulting in increase in
number of schools visited during the over all period.
However, currently SARD In School Support is
effective in 150 schools as per the latest revised list
.
SARDObserver
Numberof Schools
Allotted toeach Observer
Total SchoolsCovered inthree Zones
Mr. Fahim 105 Observersfor 52 Schoolsin Civil LinesZone
Ms. Rashmi 11
Mr. Shimile 10
Ms. Tulika 10
Ms. Varsha 11
Ms. Bhawana 12
6 Observersfor 66 Schoolsin West Zone
Ms. Himika 10
Ms. Nisha 12
Ms. Priyanka 12
Ms. Madhu 10
Ms. Rajni 10
Mr. Amit 15 Observersfor 59 Schoolsin Najafgarh
Zone
Mr. Himanshu 12
Mr. Navaldeep 12
Ms. Pawan 10Ms. Uma 12
in sCHooL sUpport teAMIt is important to mention here that the team
composition was made keeping the zonal variation
and the geographic spread of the schools. In
Najafgarh zone, the schools were very far and
distances were too much to cover in a day through
public transport. Also, there were very few public
transport buses available for commuting in the zone.
Therefore, it was strategically important to have a
male team member with a vehicle (two-wheeler)which would facilitate in In School Support visits.
It is also important to mention here that the highest
number of attrition of observers was from this zone.
To be precise, in no point of time SARD could get
the full strength of five observers till Oct, 2009, there
were - observers i.e., 1-2 observers short for the
zone. However, from Nov 2009 onwards, the team
stablised. It is remarkable that inspite of that the
shortage of observers, Najafgarh zone reported the
good number of visits (608) in the zone is highest
as compared to the other zones, where the strengthof observers were adequate. In the remaining two
zones namely, West & Civil Lines Zones, most of the
teachers of Class 1 & 2 were female teachers and
thus strategically female observers were entrusted
the responsibility of classroom observation.
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Learning Through IRI
As mentioned in above sections, SARD Observer
started In School Support visits since inception of
the programme i.e., signing of the contract in July
2009. However, the effective period made availablewith SARD Observers for the In School Support
visit was initially for 5 months from October 2009
to February 2010. Thus, the total number of visits
made by SARD Observers was 172 in 177 schools.
However, this should be read with a caveat that the
maximum number of visits could be made only in the
effective period of 5 months.
From the above table it is evident that almost 2
visits per school per month were made by the SARD
Observers which was the norm set for the In SchoolSupport visits. As per EDCs norm it was mandatory
for the SARD Observer to visit 2 visit per school per
month.
in sCHooL sUpport visits
In order to ensure, the observers visited more
schools, instead of routinely visiting same schools,
the number of visits to schools further segregatedby disaggregating the data and analysing, how
many visits were made to each school. The table 2
presents the scenario.
Old Roshan Pura II: Mr. Dineshwar Tyagi, teacher of Class 1 says, this program isvery good initiative, but it has some drawbacks such as: some lessons were above thestandard o Class 1 students but overall it has many things to learn and good exposureor children to be bold enough in classroom and also it enhances listening skill o studentswhen students listen to the instructions o radio characters or the short time and they
concentrate over it.
Najafgarh - 2(G): Ms. Vijay Lakshmi, teacher o Class 2 says, I like this program
because children are taught in the way they like... they like playing, singing, jumping etc.and this program uses such methods to teach children and helps them to learn.
Table 1
Zone Total Number
of Visits made
by SARD
Observers
In Number
of Schools
Average Number of Visits
per School in Effective
period of 5 months by
SARD Observers
Civil Lines 56 (%) 52 (29%) 56/52/5=2.17 (2)
West 560 (2%) 66 (7%) 560/66/5=1.70 (2)
Najafgarh 608 (5%) 59 (%) 608/59/5=2.06 (2)
Total 1,72 (100%) 177 (100%) 2 visits per school per month
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Learning Through IRI
As per the above observation, SARD Observers had
five effective months for their In School Support visit
and according to EDCs norms one visit per school
per month was mandatory. Therefore, a minimum of
five visits by each observer was ensured by assessing
the data using the following criterion. a) for how
many schools were visited less than five times; b)
for how many schools were visited atleast minimum
5times , and lastly c) for how many schools werevisited more than five times by the SARD Observers.
It can be noticed from the table above that for
Madhu Vihar (I) Girls: Ms. Meena Sharma, teacher o Class 1 says, our school hadbroadcast problem that is why we could not run program requently, I observed changesin students, whenever it is conducted students take interest in the program, I want thisprogram should be visual also such as: on T.V., so that more efciently children can takeinterest and can learn with more enjoyment. Over all, program is very good.
Najafgarh (I) G: Ms. Sunita Goswami, teacher says, program is good except that we lackthe radios. Otherwise I could have done better . Ms. Tara another teacher says, programis nice, children have learnt a lot while playing games and in a un way. Poems werelengthy and ew words were o advanced level according to my students . According to Mrs.
Samyukta Rani (teacher), the program is very attractive to children. I visual element isadded then it'll be even more attractive to the students. The guide book and the time tableo broadcast lessons were very helpul. Each and every step was defned in the Guidebook orus to ollow. Children learnt a lot with un .
Table 2
Zone Less than
5 Visits
5 Visits More than 5
Visits
Total
Schools
Civil Lines 8 (15%) 6 (12%) 8 (7%) 52
West 1 (20%) 12 (18%) 1 (62%) 66
Najafgarh 17 (29%) 2 (%) 0 (68%) 59
Total 8 (21%) 20 (11%) 119 (67%) 177
almost 119 schools out of 177 schools, as per the
norms given by EDC, 2 visits were made by SARD
Observers each month. For about 8 schools, the
SARD set norm of 2 visits per school per month
could not be achieved. But as mentioned above,
most of the schools which are under this category
are those which either got changed/deleted from the
original list or there were some constraints such as
accessibility to the school. However, from the data,it was observed optimum coverage as stipulated
were attained by the visits of observers to gauge IRI
program efficiency and effectiveness.
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Learning Through IRI
Having made the visits or in other words, merely
visiting schools by SARD Observers was not the
essential purpose of In School Support, the first
and foremost was to ensure that the radio must be
available in the school for the programme. Therefore,
the pertinent question comes, is radio available in
school?. The answer or response to this question is
not that simple. When we see after the pilot phase
of IRI programme at the end of broadcast, yes there
are good numbers of radio available. But this wasnot the scenario in the beginning. SARD Observers
along with EDC team had to make lot of efforts with
the school administration to ensure the availability
of radio sets. The key effort was made by EDC Team
by getting the Administrative orders from Director
Education that each classroom must have a radio
available for the programme. Getting administrative
order is one thing, but procuring and ensuring the
radio are available in classrooms is another. Thus,
SARD Observers had to make lot of efforts by wayof persuasion and assisting the school teachers and
rADio AvAiLAbiLitY
principal through School Inspectors to ensure that
each school must have a good functional radio
set available for the children. The overall scenario
regarding the availability of radio sets during the
visits made by SARD observers is presented below
in the table.
Table
Visits Is Radio
Available (Yes)
Civil Line 565 99 (88%)
West 559 52 (9%)
Najafgarh 608 58 (96%)
Total 1,72 1,606 (9%)
It may be observed from the table above that overall
in 9% of the visits the radio sets were available.
However this inference must also be read with a
caveat, i.e., in a school a radio set could be available,but was the radio available for all the classrooms
MCPS Boys Rangpuri, Mrs. Anita Sharma, class teacher and
in-charge of the school stated that, The radio program has
benefited her students by creating a strong attraction towards
learning English. The students are attracted by the unique and
fun way of learning through games, activities, songs and music
which certainly appeals a lot to them.
MCPS Boys Sagar Pur West-2, There are total 9 sections of
Class 1 and 2 in the school, but due to scarcity of rooms,
they have to make two sections sit together in a classroom.
During the visits, it was also noticed that there was shortage
of working radios. Observer took up the matter with the
principal, who promised to look into the matter on a priority
basis, and if radios could not be repaired she will buy new
radio sets. She kept her promise and got one radio for eachclassroom of Class 1 and 2.
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Learning Through IRI
and sections of Class 1 & 2? No, it would be wrong
to state so here. As per SARDs Observers Team, it
took almost months, from July to September 2009
to stabilize as they ensured that each classroom and
section had a radio set available.
From the table above one can also observe that in
West and Najafgarh zone, the percentage of radio
sets availability during the visit was satisfactory.
However, the availability of radio sets at Civil Lines
zones was less in comparison. The reason is though
Civil Line zone was the first zone where the IRIprogramme was initiated, a) in the initial stage it
was unclear whether radio sets or CD player or both
combo-pack i.e., radio with CD is to be procured
for the IRI Programme. The Zonal Officer, DEO of
Civil Lines requested teachers to procure CD player
for the school, which later was changed and schools
were requested to procure radio sets with FM
channel. This delayed the process and availability of
radio sets in civil lines zone.
The table below presents the sample scenario before
and after the programme. As mentioned in above
section, at the beginning of programme schools had
none or only 1 radio set, but gradually they boughtthe additional / new radio sets.
MCPS Girls Indira Park-1: Like many MCD
schools, SARD Observer noticed shortage of
radio sets. Due to shortage of radios, the radio
sets are given to eleven sections of Class 1
and 2 on rotation basis. It meant that no class
could attend all the lessons and therefore each
student would miss the subsequent lessons
before their turn comes the next time. It also
meant that the students were finding it difficult
to follow the lessons as the lessons got a little
tougher, building on the topics covered during
previous lessons.
When SARD Observer met the principal to discuss this issue, was assured that more radio sets will be
procured in coming months. Another month went by and Observer went to remind the principal about
her commitment to buy more radio sets. Observer was told that radio sets could not be procured becausethe funds had to be used for more pressing and urgent needs to buy more mats for students to be
used during the winters. Observer could clearly see that students couldn't sit on the cold floor without
the additional mats, therefore radio sets had to wait. But IRI broadcasts won't wait either. So, there was
only one way to change the usage pattern of the available radios. Observer requested the principal to
consider combining two sections at the time of broadcast so that each radio could be shared among at
least two sections. This change would mean that each student would get the opportunity to attend each
and every lesson of the broadcast.
MCPS Punjabi Bagh, One can generally find principal on rounds across the school when the IRI broadcast
begins. The teachers regularly put on the radio and students wait eagerly to participate. It seems that the
principal and teachers of school have taken upon themselves to self-monitor and implement the program
for the benefit of each student and the school in general. School now owns the program, as the teachers
and principal show willingness to overcome hurdles which can be resolved by them. Rather than making
an issue out of unresolved issues, they take challenges and resolve it amicably within the team.
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Table
Name of School Number
of Radio
in July
2009
No. of
Radio in
October
2009
MCPS Burari Boys 1
MCPS Jahangiri Puri E-1 0
MCPS Sangam Park-1 1
MCPS Burari Girls 0
MCPS Jagatpur (Boys) 0 2
MCPS Jharoda Mazra-1 1 6
MCPS Jhanagirpuri H-2 0 2
MCPS Samaypur New-1 1 5
MCPS Nathupur-2 1 2
MCPS Model Town II: Initially the school was taking
IRI program for granted and teachers were of the
opinion that the broadcast clashed with the time of
recess/break in school, which is why students will not
be gathered in the class and if gathered they will not
take interest.
But adjustments were made to the timings of recess
before the broadcast and teachers were requested
to conduct the program. In the beginning, program
was not conducted frequently for the two monthsbut frequent visits by SARD observers made teacher
regular and they began to conduct the program
regularly.
Indra Nagar (I): Ms. Shashi Bala (teacher) says, I ound the program very interesting.Guide book is very helpul, especially because we could use the songs and activities during
games period too. But learning sentences was tough or the students. Words and songswhich were repeated oten were learnt easily by the students . She adds, It will be urtherhelpul i the broadcast time could be revised. The school starts at 8:00 am during winters.
We don't get much time or pre-broadcast activity. We generally do verbal learning aterthe recess because children are tired. I think that timing will blend nicely with the radioprogram .
Qutub Vihar: According to teacher Mr. Neeraj Singh, children have shown great interest
towards radio programme, they start singing and dancing when the good morning songcomes in radio.
From the starting, school was having only one
radio and still there is only one radio, program is
conducted only in Class 2 but teacher has become
very much regular for the program, he gives up all
of his most important works when he had to conduct
the program. Even, when teacher was late, students
by themselves switched on the radio and listened tothe program sincerely.
Program is conducted in principals office, because
their classroom does not have switch board to plug-
in. Mr. Brijpal, teacher of Class 2, is very much
impressed by the program. According to him this
program enhanced attachment between students
and the teacher, program has decreased the gap
between students and teacher, because this program
contains limitless learning with enjoyment. He quoted
a word for the IRI program romantic program for
me. He suggested that this program should be for
atleast one hour.
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Now the obvious next question comes, if the radios
were available during the visit, were they functional
during the visit? From the table below it is clear
and evident that for almost 95% (1,518 out of
1,606) visits where the radios were available, were
functional too.
The above quantitative scenario again needs to be
read with a qualitative illustration. Though the radioswere functional for almost 95% of the visits, SARD
Observers had to motivate school teachers and
principals to make it happen. In the initial stages
i.e., July to September 2009 visits, there were lot of
issues for making the radio sets functionally available
for the programme, the issues were a) the electric
points were not available or were functional in the
classroom; b) The electric (connecting) wires of the
radio procured were not long enough to connect it
to the electric point; c) The available electric point
needs repair, as it does not have proper earthing ,
WorKinG ConDition oF rADiodue to which the radio reception is not proper and
gives humming sound; d) Radio procured does not
have FM channel; e) Radio procured is of local brand
(locally prepared) and not of good quality therefore
the reception of programme is not proper; etc. etc.
SARD Observer(s) hand-holding and persuasion
with the school authorities, teachers and principal to
make the radio set functional paid dividends and thefunctional radio sets were more or less available in
classrooms from October 2009. Some key steps taken-
up during the process to make the radio sets functional
were a) the local radio sets were replaced with good
branded radios; b) the electric points were repaired
and made functional; c) wherever it was not possible
to make electric point functional, dry cell batteries were
procured to made radio functional; d) Extension cord
was procured to make sure that the radio is placed
either at the centre of the classroom and/or where the
reception of the broadcast was proper.
Table 5
Radio
Availability
Radio in
Working
Condition
Reason(s) : Radio not in Working Condition
No battery Has Broken Reception
Problem
Others
Civil Line 99 (88%) 21 (8%) 0 0 1
West Zone 52 (9%) 521 ((99%) 2 0 0 0
Najafgarh 58 (96%) 576 (99%) 0 0 0 1
Total 1,606 (9%) 1,518 (95%) 2 0 1
MCPS Gujranwala Town II: Since, this school is of 2nd shift and school was facing problem with the
broadcast timings, HM rescheduled the recess time. Ms. Meenakshi, who teaches Class 1, was not
trained for IRI programme. SARD observer oriented her IRI programme and gave her feedback on day
to day lessons on regular basis, with regular interactions with her, she overcome her weakness. Now she
feels confident and coordinates all activities with high interest to draw all students attention.
MCPS Nangloi, One can easily see how the children feel and act during the broadcast and the progress
that they have made over the period. There's growing interest among students towards learning English
and it proves once again that the IRI program is a great initiative to make learning English attractive andenjoyable while delivering measurable results.
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The next important component of the programme
was availability of teachers guidebook. Therefore,
the obvious question was it available to the teacher
during the visits. It is to be noted here that EDC
provided the teachers guide prepared for the IRI
Programme English is Fun Level-1 with instructions
in Hindi and distributed to each teacher during the
three day orientation / training programme.
From the table presented below it could be seen that
in almost 70% of the visits made by SARD Observers
the Guidebooks were available.
It would be wrong to presume or assume that for the
remaining visits the guidebooks were not available
as they were not provided / given to the teachers. The
table below presents the reasons for non availability
of the guidebooks during the visits.
GUiDebooK AvAiLAbiLitY
MCPS Aruna Nagar II: Teachers of the school were
skeptical about the programme, initially they used
to listen program themselves instead of running in
the classroom. SARD Observers had to resist many
complaints that students do not come to the class,
radio is out of order etc. Now, the teacher starts the
program regularly in his class, students of his class
draw his attention when the broadcast starts, they
themselves answer the questions asked by the radiocharacters. Whenever SARD Observers now visits
the school, teacher asks whether the program will be
broadcasted today.
Table 6
Visits Guidebook
Available (Yes)
Civil Line 565 2 (76%)
West Zone 559 0 ((61%)
Najafgarh Zone 608 8 (7%)
Total 1,72 1,220 (70%)
MCPS Karampura, teacher of Class 2 says, Besides some drawbacks in the program, like inaudible
songs, short activity time, reception of lessons against schedule plan etc., IRI radio program is good. Even
after school hours, I suggest children to listen to repeat broadcast of the lesson. I have observed that our
students are improving. She appreciated one more aspect of the program that it includes instructionssuch as: to ask questions from back bencher students, it is very good to encourage students.
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The data sheet as compiled and submitted to EDC
reflects that till Feb 2010, all schools have received
the guidebook. However, the above table should be
read in conjunction that from the initial months i.e.,
from July 2009 and till Feb 2010, the guidebooks
were not available as the guidebooks were
distributed and provided to the teachers in a phased
manner while conducting the two day orientation of
IRI programme for the teachers of grade 1 & 2.
The major reason observed by the SARD Observers
during their visits was guidebook not received ,
i.e., for almost 7% of the visits (126 out of 1,72)
the guidebook was not available. The inference
from the above table should not be drawn that the
teachers guidebook were not given / provided to
the teachers. As stated in the above section, EDC
provided teachers guide to each and every teacher
who participated in the IRI programmes threeday orientation / training programme. Due to the
administrative decisions of the school authority, the
teachers are transferred to other schools and/or
zones, and they have taken the teachers guidebook
along with them instead of submitting / leaving it
with the previous school authorities / teachers.
reAsons For GUiDebooK beinG
not AvAiLAbLeThe above scenario was pointed out and reported
by SARD to EDC Team during the monthly review
meetings in few cases as compiled above.
Three options were considered to resolve the non-
availability of the teachers guidebook; a) provide
additional copy of the guidebook wherever not
available with the teacher; b) request the transferred
teachers to provide the copy of the teachers guide
to the school or teacher from where she/he is
transferred; and c) the school, another teacher who
has the guidebook shares it with the other teacher.
During the monthly review meeting with EDC team,
the merits and demerits of the three options were
considered. Providing additional copies each time
to each teacher was not cost effective and feasible
as there were limited numbers of copies printed
/ available with EDC based on the norm of one
copy for each Class 1 & 2. Asking the transferredteacher and tracking them was not practical within
the purview of the pilot phase and for the SARD
Observer. Therefore, the last best option of sharing
the teachers guidebook within the school by the
teachers was worked out in most of the schools
where complaints were received and that went well.
Table 8
Visits Reason(s): Guidebook Not Available
NotReceived
Availablewith HM
Taken bySomeone else
Other(s)
Civil Line 565 21 (%) 2 8 9
West Zone 559 65 (12%) 1 0 27
Najafgarh 608 0 (7%) 28 16
Total 1,72 126 (7%) 19 76 52
MCPS Janakpuri Boys School, Ms. Akanksha, teacher of Class 1 says, When the radio broadcast
started, I thought this is another usual pressure over teachers of MCD schools. But as I started to conduct
the program, the interest began, my students learned a lot. I could not expect my students that they wouldlearn so much English words. She also suggested increasing the timings of the program.
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Similar to radio, availability of teachers guidebook
is one thing, but using and referring to it is another.
The table below presents the usage pattern of theteacher s guidebook by referring to the correct page
of the guidebook. For almost 81% of the visits
teacher guidebook was referred correctly by the
teachers during the preparation i.e., pre-broadcast.
Referring to guidebook by almost 81% itself provides
a positive scenario i.e., Teacher prepare themselves
for the programme. The pre-requisite items, TLMs,
content are familiarized by the teachers prior to
the broadcast. This assists and helps them in better
GUiDebooK:
prepArAtions pre-broADCAst
delivery and coordination of the classroom during
the programme.
Table 9
Guidebook
Available
(Yes)
Referred
Correct Page
Civil Line 2 26 (75%)
West Zone 0 07 (90%)
Najafgarh Zone 8 55 (79%)
Total 1,220 988 (81%)
MCPS Boys Sagar Pur Old-2, SARD Observer during
his visit asked principal about the IRI program, she
sounded apprehensive and listed issues regarding the
program. The main complaint was that the students
could not understand the new songs being introduced in
the radio program from time-to-time. Observer figured
out that this issue could be solved by providing the IRI
guidebooks to each teacher individually. On subsequentvisits, the guidebooks were given to each teacher after
an orientation, which seems to have solved many issues.
It also helped the teacher in conducting revision of the
lessons learnt on a particular day. One of the teachers said that too many topics in a day were confusing
for the children to comprehend. Now with the availability of guidebook, there is commitment and co-
operation of the school staff making IRI program a success here too.
MCPS Jahangirpuri B I : School is organised and teachers are also concerned about their students.
Initially, when program started it was for Class 2 because radios were short in numbers. Later on request,
HM arranged more radios and program started in Class 1 also. Class teacher of Grade 1, Ms.Usha
Mishra explained other teachers to take interest in the program, she decorated her class with TLMs,
and helped other teachers if they were facing problem in conducting the program. She herself conducts
activities of previous lessons and repeat activities for children using Teachers guide, such as songs
and poems of IRI program. Mrs. Usha Mishra, says, this program has introduced a new way to teach
children apart from traditional teaching. I have improved my teaching skills with the help of this program
and I have come to understand that what children demand to learn. I have seen many changes in many
students in my class since this program started. I use TLMs most frequently to teach children and this is
because of this program. My students have songs on their tips and in the place of movie songs they singsongs of your radio program in casual setting also .
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Most important aspect of the In School Support
visit was classroom observations during the
broadcast of IRI programme. SARD Observers
based on the classroom observations used to notice
technical issues which used to be discussed after
the broadcast. The practice was so conducive and
in such an atmosphere that the teachers do not
hesitate to share their apprehensions, limitations,
mistakes which they themselves used to share with
the observers.
The table below presents the overall scenario and
summarized for the classroom observations during
the In School Support visits:
Teachers used to refer atleast once (1) the
teacher guidebook during the IRI programme.
CLAssrooM observAtions
(DUrinG broADCAst) As there are various questions asked by the
various characters during the programme on
day-today lessons of the programme, on an
average it is about eight times the teachers used
to pose question to students. There are certain
variations within the zones, such as the number
of questions posed in Civil Lines zones were five
as compared to Najafgarh i.e., double (10),
ten questions being posed by them during the
programme.
It is encouraging to note that, on an average
about 8% times, the children used to respond
to the questions posed by the teachers. In other
words, it could be inferred from the empirical
data that children primarily used to respond
most of the questions during the programme.
Table 10
During Broadcast Civil Line WestZone NajafgarhZone Total
Total Visits (a) 565 559 608 1,72
Teacher refers to the Guidebook (in total visits) (b) 716 (1) 995 (2) 820 (1) 2,51 (1)
Teacher poses a question to students (out of total
visits) (c)
2,81 (5) ,06 (8) 6,08 (10) 1,1 (8)
Students respond to a question posed by teacher
(out of Teacher poses question to Students) (d)
2,179
(77%)
,70
(79%)
5,67
(90%)
11,116
(8%)
Students respond to a question posed by the radio
characters (out of Total Visits) (e)
1,7 () ,608 (6) ,905 (6) 9,257 (5)
Teacher exercises discipline on the students (Out
of Total Visits) (f)
1,10 (2) 1,6 () ,05 (5) 5,772 ()
Teacher encourages students to participate in the
activities (Out of Total Visits) (g)
1,2 (2) 2,55 (5) ,77 (6) 7,256 ()
Note: Figures in Paranthesis denotes the ratio (average per visit) and/or percentages (as mentioned) which are based onfollowing analysis(b = b/a) i.e., example 716 / 565 = 1.26; in other words, teacher referred to guidebook 1 time (once) during the visit inCivil Lines zone.Similarly, (c = c/a) i.e., 281 / 565 = 5.02; in other words, teacher poses questions atleast 5 times to students during thevisit in Civil Lines.For (d= d/c) i.e., 2179/281= 77%; in other words, 77% times students respondended to questions posed by the teacherduring the visit in Civil Lines.For (e= e/a) i.e., 17/565 = .08; in other words, almost three times students responded to the question posed by the
radio characters during the visit in Civl Lines Zone. It may be noted here that in each lesson, there are different number ofquestions posed by the radio characters.For (f= f/a) i.e., 110/565 = 1.95; in other words, teachers exercises discipline twice on students during the visit in CivilLines zone.For (g= g/a) i.e., 12/565 = 2.18; in other words, teachers encouraged students twice during the visit to participate inthe activities in Civil Lines zone.
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Many a times instead of teacher asking or posing
questions, radio characters Chanda, Raju and/
or Mithu (parrot) ask questions directly to the
children. In other words, teacher do not explain
the question to children but ask directly, in such
cases, again it is encouraging to note that almost
on an average about 5 times in a lesson children
used to respond to these questions directly. It is only about 2- times children had to be
disciplined / cautioned to keep quite in order to
listen or perform correctly during the programme.
In other words, it could be inferred from the data
that children get so interested and engrossed in
the programme that only for few cases / times
they had to be disciplined.
MCPS Ludlow Castle: School staff was aware about the program, they started the program in both Classes
1 & 2 but also in Class , as teachers realizes the importance and effects of lessons. Soon they observedthat students of all three Grades began to use English vocabulary and also teachers encouraged students
to listen evening broadcast in the afternoon at home. Students take keen interest in program and discuss
their parents about day s learning of radio program.
Timarpur (I): Ms. Komal (teacher) states, I assume this is just the beginning. Thesestudents will be ar better when they would be promoted to Class 2 as compared to thecurrent Class 2. We try our best in the school but students don't get a proper learningenvironment at home . Another teacher and Principal o school, Mrs. Santara Rathee says,the radio program has certainly benefted the students because earlier students o same
class were limited to big and small alphabets only. But now, these students have learnt tospeak words which are used in daily lie .
Ghumanhera (Boys): Ms. Kanta, teacher, says, Students' interest towards English hasgrown. Earlier they used to treat learning English like a burden. They didn't want toread their textbooks but now its un or them. Vocabulary o students has improved.Pronunciation has improved too. Earlier the students used to hesitate but now they speaka ew English words among themselves. Inect there's a visible shit in parents' attitude as
well. Parents have started to support their children at home even more. Those who can'thelp in their children's homework have started to send them to tuitions. I think they won'teven need to go to tuitions ater a while .
On an average about -5 times teacher had
to encourage Class 1 & 2 young children to
participate in the activities as instructed and/or
posed by the characters during the lesson.
MCPS Janakpuri C2, teacher of Class 2
says, This program is really very nice, it is
helping students to learn English through
playing, singing, doing activities etc. Through
participation, I also enjoy with children. This
is a good initiative for MCD primary schools,
where children come from educationally
backward backgrounds and such innovative
program are available for Class 1 and 2.
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Every school is provided a good number of Teacher
Learning Material (TLM) for the primary classes
especially, for Class 1 & 2 such as Alphabet, counting,
chart papers etc. which are normally displayed in the
classrooms.
Table 11
Visits TLM Present, Readyto use
Civil Line 565 25 (5%)
West Zone 559 5 (81%)
Najafgarh 608 529 (87%)
Total 1,72 1,26 (71%)
From the table above, in almost 71% cases i.e.,
during the In School Support vists, the TLMs found
to be available, present in the classrooms. Though
AvAiLAbiLitY oF tLMthere are large variations in the zones, especially in
Civil Lines the availability of TLMs for the children
during the visits were only about 5% as compared
to other two zones where in for almost 81-87% visits
the TLMs were available among the teachers.
MCPS Indra Vihar: When school was informed about
the radio program, they made arrangement for students
so that teacher does not face any difficulty to conduct
the program. Teacher uses TLMs regularly and specially
encourages all the students to participate. All school
teachers sit around the students. Students wait for their
turn and even fight to answer first. Mrs. Sadhna, teacher
of Class says, because of this program we have come
to know the benefit of the TLMs other wise we had TLMs
in our school but did not use them frequently, but thisprogram brought frequency of usage of TLMs in our class
for children. I appreciate this program and want this program to continue in the next session also.
My students are very excited for this program and they ask for the reason when sometimes program/
broadcast is off .
Gopal Nagar: As per Ms. Sharda Goel (teacher), Program is really useul. Very eectiveor Class 2. Students' response is very good. I fnd the pause time during the lessonstoo short. Children can't ollow the activities during that period. Songs are too lengthy
or Class 1. I believe this program should continue. I also like the guidebook. I use theguidebook nicely and reer to it to defne our syllabus too. It has proved to be very useulor teaching English in Class 1 and 2... very useul .
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Preparations for the IRI programme, prior to the
broadcast are one of the most important tasks for
the teacher. A good preparation of the programme
is like half battle won. If the teacher is able to read
about the lessons to be broadcasted from the
guidebook and make available requisite TLM before
broadcast, much time could be saved to look for
requisite TLM during the broad cast and miss some
of important portion of the lessons taught. Similarly,
reading the poem, rhyme or song which is going to
be broadcasted during the lesson is very important,
so that the teacher could pronounce and get
prepared in advance for the same.
On an average it is found that teachers spend about
5 minutes time for such preparations. It is important
to note here that the IRI broadcast in the morning
pre-broADCAst preperAtions
(AverAGe tiMe)is at 8.0 am. It is also the time when the school
begins with the morning assembly, attendance and
other school arrangements. Thus, the teacher hardly
used to get, spend time in organizing the classroom.
Neverthless, from the SARD Observers note sheets,
it could be ascertained that teachers used to visit the
classrooms prior to the programme to set the radio
frequency, so that the programme is not missed.
Table 12
Visits Average Time Spent
by Teacher on pre-
broadcast activities
Civil Line 565 5.0 minutes
West Zone 559 5.0 minutes
Najafgarh 608 5.5 minutes
Total 172 5.0 minutes
MCPS Boys RajNagari Ext-2: is one of those
schools where you find many factors in place to
roll-out an innovative idea successfully and learn
one from them in turn. An innovative approach,
like the IRI Program, needs support of several
vital factors for its success. The principal of this
school believes in positive changes. The teachers
respect the principal and enthusiastically follow
under his able leadership. The students are
attracted to the IRI program. This sounds like adream beginning for IRI program. And as they
say Well begun is half done .
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Follow up activities after the broadcast is equally
important as it is before and during the programme
broadcast, especially to ensure that all children
who if in case due to paucity of time and/or space
constraints / limitations could not participate in the
activities. Also, many a times it is difficult to notice
and observe each child practically whether he/she is
participating in singing the songs/rhymes/poems or
words which are taught during the programme.
From the table below it is evident and clear that with
respect to follow-up activities there are variations
among the three zones. Though in Najafgarh,
almost 87% visits it is found out that teachers do
FoLLoW-Up ACtivitiesconduct follow-up activities as instructed and listed
in the guidebook, whereas in case of the other two
zones it is 66% and 5% for West and Civil Lines
Zones respectively.
Table 1
Visits Teacher Conduct any
Follow-up Activity afterBroadcast (Yes)
Civil Line 565 05 (5%)
West 559 67 (66%)
Najafgarh 608 527 (87%)
Total 1,72 1,199 (69%)
MCPS Amberhai: According to Mrs. Ved
Dabas, teacher, Starting lessons were very
good. Children learnt a lot. But over theperiod of time the lessons became little too
tough. Its a good program but little tough
for the students. Including rhyming words
would make it even better . It may be a small
school in size. There's only one section of
Class 1 and two of Class 2. On interaction
with the teachers, SARD Observer came to
know that the teachers generally liked the
program but they also had a few issues and
opinions. SARD Observer gladly listened
to their concerns every time she visited theschool as its better to have somebody with an opinion rather than somebody with no opinion at all.
The teachers seemed eager to use the guidebook when they gave them the books. Infact this was one
of the schools where the teachers demanded support in the form of guidebooks and training, which is
a very positive indicator of growth. Like any new program, the teachers had some issues regarding the
IRI program too which was quite natural. At times, they found the lessons too advanced to suit their
students. SARD Observer suggested them to teach the keywords if they thought their students couldn't
learn a whole new sentence.
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From the two tables it is encouraging to note that teacher refers to the IRI Guidebook during and after
the broadcast of the radio programme. The overall percentage is about 0% and 0% when the teacher
refers guidebook atleast 1-2 times during and after the broadcast respectively. In addition to the quantitative
information, it is further significant to note that various teachers provided various comments not only about
the usefulness and user-friendly design of the guidebook, but also suggested few ideas to improvise it, such
as providing pictures in the guidebook, etc. as can be read in various case studies mentioned in the report.
Thus, it can be inferred that teacher go use guidebook effectively during and after the broadcast of the IRI
programme.
(DRUING BROADCAST)
Zone Names Visits Guidebook referred by Teacher during Broadcast?
Never 1-2 Times - Times 5-8
Times
More than
8 Times
Not
Applicable
Civil Line 565 171 (0%) 118 (21%) (8%) 5 2 18
West 559 19 (5%) 165 (0%) 1 (7%) 1 1 98
Najafgarh 608 211 (5%) 219 (6%) 65 (11%) 9 1 69
Total 1,72 575 (%) 502 (0%) 19 (9%) 15 185
(AFTER BROADCAST)
Teachers Refer
Guidebook
After Broadcast
Reason(s) for Referring to Handbook after Broadcast
1-2 Times 3-4 Times 5-8
Times
More than
8 Times
Not Applicable
or None
Civil Line 05 1 (%) 6 (21%) 2 0 109 (6%)
West 67 121 (%) 17 (7%) 28 7 69 (19%)
Najafgarh 527 221 (2%) 15 (29%) 8 5 86 (16%)
Total 1,199 76 (0%) 5 (29%) 78 12 26 (22%)
UsinG GUiDebooK
MCPS Jawala Puri, there were challenges in conducting pre-broadcast activities during winters as many
children couldn't reach school on time due to distance and chill factor. SARD Observer decided to
provide more emphasis over the post-broadcast activity. As school implemented post-broadcast activity
using guidebook, they found that the interest of students started to grow towards the radio program and
as started listening with more interest. The growing interest of children had direct positive impact on the
teachers too. Now, it is a nice feeling to visit school during morning hours when radio is on and children
are enjoying along with teachers - learning English is fun.
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The summary of issues which were faced by SARD Observer during the In School Support visits are listed
below. Also the inputs provided by them to resolve and/or mitigate the issues, the methodology followed are
presented below.
Key Issues faced by Teachers in Managing IRI
Programme
Inputs provided by SARD Observer to Resolve
Those Issues
How to manage with the pauses, and explaining
activities
Demonstration provided by the Observers explaining
the management of pauses after the broadcast inclassroom settings using the broadcast CD.
Radio gets locked with HM, and when HM is not in
school teacher does not get radio.
Resolved amicably by talking to the HM, handing over
the radio to the concerned teacher.
Programme is conducted in Principal's office,
because the class does not have switch board.
Requested HM and School Administration (School
Inspector) to assist for the repair and installation
of switch board in the class. In the meanwhile, an
extension cord was arranged on a temporary basis to
conduct the programme in the classroom itself.
Problem in broadcast reception in one radio set. Location of the radio was changed which helped to
receive the broadcast clearly. Also noticed that theradio was of local brand, requested teacher to replace
the set with a good branded quality radio.
Problem in animal song, pauses are short, difficult
for students to understand names.
Referred to guidebook to understand tough songs,
demo given to explain the management of pauses,
requested teacher to conduct activities described
in the lesson (using guide book) in post broadcast
activities helping students to learn the tough contents
as mentioned by them.
Teachers of Class 1 & 2 shifted (transferred) to other
classes, now they face problem of unfamiliarity withstudents.
Discussed with the School Principal to let the teacher
conduct programme in same sections, as they aremore comfortable and confident of handling these
classes for the IRI programme (only for one hour
during the day). Teacher still continue with the new
sections assigned to get familiarized with the new
children
KeY issUes & inpUts proviDeD bY
observers
MCPS Tajpur: Ms. Prem Lata (teacher) narrates, It s a very good initiative to teachprimary school students. Confdence level o my students has really increased. Now theyuse as many small English words in the class as possible. Inact, children miss the program
on Saturdays. I really want such a program to be extended and continued rom Class 1till Class 5.
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Key Issues faced by Teachers in Managing IRI
Programme
Inputs provided by SARD Observer to Resolve
Those Issues
Non availability of Radio Sets for all classes. School
has three () working radios, requirement is of five
(5) radios, 2 class is without radio and difficult tomanage the classes.
Using the instructions given by Director, Zonal Officers
and School Inspectors support, the school was allowed
to buy additional radios. Till the new radio sets werepurchased, two sections were combined and the two
teachers together managed the classes.
Most of the times radio does not tune to the
channel due to poor reception of signals while
other channels are proper.
Placement of the radio set was checked, the electric
point had problem of earth, instead of electricity, dry
cell battery used. The broadcast reception received
properly and demonstrated to the teacher. Tuning
the radio to the frequency 105.6 Mhz position was
demonstrated to the teacher.
Teacher complained that programme is on wrong
time, children are not supposed to be in class as
it is mid-day meal time.
Had discussion with the HM and Teacher, requested
to slightly shift the timing of the mid-day meal (prior)
to the broadcast. Amicably resolved and programme
is being conducted regularly.
No teacher in the school is trained, trained teacher
got transferred, the existing teacher faces difficulty
in conducting the programme activities.
Regular visits were made to the school and
demonstration class conducted for the teacher to
understand how to conduct the programme.
Children are too naughty; teacher could not
concentrate on instruction to be followed.
It was noticed that the sound of the radio was weak;
children were not able to hear the programme properly.
Changed the radio set, once the children heard the
programme, they themselves started following the
instructions. Teacher actively participated along with
the teacher.
Only one room is having electric point, thats why
two classes are merged.
The practice was changed by using the dry cell battery
for the other available radio set.
Jahangirpuri - E (II): Mr. Amit (teacher) says, Students have learnt a lot. They especiallylike and pick the simple songs such as Good Morning song. There's an issue with thebroadcast timing. Children get distracted by the other students plying in the feld whilethey come back to the class right ater lunch. It'd be better i broadcast time is revised.
Also, tenses and sentences are too advanced or Class 1 students. Sometimes, the pause
interval given or activities is too less. Another teacher, Mrs. Ritu Sharma says, Thisis a wonderul program which allows teachers to make students learn dierent conceptsthrough activities. It also provides an opportunity to each and every student to expresshimsel in his own way .
Renu Gupta, Teacher o Class 2, MCPS Adarsh Nagar-I says, Along with children, I dolike the Body part song and one little fnger song, not only my students, I too egarly wait
or the IRI Programme each day .
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Key Issues faced by Teachers in Managing IRI
Programme
Inputs provided by SARD Observer to Resolve
Those Issues
Reception not proper due to heavy electric cable
on upper side of the classroom.
Requested to change the classroom which is slightly
away from the main electric cable. Also, instead of
electric connection, dry cell batteries used for better
reception.
School is under construction and classroom
availability is a problem.
Changed the School (replaced) with another school
for the purpose of IRI intensive In School Supportpilot programme.
Program not received due to electricity failure and
radios battery part is broken.
Arranged another radio set (with proper dry cell
battery part).
Program started little late because the teacher was
late.
Till the teacher came SARD Observer took the initiative
and coordinated the class, as soon the teacher arrived,
she took over conducting the program.
Program is not managed because the teacher busy
in some official work.
For the day, SARD Observer conducted the class. Later,
the matter was discussed with Principal and teacher in
a trust building environment to provide one hour of
teachers time for the programme and later she couldattend to her official tasks.
Program was not conducted due to some official
work and less strength of students.
SARD Observer with the permission of the School
authorities conducted the class.
Program was not managed by the teacher as she
was busy with some office work and less strength
of students.
Because of pre-occupation of the teacher SARD
Observer conducted the program.
Program started at 8:50 am since it was winter,
school assembly going on till 8:50 am
Talked to the teacher and School Principal, requested if
the timings of the assembly could be organized in such
a way that the children do not miss the programme.
Amicably resolved.
Teacher just listening the radio program and writing
in her diary.
Talked to HM and teacher, made them to understand
that no need to write down as everything is provided
in the teachers guide. She started using guide book
on a regular basis.
New Roshanpura (I): Ms. Rajni (Teacher) shares her views that, It s very good or thechildren. They're learning English. But these children don't have a base in English, that san issue. I we build a base frst and then do this kind o program then the impact will be
greater . Another teacher o the school, Mrs. Sushma says, Children take interest. They'velearnt quite a lot too. They have learnt any new words. Inact children have learnt a ew
things which probably we wouldn't have been able to teach at this point o time becausethey don't have much base in English .
Swaroop Nagar (I): Ms. Indu (Teacher) says, Children are very active now. Childrenknow and can speak in English about animal names, body parts, sing poems, etc. Oneday there was a Inspection Team visit to our school, Children o Class 1 & 2 sang Good
Morning Song , everybody was surprises and happy to see children singing English Poem.Thanks to the IRI Programme .
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Jahangirpuri - E (II) : According to teacher, Mr. Rajiv, There's overall improvement in thestudents. Earlier the students were apprehensive and hesitant to speak English. But nowthey've started using some English words used in daily lie, rather than Hindi words . Mr.
Jitender Kumar (teacher) says, It was a very nice experience to conduct the IRI program.Time o the broadcast should be re-scheduled around 2-2:30pm pr 4:30-5:00pm.
Currently, students happen to be still in the mood to play while the program starts.
MCPS Sabzi Mandi (Boys) narrates, Programme should be or all classes, why only or
Grade 1 & 2, so all the students get equal opportunity o learning English .
Key Issues faced by Teachers in Managing IRI
Programme
Inputs provided by SARD Observer to Resolve
Those Issues
Too many topics are covered in a lesson. Students
hardly understand a topic and the next topic starts
right away. Sentence making too advanced for
these students.
Prepared the teacher of the classroom in advance
using the guidebook. Advice given to them to teach
keywords instead of complete sentences.
Students were not able to understand sentences
broadcasted in the radio directly to the students
Observer explained that iss why a teacher's role
is important along with the radio, so as to explainthe content where students could not understand
something.
Pause time was not often enough for explaining
lesson to the children. Long sentences get students
to lose interest.
Read guidebook before broadcast so that pauses can
be optimally utilized
When radio characters talk in English, the students
don't understand anything and can't answer their
questions. Pause interval is less.
Explain questions posed by radio characters in local
language, keeping the pause timing in mind. Preparing
in advance using the guide book was insisted to help
in optimizing pause time.
Songs Not understood by students. GuidebookNot available. Guidebook provided on next visit and songswere suggested to be taught using the teachers
guidebook.
Students have come after vacations and forgotten
what we taught them before vacations so we need
to revise again.
The teachers were suggested to lay stress on pre and
post-broadcast activity for effective revision
Students find it difficult to pick a new song listening
the radio.
Teacher were guided to teach songs in regular class
using guide book.
Teacher doesn't follow properly radio instructions
of radio, she used to slow down the radio volume
in between the program that's why she skips thecommand.
Suggested her to listen carefully the instruction of radio
& do not slow down the volume of radio every time
except pauses time, otherwise various commands willskip.
No proper sitting arrangement for children, noise
of children playing outside.
Requested them to change lunch hours and
arrangement of the desks before program starts
ensured.
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This is the first substantive report from the empirical
data based on 1,72 visits made by SARD Observers
in five months of effective school visits. SARD Team
during their visit to schools, not only observed the
classroom, but made in-roads with the teachers
and build bonding with the teachers, principals and
children in these months. The value of the Learning
through IRI study lies in its ability to consider how
child outcomes are influenced over time by factors
operating across multiple levels and embracing
individual and school factors as well as characteristics
of the teachers and school administration. These
factors have succinctly been captured and quantified
in above observation report, however, the qualitative
aspects are the highlights of this report with quotes
from nearly most of the schools and other key
stakeholders involved.
The report of Learning through IRI reflects a dynamic
perspective on understanding IRI classroom, which
allows researchers to understand the complexquestion of how to improve quality of education in
our schools . The database provided by SARD is a
strong evidence base supporting the potential of IRI
Programme in reaching and improving the standard
and quality of English among MCD school children
of Grade 1 & 2.
There were issues and opinions regarding the
program among all the stakeholders, be it teachers,
principals, school inspectors as this was the pilot
phase and first initiative of EDC in Delhi MCDschools. For SARD, IRI observer team, it was job
not only to record the observations they had an
additional role of resolving the problems unknown,
which the did successfully and so to say tactfully
without jeopardizing relationship.
Several teachers had issues with the content of the
lessons, saying that the lessons were advanced
for the students. Some had issues with the timing
of broadcast and still some others had an issue
of shortage of radio sets in the school. But some
issues much deep rooted than those. For example,
sUMMinG Up the teachers had to double up for administrativework such as, fund distribution for school uniforms,
maintaining accounts, or simply completing official
documentation. They found it hard to conduct the
program when there is a queue of parents standing
outside the classroom for collecting the money, or
there is a deadline to submit a report or document.
There are infrastructure challenges in some of
the schools such as, broken floors in classrooms,
whereas in some of the schools children have to sit
on the mats, or there is simply shortage of rooms.
These challenges posed making children following
strict discipline while listening to broadcast in radio
and related physical expressions/activities.In initial
months (days) there were shortage of radio sets
in a school then the different sections have to be
combined in a single classroom wherever possible.
This was time consuming and had adverse effect on
conducting any pre-broadcast activity. It also leads
to discipline challenges. One could also observethat in some of the double shift schools, TLMs were
not displayed in the classrooms. They are rather
locked-up in the cup-boards and the teacher can be
seen sometimes struggling to find out the right TLM
to use while the broadcast is going on. The reason
for locking them up in the cup-board rather than
displaying on the classroom walls is that teachers
from on shift are afraid that their TLMs might be lost
or destroyed by the students in the other shift.
The salient achievements other than intendedoutcome were:
In addition to regular features like enabling
simultaneous roll-out and classroom
observations, the program also resulted in
bringing out a synergy through multi-agency
participation and convergence of existing
infrastructure from All India Radio.
SARD s overall ability to roll out the efforts
smoothly needs a special mention and also its
value addition in developing supplementary
material for the children to improve their all
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round skills
Improved English comprehension and speaking
skills among children fairly ensured in a cost-
effective manner at primary school levels.
Educational access with quality has been
simplified with use of Information Technology. Teachers skill set has remained enhanced
towards result oriented teaching.
Similarly the way forward should ideally have the
following aspects:
Observation needs to attempt to capture the
improvements this program has been able
to achieve in terms of the content taught, its
understanding, retention and the levels of its
application/utility in their day-to-day life withdue consideration of their life-style and its
improvements in the long-term.
There has to be an attempt to consolidate current
learning
Possibilities to refine and enhance the current
methodology to keep it more interactive and
inter-responsive through involvement of visual
medium could be considered taking advantage
of recent technological advancement like video
conferencing enable through satellite facilities.
Scaling up and Replication in other zones to ensure
its dissemination and also ensuring access
The broad cast content should bear somerecognition from major institutions like NUPEA,
NCERT, CIE and needs to be mainstreamed
across all schools through an order
Institutionalize the models and approaches with
more value additions
Exploring new digital devices to introduce
various skills and knowledge
Exploring Partnership with govt., bilateral
and multilateral agencies, including leading
corporations/ business forum, etc., to take it
forward nation-wide with inclusion of varioussubjects.
Many principals and teachers were extremely
appreciative of the benefits of the radio program.
Infact few of them admitted that their students have
learnt more through the IRI program than what
theywould have probably taught them, thinking that
these students don t' have a base in English. Many
There are some suggestions regarding the lesson content as echoed by teachers, it is upto EDC team to
consider them or not: There can be separate lessons for Class 1 and 2. MCD Class 1 students have no base at all in
English. Current content seems to be suited for Class 1 student who has already a base in English.
One word Q&A can be designed for Class 1.
Too many new topics confuse the children and at the end of the day, they cannot retain much of it.
Therefore cut the lesson to half, keep the duration to 0 minutes, and repeat the same topics for the
next days through dif