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Sarva Shiksha Abhiyan
• Education for All Movement
• In line with MDGs & other international & national commitments
• CRC, Constitution of India, RtE
• A central-state programme
Indirect Preparation
• NEP: 1986 Mass Training of Teachers
• DPEP: 1994 – 2001 Textbooks Reworked
• Joyful Learning: 1995 – 2000 Teacher Active
• Professional Development of the Teacher Educator (DIET Faculty Training): 2001- 2003 Participatory & Constructive Approach
• Visit to Rishi Valley satellite schools
ABL Incubation in Chennai Corporation
2003: 10 + 3 schools with photocopied materials for Classes 1 & 2
to
2006: 265 schools for Classes 1 to 4
almost 50,000 children
with printed and 3 D material reaching
the most disadvantaged communities of Chennai
Scaled Across StateJune 2007
Reaching approx: 37,500 schools 1.2 lakh teachers 50 lakh children• Support by Chennai Corporation teachers and
BRTs• Classes 1 to 4 with printed TLM; 3D materials
given in phases• Baseline Survey
84% of children are with the government schools in the state
ABL Addresses Issues of:
• Children not Learning
• Teachers not Teaching
• Dominant Role of the Teacher
• Multi-levels of Learning
• Lack of on-site support for teacher
• Absenteeism of Children
ABL Base Year Surveys
June 2007 and April 2008Classes II and IV• Review of classroom processes & learning
environment available to the child
• Assessment in Tamil, Maths and English • Reading skills in Tamil for Class II & both Tamil & English for Class IV
Tools Administered
• School profile format (Format A)
• Schedule for classroom observers (Format B)
• Questionnaire for teachers to write in (Format C)
• Child Interview schedule (Format D)
• Achievement test papers for Class II & IV in Tamil, Mathematics, English
• Reading test sheets for Class II in Tamil; Tamil and English for Class IV
Key Findings2008
Average Achievement Class II Class IV
Tamil 61.63% 63.19%
Mathematics 74.45% 63.01%
English 70.62% 52.33%
The figures revealed that as compared to the baseline study there was an increase of nearly 25% to 29% in all three subjects in both the classes.
Key FindingsGaps in achievement narrowed down: within gender, location and social groups
Baseline: significant difference in achievement boys and girls urban and rural children and children from different social communities 2008: in Tamil achievement no significant difference found
between rural and urban children and among the children of different social groups;
in English achievement, no significant difference between rural and urban and among boys and girls.
Achievement by Gender, Location and Community - Class IV
• Mean achievement of children improved significantly in all groups and in all subjects• Maximum improvement observed among SC/ST and MBC children in all three subjects
• Mean achievement of children improved significantly in all groups and in all subjects• Maximum improvement observed among SC/ST and MBC children in all three subjects
GroupsTamil Mathematics English
Baseline End term Baseline End term Baseline End termBoys 34.99 61.23 36.65 65.81 26.07 51.60Girls 38.45 66.25 39.14 60.97 28.20 52.99Rural 35.67 63.01 37.06 63.58 26.36 53.24Urban 41.13 65.06 42.70 58.32 31.29 44.16SC/ST 33.60 61.01 36.38 60.75 25.60 50.28MBC 33.20 62.18 37.07 62.11 24.12 49.95
BC 43.47 66.51 40.33 66.43 31.92 57.62OC 46.15 68.67 50.57 47.80 34.88 47.00 Significantly improved; no improvement
Quality of Achievement during Baseline & End term– Class II
• Percentage of basic (low) achievers children reduced by 34% to 40% in all subjects• Percentage of children who scored very high and excellent increased during end term in all three subjects
• Percentage of basic (low) achievers children reduced by 34% to 40% in all subjects• Percentage of children who scored very high and excellent increased during end term in all three subjects
Summary• Average achievement of children in both the classes and all
subjects increased significantly
• Gaps in achievement within gender, area and social groups narrowed down
• More children shifted from low achievement range to very high and excellent achievement range
• Inter and intra district variations reduced in both the classes
• Number of children who could read Tamil and English fluently increased substantially in both the classes
Classroom Environment
Baseline 2008 Children sitting in rows 78% 5.47% Children sitting in a circle 21% 81%
Teaching and Learning materials
Baseline 2008
Supplementary reading materials other than textbooks 40% 80%
Materials found to be challenging 3% 80%
Availability of Materials Baseline Findings
Ta
mil
Ma
ths
En
glis
h
EV
S
Sci
en
ce
Classroom ObserverStudent Observation
Teacher Observation0
0.10.20.30.40.50.60.70.80.9
1
Percentage of classrooms where
materials rated available
Subject
Availability of Materials
Classroom Observer
Student Observation
Teacher Observation
Understanding Lessons
Baseline 2008• Children’s understanding
of the lesson being taught was “high” 32% 89%
• Teachers gave explanations with examples 30% 50%
In addition, it was observed in 2008 that 97% of teachers provided an informative introduction to the lesson
Child Participation
Baseline Findings
• Students were rarely or never observed asking the teacher a question in almost half of the classrooms
• Teachers frequently silenced the children - 66% of the classrooms
2008 Findings
• Teachers asked relevant questions - 54% • Children were encouraged to ask questions - 48% • Teachers encouraged children to volunteer answers to
questions - 49%• Slower learners encouraged - 57%
Lessons for Education Community
• No branding by individuals or organisation but a seepage of ideas • Involvement & participation of people from
teacher to minister• Fundamental change, not incremental• Stage by stage growth with direction • Continuous review • Mix of centralization & ground-up
Presented by
Amukta Mahapatra
Ref: http:www.ssa.tn.nic.in 2009
“Feet on the ground, eyes on the horizon, and with heart in the sky”