Manthan Stepping Stones.pdf
Transcript of Manthan Stepping Stones.pdf
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Stepping Stones:Enhancing Quality of Primary Education – ISB: Laina Emmanuel, Komal Vasudev, Guneet Singh, Manvendra Singh Raghav,Harkabir Singh Jand
Manthan Topic: Stepping Stones: Enhancing Quality of Primary Education
NAV PARIVARTAN
Team Details:ISB, Mohali Campus
Laina Emmanuel
Komal VasudevGuneet Singh
Manvendra Singh Raghav
Harkabir Singh Jandu
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Stepping Stones:Enhancing Quality of Primary Education – ISB: Laina Emmanuel, Komal Vasudev, Guneet Singh, Manvendra Singh Raghav,Harkabir Singh Jand
India’s Most Pressing Problem: Crisis of Learning
at the Primary Education Level
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Stepping Stones:Enhancing Quality of Primary Education – ISB: Laina Emmanuel, Komal Vasudev, Guneet Singh, Manvendra Singh Raghav,Harkabir Singh Jand
Quality of Primary Education at Government schools has been declining at an alarming rate in recent years which can hurt India’s
competitiveness and productivity and damage quality of life in rural and semi-urban India in the long run.
•India’s elementary education budget has increased
more than two fold since 2007-08, from Rs. 68,853
crores to Rs. 147,059 crores in 2012-13.
•Allocations for the Sarva Shiksha Abhiyan (SSA), the
primary vehicle for delivering the Right to Free and
Compulsory Education Act (RTE), have increased
three-fold.
INCREASE IN RESOURCESDECLINE IN LEARNING OUTCOMES
ASER 2012 and PISA 209show that fewer and fewer
children in successive batches reaching 3rd and 5th
standard are learning basics of reading , math and science
BUT
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Stepping Stones:Enhancing Quality of Primary Education – ISB: Laina Emmanuel, Komal Vasudev, Guneet Singh, Manvendra Singh Raghav,Harkabir Singh Jand
Substantial
Improvements in inputs
to Education over the
decades
-Improved access to
primary schools
- Better infrastructure
- Better pupil-teacher
ratios- Increased student
enrolment
However, this is not
enough to reverse the
crisis in learning
POSSIBLE CAUSES FOR THE CRISIS IN LEARNING – What does
the research say?
Weak Pedagogy
Several randomised
evaluations find large
positive impacts of
supplemental remedial
instruction in early
grades that are targeted
to the child's current
level of learning (as
opposed to simply
following the text book)
(references in appendix)
Weak School Governance
Most striking symptom of weak
governance is the high rate of
teacher absence in government-
run schools, which has not reduced
substantially since 2003.
Rigorous evaluations of carefully
designed systems of teacher
performance pay show substantial
improvements in student learning
in response to even very modest
amounts of performance-linkedpay for teachers.
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The Importance of SMCs in The Solution
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School Based Management – Evidence from Across the World
• Since the early 1990’s School Based Management (SBM) has gained increasing popularity as a strategy for
improving responsiveness and accountability in the delivery of education services.
• In several countries, including Brazil, Nepal, Mexico, and Czech Republic, authority is devolved to school based
committees who are given varying levels of financial autonomy for
1) determining school needs
2) preparing budgets and plans
3) procuring items and incurring expenditure for meeting such needs.
• Research has shown us that Nicaragua’s Autonomous School Program and Mexico’s compensatory education
program have contributed to better test scores.
School Management Committees in India
• In India, under the RTE, SMC’s have complete financial power over three annual grants –
Teaching Learning Material (TLM)
School Development Grant (SDG)
School Maintenance Grant (SMG)
• However, the condition of SMC’s across the country is quite pathetic. In a lot of places SMCs have not been
instituted, while they are dysfunctional in a number of places.
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• The World Development Report on “Making Serviceswork for the poor” recognizes that for education to trulydeliver on its promises, schools need to be accountable totheir local communities through bodies like “SchoolManagement Committees” (SMC)
• The Indian Government also recognizes the importance of SMC’s by empowering them with legal rights and dutiesunder the Right to Education Act
Empowering SchoolManagement
Committees
• Volunteers drawn from two distinct pools – local citizensand professionals from varied different professions.
Involving the former raises the capacity of local citizens tomonitor their schools, thus helping in scaling our ideas atlow costs.
• Technology enabled – Through strategic use of Information Technology, such as Massive Online Opencourses, adapted to Indian conditions, we can further lower costs and reach a wide audience
ImplementationModel –
Volunteer-driven,Technology-enabled
Snapshot of solution proposedWe propose a technology-enabled, volunteer driven approach to empowerment of
School Management Committees (SMC’s) to help them effectively monitor schools and
adapt pedagogy to suit the needs of children in their community
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Details of the Solution
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Stepping Stones:Enhancing Quality of Primary Education – ISB: Laina Emmanuel, Komal Vasudev, Guneet Singh, Manvendra Singh Raghav,Harkabir Singh Jand
Volunteer trainers:
•Based out districts
•Involved in training andempowering the SMC’s.
•Start with training 2 people per
district (~1400 volunteersacross the country).
Volunteer resourcepeople:
•Diverse set of non-state actorswho bring in requisite skill-
sets, funding and ideas.•They help empowered SMC’sachieve their goals.
Recruitment Of Volunteers
in the 2 – Channel VolunteerModel
Cascading model of training volunteers: Eachset of 2 volunteers in a district train 80000volunteers over the course of a year, thusreaching out to ~1.12 million across alldistricts in India
• Refresher training: To be provided throughonline courses, facilitated by volunteer trainers.
Training Of Volunteers
Skills imparted: Skills imparted across threedomains
Domain Knowledge
• Public finances, with special reference to thedistrict
•
Financial literacyProcedural Knowledge
• Procurement in a local government environment
• Assessment of learning outcomes through the useof survey-toolkits
Soft-skills
• Group dynamics with special relation to socialdynamics in the district
• Decision-making in a group
• Team-building
Technology enablement
• Basic computer literacy and knowledge of internet
•Interaction in forums meant specifically for governance
Empowering SMCs
Initial training of SMC’s heldin partnership with Block Development Officers andDistrict Officers, to achievescale.
• Refresher trainings held byvolunteer trainers, asgovernment capacity not
enough to conduct regular trainings
• These technology enabledSMC’s would be networkedonto the main GYAN
platform, and can ask for specific ideas, funding andskill-sets they require for
achieving their ideas.
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Inform and Engage
Volunteer Resource Personsand Empowered SMCs
Collectively Generate NewIdeas & Training Materials to
solve school-specific problems
Select new ideas andartifacts and
implement the bestsolutions
Communicate Help people submitAccept and grouptraining material
Help people searchand rate best solutions
Mentors, Sponsors support the portal
Community + Marketplace for ideas – Key Features
Moderation by experts to prevent lower-quality
inputsEvolving portal to match to
user expectations
Resource people reviewideas and materials
Group by topicsAdd user ratings
Add insights
Online chat with educationexperts
More search keywords for knowledge documents
Discussion Forums(District specific)
Architecture of the Online Portal
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Key implementation challenges andmitigation
Risk Cause Mitigation
Disinterested SMC’s SMC’s usually have low expectations from
government schools, translating into
disinterest in tracking the learning outcomes
of their children
Controlled experiments in Medak district in
Andhra Pradesh by Accountability Initiative has
shown that using local methods of
dissemination can help ignite interest
Khemani et al have found that Information and
advocacy campaigns can lead to better
participation in SMCs
Lack of buy-in from district officials Building a good SMC culture requires buy-in
from the local government, both for purposes
of infrastructure for training and rules
We have seen that sharing success stories as
well as data on learning outcomes across
districts can incentivize district collectors to
focus on education
Infrastructural issues Online networking on the GYAN network
requires access to good infrastructure
Partnering with infrastructure providers such as
TARAhaat can mitigate this risk
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Expected Budget
•Management Team ( Rs. 6000 per district per
annum)
•Volunteer Team (Rs. 1.8 lac per district)
•Regional
OrganizationCost
•Transportation Cost (Rs. 10000 per district per
annum)
•Establishment CostLogistics Cost
• IT Software +Hardware Cost ( Rs. 2 lac per district
per annum)
•Communication Expense – mobile& internet ( Rs.
35000 per district per annum)
Technology
Cost
Rs 1.86
lac/district/an
num
Rs
10000/district/
annum
Rs
2.35lac/distri
ct/annum
Estimated Cost / Child = Rs 1.30 per annum
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Stepping Stones:Enhancing Quality of Primary Education – ISB: Laina Emmanuel, Komal Vasudev, Guneet Singh, Manvendra Singh Raghav,Harkabir Singh Jand
Appendix
Lant Pritchett, The first PISA results for India: The end of the beginning http://ajayshahblog.blogspot.in/2012/01/first-pisa-
results-for-india-end-of.html
PAISA Report 2012
ASER Report 2012
World Development Report 2004, Making services work for the poor http://www.gse.pku.edu.cn/lib/gse_lib/edu-
search/e_publication/e_pub/268950PAPER0WDR02004.pdf
Using evidence for better policy: The case for primaryeducation in India, Karthik Muralidharan
http://www.ideasforindia.in/article.aspx?article_id=119