Manthan Stepping Stones.pdf

7/27/2019 Manthan Stepping Stones.pdf

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Stepping Stones:Enhancing Quality of Primary Education – ISB: Laina Emmanuel, Komal Vasudev, Guneet Singh, Manvendra Singh Raghav,Harkabir Singh Jand

Manthan Topic: Stepping Stones: Enhancing Quality of Primary Education

NAV PARIVARTAN

Team Details:ISB, Mohali Campus

Laina Emmanuel

Komal VasudevGuneet Singh

Manvendra Singh Raghav

Harkabir Singh Jandu




India’s Most Pressing Problem: Crisis of Learning

at the Primary Education Level




Quality of Primary Education at Government schools has been declining at an alarming rate in recent years which can hurt India’s

competitiveness and productivity and damage quality of life in rural and semi-urban India in the long run.

•India’s elementary education budget has increased

more than two fold since 2007-08, from Rs. 68,853

crores to Rs. 147,059 crores in 2012-13.

•Allocations for the Sarva Shiksha Abhiyan (SSA), the

primary vehicle for delivering the Right to Free and

Compulsory Education Act (RTE), have increased

three-fold.

INCREASE IN RESOURCESDECLINE IN LEARNING OUTCOMES

ASER 2012 and PISA 209show that fewer and fewer

children in successive batches reaching 3rd and 5th

standard are learning basics of reading , math and science

BUT




Substantial

Improvements in inputs

to Education over the

decades

-Improved access to

primary schools

- Better infrastructure

- Better pupil-teacher

ratios- Increased student

enrolment

However, this is not

enough to reverse the

crisis in learning

POSSIBLE CAUSES FOR THE CRISIS IN LEARNING – What does

the research say?

Weak Pedagogy

Several randomised

evaluations find large

positive impacts of

supplemental remedial

instruction in early

grades that are targeted

to the child's current

level of learning (as

opposed to simply

following the text book)

(references in appendix)

Weak School Governance

Most striking symptom of weak

governance is the high rate of

teacher absence in government-

run schools, which has not reduced

substantially since 2003.

Rigorous evaluations of carefully

designed systems of teacher

performance pay show substantial

improvements in student learning

in response to even very modest

amounts of performance-linkedpay for teachers.


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The Importance of SMCs in The Solution



School Based Management – Evidence from Across the World

• Since the early 1990’s School Based Management (SBM) has gained increasing popularity as a strategy for

improving responsiveness and accountability in the delivery of education services.

• In several countries, including Brazil, Nepal, Mexico, and Czech Republic, authority is devolved to school based

committees who are given varying levels of financial autonomy for

1) determining school needs

2) preparing budgets and plans

3) procuring items and incurring expenditure for meeting such needs.

• Research has shown us that Nicaragua’s Autonomous School Program and Mexico’s compensatory education

program have contributed to better test scores.

School Management Committees in India

• In India, under the RTE, SMC’s have complete financial power over three annual grants –

Teaching Learning Material (TLM)

School Development Grant (SDG)

School Maintenance Grant (SMG)

• However, the condition of SMC’s across the country is quite pathetic. In a lot of places SMCs have not been

instituted, while they are dysfunctional in a number of places.



• The World Development Report on “Making Serviceswork for the poor” recognizes that for education to trulydeliver on its promises, schools need to be accountable totheir local communities through bodies like “SchoolManagement Committees” (SMC)

• The Indian Government also recognizes the importance of SMC’s by empowering them with legal rights and dutiesunder the Right to Education Act

Empowering SchoolManagement

Committees

• Volunteers drawn from two distinct pools – local citizensand professionals from varied different professions.

Involving the former raises the capacity of local citizens tomonitor their schools, thus helping in scaling our ideas atlow costs.

• Technology enabled – Through strategic use of Information Technology, such as Massive Online Opencourses, adapted to Indian conditions, we can further lower costs and reach a wide audience

ImplementationModel –

Volunteer-driven,Technology-enabled

Snapshot of solution proposedWe propose a technology-enabled, volunteer driven approach to empowerment of

School Management Committees (SMC’s) to help them effectively monitor schools and

adapt pedagogy to suit the needs of children in their community



Details of the Solution



`


Volunteer trainers:

•Based out districts

•Involved in training andempowering the SMC’s.

•Start with training 2 people per

district (~1400 volunteersacross the country).

Volunteer resourcepeople:

•Diverse set of non-state actorswho bring in requisite skill-

sets, funding and ideas.•They help empowered SMC’sachieve their goals.

Recruitment Of Volunteers

in the 2 – Channel VolunteerModel

Cascading model of training volunteers: Eachset of 2 volunteers in a district train 80000volunteers over the course of a year, thusreaching out to ~1.12 million across alldistricts in India

• Refresher training: To be provided throughonline courses, facilitated by volunteer trainers.

Training Of Volunteers

Skills imparted: Skills imparted across threedomains

Domain Knowledge

• Public finances, with special reference to thedistrict

•

Financial literacyProcedural Knowledge

• Procurement in a local government environment

• Assessment of learning outcomes through the useof survey-toolkits

Soft-skills

• Group dynamics with special relation to socialdynamics in the district

• Decision-making in a group

• Team-building

Technology enablement

• Basic computer literacy and knowledge of internet

•Interaction in forums meant specifically for governance

Empowering SMCs

Initial training of SMC’s heldin partnership with Block Development Officers andDistrict Officers, to achievescale.

• Refresher trainings held byvolunteer trainers, asgovernment capacity not

enough to conduct regular trainings

• These technology enabledSMC’s would be networkedonto the main GYAN

platform, and can ask for specific ideas, funding andskill-sets they require for

achieving their ideas.



Inform and Engage

Volunteer Resource Personsand Empowered SMCs

Collectively Generate NewIdeas & Training Materials to

solve school-specific problems

Select new ideas andartifacts and

implement the bestsolutions

Communicate Help people submitAccept and grouptraining material

Help people searchand rate best solutions

Mentors, Sponsors support the portal

Community + Marketplace for ideas – Key Features

Moderation by experts to prevent lower-quality

inputsEvolving portal to match to

user expectations

Resource people reviewideas and materials

Group by topicsAdd user ratings

Add insights

Online chat with educationexperts

More search keywords for knowledge documents

Discussion Forums(District specific)

Architecture of the Online Portal



Key implementation challenges andmitigation

Risk Cause Mitigation

Disinterested SMC’s SMC’s usually have low expectations from

government schools, translating into

disinterest in tracking the learning outcomes

of their children

Controlled experiments in Medak district in

Andhra Pradesh by Accountability Initiative has

shown that using local methods of

dissemination can help ignite interest

Khemani et al have found that Information and

advocacy campaigns can lead to better

participation in SMCs

Lack of buy-in from district officials Building a good SMC culture requires buy-in

from the local government, both for purposes

of infrastructure for training and rules

We have seen that sharing success stories as

well as data on learning outcomes across

districts can incentivize district collectors to

focus on education

Infrastructural issues Online networking on the GYAN network

requires access to good infrastructure

Partnering with infrastructure providers such as

TARAhaat can mitigate this risk



Expected Budget

•Management Team ( Rs. 6000 per district per

annum)

•Volunteer Team (Rs. 1.8 lac per district)

•Regional

OrganizationCost

•Transportation Cost (Rs. 10000 per district per

annum)

•Establishment CostLogistics Cost

• IT Software +Hardware Cost ( Rs. 2 lac per district

per annum)

•Communication Expense – mobile& internet ( Rs.

35000 per district per annum)

Technology

Cost

Rs 1.86

lac/district/an

num

Rs

10000/district/

annum

Rs

2.35lac/distri

ct/annum

Estimated Cost / Child = Rs 1.30 per annum




Appendix

Lant Pritchett, The first PISA results for India: The end of the beginning http://ajayshahblog.blogspot.in/2012/01/first-pisa-

results-for-india-end-of.html

PAISA Report 2012

ASER Report 2012

World Development Report 2004, Making services work for the poor http://www.gse.pku.edu.cn/lib/gse_lib/edu-

search/e_publication/e_pub/268950PAPER0WDR02004.pdf

Using evidence for better policy: The case for primaryeducation in India, Karthik Muralidharan

http://www.ideasforindia.in/article.aspx?article_id=119

http://ajayshahblog.blogspot.in/2012/01/first-pisa-results-for-india-end-of.html


http://www.gse.pku.edu.cn/lib/gse_lib/edu-search/e_publication/e_pub/268950PAPER0WDR02004.pdf




















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