South Delhi Municipal Corporation EdVision 2017
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Transcript of South Delhi Municipal Corporation EdVision 2017
SDMC Education Vision 2017
Our Vision to Transform SDMC’s School System
Ashish Sood Chairman, Education Committee SDMC
Guiding Principles for Our Analysis/ Suggestions
Focus on outcomes and systemic impact
Evidence-based approach (national and international research)
Early victories combined with clear vision, measurable long- term goals
Focus on highest leverage points to drive transformation
Effective use of existing budget over next 3 years
Overall Snapshot of the School System in SDMC
South Delhi Municipal
Corporation
Schools Enrollment Teachers Budget Cost per Child
588 schools
3.2 lac children
8k teachers PTR 40:1
Rs. 665 cr Rs. 20,800
1 School Data is for 2013-2014 .Approximation based on available DISE/ SEMIS/ Analysis of Budgetary Transaction of State Govt. 2PTR stands for Pupil Teacher Ratio *Data Source for Enrollment & Municipal level budgets: DISE 2011-12
RTE SCHEDULE ITEMS (2011-12) SDMC (%)
Drinking water facility 100
Schools with functional toilets 100
Buildings in good condition 95
Classrooms in good condition 98
Library 96
Functional computers 85
Pupil to Classroom Ratio less than 40 51
SDMC schools largely meet infrastructure norms. There is a need to improve quality of existing infrastructure and focus on quality of student learning
Education is Clearly a Priority for SDMC
Rs. 665.12 cr or 24% of SDMC’s overall budget in 2012-13 is allocated towards Education.
This makes Education one of the biggest category spend in SDMC’s 2012-13 budget .
25% of Delhi’s population1 is in the K-12 school system. Almost all families are impacted by the quality of education in our schools.
1DISE 2011-12 and Census 2011
24%
76%
SDMC spends a significant portion of its budget on education
% Spend oneducation
%Spend on othersectors
Shanghai - A City that Achieved School Excellence
Clearly defined vision and targets
Shanghai stood #1 among 74 OECD1 countries on PISA2 2009. How did they do it?
Shanghai decided several years earlier that it wanted to be #1 on PISA 2009. Shanghai came #1 on PISA and also achieved 95% enrollment in pre-primary, 100% in elementary and secondary, 85% enrollment in college.
City-wide collaboration focused on student learning Strong schools took the responsibility of improving the weak schools in their neighbourhood.
Resolute leadership with strong focus on execution Mayor led the transformation drive, supported by an expert group.
Sharp administrative focus on outcomes Special agencies were setup e.g. PISA office established, Data and Accountability division to track metrics, Autonomous Education Research body.
Transformation in Shanghai began with a clear vision SDMC needs a vision to transform its schools
1 OECD – The Organization for Economic Cooperation and Development 2 PISA – Programme for International Student Assessment
Long Term: Aim for Transformation! Not Incremental Reform
Michael Barber’s Framework*
Controversy without Impact
Transformation
Status Quo Improved Outcomes
Ambitious Aspirations
Ambitious Delivery
Quality of Execution
Bo
ldn
ess
of
Ref
orm
* Sir Michael Barber is a British educationist and Chief Education Advisor to Pearson. From 2001 to 2005 he served as Chief Advisor to UK Prime Minister Tony Blair. He has worked for over 20 years in education and implementation of large-scale system change.
Ambitious Aspiration for 2017
To Build a Best-In Class School Education System 1 SDMC to be best in Delhi and in India
Some cities pride themselves on their architecture ……… others, their culture
……… yet others, their infrastructure
Can SDMC Pride Itself on Its Schools?
Define Clear Goals and Strategy to Meet Aspiration
Clear Targets
Key Levers of Change
Key Action Steps
Ambitious Aspirations 1
Targets for Creating a World-Class School System
Current Status Target for 2017
1
2
3
4
National Champion Delhi #8 on NAS2
Near Universal Enrolment Pre-primary: 26%3 Elementary: 98%
Pre-primary: 50% Elementary: 100%
Strong Foundations Children are 2 to 3 levels behind
ALL children at grade level by Class 3
Focus Area
1PCR : Number of pupils to good classrooms ratio determining school capacity Data Sources: DISE 2011-12, Census 2011, ASER 2010/ 2013, NAS, CBSE,. 2 NAS = National Achievement Survey 3 Data for children enrolled in unrecognized pre-primary schools is unavailable
Well Resourced Schools 51% schools with PCR1<40
100% schools with PCR<40
5 English Medium Capacity 44% schools offer English Medium
75% schools offer English Medium
Delhi #1 on NAS
Well Defined Strategy Based on Key Levers of Change
100% Schools meet Input
Norms
Strengthen English Medium
Capacity
City-wide Collaboration
and drive
System Accountability
Select & Nurture
High Potential School Leaders
Focus on Literacy & Numeracy (L&N)
Provide Well Resourced
Schools
75% Schools offer English
Medium
ALL Children at Grade Level by
Class 3
Focus on Student Learning
Syst
em
-wid
e L
eve
rs
Towards a Top-Class School System >> SDMC become #1 in NAS Every Child attaining excellent education
School-level Levers of Change
In Focus: System-wide Levers of Change
75% schools offer English
Medium
Provide Well resourced
schools
City-wide Collaboration
and drive
System Accountability
Select & Nurture
High Potential School Leaders
Focus on Literacy & Numeracy (L&N)
Strengthen English Medium
capacity
100% Schools meet Input
Norms
ALL Children at Grade Level by
Class 3
Focus on Student Learning
Syst
em
-wid
e L
eve
rs
Towards a Top-Class School System >> SDMC become #1 in NAS Every Child attaining excellent education
School-level Levers of Change
Collaboration to Achieve Shared Vision
System-wide alignment & collaboration
towards common goals
No shared vision that aligns all
education stakeholders in
the city
Little collaboration between govt. and
private schools
No support for weak schools
Collaboration between Govt. and
Private Schools Shared Vision
Support for Weak Schools
Chairman to get buy-in of key stakeholders towards the
shared vision and goals. Have
thought leaders endorse it.
Programme to get private schools
and government schools to partner
with each other for sharing of best
practices across schools
Programme to get high performing
schools to ‘buddy’ weaker schools.
Current Challenges
Key Levers of Change
Key Action Steps
Little collaboration between teachers
within/ outside schools
Teacher Study Groups
Teachers across SDMC schools create study
groups – meet weekly, observe peers in class, share lesson
plans, teaching techniques etc.
Improve Accountability for Continuous Improvement
System Accountability to Every Child’s
Learning & Continuous
Improvement
Lack of student assessment data
Lack of school performance data
Annual Standardised Assessment
School Rating Index
Low-stakes standardised
assessments for all children in
classes 3, 5. Use data for
improving classroom
instruction and teacher training.
Establish a school rating index that measures school performance on
various indicators of quality.
Current Challenges
Key Levers of Change
Key Action Steps
No data monitoring system
to promote continuous
improvement in student learning
Rich Data Systems
Create education data system that generates reports
for various stakeholders.
Build stakeholder capacity for using data to improve student learning.
Lack of authentic attendance and SI
visit data
Technology for Improved
Accountability
Install biometric systems to
monitor teacher and student attendance.
Provide school inspectors with
GPS enabled mobile device to
track them
Selecting and Nurturing High Potential School Leaders
Effective school leader in every
school
Selection in the govt. schools is based on
seniority
Role of an administrator
No accountability for learning outcomes
Leadership
Training
Selection on Merit Accountability
Merit based selection of principals through Head Teacher Aptitude Test.
Final selection based on a clear rubric with focus
on instructional leadership.
Partner with NGOs/Corporates to create school leader training programme. All
new principals to go through
4-month induction
programme.
Make principals key partners in
Delhi’s education transformation programme. As
leaders, hold them accountable
to student learning in their
school.
Current Challenges
Key Levers of Change
Key Action Steps
In Focus: School-level Levers of Change
75% schools offer English
Medium
Provide Well Resourced
Schools
City-wide Collaboration
and drive
System Accountability
Select & Nurture
High Potential School Leaders
Focus on Literacy & Numeracy (L&N)
Strengthen English Medium
Capacity
100% Schools meet Input
Norms
ALL Children at Grade Level by
Class 3
Focus on Student Learning
Syst
em
-wid
e L
eve
rs
Towards a Top-Class School System >> SDMC become #1 in NAS Every Child attaining excellent education
School-level Levers of Change
3 Year Target to Provide Well Resourced Schools
Investing to upgrade and improve quality of infrastructure in schools
Today
Not all schools meet input
norms
2017
100% schools meet input
norms
All SDMC Schools to be Well-Resourced
Key Action Steps 286 schools are inadequately resourced for student strength
SDMC to : • Renovate classrooms that require major
repairs and construct new classrooms • Generate funds for school maintenance
by letting out single shift schools for vocational training
Attract CSR funds from top corporates to improve infrastructure quality: • Improve functionality of libraries by
partnering with organisations such as Room2Read, Katha, Pratham
• Upgrade computer labs and invest in ICT1 training of teachers to ensure optimal utilisation of these resources
• Ensure high quality infrastructure in every classroom including teaching learning materials, furniture etc.
7%
49%
44%
PCR distribution of SDMC Schools
PCR<20 PCR>40 20<PCR<40
Inadequate number of classrooms
Under utilization of classrooms
Adequate classrooms for all children
1 ICT – Information Communication Technology
3 Year Target for Strengthening Student Foundation
Today
Children falling
behind by 2 to 3 grade levels
2017
ALL children at grade level by Class 3
Achieved ~ 100% enrollment. Build strong Literacy and Numeracy base for all children
Strengthening Literacy & Numeracy (L&N) Foundation
17,634
57,559
UKG Class I
UKG enrollments are 1/3 rd of
Class 1 enrollments in SDMC. schools
1Source: DISE 2011-12 2ASER, 2010
Inequity between govt. and private school children sets in early - Data for a municipal ward in Delhi reveals that in Class 2 , 63% MCD children are unable to recognise numbers from 1 to 100 compared to 14% in private schools.2
Big gap between KG and Class 1 enrolment
Early Childhood Education (ECE) • Rollout one year of KG across at least
80% SDMC schools • Build awareness among parents on the
importance of ECE to drive enrollments Focus on L&N in Classes 1 to 3 • Make L&N #1 Priority • Focused time for L&N in school timetable • Redesign curriculum to maintain teaching
standards in all schools • Make curriculum resources (leveled
reading series/ mathematics manipulative) available. Track progress using Early Grade Assessments
• Use Activity Based Learning to create joyful learning environment in classrooms
Key Action Steps
42% of SDMC schools do not have
ECE section
3 Year Target for English Medium Capacity
Cater to parental demand for English medium instruction by strengthening English medium capacity in schools
Today
44% Schools
offer English
Medium
2017
75% Schools
offer English
Medium
Demand for English-Medium is Increasing
21.2% 43.4%
54.8%
78.2% 56.6% 45.2%
2004-05 2011-12 2018-19
English - medium enrollment in Delhi
English-medium Enrollment Vernacular-medium Enrollment
28.2 lac 25.7 lac 20.5 lac Total
Enrollment =
• Source: DISE 2004-05, DISE 2011-12 • *Increasing schools that offer English medium will provide
choice for parents to choose SDMC for English medium instruction
Key Action Steps
• Strengthen capacity and quality of existing 256 schools with English medium sections
• Introduce English Medium sections
in 179 schools by exploring opportunities to expand programmes such as Teach For India
• Focus new recruitment efforts on English medium teachers
• Partner with organizations like
Teach For India, British Council to deliver English language training to SDMC teachers
44%
75%*
56%
25%
2011-2012 2017
SDMC Schools offering English Medium Offering English Medium Not offering English Medium
School Grouping Based on Similar Needs and Impact
Wel
l res
ou
rced
sch
oo
ls -
PC
R
Student Enrolment
Group 1 44 Schools
34,778 students
Group 2 144 Schools
53,875 students
Group 6 4 School
715 students
Group 3 159 Schools
1,65,690 students
Group 4 130 Schools
55,116 students
Group 5 99 Schools
12,414 students
Less than 200 Between 200 and 600 Above 600
PC
R <
=40
PC
R >
40
Quality Intervention: 33% Schools 29% Students
Infrastructure Development: 49% Schools 68% Students
Under Utilized Schools: 62% utilization
1PCR – Pupil Classroom Ratio
First 6 Months: Focus on Early Victories System Wide Interventions
• Chairman to launch SDMC Education Vision through media campaign
• Invest key stakeholders such as officers principals , teachers, parents, RWAs, women/student volunteers to support schools
• Roll out annual student assessments across Classes 3, 5 in all SDMC schools
• Install biometric attendance tracking for teachers and students in all SDMC schools
• Adequately staff and empower zonal offices to strengthen administration
• Ensure regular school visits by monitoring school inspectors through GPS enabled mobile devices
Improved Infrastructure
• Renovate classrooms that need major repair
• Start construction to increase the number of classrooms in 120 schools
• Attract five top corporates for CSR funds to enhance infrastructure quality and usage
• Generate funds for school maintenance by letting out single shift schools for vocational training
Quality Schools • Prioritize L&N in all 188 schools with focused time
spent on this in school time table, curriculum resources to be made available
• Commence in-service training for English medium teachers in 92 schools
• Start pilot school principal training programme in 50 schools with high potential principals
• Get parents engaged by inviting them to school for School Pratibha Utsav once every month – children showcase their progress (co-curricular as well as curricular)
Under Utilized Schools • 14 schools have less than 50 students and 83%
under-utilized classrooms, despite good infrastructure
• Pass Private Public Partnership policy for tie-ups with non-profit school operators for transforming these schools into beacons of excellence for others in the system
Year 1 and 2: Focus on Scaling Quality
Year 1 Goals All Schools
• Use assessment data to create a school rating index
• Start buddy programmes to support weak schools
• Reward and recognize high achieving teachers and school principals
Quality Schools
• Introduce KG in 30 new schools
• Introduce English medium in 60 new schools
• Increase SL training to a total of 150 School leaders
Improved Infrastructure
• Build additional classrooms for 150 schools
• CSR funded infrastructure improvement programmes continue
Under Utilized Schools
• Start pilot programme with 14 PPP schools
Year 2 and 3 Goals All Schools
• Create comprehensive education data systems
• Partnership between private and SDMC schools on sharing of best practices
Quality Schools
• Introduce KG in 50 new schools
• Increase English medium to 100 new schools
• Expand principal training to all principals
Improved Infrastructure
• Continuous maintenance of high quality schools
• Support computer lab programmes and library programmes for schools
Under Utilized schools
• Expand PPP programme to 30 new schools and document best practices to share with other SDMC schools for scale
Resolute Leadership is Critical for Success
Chairman to Lead the Drive
Transformation programme ‘SDMC First in Education’ to be led by the Chairman School Education Committee
Announce vision on Bal Diwas – Every SDMC child in school and learning at grade level by 2017
Expert group set up to assist the Chairman. Programme Management Unit (PMU) to assist with programme monitoring (responsibilities to include preparation of MIS/ reports)
Initiate SDMC Gunotsav , an annual festival to celebrate education quality. Mayor, Chairman and key officials to visit schools during this 3-day long festival along with all members of administration and check for student learning
Monthly meetings to track progress (2 to 3 hours) Chairman to lead these meetings Education Minister, Department officials, Expert group, Programme Management Unit to be present Chairman to review performance against targets, inspire the team and keep them focused
Quarterly review (4 to 5 hours) Detailed quarterly report prepared in advance
Meeting to provide focus, clarity and sense of urgency on issues impacting delivery To hold individuals accountable and remove barriers for them
Strong Focus on Execution and Follow Through
SDMC Education Vision 2017
THANK YOU