Education of Equitable Education of Equitable Quality:Quality:

Key Changes, Components and ActionKey Changes, Components and Action

Subir Shukla Educational Quality Advisor - SSA

I. Key changes…I. Key changes…Outcomes

◦ Not just the 3Rs, but towards holistic education

◦ Outcomes apply at all levels

Processes◦ Two-way, interactive◦ Construction of knowledge◦ Involve all stakeholders

Relationships◦ Not instruction, but non-hierarchical

partnerships◦ Accountability; the benefactor is now

beneficiary!

OutcomesOutcomesFrom To

•Focus on scholastic aspects•Basics (3Rs), competencies•Follow / receive instruction•Minimum level, uniform

•All round development•Higher order skills•Learning how to learn•Optimal, differentialThe shift has implications for:

• Curriculum + syllabus + materials• Training at different levels + training

materials• Learning Assessment,• Performance assessment,• Programme Evaluation

What are equitable outcomes?

Key challenge: vertical integration of outcomes

Processes Processes From To

•Passive, one-way•Receiving knowledge, •Explanation, memorization•Uniform pace of learning•Favouring the advantaged, •Onus on learner (ToT not fixed)•Child’s experience and local knowledge ignored

•Active, collaborative•Constructing knowledge, •Reflection, application•Differentiated learning•Specifically address the disadvantaged•Child’s right, (ToT fixed)•Child’s knowledge valued,

Transition in processes requires:• Clearly defined pedagogical model• Harmonization of components • Training that manifests desired processes, • Academic support structures strengthen it• RTE awareness and sensitization among all

What are ‘equitable’ processes?

RelationshipsRelationshipsFrom To

• Hierarchical• Accountability ‘above’• Holding responsible• ‘Disciplined’ atmosphere• ‘Hidden’ / overt bias

• Collaborative partnership• Accountability ‘below’• Responsive • Warm and welcoming …• Non-discriminatory

How do we generate such relationships? Starts from the top; recognize those who: •Foreground interests of the marginalized in planning, development, implementation, monitoring, reporting

Implications for: •Pedagogy, classroom organization, planning•Methods used in training and follow up•School management and community involvement

What are ‘equitable’ relationships?

Aim of education Aim of education

As per International Commission of Education is:

Learning to knowLearning to doLearning to live togetherLearning to be

Life Skills – Integral PartLife Skills – Integral Part

self-awarenessempathycommunicatio

n skillsinterpersonal

skillsdecision-

making

World Health Organisation 10 life skills.

•problem solving

•creative

thinking

•critical thinking

•coping with

emotions

•coping with

stress

II. II. Quality ‘eco-systemQuality ‘eco-system’’Underpinnings

The desirable: ‘vision’ , beliefs and assumptions , approach to knowledge/ subjects

The feasible: ground realities, contexts, implications (who are our children?)

Components

Core Components: curriculum, syllabus, pedagogical model/s, materials, classroom organization, planning, Assessment, SMC and community involvement

Enabling components: teachers, monitoring systems, administration, institutional development, performance assessment, evaluation, planning, research, policy, legislation

Leading To Outcomes:

• Every CHILD develops desired learning mandated by curriculum, across all domains • Outcomes at all levels for this to happen

Curriculum and SyllabusCurriculum and SyllabusAny curriculum document has three parts:

◦ Rationale◦ Description of subjects and learning outcomes ◦ Implementation imperatives

Syllabus is a subset of curriculum

RTE Act mentions eight factors…

NCF-05 builds on Learning without Burden◦ Distinguishes between information and knowledge◦ Provides a framework for making rational choices and

state-specific curriculum

Document on Curriculum Development provided; describes stages, processes and who should be involved

Critical that State curriculum (not SCF) is prepared in consonance with NCF-05.

TextbooksTextbooksOnly a supportive material along with TLM, library,

other print material◦ Not the curriculum, and not just for ‘covering’

Should provide openings for children and support to teacher – enable construction of knowledge

Child-friendly, inclusive and equity-oriented texts, exercises, writing style, instructions, illustration and design

In-built assessment; facilitate CCE

Production values are critical; SSA provides support

Teachers’ editions more useful than Teachers’ guides

Development process; document provided

Many examples in India, but sustainability is an issue!

Assessment of learningAssessment of learning RTE mandates CCE

Simpler than it appears; main objectives◦ Was the teaching learning process successful?◦ What to do next with whole class in general?◦ Which child needs what help?

Processes◦ Embedded in regular teaching-learning process◦ Observe children during oral, material-based, written activities◦ Only in some curricular objectives are evaluation activities

needed

Recording◦ Only 3-point scale needed for observation; ◦ Recording observed performance or output (+ portfolio)

Using the data◦ Easy to use recording and analysis procedures◦ Important to use it for taking decisions◦ Sharing with stakeholders: children, parents, community, CRC-

BRC

National ‘rapid-pilot’ project (Bihar)

In-service Teacher TrainingIn-service Teacher Training Competence Performance Effectiveness

◦ Workshops alone are not enough; follow up and establishment issues

A integrated, yet focused approach needed:◦ Content and methodology are not separate! Silos don’t help◦ Based on understanding of children and their learning process◦ The same approach must underlie curriculum, textbooks, TLM, CCE, and

training◦ Outcomes – in terms of performance – need to be spelt out◦ These outcomes sequenced according to stage of teacher development

Process linked with above◦ Field-testing critical,◦ Experiential, participatory, models desired classroom◦ Materials - contextualisable◦ Trainer capacities need urgent attention◦ Follow up by CRC-BRC / supervisors to strengthen transition initiated by

training

Assessment of training (during and after) The ‘cascade’ problem can be beaten! ‘Re-construction’ Shifting towards ‘differentiated’ training + teacher

effectiveness National ‘sharing workshops’ planned

Academic Support SystemAcademic Support System Enables teachers to visualize, plan and implement processes

advocated through training; involve other stakeholders

Take pro-active steps [situational analysis, visioning, planning, providing agreed upon inputs]

Take responsive steps [monitor, support and hand-hold, ensure classroom success]

School visits, monthly meetings, as Resource Centre

At present, a far cry from desired roles; in many states, issues of personnel, functioning, etc.

Need for mainstreaming academic resource structures in State systems:

◦ Selection issues need attention

◦ Linkages with DIETs/DRG, SCERT/SRG

Two National Task Forces on CRC-BRC development

Academic ManagementAcademic ManagementHarmonization of components

Management at the level of classroom

School management and equitable quality

Management at sub-district and district levels – role of supervisory and administrative officials

Institutional capacities – DIETs, SCERTs

Unity of thought at the state level

Consistency and continuity

Performance standards for capacity building, e.g. ADEPTS

Ultimately, Quality Audits, going well beyond learning achievement data

III. III. How SSA intends to get How SSA intends to get therethereEEQ Workshops conducted last year. Major

outputs:◦ Vision of the classroom and school we want

◦ Agreed upon a framework for harmonisation across components

◦ Initiated planning: identified critical outcomes over the coming three years, and ground realities

◦ States shared follow up plans to carry this forward to district and sub-district levels

Planning exercise undertaken in Feb 2010, guidelines for perspective plan shared

Six Outcomes to be focused Six Outcomes to be focused onon

1. Improved teacher availability and time on task

2. A warm and encouraging atmosphere visible in the school

3. Greater use of ‘learning through activity, discovery and exploration ’

4. More inclusive classroom participation i.e. a visible, continuous reduction in discriminatory classroom practices

5. Focus on higher order learning objectives

6. A higher degree of deliberation on quality-related issues in the SMCs.

11. . Improved teacher availability Improved teacher availability and ToTand ToT

Ensure teacher availability and motivatation

Some steps: Establish baseline on teacher presence and ToT

Initiate Recruitment, Deployment as per PTR

RTE awareness among teachers and community, supervisors, esp. about ToT

Strengthen monitoring system

Minimize non-teaching work

Improve grievance redressal

Share performance standards

2. A warm, encouraging 2. A warm, encouraging atmosphereatmosphere

Ensure child-friendly atmosphere inside/outside classroom

Some steps: Identify indicators and baseline

Train and encourage teachers to:◦ Put children at ease◦ Use active learning◦ Appreciate children and their work◦ Use classroom organisation effectively◦ Respect the views of children, and give it space◦ Non-negotiable – no corporal punishment or mental

harassment

School level actions

At other levels

33. . Greater use of ‘learning Greater use of ‘learning through activity, discovery and through activity, discovery and

exploration’exploration’Ensure visibility at least at the initial level in all

schools, with the teacher starting with oral activities if s/he finds the other kinds difficult.

Some steps: Indicators, baseline and ‘target’ Review curriculum, textbooks and materials Develop and overtly stated pedagogical model

(field-tested) Provide teachers with ‘bank’ of activities Re-consider format of teaching time Incorporate evaluation during/through activities Training and capacity building Self-assessment tools for teachers (based on

performance standards and indicators) Monitoring and supervision

4.4. More inclusive classroom More inclusive classroom participationparticipation

Visible, continuous reduction in discriminatory classroom practices

Some steps: Identify and make overt the kinds of discrimination in

school

Establish non-negotiables, disseminate and monitor them◦ RTE advocacy among stakeholders, including children◦ Especially monitor ‘at risk’ children

Establish working models of special training

Encourage peer learning, flexible use of time, material accessibility to all

Curriculum and material review towards inclusiveness

Teacher training and capacity building

5.5. Focus on higher order Focus on higher order learning objectiveslearning objectives

Going beyond 3 R’s towards holistic, deeper understanding and all-round development of the child◦ General: asking questions, logical abilities,

comparison/contrast, inferring, abstract thinking, problem solving, decision-making, imagination

◦ Subject specific: applying mathematics in daily life, understanding pattern, expressive writing

Some steps: Enhance curricular awareness among teachers and all

others

Highlight these aspects in curriculum and textbooks

Use of reflective processes in classroom, activities, projects

Ensure that TLM is available that enables these

Assessment to focus on these

6.6. Quality-related issues and Quality-related issues and SMCsSMCsAt present community seen as monitoring

agency or contributing labour / resources

Community has stake in children’s learning; can contribute with their own knowledge heritage.

Some steps:Review role of community, make it overt

Revamp SMC meetings

Find partners from among community, including PTA/MTA and ‘knowledge partners’

Orientation of teachers, HMs, sub-district and district staff

Coordination and ContinuityCoordination and ContinuitySSA cannot go it alone – Whole State

should be involved◦ Underpinnings discussion

◦ Shared Situation Analysis

◦ Perspective Plan

◦ Careful sequencing on inputs and action

◦ SSA Framework of Implementation under revision

◦ Quality register (quality ‘protocol’ possible)

National Resource PoolNational Resource PoolThe needWho: from within systemAvailable for work within state and regionHow many: 200-300, country-wideHow identified

◦ Stage 1: State identifies on basis of guidelines◦ Stage 2: Rigorous selection test◦ Retention on basis of continued performance

MoU◦ Commitment of participant◦ Commitment of state◦ Commitment of national component

How developed?◦ Phase 1: 8-10 months, ‘foundation’, start contributing ◦ Phase 2: 18-14 months, function-specific, mentored

EEQ-2 WorkshopsEEQ-2 WorkshopsBuilding on work done till now

Objective: Evolve clear, doable Action Plan to attain 6 outcomes; will include◦ Deeper conceptual understanding of EEQ◦ Manifestation in implementation terms (focal area)◦ Complete a Rapid Situational Analysis of state◦ Planning and coordination◦ Agreeing on follow up actions at all levels

Who: 6-7 member State Core Team (from key implementation agencies) + regional follow-up RPs

SPD and Education Secretary on last day or two

Meeting of state QCs in Gandhinagar in end-August as preparatory; Preparation note will be sent soon

Dates, VenuesDates, VenuesOct – Wk 2 Nov – Wk 1 Nov – Wk 3 Dec – Wk 1

PondicherryHimachalKarnatakaKeralaLakshadweepMeghalayaTamil NaduA & N IslandsGoa

Goa

AssamGujaratMizoramPunjabHaryanaChandigarhSikkimD & DUttarakhand

Chandigarh

DelhiMaharashtraDNHAPRajasthanWest BengalTripuraNagaland

Jaipur

ArunachalBiharJ & KMPOrissaUPChhattisgarhManipurJharkhand

RanchiYour participation is highly solicited!

As are your comments!Thank you