Newsletter Jan -Mar 2019 PDF

Priorities in QUALITY EDUCATION (Issues, Challenges & Initiatives) e- Newsletter Vol. I, No. 1, January – March 2019 Society for Research and Innovations in Alternative Schooling, Delhi For Teachers, CRCCs, BRCCs, DPOs/ DIETs, SCERTs/SIEs, SPOs & Teacher Training Institutions Vision To supplement and strengthen formal education with alternative and flexible learning strategies, innovations, researches and successful practices for Universalization of Education and QUALITY at school stage. Definition of Quality “A good quality education is one that provides all learners with capabilities they require to become economically productive, develop sustainable livelihoods, contribute to peaceful and democratic societies and enhance individual well-being.” VVOB education for development, www.vvob.be (Retrieved 15 January 2018

Editorial It brings me immense pleasure to bring out the first issue of e-Newsletter “Priorities in Quality Education” on behalf of Society for Research and Innovations in Alternative Schooling (SRIAS). As the name suggests, SRIAS aims to assure quality in education at the school stage through providing inputs from time to time through its Newsletter on aspects related to empowering teachers on effective classroom processes, their continuous professional development, discussing various quality dimensions in schooling, inculcating spirit of quality consciousness, exploring strategies for sustaining regularity of children and enhancing their learning outcomes. Besides, the functionaries will be made aware of the emerging trends in education in India and abroad. Through this e-Newsletter, efforts will also be made to identify innovative and successful practices in various aspects of schooling through interaction with schools and other concerned officials, which have yielded positive results. These will be disseminated further so that other schools may also adapt or adopt them in their own context for improving their situation. This e-Newsleter is being brought out so that it becomes useful for teachers, CRCCs, BRCCs, faculty from DPOs/DIETs, SPOs, SCERTs/SIEs, teacher training institutions, master trainers and other interested personnel. Any suggestions for improvement will be greatly appreciated. With warm wishes, Dr. SC Mehta Former ‘Teacher Training and Secondary Education Curriculum & Learning Materials Development Expert’, ADB Project (SHCDM), Shillong Former Senior Consultant, SSA-RTE, NCERT Former Research Officer, NCTE (Bhubaneswar & Bhopal) Founder and Director, SRIAS. Chief Editor: Dr. SC Mehta Academic Support: Ravindra Kumar Mishra K. Girija Shankar Society for Research and Innovations in Alternative Schooling (SRIAS) 18/112 (FF), Vikram Vihar, Lajpat Nagar – IV, New Delhi – 110024 e-mail: [email protected]

Quality in Education The National Policy of Education (1986, revised in 1992) and its Programme of Action envisaged improvement and expansion of education in all sectors, elimination of disparities in access and emphasis on improvement in quality at all levels. There was also a realization that if the challenging goals of universalization of education had to be achieved, it was necessary not only to initiate or expand programmes but also to increase participation and ensure good quality education to all children. Several schemes have been launched by the Central Government from time to time to meet the needs of socially disadvantaged groups and for strengthening the social infrastructure of education namely, Operation Blackboard (OB), District Primary Education Programme (DPEP), Mid-day Meal Programme, Janshala, Education Guarantee Scheme (EGS), Alternative & Innovative Education (AIE), Sarva Shiksha Abhiyan, Rashtriya Madhyamic Shiksha Abhiyan (RMSA), Samagra Shiksha etc. Undoubtedly, there is a great emphasis on providing access, but little effort has been made to improve the quality of existing schools. Reforms in the quality of education have now received serious attention in all the states and UTs. There is urgency to address the quality concerns in school education on a priority basis. To make education child-friendly, joyful, interesting and relevant as well as to bring quality in all its dimensions, variety of interventions and innovations have been made from time to time. The quest for bringing all children in schools and to bring quality in education still continues in all States/ UTs of the country. How to bring quality in education is still a great challenge before us all and the educationists. To achieve the target of universalization of education in all the states/ UTs of the country, firm will, commitment and sincerity is needed at all levels of implementation. The base of education in lower classes is presently weak in the country particularly up to class V. Retention of children in schools and their satisfactory achievement in various scholastic and co-scholastic areas is still a major concern in all the states/ UTs of the country. A variety of measures and steps are being taken at the national level as well as in all the States/ UTs of the country. Yet, we observe that quality is a major challenge everywhere.

Vision of a vibrant and quality school Quality Dimensions that every good school must consider and fulfil - • Basic infrastructure and necessary facilities (Classrooms, space for activities, safe drinking water, separate toilets for boys and girls, playground and play materials, ICT equipment, library, laboratories, facilities for girls and CWSN) • Attractive school and classroom environment (Physical environment, cleanliness, boundary wall, plantation, proper lighting facility in classrooms, healthy relationships between child-child, teacher-child, teacher-parents/ community, teacher-management, stress-free and joyful teaching learning environment) • Curriculum and teaching learning materials (Curriculum and its coverage, competency-based materials, usage of chalkboard and ICT equipment, availability of textbooks with children, availability of TLMs and supplementary reading materials; effective use of library, laboratories, science and mathematics kits) • Teacher and teacher preparation (Trained teachers as per PTR, mechanism for continuous professional development of teachers, teachers’ participation in educational seminars /workshops, teachers’ proficiency in use of ICT equipment, development of TLMs, organizing activite & assessment strategies) • Teachers' classroom behaviour (friendly relations with children, involving children in classroom activities, accepting their feelings, using their ideas in developing lesson, encouraging their initiation in class, providing support as per their individual needs, avoiding criticism and too many directions) • Coordination - teachers, parents and management (Discussing progress made by children with parents, enhancing parents’ educational awareness, cordial relations of management with teachers and parents, facilitating and providing support as per their needs, inviting parents in all major celebrations of school, inculcating sense of cooperation among all through involvement) • Classroom practices and processes (Restructuring teaching methods - mastery learning, flipped learning, microlearning and blended learning, diagnosing students’ learning gaps, providing timely remedial instruction, interacting more with students, ensuring participatory and activity-based learning, enhancing learning outcomes, never forcing tasks on children but facilitating them) • Active involvement of SMCs in school activities (Involving SMCs in monitoring working of school, giving credit to their suggestions in school development plan, ensuring regularity and punctuality of teachers, facilitating in enrolment, attendance and retention of all children in neighbourhood, identifying needs of CWSN and recommending special provisions as per RTE, monitoring implementation of mid-day meal) • Improvement-oriented monitoring mechanisms (Monitoring facilities, activities and performance from time to time, identifying strengths and bottlenecks, encouraging successful and good practices, sharing feedback with concerned functionaries – students, parents and management, using feedback effectively for further improvement, taking corrective measures accordingly)

DEFINING QUALITY OF EDUCATION There is no simple definition of ‘Quality of Education’. It has been defined differently by different philosophers, practitioners and educationists. The term ‘Quality’ generally refers to high degree of goodness, worth or excellence in an ‘object’ or ‘system’. Quality is an attribute of any object, structure or system that is relative in nature and cannot be measured in isolation According to Dr. Radhakrishnan, “Education should aim at perfection of individuals.’’ Gandhiji also stressed “All round development of a child’s personality.”“Relevance was an important attribute of the Quality of Education.” Quality Education must ensure the child’s all round development i.e. mental, physical, social, emotional and spiritual aspects of his/ her personality and should enable him/ her to best use his/ her potential. The National Curriculum Framework (NCF) 2005 for school education developed by NCERT emphasizes- “Education must prepare students to face challenges of life.” As a result of various advancements, there is a need to continuously update knowledge and skills. Education is also undergoing change, in content as well as in delivery process. How to maximize children’s learning time in school? (Tips for Teachers) ➢ Plan instruction in advance. ➢ Understand needs and previous abilities of children ➢ Start classes in time. Children should also be requested to be seated well in time. ➢ Develop efficient classroom management skills ➢ Avoid distractions in class. ➢ Involve children minimum in non-academic activities. ➢ Create efficient procedures in class while distributing academic materials, reorganizing seating arrangement, transition from one activity to another activity, etc. ➢ Give clear and concise directions to save time. ➢ Encourage children’s participation in class with less stress or fear on their minds. Remove learning gaps at the earliest possible. ➢ Well organized activities save time.

Some contributions of Dr. SC Mehta, Founder & Director, SRIAS in the field of Quality Education Researches conducted: ❖ “Needs assessment study of the Directorate of Educational Research and Training (DERT), Meghalaya for its further strengthening and professional development of its faculty with regard to updating and upgrading its teacher training programs and course materials” (ADB Project, SHCDM, British Council, Shillong), 2015-16. ❖ Academic support to TCF, DEE, NCERT in two evaluative studies on teaching learning processes conducted in Andhra Pradesh (CLAPS Program) and Himachal Pradesh (Aadhaar Program), 2011; ❖ “Status study of the implementation of competency-based teaching learning at the primary stage”, NCERT, New Delhi, 2007; ❖ “Study of non-formal education of the age group 9-14 in Bihar (Its present status, problems and possibilities” (Ph.D. Research, includes curriculum strategy experimentation, Visva-Bharati University, Santiniketan, 1999); ❖ “Experimental study to investigate the effect of feedback through interaction analysis on the change of teachers’ classroom behaviour and pupil achievement” (M.Ed. Dissertation, Visva-Bharati University, Santiniketan, 1982-83). Innovations: ❖ Chapter on “Innovations in Elementary Education”, included in DEC-NCTE National M.Ed. Programme, Course: C-17, Block 4, Unit 5 ‘Curriculum and Research in Elementary Education and Elementary Teacher Education, Distance Education Council, IGNOU, August 2007, pp. 84-100; ❖ “Integrated NFE Model” was innovated for the effective functioning of NFE centres or any type of Alternative Schools for the OoSC by Dr. SC Mehta under the guidance of Prof. NP Banerjee of Visva- Bharati University, Santiniketan during the Ph.D. Research on NFE programme in Bihar. The experiment was conducted in 1992-93. The brief of the model is included in DEC-NCTE National M.Ed. Programme as well as in ‘Journal of All India Association for Educational Research (AIAER), Vol.13, Nos. 1&2, Bhubaneswar, March-June 2001, pp. 29-41’. Publications 36 papers/ articles/ poems published in various national/ international journals and magazines. (in the area of elementary education, secondary education, non-formal education, adult education and ICT. Some Significant Publications 1. ‘Empowering Teachers for Effective Classroom Processes’, ‘Readings in Education’, Sushil Kumar Goel, Volume IV, Oxford Book Company, Delhi, 2014, pp. 827-840. 2. ‘Need for Quality Assurance in SSA-RTE & Strengthening Monitoring Mechanisms’, ‘Readings in Education’, Sushil Kumar Goel, Volume IV, Oxford Book Company, Delhi, 2014, pp. 679- 691. 3. ‘Mainstreaming Out-of-School Children in Age Appropriate Classes through Special Training under RTE– Issues, Strategies and Challenges’, ‘Readings in Education’, Sushil Kumar Goel, Volume II, Oxford Book Company, Delhi, 2014, pp. 223-237. 4. ‘Vocational Education for Children with Disabilities’, ‘Emerging Trends in inclusive Education’, Kaushal Sharma and BC Mahapatra, IVY Publication, Delhi, 2007, pp. 62-71. 5. ‘Right to Education – A Precious Gift to Children’, ‘The Primary Teacher’, Vol.: XXXV, Number 3 and 4, NCERT, Delhi, July and October, 2010, pp. 18-24. 6. ‘Making free and compulsory elementary education a fundamental right of the children and fundamental duty of the parents’, ‘The Social Engineer’ – A Journal of International Perspective on Development, Association for Social Engineering, Research & Training, Patna, Bihar, Vol. 7, No.1, January 1998, pp. 27-36. 7. Shikshan-Paddhati ko rochak kaise banayain? (How to make the education system interesting?), BEP AHWAN, (Quarterly), Bihar Education Project, Patna, Year-1, No.2, January – March 1998, pp.29-31, 37. ➢ Reviewed three booklets on Adult Education, written by Alan Rogers, Secretary, ‘Commonwealth Association for Education and Training of Adults’, UK. The review was published in ‘International Journal of Lifelong Education’, Taylor and Francis, London (Oct-Dec 1989)

With Paramita and Pat, British Council, Shillong, Sharing with CM, Nagaland Mrs AK Jalauddin, at RK Public School, Gurugram ABL programme, Chennai Materials development at SCERT, Arunachal Pradesh Regional Workshop on Special Training, ATI, Kolkata Khurshaid Ahmad Reshi, Former SPD, J & K at SRIAS Former Regional Director, SRC, NCTE at SRIAS Training of Principals, Pratham, Gurugram EFQI Assessmet Team for DIETs at SCERT, Haryana

Literacy status as per Census of India, 2011 As per Census of India, 2011 (Provisional Population Totals), the literacy rate of India is 74.04 per cent (male 82.14 per cent and female 65.46 per cent). There are 11 States, which has literacy rate less than the national average (74.04). These are, Jammu & Kashmir, Rajasthan, Uttar Pradesh, Bihar, Arunachal Pradesh, Assam, Jharkhand, Orissa, Chhattisgarh, Madhya Pradesh and Andhra Pradesh. In all the UTs, the literacy rate is above national average. In 15 states and UTs, the literacy rate is above 80 per cent (Himachal Pradesh, Chandigarh, NCT of Delhi, Sikkim, Nagaland, Mizoram, Tripura, Daman and Diu, Maharashtra, Goa, Lakshadweep, Kerala, Tamil Nadu, Puducherry and Andaman & Nicobar Islands). According to this Census, the States/ UTs with the highest and lowest literacy rate are: States/UTs with Highest Literacy Rate 1. Mizoram 91.58 2. Lakshadweep 92.28 3. Kerala 93.91 States/UTs with Lowest Literacy Rate 1. Bihar 63.82 2. Arunachal Pradesh 66.95 3. Rajasthan 67.06 Times of India, Delhi, 03.05.2018, Page - 08

Innovative practices From: ‘Inshorts’ News App Rally ‘Stop Child Labor’ at Insan School, Kishanganj Training on ‘Action Research Methdology’ at DIET, Karkardooma, Delhi Methodology Dignitaries at SRIAS premises

Samagra Shiksha – an Integrated Scheme for School Education The Union Budget, 2018-19, has proposed to treat schol education holistically without segmentation from pre-nursery to class12. In the light of avbove, an overarching programme for the school education sector extending from pre-school to class 12 has been, therefore, prepared with the broader goal of improving school effectiveness measured in terms of equal opportunities for schooling and equitable learning outcomes. The Integrated Scheme on School Education envisages the ‘school’ as a continuum from pre-school*, primary, upper primary, secondary to Senior Secondary levels. The vision of the Scheme is to ensure inclusive and equitable quality education from pre-school to senior secondary stage in accordance with the Sustainable Development Goal (SDG) for Education The main outcomes of the Scheme are envisaged as Universal Access, Equity and Quality, promoting Vocationalisation of Education and strengthening of Teacher Education Institutions (TEIs). * Pre-schools referred to by all nomenclatures such as Balwadi, pre-nursery, nursery, preschool, preparatory, preprimary, LKG, UKG, play centres, crèches, BalVatikas etc. Improving Quality in classroom through Teacher Education Ravindra Kumar Mishra, State Consultant, SCERT (ODL), Assam The Assam Tribune, Guwahati, 17 Nov, 2018, P. 8

Good Quotations on Education ❖ Ability is nothing but opportunity. - Napoleon Bonaparte ❖ Anyone who has never made a mistake has never tried anything new. - Albert Einstein ❖ Initiative is doing the right thing without being told. - Victor Hugo ❖ The roots of Education are bitter, but the fruit is sweet. - Aristotle ❖ Knowing is not enough; we must apply. Willing is not enough; we must do. - Johann Wolfgang Von Goethe An Advice to Teachers Education is ultimately judged by what children learn. Teaching learning strategies adopted by the teachers in classroom are directly linked to the learning outcomes made by children. It all depends on the sincerity and commitment of teachers. If you want, that your students learn, they will learn. The teaching learning activities need to be selected and used accordingly as per the previous learning of children and they should be facilitated as per their individual academic needs. There is no one method, which is complete by itself and will be suited to all classes and in all situations. In view of varied learning levels of children, combination of teaching learning strategies may be needed to suit the children. The teacher has to be very resourceful and supportive. Only lecture method and using chalkboard is not sufficient. The participation of children in class activities need to be encouraged. Curiosity of children should be aroused and their motivation need to be sustained throughout the class duration. Also, the teaching learning should continue in a friendly and joyful environment without any fear on the minds of children. Quality learning occurs when children start believing in their own ability to learn. The teacher should provide such situations where they themselves get chance to examine, to experiment and to explore. While teaching, sometimes the children can be grouped as per their ability levels, giving them suitable tasks where all can progress further. Children’s initiation in class should be appreciated, where they can ask their difficulties freely and the teacher guides them. Making efforts in this way will surely enhance learning outcomes and all children will be benefitted. Dr. Pushpa Mandal, Professor Education (Retd.), NCERT

Making Teaching learning Joyful and Interesting The present author taught Physical Science and Physics for more than three decades. He experimented with different teaching-learning methodologies during this period. He found that, when the learners are involved in constructing or using the relevant teaching aids in the classroom along with the teacher, it had profound impact on their learning attitude and in the understanding of the concept or content to be learnt. It is a form of “Learning by doing”. Any material or device used by the teacher to supplement instruction or to stimulate the interest of learners may be termed as teaching aid. While some teaching aids are procured, many teaching aids can be constructed with low cost locally available materials (or no cost at all), using innovative ideas of both the teacher and the learners. The teacher should move beyond ‘chalk-talk-text’ method. Lots of teaching learning materials (TLMs) are there, which can be used extensively to make the classroom processes joyful, stimulating and child-friendly viz. charts, models, science kits, mathematics kits, workbooks/ worksheets, flash cards, teacher guides, supplementary reading materials, projector, computer and other ICT equipment, etc. When the learners themselves are involved in developing, experimenting or using these in the class, they get immense pleasure. Following are some of the benefits when TLMs are used in class – ❖ Though it is planned by the teacher, constructing a TLM by the learners along with their teacher makes huge impact on successful learning. ❖ To clarify concept or to verify any scientific law, different types of TLMs can be constructed by different teachers, involving learners. ❖ The learners actively participate in the learning process in the class. ❖ Constructing and using the TLMs in class provide feeling of doing something worth. ❖ Learners’ initiation in class is increased. During difficulty in understanding any concept, they freely ask questions from the teacher as well as discuss with their class friends. ❖ This also promotes development of social relationship. They also learn to seek and extend help to other fellow members. The development of TLMs can take place individually or in small groups. ❖ During the process of development of TLMs, the learners actively use their five senses as well as their motor nerves and muscles. ❖ They learn to observe, to analyze, to compare and to present their findings before the class. They also rationally systematize the obtained information/ data. ❖ Thus, making use of TLMs in class is essential for effective and joyful learning. - Dr. Sudip Bhattacharya Visva-Bharati, Santiniketan

Effectiveness of Community Mobilization The RTE Act gives immense importance to School Management Committees (SMCs) as the decentralized structure, and one in which the parents will have a very significant role. Section 21 (1) states “A school, other than a school specified in sub- clause (iv) of clause (n) of section 2, shall constitute a School Management Committee consisting of the elected representatives of the local authority, parents or guardians of children admitted in such school and teachers: • Provided that atleast three-fourth of members of such committee shall be parents or guardians: • Provided further that proportionate representation shall be given to the parents or guardians of children belonging to disadvantaged group and weaker section. • Provided also that 50 per cent of members of such committee shall be women.” Section 21 (2) of RTE Act clearly states the functions of School Management Committee, namely – a) monitor the working of the school; b) prepare and recommend school development plan; c) monitor the utilization of the grants received from the appropriate Government or local authority or any other source; and d) perform such other functions as may be prescribed. Section 22 (2) further states “The School Development Plan so prepared under subsection (1) shall be the basis for the plans and grants to be made by the appropriate Government or local authority, as the case may be.” School Management Committee (SMC) is a form of community interaction and involvement for effective school functioning. SMC plays an important role in accomplishing the goals of RTE Act. K. Girija Shankar Senior Consultant, Community Mobilization, TSG (Samagra Shiksha), Ed.CIL Teachers and SMC Members receiving Training on ‘RTE Act and Functions of SMCs’ by Dr. SC Mehta

Innovations under Beti Bachao Beti Padhao ‘Beti Bachao Beti Padhao’ (BBBP) as a comprehensive scheme was launched on 22 January 2015 by the Hon’ble Prime Minister that promotes girl child’s empowerment. It has completed four years of effective implementation this year. Initially, 100 Districts were identified on the basis of a low Child Sex Ratio (CSR) in accordance with Census (2011) across India with at least one District in each State and Union Territory in 2014-15. BBBP was then expanded to an additional 61 Districts in 2015- 16 that have a CSR below the national average. On 8 March 2018, the Prime Minister re- launched BBBP in order to scale up its implementation across all 640 Districts (Census 2011) in the country, given the grave nature of the girl child’s survival, protection, education and participation. During the phase of implementation of above scheme, Ministry of Women and Child Development, Government of India has identified and documented numerous inspiring innovative activities of BBBP that States and Districts have demonstrated based on local needs. These innovative practices are in the area of Survival of Girls, Protection of Girls, Education of Girls, Participation of Girls and Valuing of Girls. An excellent document ‘Innovations under Beti Bachao Beti Padhao, January 2019’ has been released by Ministry of WCD, GOI, highlighting State-wise these successful practices. These practices can be seen at the website of Ministry of WCD, GOI. It is hoped that this e-Newsletter may be useful at all levels of implementation of ‘Samagra Shiksha’, It can be forwarded freely to other education personnel till it reaches the hands of teachers/schools. While using the content, kindly acknowledge by giving reference: Author, Title, ‘Priorities in Quality Education’, e-Newsletter, Vol. 1, No.1, SRIAS, Delhi, January-March, 2019. ➢ In both cases, please give a copy to SRIAS. SRIAS is making continuous efforts for assuring quality in education at school stage through training, material development and academic support to institutions. Dr. SC Mehta Founder and Director Society for Research & Innovations in Alternative Schooling (SRIAS) Vikram Vihar e.mail: [email protected] Lajpat Nagar – IV New Delhi – 110024