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From Read India I to Read India III
Evolution and Next Strategy
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Programs and delivery
Pre-school
Bridge class, remedial classes
L2R campaign
ASER
READ INDIAVolunteer classesLearning campsScience, EnglishOpen school Learning CentersVocational
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Pratham evolution
Service provisionUrban
InnovationService provisionUrbanRuralNational
PolicyInnovationService provisionUrbanRuralNational International
Research ??TrainingContent PolicyInnovationUrban RuralNationalInternational
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Read India
Learning to Read•2002-04
ASER •2005-
Read India I•2007-09•L2R •Campaigns with states
Read India II•2010-13•L2R+ R2L•CAMAL•Learning camps
Read India III•2013-16
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LEARNING TO READ
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Tool is simple. Volunteers can assess. Parents understand.
Testing Tool
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Simple inexpensive materials• Letters, numbers, and barakhadi
chart: • Simple paragraphs: set of 50 costs
10 cents.
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Basis of Read India- MP 2005-06Change in the percentage of readers in MP betwen Jun05 and Jan 06 compared to readers in Uttaranchal and Kerala (Readers = sum
of para level I and sotry level II readers)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
2nd 3rd 4th 5th 6th 7th
MP June
MP-ASER
MP- Jan
Uttaranchal-ASER
Kerala ASER
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READ INDIA I
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300-370 districts
Government Collaboration• Madhya Pradesh 2007-08• Chhattisgarh 2008-09• Punjab 2008-11
• Himachal Pradesh• Uttarakhand
• UP 2007-09• Bihar (Sankalp) 2007-10• Nagaland
No collaboration• Andhra Pradesh• Maharashtra• Gujarat• Odisha • Jharkhand• Assam • W Bengal
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Read India I and after
Punjab
Chhattisgarh
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Lessons learned
Government Partnership• When governments
participate with energy and focus in combination with voluntary efforts, effectiveness is high
• Partnerships are inconsistent – Government indecision and delays…
• “Holistic” , “child-centric” ideals worked against “learning outcome” focus.
Volunteers and community• Children who attend
volunteer classes learn but reach is a problem
• Targeting specific children may be needed.
• Teaching children in ability-wise groups is effective
• Training time is limited• Community is not always
aware of efforts.
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READ INDIA II 2010-11
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Block Excellence Program
• Units of 100 villages • 5 clusters of 20 villages
each in Block
• Changed model of volunteer training
• Education for Education added
• CAMaL approach developed
• Learning to Read in backward states and Reading to Learn in advanced states
• Reading to Learn evolving- including assessment methodology
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3 years of Read India II
2010-11 Reduced scale – changed training modelEducation for Education
2011-12 Education of Education all statesExperimenting with learning camps- summer camp
2012-13Learning camps all states- main model EFE changingLess volunteer time neededExperimenting for high impact and depth
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Government Partnerships
State level• Punjab continued but
uncertain• Himachal for upper primary
math and English content and training
• Gujarat assistance with Pragya
Region or districts• Uttarakhand remedial
learning in BEP• Non-financial in Odisha and
Rajasthan BEP- • Bihar – district level
evolving• Maharashtra on and off• Chhattisgarh 3 blocks
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LEARNING CAMP AND CAMAL APPROACH
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• MAH, MP, CHHGRH, ODI, AP, GUJ tried learning camps from Sep 2011.
• Other states started in summer 2012
• Volunteer classes continuing in many states but learning camp is the main method of delivery now.
• Summer camps (Apr-May-Jun, Jul 2012): 7005 villages. 200,000 children. Duration varied from 5 days to 30 days.
• Learning camps Aug-Nov: 8333 villages, 300,000 children Std 3-5
• Duration about 7-10 days per camp with ave 2 volunteers
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SMS MONITORING
• http://pratham.tlitech.net/
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Harshad’s learning camp
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CAMaL Approach- Numbers
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Questions
Std 3-5 • How many camps are needed
to achieve math, reading, writing goals?
• How can a learning camp delivery strategy be optimized for impact, time, cost?
• Should Pratham modify its delivery strategy to focus on a whole district to achieve best delivery and advocacy impact?
Std 1-2 • Can learning camps be
useful for Std 1-2? • What strategy can be used
for emergent and early reading- numeracy?
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WHAT CAN BE ACHIEVED IN 3 LEARNING CAMPS? HOW CAN WE TRANSFER KNOW-HOW TO GOVERNMENT SCHOOL SYSTEMS?
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READ INDIA III
Government seems to be moving towards learning outcomes with goal setting. Need to keep pushing
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New Context
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Broad Academic Plan
Emergent and early literacy- math
• Age Groups: – age 3-5 +6-7 – Age 8-10 /12
• Stage-wise goals in Reading, Writing, and Math
• Listening -Speaking – expression
• Reading fluency and comprehension
• Writing skills – engaging with texts and self expression
Building on basics • Age groups:
– 11-14 – 14-18 – 18+
• Foundation Course in basic reading, writing, math for all age groups
• Math, English, Science for all age groups
• Foundation and Secondary Certification
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Organization Read India Leadership
Research
With ASER
Training and Content Group
Training Blocks
On ground leadership
1. Pre-school + Std 1 and 22. Std 3-5
Advocacy
Communication Documentation
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CHOICES AND OPTIONS
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Width vs depth?
What scale is sustainable• Should we work in 19
states? • If we do cut down.. On what
basis? • Should we scale down
further? • Without scale no ability to
work with governments on large scale.
What depth is sustainable• Should we go on increasing
depth of intervention? • Depth require more time
and money. But, it is also important to offer solutions for broader education agenda
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Std 3-5
Learning camp as demo-advocacy
• Demo district? Or, demo blocks?
• 10,000 schools per year for 3-5 years OR 30,000 schools over three years
Impacting governments• Abandon demo work when
working with government? Or, train additional people to work with government?
• Human resource issue
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Pre-school and Std 1-2
Demo villages? • Set up balwadis in cluster
centers • Parents’ self help groups?
• Library for children with take-home worksheets etc?
Working with government• Volunteers to work in
schools or ICDS for 1 hr every day
• Does mere training of teachers work? MP government talks.
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JRM 2012
Financial sustainability
Private and Corporate funds• More fundraising efforts in
India. • Will corporate funds lead to
diffusion of geographic focused demonstration?
• Long term foundation funding: how long will it last?
Entrepreneurial? • Volunteers and education
entrepreneurs and tutors? Is this desirable
• Pratham Supported Schools- should we support private schools for a revenue?
Should Pratham start or take over or adopt schools?
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MORE ON THE 15TH