Prajayatna ppt

Prajayatna is a development and training organization working for more than 15 years in bringing about a systemic change in the functioning of the education system and thereby ensuring quality education to all children. It has been working in 465 Anganwadis of bokaro district for quality ECCE since April 2018 and directly impacting lives of thousands of young children. It's work includes implementing an integrated and holistic preschool curriculum for children of age 3-6 years, providing training and hand-holding support to the Anganwadi teachers as well as ensuring community participation in the functioning of the anganwadi centres.
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1. Transforming education - Changing Lives - Enabling children of marginalised communities in India

2. The Problem In Jharkhand, 75% of all school going children go to Government schools and preschools ( angnawadis ), the majority of whom are from the marginalised sections of society Issues in Government Schools (across the nation): Poor infrastructure High dropout rate – 3.4 % children are out of school at the age of 11 and 11% are out of school at the age of 15-16 Lack of quality early childhood care and education for the children in their formative years. Demotivated teachers Lack of faith in the ‘delivery’ of the system – 19% in private schools Very low learning levels - Children in govt schools in Std 5 who can read Std II level text in 2018 is 34.4% Children in govt schools in Std 5 who can do division in 2018 is 19% Children govt schools in Std 3 who can read Std II level text is 18.8% Children govt schools in Std 3 who can do subtraction is 22.5% ( As per ASER report, 2018)

3. The Problem Issues in Government preschools ( Anganwadis ) (across the nation ): Lack of a facility for young children causing many children to drop out in order to take care of their younger siblings Looked at as a feeding centre rather than a space for learning Lack of training for AWW to be able to address the developmental needs of the children Lack of accountability in order to ensure proper implementation of the programme and the lack of monitoring/ mentoring Lack of ownership and therefore looked at as schematic Lack of infrastructure and basic amenities for the children Symptoms of a ‘systemic’ problem

4. The need of the hour THE APPROACH Government schools reach out to all the sections of the society and there are 6089705 schools in Jharkhand (from primary to high school) of which 4074931 are primary Impacting how schools/ preschools are run and managed Impacting what schools/ preschools deliver Transform the functioning of government schools/ preschools through community ownership wherein all stakeholders work in collaboration - teachers and the community alongwith the government to enhance learning levels of marginalised sections of the society Families who access the govt schools in both the rural and urban areas are from the most marginalized families or low income groups who cannot afford private school for their children Preschools and Schools do not function optimally due to a number of reasons and improving their functioning will lead to a larger impact on the children which will enable them to be valuable citizens of the country Community Ownership Learning Enhancing Governance Developing learning to achieve age appropriate indicators of overall development in children Train and empower teachers to work effectively with the children THE NEED Strengthening of the Support system right from the local Panchayati raj institutions to the dpt. of education/ dept of women and child dev to deliver on the learning outcomes

5. Evolution Started to stop child labour and get children back to school through community interventions The engagement with the education system, children and the community, propelled the creation of Prajayatna with focus on changing the way education is delivered It was realized that little would change unless there is active participation of all stakeholders in educational reform Prajayatna thus evolved with a very clear goal of 'ensuring quality education to all children by facilitating community ownership of educational processes.'

6. Reach In primary education through Kalikayatna , Prajayatna has impacted 171 schools, 428 teachers and 12905 children in total The Early Child Care and Education approach of Prajayatna has impacted 1305 Anganwadi centers and 20,000 children In Governance Prajayatna has worked in 304 blocks across 6 States of India reaching out to 4639 Gram Panchayats covering 25250 schools and 12 lakhs of children through various direct and indirect interventions to improve the governance of these schools

7. The Prajayatna approach Prajayatna has been working for more than 15 years to ensure quality education to all children. The work has involved working intensively with different stakeholders across the country Facilitating community ownership of schools through improving the process of Educational governance 1 Impacting learning through a capabilities based initiative 2 Impacting Early Child Care and Education (ECCE) 3

8. Governance Facilitating community ownership- at school and Panchayat levels Strengthen and build capabilities of school level structures such as the School Management Committees (conduct Shikshana Gram Sabhas , PTM etc ) Work with parents and communities to ensure that an environment is built which is conducive for learning Network school committees across Gram Panchayats - Gram Panchayat and School Management Committees network meetings (for cross learning and collaborative work) Training for SHGs, Federation members, School Management Committees and GP members ‘To enable the community to develop a common vision for their schools’

9. Kalikayatna It was important to see that the learning within the classrooms changed as well, which led to : Kalikayatna - ‘capabilities based’ approach in primary schools. Focuses on ‘ How to learn’ and building capabilities in children Teachers facilitating a holistic learning experience for the children

10. Kalikayatna Based on the NCF, this approach focuses on: encouraging active inquiry in children supporting teachers in experiencing an understanding of how different children learn differently shifting focus to concentrate more on how children learn than what they learn developing assessment tools that would be an ongoing feedback mechanism to develop and construct one’s learning (CCE).

11. Salient features of the approach I ntegrated Curriculum Teachers Empowerment Concept facilitation Collaborative learning strategies Formative assessment practices

12. Classroom process Whole group Learner group Individual Practice time

13. TEACHER’S OBSERVATION BOOK comprises of: Capabilities that cannot be inferred from the portfolio- ex: asking questions, participation in the team, accessing resources, gross motor skills, social skills etc . LEARNER PROFILE: Comprises of 4 sections- procedural skills, process skills, attitudes and areas of interest Updated twice a year Teachers draw from ongoing portfolios to identify learning patterns and record them Information is also drawn from teacher’s observation book Learner profile or progress card ONGOING PORTFOLIO comprises of: - Children’s daily work in the classroom( in sheets) where the teacher provides feedback - Concept maps - Other activity worksheets Assessment - CCE

14. Early Childhood Care and Education The first to 8 years of a child’s life are globally acknowledged to be the most critical years for lifelong development 90% of the brain development between 0-6 years Foundation to the child's future well being and learning Learning opportunities (simulation) critical for development Research has indicated that if these early years are not supported/embedded in, a stimulating, enriching and psychosocial environment, the chances of the child’s development are considerably and often irreversibly reduced. This stage in life is also an important foundation for the inculcation of social values and personal habits which last a lifetime. Hence it is critical to invest in these early years to ensure an enabling environment for every child and a sound foundation for life - which is the right of every child in this country

15. 160Million children in India in 0-6 age group A majority of children come from the underprivileged sections of society Significant lack of understanding or empowerment in development of child Acknowledging the need, ICDS (1975) program launched by Govt of India to create child care centers ( Anganwadis ), to break the vicious circle of malnutrition, morbidity, mortality, and lowered learning capabilities. Pre-school non-formal education was one of the objectives of these centres Today 13.63 lakhs Anganwadis operate covering 1041 lakh children under supplementary nutrition and 349.82 lakh children under pre-school education. In Jharkhand there are 38432 suchcentre . Unfortunately multiple shortcomings in the functioning of Anganwadis today from inadequate facilities (sanitation, drinking water, learning tools) to trained and committed staff leading to expected outcomes in child development not being met

16. Enhancing community ownership – Impacting how Anganwadis are run and managed Redefining perspective of early childhood education-Impacting what anganwadis deliver Key areas of focus

17. The Strategy STRENGTHEN SUPPORT SYSTEM EFFECTIVE PRE SCHOOL COMMUNITY OWNERSHIP EMPOWER TEACHERS LEARNING – CLASSROOM ENGAGEMENT Strengthening Bal Vikas Samithi (BVS), parents and Gram Panchayat (local body) to own the Anganwadi Teacher training, tools, assessment, collaboration Experiential learning techniques to develop the cognitive, motor and social skills Strengthening governance through supervisors and CDPO, DD and PO, AWTC (the various government arms

18. Early Childhood Education Here the learning process is based on the learning principles Learning happens everywhere Each child learns differently Learning has to be experienced Learning happens in a conducive environment Learning can only be facilitated ECE is to ensure holistic development – building of capabilities in the physical, cognitive , language, social and emotional domains

19. Outcomes of Early Childhood Care and Education The objective of the curriculum is for the child to understand self and the immediate environment around Major outcomes for the children in the age group of 3-6 are: Ability to perform tasks independently (eating, tidying, packing, wearing footwear, going to the toilet) Ability to work in a Group Ability to use material and tools ( Colouring , tearing paper, cutting, etc ) Ability to show self-control Ability to identify and understand emotions Identifying, naming and understanding different concepts (Matching and Classification , Identification of sizes and comparison, etc ) Listening, follow instructions Speaking , reading and writing – hindi and english identify and use numbers Basic maths operations

20. The concepts from the context of the environment of the child is considered as base to facilitate children's learning to achieve age appropriate developmental stages The monthly concept is expanded in the teachers' collective meetings and expected learning outcomes are identified. These will incorporate both what the children need to know about the concept as well as the skills that they need to acquire. The daily lesson plan is made by the teachers where the activities are contexualised and designed in a manner where the children are able to build on what they know. This is initiated in the concept based discussion in the form of conversations and songs in the whole group. The Learning Process

21. Teacher familiarizes the children through activities such as stories, rhymes, sensorial stimulatory activities in connection with the bi-weekly concept . Grouping of the children is done based on their abilities. Early literacy and numeracy skills are practised here, which in turn prepares them for school. Children move from one group to the other depending on their ability which is based more on their exposure and experiences rather than their age The learning level of each child is mapped, which in turn helps the teachers and the parents to support the child’s learning. The progress of the children is tracked, documented and consolidated every six months in the form of a progress card.

22. Teaching Learning materials

23. This kind of a learning requires teacher empowerment – sector level training Focus is on building their skills and capabilities to create an environment which is conducive for the development of the children. Areas covered are preschool management, pedagogy, curriculum framework, assessment, TLM, identification of disabilities, working with parents and community etc. Support the teachers in the classroom (onsite support)to give inputs and feedback which in turn builds their capacities. Building Teacher capabilities

24. Building the institutional capabilities of the Anganwadi level Monitoring and Support Committees (anganwadi level parents structure) through regular monthly meetings in order to enhance their skills to ensure proper planning – implementation – review of the plans made at the AWC level by parents and community Gram Panchayat meetings to network GP and the ALMSC and enable both structures to work in collaboration. Parents meetings to ensure a conducive environment for the children at home as well. Building capabilities of the community

25. Monthly meetings with supervisors to review the implementation in order to support the teachers Enhance understanding of their role in enhancing the quality of the anganwadi - need for mentorship Documentation of their feedback and how that needs to feed back into the designing of training sessions Regular review meetings with CDPO Regular review meetings with DSWO, PO Strengthening the system

26. Work in Jharkhand Prajayatna has been working in Jharkhand from 2017 Presently working three districts, Bokaro – working for the strengthening of anganwadis in 465 anganwadis in Paterwar , Jaridih and Kasmar blocks through Dumka (I block – Shikaripara ) and Gumla (1 block – Raidih ) - the issue of lack of quality in the public schooling system is addressed by ensuring community involvement of women SHGs, Block Level Federations and Village Organizations, by working with the parents, the school structures such as the School Management Committee, the Gram Panchayat and ensuring that there is better delivery of services and children are learning in the schools.

27. Impact in Bokaro Some of the impact that is being seen from the one year of work is: 477 children were brought back to their Anganwadi Centre. 49 ALMSC were reformed and made active in contributing their support to the development of the children through Anganwadis . 20 Anganwadis have been shifted from rented building to their own or other government buildings. It was seen that there has been 95% of attendance amongst the teachers during the trainings. Concept teaching learned in the training are being used in the Anganwadi Centres. Teachers are motivated and enthusiastic in the process of learning and teaching Increase in the attendance and enrolment of children Availability of learning materials in the centre. A total of 11336 people have participated in various processes related to children and the anganwadis across the three blocks in Bokaro in the past one year. After one year, it was seen that, 36% teachers are found to be in the evolving stage with 43% teachers in the interested. Another 18% teachers are in the involved stage with the remaining 3% teachers in the self directed stage. Similarly, according to our findings, about 38% of children are in the evolving stage and only 7% are in the self directed level, in all the four areas of development mentioned above. Rest of the 55% of the total children lies in between.

28. The Program for support Transformation of early childhood care and education in Bokaro Prajayatna intends to work with the ICDS Centers ( Anganwadis ) in partnership with the Department of Women and Child Development (DWCD) in order to bring about a systemic change in the way early child education is delivered in these districts. This will ensure the enhancement of capabilities of Anganwadi children in all domains by creating a conducive and enriching learning environment. Prajayatna intends to work with 465 Anganwadi Centers belonging to 16 Circles of Kasmar , Peterwar and Jaridih blocks of Bokaro district reaching out to approximately 10000 children . Prajayatna’ s has been working with these anganwadis for the past 15 months and would like to continue the work to reach the expected outcomes. Bokaro is an aspirational district and has a large tribal population – 16%. The parents who mostly are illiterate, unaware of development practices for children. As a result, children don’t have an appropriate learning environment at home to grow and develop physically and mentally. This is to help the marginalized children who are deprived of a quality learning environment. There is a lack of preschool activities in the anganwadis . Again there is a lack of a learning environment and learning opportunities for children to develop both at home and in the anganwadis .

29. Program Description Overall objective: The objective of the approach is to ensure the enhancement of capabilities of children in all domains of development by creating a conducive environment. Specific Objectives of the Project: Ensure that the children achieve age appropriate indicators of overall development. Empower teachers to work effectively with the children to enable all children to learn and develop. Enhance the responsibility of the community by building the capabilities of the Anganwadi Level Monitoring and Support Committees (parents committee) and the Panchayats Raj to take increased responsibility for ECCE Community Ownership Learning Enhancing Governance

30. Detailed Activities OBJECTIVES This kind of a learning requires teacher empowerment – sector level training Focus is on building their skills and capabilities to create an environment which is conducive for the development of the children. Areas covered are preschool management, pedagogy, curriculum framework, assessment, TLM, identification of disabilities, working with parents and community etc. Support the teachers in the classroom (onsite support)to give inputs and feedback which in turn builds their capacities. OBJECTIVES Designing of learning opportunities which enables exposure to various experiences using all the sensory organs which leads to the process of understanding and acquiring knowledge. Teachers facilitate and engage the children through various activities ensuring enhancement of skills and abilities in all domains of development – physical, socio- emotional, cognitive and language Organization of children in ability groups fosters developmentally appropriate learning of children of mixed age group An ongoing progress tracking which is consolidated and given in the form of progress card at the end of the year.

31. Detailed Activities OBJECTIVES Parents workshops to ensure a conducive environment for the children at home as well and provide counselling for development of their children Building the institutional capabilities of the Bal Vikas Samithis (anganwadi level parents structure) through regular monthly meetings in order to enhance their skills to ensure proper planning, implementation, review of the plans made at the AWC level by parents and community Gram Panchayat meetings to network GP and the ALMSC and enable both structures to work in collaboration. OBJECTIVES Anganwadi teachers report into Supervisors at the district level - Monthly meetings with supervisors to review the implementation in order to support the teachers Enhance supervisor’s understanding of their role in enhancing the quality of the anganwadi - need for mentorship Documentation of their feedback as inputs for designing of training sessions Regular review meetings with Child Development Program Officer for the district to increase support Regular review meetings with Deputy Director for child development and the ICDS Program Officer

32. Measures of Success 33 SOFT OUTCOMES There is quality ECCE facility for all children. The teachers will be facilitators who are able to infuse a liking for learning in the children and thereby equipping them with the tools required for primary schooling. The development of anganwadis will become a significant part of the agenda of Gram Panchayats. There will be a community which is sensitive and ensures that there is a conducive learning environment for children within and outside the anganwadis as well. HARD OUTCOMES Approximately 10000 children and their families will be directly benefited from the 465 Anganwadis under consideration 465 teachers and their helpers will be trained in enhancing learning levels of children at the center thereby redefining the teacher empowerment process. 100% enrolment and regular attendance of children in all Centers with an increase of 50% in the attendance from the baseline 100% transition of children from the anganwadis to the schools on completion of 6 years of age with 80% of the children will reach their age and developmentally appropriate outcomes (measured ) All the centres will be equipped with TLM and basic amenities required for the centres .

33. Monitoring and Evaluation The LEGD will provide the baseline for all the schools. A baseline done of all the teachers and children in the beginning of implementation and this will be done again at the end of every year of the project. This will be done with a sample size of 10% of the schools. To see if the outcomes are being reached, a programme audit will be done in the middle and the end of the project by a separate team in the organisation / external body to see if the overall outcomes are being reached. All the outcomes will be documented in the form of quarterly and annual progress reports which will be submitted to the District Administration and the Department of Education. Various forms of evidence such as reports, impact tracking, photo documentation, etc will be maintained. An MIS will be maintained which will make sure that the quantitative data is tracked online and qualitative analysis done of the data and the processes are documented as well. All this can be monitored online.

34. Operating Structure & Cost OPERATING COST – ENTIRE PROJECT Details of Working Area Overall No. of Districts 1 No. of Selected Block 3 No. of Gram Panchayats 55 No. of AWC 465 No. of children 10000 Cost Per centre /year INR 21,400 Cost Per centre /month INR 1784 Cost Per Child/year INR 995 Cost Per Child/month INR 83

35. Visibility/Mileage Communication with company staff in internal newsletters, internet and magazines; Statements in various public arenas from time to time Communication with the Indian government and other Indian organizations. Acknowledge the support of Donor in Prajayatna‘s internal and external literature where relevant. Ensure use of names and logos in banners and various events at different levels and forums ranging from village level to the district level. Ensure use of names and logos any materials supplied to the schools/children The employees themselves can be engaged with various activities in the implementation Volunteering/Teaching Conduct/Support teacher training workshops Technology support – help develop applications/tools streamlining of work/process and improve efficiency Program Communication Support SAIL will be responsible for improving the NITI AYOG indicators in the district of Bokaro As a PSU, supporting better education for children which is a step towards ensuring development of human resource for the country will be in essence working towards nation building.

36. Building India’s future Thank you