Vision for school education in Delhi.pptx

8/14/2019 Vision for school education in Delhi.pptx

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Policy EdWise Presentation


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Sometimes, the questions are complicated

and the answers are simple!- Dr. Seuss


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VISION FOR SCHOOL EDUCATION IN DELHI

FIXING PUBLIC SCHOOLS

Focus Areas

Studentlearning

outcomes

SchoolManagementCommittees

Vouchers


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Student Learning Outcomes


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Challenges RTE focuses on inputs rather than student learning outcomes.

ASER report- The estimates for rural India suggest that lessthan half of all children currently in Std V can read Std II level

text. Learning levels started dropping in many states since RTEcame into effect.

PAISA report- In 2011-12, 75% of the SSA budget was

allocated to infrastructure and teacher salaries. While themost essential parameters to ensure quality learningenhancement programmes and innovation accounted foronly 2% of the budget.


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Opportunities

The 12th Plan explicitly states that the overarching goal inelementary education is to improve learning outcomes. Thismeans that government is finally acknowledging theoutcomes problem.

In 2011- 12 nearly a third of the money allocated by thecentral and state governments was unspent.


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Solutions

1. Assessing learning outcomes at various levels on regular basis.

In England and Wales, all students are assessed at the end of

ages 7, 11 and 14. The information on achievement of pupilsis made available to the schools and public. It is consideredessential that the public has the right to know about theperformance of schools and be able to make comparative

judgements between schools.


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Implementation:

i) Have standardised testing of all students every year to trackprogress.

ii) Make results available to school and public so it builds

consciousness of the parents and teachers.

iii) Ranking of schools on a zonal and city level based on thescores of these standardised tests. These rankings have to be

displayed in every school and initial efforts have to be taken tobuilding awareness about the ranking system in all the EWSparents.


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2. Streaming- (organizing students according to initial learninglevels and not grade level)

The Bihar Experiment- In 2008, J-PAL and Pratham studied theeffects of a summer learning camp implemented by thegovernment of Bihar. These camps were run by governmentschool teachers with the intention of teaching children instandard III to V basic reading and maths. Students wereorganized according to learning levels while teaching methodsand materials were designed to allow teachers to innovatewith pedagogical strategies appropriate to the child.The result: a significant gain in reading and maths, whichlasted two years. But the more startling finding was that thevery same teachers who taught with success in the learningcamps failed to make similar gains during the school year,highlighting that the current system is not geared towarddelivering outcomes.


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Implementation:

i) Based on the results of the standardised tests, design multigrade classrooms where students are organized according to

learning levels.

ii) Training teachers and building expertise to cater to specificlevels.


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School Management Committees (SMC)


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Challenges Less than two percent of schools in Delhi have SMCs.

Attitude of people towards welfare policies- content being onthe receiving end of the entitlement but do not want to takeresponsibility to improve things.

Teachers will not want the status quo they enjoy to be

challenged.

Lack of clarity on the criteria or method of selection of the

parents who will be on the SMC .


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Opportunities

RTE mandates that every school shall constitute a schoolmanagement committee.

70 percent of the parents said they wanted to be given anopportunity to improve the functioning of the school.


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Solutions

1. Awareness for parents in EWS sections

In an underprivileged educational district near Paris, 37schools offered a program of group meetings and discussionsdesigned to make parents aware of the structure of the schooland the staff who were available to support them. Parentalinvolvement campaigns significantly increased parents interaction with schools and improved student behaviour andeffects spilled over onto classmates whose parents did notparticipate in the program.


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Implementation:

i) Have awareness camps all across the city. Start with a pilot inone specific locality and then scale it. Phase out theintervention.

ii) Prioritize this as a short term goal and reach out to as manyEWS families as possible.


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2. Training of parents

In the mid-1980s, Muslim leaders from Kenyas coastal regionrequested assistance in improving the overall level ofeducational achievement of their children. The Aga KhanFoundation (AKF) responded by working with local educators,community leaders and parents to set up the first madrasapre-schools. The process of creating a madrasa programmeschool begins with the creation and orientation of a local Pre-school Management Committee. School managementcommittee members receive training in community

mobilisation, fund raising, basic accounting skills,management and planning.


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Implementation:

i) Orientation for all SMC members carried out at the zonal levelcovering the provisions of the RTE act, role of SMCs inensuring the school is primarily accountable to qualitylearning of students.

ii) Training in understanding the purpose of the standardisedtests, streaming in classrooms and on the rankings of schoolsreleased henceforth in addition to training


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3. Constituting the SMC

In Maharashtra and Orissa - where a government notificationwas issued for SMC formation, it was noticed that a

democratic process of consultation with the parents wasignored in the formation of the SMC. It was evident from fieldreports and field visits that Head Masters had tried to pickand chose SMC members as per their convenience.


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Implementation:

i) Constituting SMCs have to become mandatory and shouldbe enforced strictly. The responsibility should be shared bythe Block Officer and the principal of every school.

ii) Provide strong structures to the SMCs- Make it mandatory forall parents to be on the general body (GB). GB members willelect members to the executive committee of the SMC.


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VOUCHER SYSTEM


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Challenges

About 2,000 low income private schools in Delhi are at therisk of closing down for non-compliance with the RTE Act.

Private school enrolment is increasing at 10% every year. By

2014 about 41% of all primary age children will be in privateschools. And by 2019 private schools will clearly be the majoreducation providers in India.

One of the primary reasons that public schools are socomplacent is because they know they will get the grant fromthe government irrespective of their performance.


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Opportunities

The annual expenditure per student in Delhi is Rs 9,377

Sec 12 RTE- 25% reservation in private schools to studentsbelonging to EWS


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Solutions

1. Vouchers provided to parents which will ensure that theyprovide their children with a quality education of their choice.

Research studies in education voucher programmes in Chile,Milwaukee, Colombia, Cleveland and England have all shownsome desirable results like increase in provision of education,competition between private and public schools andinvolvement of parents in childs education increased.


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Implementation:

i) Vouchers will be given to parents at the end of each year.

ii) Parents can view the rankings released based on the resultsof the standardised test and decide which school they wouldlike their children to study in.


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Conclusion

In the short term, the focus should be on fixing our public

schools and I believe this can be done by prioritizing studentlearning outcomes, building functional school managementcommittees, and changing our funding model to the vouchersystem.


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References RTE Act ASER report PAISA report 2012 http://www.livemint.com/Opinion/Z5V9o6AJ9iMeHEIWgFP1HI/Leaning-outcome-an-important-

goal.html http://www.financialexpress.com/news/economic-survey-money-spent-per-student-in-delhi-is-

three-times-national-average/1090818/0

http://www.povertyactionlab.org/policy-lessons/cost-effectiveness http://aif.org/wp-content/uploads/2012/08/SMCBook1.pdf http://www.akdn.org/Content/911 http://www.legco.gov.hk/yr01-02/english/sec/library/0102rp06e.pdf http://timharford.com/2012/11/education-vouchers-some-redeeming-features/ http://www.forbes.com/forbes/2003/1124/048.html http://www.povertyactionlab.org/policy-lessons/education/student-learning#more

http://www.povertyactionlab.org/publication/getting-parents-involved http://www.povertyactionlab.org/publication/redesigning-conditional-cash-transfers Uphill Battle ahead as outcomes go downhill- by Madhav Chavan CEO- President Pratham Education

Foundation Priorities for Primary Education Policy in Indias 12th Five -year Plan by Karthik Muralidharan
http://www.livemint.com/Opinion/Z5V9o6AJ9iMeHEIWgFP1HI/Leaning-outcome-an-important-goal.htmlhttp://www.livemint.com/Opinion/Z5V9o6AJ9iMeHEIWgFP1HI/Leaning-outcome-an-important-goal.htmlhttp://www.financialexpress.com/news/economic-survey-money-spent-per-student-in-delhi-is-three-times-national-average/1090818/0http://www.financialexpress.com/news/economic-survey-money-spent-per-student-in-delhi-is-three-times-national-average/1090818/0http://www.povertyactionlab.org/policy-lessons/cost-effectivenesshttp://aif.org/wp-content/uploads/2012/08/SMCBook1.pdfhttp://www.akdn.org/Content/911http://www.legco.gov.hk/yr01-02/english/sec/library/0102rp06e.pdfhttp://timharford.com/2012/11/education-vouchers-some-redeeming-features/http://www.forbes.com/forbes/2003/1124/048.htmlhttp://www.povertyactionlab.org/policy-lessons/education/student-learninghttp://www.povertyactionlab.org/publication/getting-parents-involvedhttp://www.povertyactionlab.org/publication/redesigning-conditional-cash-transfershttp://www.povertyactionlab.org/publication/redesigning-conditional-cash-transfershttp://www.povertyactionlab.org/publication/redesigning-conditional-cash-transfershttp://www.povertyactionlab.org/publication/redesigning-conditional-cash-transfershttp://www.povertyactionlab.org/publication/redesigning-conditional-cash-transfershttp://www.povertyactionlab.org/publication/redesigning-conditional-cash-transfershttp://www.povertyactionlab.org/publication/redesigning-conditional-cash-transfershttp://www.povertyactionlab.org/publication/redesigning-conditional-cash-transfershttp://www.povertyactionlab.org/publication/getting-parents-involvedhttp://www.povertyactionlab.org/publication/getting-parents-involvedhttp://www.povertyactionlab.org/publication/getting-parents-involvedhttp://www.povertyactionlab.org/publication/getting-parents-involvedhttp://www.povertyactionlab.org/publication/getting-parents-involvedhttp://www.povertyactionlab.org/policy-lessons/education/student-learninghttp://www.povertyactionlab.org/policy-lessons/education/student-learninghttp://www.povertyactionlab.org/policy-lessons/education/student-learninghttp://www.povertyactionlab.org/policy-lessons/education/student-learninghttp://www.povertyactionlab.org/policy-lessons/education/student-learninghttp://www.forbes.com/forbes/2003/1124/048.htmlhttp://timharford.com/2012/11/education-vouchers-some-redeeming-features/http://timharford.com/2012/11/education-vouchers-some-redeeming-features/http://timharford.com/2012/11/education-vouchers-some-redeeming-features/http://timharford.com/2012/11/education-vouchers-some-redeeming-features/http://timharford.com/2012/11/education-vouchers-some-redeeming-features/http://timharford.com/2012/11/education-vouchers-some-redeeming-features/http://timharford.com/2012/11/education-vouchers-some-redeeming-features/http://timharford.com/2012/11/education-vouchers-some-redeeming-features/http://timharford.com/2012/11/education-vouchers-some-redeeming-features/http://www.legco.gov.hk/yr01-02/english/sec/library/0102rp06e.pdfhttp://www.legco.gov.hk/yr01-02/english/sec/library/0102rp06e.pdfhttp://www.legco.gov.hk/yr01-02/english/sec/library/0102rp06e.pdfhttp://www.akdn.org/Content/911http://aif.org/wp-content/uploads/2012/08/SMCBook1.pdfhttp://aif.org/wp-content/uploads/2012/08/SMCBook1.pdfhttp://aif.org/wp-content/uploads/2012/08/SMCBook1.pdfhttp://www.povertyactionlab.org/policy-lessons/cost-effectivenesshttp://www.povertyactionlab.org/policy-lessons/cost-effectivenesshttp://www.povertyactionlab.org/policy-lessons/cost-effectivenesshttp://www.povertyactionlab.org/policy-lessons/cost-effectivenesshttp://www.povertyactionlab.org/policy-lessons/cost-effectivenesshttp://www.financialexpress.com/news/economic-survey-money-spent-per-student-in-delhi-is-three-times-national-average/1090818/0http://www.financialexpress.com/news/economic-survey-money-spent-per-student-in-delhi-is-three-times-national-average/1090818/0http://www.financialexpress.com/news/economic-survey-money-spent-per-student-in-delhi-is-three-times-national-average/1090818/0http://www.financialexpress.com/news/economic-survey-money-spent-per-student-in-delhi-is-three-times-national-average/1090818/0http://www.financialexpress.com/news/economic-survey-money-spent-per-student-in-delhi-is-three-times-national-average/1090818/0http://www.financialexpress.com/news/economic-survey-money-spent-per-student-in-delhi-is-three-times-national-average/1090818/0http://www.financialexpress.com/news/economic-survey-money-spent-per-student-in-delhi-is-three-times-national-average/1090818/0http://www.financialexpress.com/news/economic-survey-money-spent-per-student-in-delhi-is-three-times-national-average/1090818/0http://www.financialexpress.com/news/economic-survey-money-spent-per-student-in-delhi-is-three-times-national-average/1090818/0http://www.financialexpress.com/news/economic-survey-money-spent-per-student-in-delhi-is-three-times-national-average/1090818/0http://www.financialexpress.com/news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Vision for school education in Delhi.pptx

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