From Read India I to Read India III

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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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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