Raghav-Internship Final Report
-
Upload
raghav-ganatra -
Category
Documents
-
view
33 -
download
0
Transcript of Raghav-Internship Final Report
CH-1 INTRODUCTION
The Educational Innovations Bank (EI Bank), implemented by the Ravi J Matthai Centre for
Educational Innovation, Indian Institute of Management Ahmedabad (RJMCEI-IIMA) is a
repository for effective educational innovations developed and implemented by elementary
school teachers working in the public system. Teachers in the public system continue to play
an important role in ensuring education for the marginalized sections of our society. In spite
of the increase in the share of private sector enrolment, the precariously-placed socio-
economic strata will continue to depend on this system in the foreseeable future. However,
the quality and other educational outcomes of the public system have often been criticized for
their less than desirable levels. This project assumes that top-down reform is necessary but
not sufficient: learning from those who have performed in spite of constraints that are
common to many teachers, valorising and supplementing their work and converting this work
into a resource, will expose teachers to a solution-augmenting approach to local educational
reform, and motivate them.
The EI Bank is designed to act as a hub for a decentralized peer-driven professional
development network and as a tool for developing a culture of innovation in the public
system. It is a grassroots innovations resource for teachers, administrators and policy makers
which cancomplement top-down reform initiatives .Though the project was being
implemented on a small scale for some time, an award from HP Sustainability & Social
Innovation and the Education Innovation Fund for India 2012, and the India Council for
Integral Education, helped scale up the project over the two year period 2013-2015.
Innovations are really necessary for the betterment of the education sector as it gives better
ways of teaching and learning which can help increase the efficiency of the teaching-learning
process and thereby improve the result.Innovations bring new opportunities for both-teacher
and student.
1
CHAPTER 2 ABOUT THE ORGANISATION
The Indian Institute of Management Ahmedabad (IIM Ahmedabad or IIM-A) is
a public business school located in Ahmedabad, Gujarat, India. It is the second Indian
Institute of Management (IIM) to be established in India and is consistently ranked as one of
the best business schools in India and the Asia-Pacific region.
Established in 1961, the institute offers Post Graduate Diploma Programme in Management
and Agri-Business Management, a Doctoral (Fellowship) Programme and a number of
Executive Training Programmes. Its programs are accredited by EQUIS.
The project -“Educational Innovations Bank: Decentralized Professional Development &
Quality Enhancement” amongst many is being implemented in Ravi J. Matthai Centre for
Education Innovation (RJMCEI).
The Ravi J. Matthai Centre for Educational Innovation (RJMCEI) is established in memory
of Professor Ravi J. Matthai (1927-1984), the first full-time Director of the Indian Institute of
Management, Ahmedabad. From an initial focus on institution building and higher education,
the mandate of the RJMCEI has gradually expanded to include primary education, literacy
and secondary education. The common thread running through the Centre’s various activities
is a focus on innovations and innovative approaches to countering problems in education.
2
CHAPTER 3 THE PROJECT
3.1 SCOPE OF THE PROJECT
The scope of the project is the teaching innovation of state run primary schools in
Gujarat.
3.2 OBJECTIVE OF THE PROJECT
The objective of the project is to identify teachers who have experimented with
positive results, sharing their work, building a platform around such innovations for
developing other teachers and provide decentralized training to teachers.
To verify & document such innovations with its implementation status & outcome
3.3 ACTIVITIES CARRIED OUT
To identify innovative teachers,a multi-pronged approach was followed.At the
District Innovation Education Training Centre (DIET) level,various writing
workshops were organized where teachers identified by the DIETs,Block Resource
Centres'(BRC) and Cluster Resource Centres’(CRC) were invited. In these
workshops,the teachers were guided to write about innovations implemented by
them,in a pre-defined format.
Further,follow-up field visits were conducted for innovations identified through the
writing workshop.Extensive field visits were also done to scout for innovations not
covered through the writing workshop.
A process for submitting innovations online was also put into place and modules on
how to do so were made available to DIETs,BRCs,CRCs as well as the teachers.
An Online Discussion Forum was started to encourage peer-based learning amongst
teachers.On this Forum,cases of teachers were put up for discussion to add value to
the existing innovation as well as to help teachers think about ways to implement
these innovations in their schools.
3
The following are the activities carried out by me:-
1) Data entry of records
2) Translation of these records from Gujarati to English
3) Interpreting the data of the records and writing the data in brief in own language
4) Categorizing the data into different groups and coding them
5) Compiling the data consisting of study material, photos and videos of the
innovation sent by the teacher
6) Ranking innovations of a particular category
7) Taking appointment from teachers through phone-calls
8) Field visitdetails as per follow:-
Panchmahal-1(Vinod P. Trivedi, Devalia Varg Primary School)
Amreli-1(Rishita P. Ukani,Shri Kasturba Gandhi Balika Vidhyalaya)
Jamnagar-2(Pankaj A. Parmar, Shri Vadvala Primary School
(Mungra Arabi,Mota Itava Taluka School)
Somnath-2 (Tejas R. Mehta, Shri Khirdhar Pay Cente Primary School)
Porbandar-3 (Jalpa Gadhecha, Shri Odadhar Pay Centre School)
(Vishalpuri P. Gauswami, Shri Rajpur primary School)
(Dilpa J. Joshi,Shri Narsang Tekri Primary School)
Surendrangar-4 (Ashwin B. Patel, Shri Bharada Pay Centre School)
(Dhanesh D. Sheth, Shri Virendragadh Primary School)
(Bharat A. Patel, Shri Kanya School)
(Umesh D. Trivedi, Shri Vivekananda Vidhyamandir Primary School)
9) While in field visit, interacting with the teachers and verifying the innovation done
by them Eg. Reason for innovation, Innovation description, Innovation Evaluation,
Innovation Result, Innovation’s current position, etc., taking pictures of the
innovation, doing video-recording of the innovation and of the interview given by the
teacher and also undertaking an activity to check whether the innovation is really in
practice and is fulfilling the purpose of doing the innovation
4
3.4 ANALYSIS WITH INDIVIDUAL REFLECTIONS
The teachers need to be made aware of the need to make innovation, executing it
properly and sharing it with other teachers so as to spread the message about the
necessity to bring change in the teaching methods.
The teachers who want to do something better for the education, schools, students and
other teachers should be supported by the senior authorities of the sector and should
contribute by all the means possible.
There are teachers, principals and the school officials of some schools in the state who
are aware of the importance of quality education and have taken responsibility for
improving the same while on the other hand there are school officials of some schools
who are not even aware of how the school functions.
There are teachers in the state who sacrifice their personal lives in order to give more
time for the students and their study Eg. There are teachers who have not committed
themselves to marriage so as to completely dedicate their time towards making
teaching and learning process effective.
There is politics involved in decision-making process at different levels of primary
education and the teachers and top-level authorities of the system should unite and
find a way for solving this issue.
In most of the cases, the parents of the students themselves are not aware of the
importance of education that the children are least encouraged from their home to
concentrate on studies while on the other hand in some of the cases, there are students
who have to compromise on their studies only because of lack of financial assistance.
The teachers teaching in schools that are located in villages need the support of
villagers and people like Sarpanch, CRC coordinator, etc. as it becomes easy for them
then to go ahead with their work without difficulties created by some people because
of silly misunderstandings.
All the teachers working in a school should work collectively and stand for each other
in difficult times rather than bringing their personal interests in way of their duty
towards the society as it sometimes becomes the reason behind failure of an initiative
taken by some innovative teachers.
Out of the 12 teachers I met, 9 teachers said that their innovation is used by other
teachers while the rest of the 3 said that it only them who have used their innovation.
5
CHAPTER 4 LEARNING OF THE INTERNSHIP
1) Innovations
Learnt that the innovations done by the teachers in one or other corner of the world
need to be recognized and the teachers should be rewarded for the same and that
nothing goes useless if one tries to put effort for the betterment of others and that
recognizing the innovation and making it available to other teachers can inspire,
encourage and motivate them to take the initiative and try to make education as
efficient as possible even if it is on a smaller scale.
Observed that there are many teachers of primary level in the state who are putting
extra efforts to make the learning easy for the students, trying to learn new things that
are being used in the world, through technology and social media and are applying the
same in one way or another in making learning and understanding easy for the
students.
I also met teachers who focus on issues like tobacco consumption, cigarette smoking,
etc. and take initiative to guide students in the right direction and preventing them
from doing things that can prove harmful for them.
Interacted with teachers who not only try to improve the academic performance of
the students in the school but also strive for developing the personality of students by
making them capable of doing all the things that a student should Eg. Public speaking,
active participation in group discussions,etc.
2) Teachers-Innovators’ Experiences
Also observed that there are teachers who are putting extra efforts from their side be it
giving more time in preparing teaching material, staying at school longer for teaching
students or doing expenses from their own pocket, trying to find some innovative
ideas or create some for the betterment of the students and that students also
appreciate the ideas of the teacher and work towards it with full dedication.
Not to forget that there are teachers who are trying to work for betterment of students
amidst politics and are making sure that the students are least affected by the issues
that arise at the administration and management level,
6
Moreover I came across teachers who view issues like girls’ education seriously and
strive to improve the situation by any means possible even if it takes to put their
career in jeopardy.
3) Institutional Issues
I got to know that there are many teachers in the state who have a sense of
commitment and dedication towards their job, are determined to justify their role in
the education system by constantly putting in hard work to make study easy for the
students as much as possible but don’t get a chance to go further in improving the
impact of the innovation because of the reason that they are replaced by other teachers
and are required to teach in other classes of school. Also, because of this other
students don’t get to benefit from the innovation done by previous teacher while there
are also issues like politics in primary-level education system which hamper the
growth and development of students, school and primary-level education system in
various ways.
4) Societal Responses & Issues
I came to know one harsh reality that sometimes it takes too much of patience and
tolerance even if one wants to do something good for the society because of many
reasons like unawareness amongst people, unwillingness of people to understand
something and cooperate, etc. Eg. In one of the field visits, I got to know that one
teacher took an initiative to encourage girls to come to school and began convincing
their parents but some parents didn’t take it in the right way and protested against the
initiative taken by the teacher.
5) Knowledge Management
During the internship, I learnt that when verifying any innovation in the field, one
needs to have an idea of undertaking some activities related to innovation that can
show us whether the innovation is really in use, whether the innovation helps the
students and whether the innovation can help other teachers of the state in improving
the quality of education in the schools, also one needs to be constantly alert in
analysing the response of the teacher, their approach towards the innovation, their
body language and their way of interacting with the students.7
I also realized that it is very important to maintain documents of anything that might
be needed for reference later on and that one can only verify something if the other
party claims to have done that thing.
8
ANNEXURE
PHOTOGRAPHS
Photo of students in school
Girl students in school explaining an innovative science experiment
9
Photo of an innovation done in school
Photo of an innovation undertaken by teacher
Banner of one of the schools
10
Interaction with teachers in the field visit
Students sitting in prayer session
11
Token of welcome given by school authorities
Addressing the students
12
Meeting with teacher and parents
Group photo with school authorities, teachers, parents and students in the school
13
REFERENCES
Webliography:-
http://www.teachersastransformers.org/
http://www.iimahd.ernet.in/
14
THANK YOU
15