“Ahh…BaLA” – An ignored story of the most ever successful project of people’s participation

The story goes back to 2009, when a man strongly impressed by BaLA  activities of Himachal Pradesh returned to Sikkim after finishing curricular programme of Diploma in Educational Planning and Administration (DEPA) from National University of Educational Planning and Administration, New Delhi. He started propagating the programme in his district (South Sikkim) with utmost zeal and keenness though there was no single penny for this to happen in the schools. He presented the photographs of BaLA activities through power point presentation collected from his DEPA batch mate Mr. Yashwant Depak (Principal Kullu DIET) in every meeting of the school heads. He explained its importance in impacting children’s learning and requested all of them to initiate it through people’s participation. To start with as demo, he requested the then District Project Coordinator of Sarva Shiksha Abhiyan Shri M.K.Rai to allocate fund from the component ‘Child Friendly Environment’ approved under Civil Works. He wholeheartedly supported the proposal and an exact replication of BaLA activities was created in Bhalukhop Primary School in the same year. The head of schools who supported him first and created the learner-friendly environment in their schools are Smt. Bimla Rai, the then Principal of Temi Senior Secondary School and Shri Sekhar Chettri, the then Headmaster of Melli Gumpa Secondary School.

The concept was well received by the heads of schools but due to lack of fund to execute it, the implementation became very slow. Considering the importance of fund to realize the dream, he included the proposal of BaLA activities in the Annual Plan of Sarva Shiksha Abhiyan continuosly for two consecutive years i.e. 2010-11 and 2011-12 when he got transferred to State Project Office of Sarva Shiksha Abhiyan in 2010. However, the proposal could not get approval in both the years.

The man did not stop yet. He started writing about it in local newspapers. His article titled “School Infrastructure as Additional Learning Resources for Teaching Primary School Children” published in local daily SIKKIM EXPRESS on 8th September 2011 spread a most impacting awareness on the concept among the school heads and educational stakeholders of the state. Some of the schools started working on this by mobilizing fund from among themselves and community, some of them mobilized local panchayats for the resources. In the same year i.e. 2011, the project was named as ‘Development of School Infrastructure as Learning Resources’ – a voluntary project for making school print-rich. During the training of School Management Committees organized in all the Block Administrative Centres across years 2012 to 2016, he never forgot to talk about the project and encourage the SMC members, local authority and school heads to initiate it in their schools.

As a mark of accomplishment, almost all the government schools of the State of Sikkim are now like reputed private schools – well decorated, print-rich and pedagogically supportive.

The project in later years was recognized by some of the far-sighted officers of the department. They congratulated him for its success. Some of his senior officers have tried to appraise it in higher forum also while speaking on State achievements but after seeing the ‘school walls with content related paintings’ got very reluctant remarks ‘Ahh… BaLA’. Shri D. K. Pradhan (Respected Special Secretary) when he was State Project Director of Sarva Shiksha Abhiyan (Sikkim), tried to showcase it in the National forum also but the same reluctant remarks ‘Ahh… BaLA’ echoed the meeting hall.

Frankly speaking as an initiator of the project, I take it as the most ever successful project accomplished through people’s participation. I would like to thank all the good people and my senior officers who appreciated our joint efforts.

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(Published in Sikkim Express on 29.08.2017)

LEARNING REMEDIATION: A BURNING TOPIC

I attended an eye opening orientation session by outsourced expert on remedial teaching at HRDD conference hall yesterday. It was targeted for present Class IX students. I am really grateful to our respected SPD (RMSA) sir and SPD (SSA) sir for giving me this opportunity. 🙏🙏🙏

The strategies suggested in the orientation session are different than what I have been suggesting to schools for conducting remedial teaching.

Some major differences are:
a) we suggest subject teachers to map/locate learning competency and difficulty areas of individual student before starting remediation but the session suggested to refer scores of students of diagnostic test before starting remediation.
👉 Our strategy to identify competency deficiency (deficiency of individual student) is through feedback "formative assessment in true sense") not through centralized diagnostic test.
👉 Our logic is that a teacher should need to know the actual areas where an individual child need remediation or it will be just re-teaching only, not remedial teaching

b) we suggest whole class approach without revealing the students about their competency inadequacies but the session suggested tiered approach (seggregate and teach the students without requisite learning level in separate classroom).
👉 Our strategies for remediation are peer teaching,  group activities, blackboard works, class quiz, etc. We believe that thi is the suitable strategy to conduct learning remediation  accommodating all children (Teaching in  separate classroom means requirement of extra sets of furniture, one extra classroom and one extra teacher which is hardly practical)
👉 Our logic is that segregation of students on their learning competencies will lead to further demotivation, problems or dropping out. On the other hand, this strategies will help students having learning difficulties can get more learning scopes when they were involved in the activities with their peers who have already achieved the requisite learning competencies and provide revision scope for later group

c) we suggest series of unit testing (paper-pencil tests) to track children's learning progress but the session suggested to 'make children work on worksheet provided' to track their progress (no test for students).

👉 Our strategy is to conduct test with standardized tools (following general testing pattern) after completing each unit and make an inventory of score records for tracking students' learning progress.
👉 Our logic is "testing is confirming". We believe that a standardized paper-pencil test helps subject teachers to know about their instructional gaps in particular unit and helps children to know the general testing patterns. In addition to this, we also believe that the paper-pencil tests will help the children to understand how to respond appropriately to given questions in written form (after all we are preparing children for written examination).

I know that I have very little knowledge and I also know that "little knowledge is dangerous" 😁😁

A POSITIVE INDICATION

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I feel so happy that the schools have now started conducting learning activities for their children besides the activities prescribed for Formative Assessment. This is indeed a positive feedback of series of in-service teacher trainings on "Teaching through activities" conducted under SSA during 2014, 2015 & 2016 academic years.

Here I want to say that the learning activities which we conduct inside/outside classroom require utmost attention. It should be meticulously structured in such a way that do not allow children to go astray and make learning objectives set for the activity get defused. It is not like, just thought of taking children to park, market place,  neighbouring schools or grouping children and making them work.

In fact, I want the teacher should keep in mind the grade specific learning outcomes while designing such learning activities. The activity should be designed in such way that can replace the classroom teaching and implicate more learning experiences among children than other instructional approaches. I mean the teachers should have clarity (curricular and co-curricular) of what competencies/skills that she/he intends to develop by the activity being designed.

I also wish that the teachers have Teaching Schedule with them for each activity with sequence - how activity starts, moves and concludes within the timeline decided while designing it.

Kindly use Learning Indicators prepared by SCERT & DIET (East) and Learning Indicators and Learning Outcomes prepared by NCERT while you design learning activities.

Thank you all the resource persons, school heads, DIETs and SCERT for making the dream a reality.
❤❤❤

A DIGITAL MENACE

Our style of life living is loosing family bonding. You don't miss your papa as much as your papa misses you in his life. Your children do not miss you as much as you miss them. Slowly and gradually the concept of family is diminishing and people are started living alone with a smartphone. If this is the way of our living style, a  day will definitely come where breaking of a smartphone would be more painful than death of a father.

So cannot we think of phoneless time in our family? Let it be of at least two hours a day when all family members gather.
Cannot we think of integrating family values (not in casual way) in classroom practices? Let it be as activity, projects,  etc.
***
9th March 2016

2017-18: SPECIAL PROGRAMME FOR CLASS I & II UNDER SSA

Class I: Learning Enhancement Programme for Classes I is focused on enhancement of English language skills among children. It is proposed to provide English language kits to the children reading in Class I. The following learning outcomes are expected to achieve through the activities given as under:

Activities:
• Making Words Tray (includes tray, picture cards, and plastic letters A-Z)
• Slides and Ladders Reading Board Game
• Roll a Word (includes a real word/silly word graph)
• Word Card and Mini Object Matching
• Left, Right, Center Card Game
• Feed the Silly Word Monster Activity

Targeted Skills:
• Increase Phonological Awareness
• Beginning, Middle, and End Sounds
• Segmenting Phonemes
• Blending Phonemes
• Building CVC Words
• Reading CVC Words
• Identifying Real Words and Nonsense Words

Materials to be provided:
1) Tray
2) Picture cards (animals)
3) Picture cards (Fruits)
4) Picture cards (Kitchen tools)
5) Picture cards (sports materials)
6) Plastic letters

Class II: The focus for Class II is enhancement of Mathematical skills among children. It has been found that the children who are better in mathematics in initial grades only can do better in higher classes. Hence, it is proposed to provide mathematics kits to the children reading in classes II. The Level 2 Math Kit is a hands on way to introduce and/or reinforce math concepts such as addition, combinations of 10, and odd/even. The following learning outcomes are expected to achieve through the activities given as under:
Activities:
• Dice Race
• Fishing for 10s
• Four in a Row
• Count and Cover
• Addition Yahtzee
• Battle Ship
• Race up the Beanstalk

Targeted Skills:
• Number Identification
• Counting
• Addition
• Subtraction
• Combinations of 10
• Critical Thinking
• Probability
• Odd/Even

Materials to be provided:
1) Dices
2) Ruled Grid Boards
3) Yatzee score pads
4) Count and Cover Boards

***

WHO ARE WE?

We have two gangs or we can say we have two opposite poles within education system i.e.
(a) one who are responsible for making children learned and (b) one who evaluates how much children have learned

We educational workers associated with classroom teaching, monitoring and administration have to fall under gang (a) and all the different boards who evaluate children's learning and make them "pass" or "fail" should fall under gang (b).

But we have so many people in gang (a) who prefer more to be (b).

The quality in education remains in danger until and unless the educational worker (amongst us) who feels that the detaining of children brings quality in education phases out.

For me, gang (a) is for QUALITY EDUCATION and gang (b) is for QUALITY FILTRATION.

Yeah I am serious and I am confident that one day everyone will definitely realize this fact.

VISION: 2017-2030 (From the perspective of Execution of RTE Act. 2009 in the Sikkim State)

SARVA SHIKSHA ABHIYAN 

SUSTAINABLE DEVELOPMENT GOALS 

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VISION: 2017-2030

(From the perspective of Execution of RTE Act. 2009 in the State)

VISION STATEMENT:

“ALL CHILDREN IN THE AGE GROUP OF 6 TO 14 YEARS HAPPILY ATTEND SCHOOLS WHERE A QUALITY INCLUSIVE LEARNING ENVIRONMENT THAT IS RESPONSIVE TO CHILDREN’S VOICE AND FUTURE REQUIREMENT EXISTS.”

Mission Statements:

 Attainment of Universal Enrolment

 Quality assurance in elementary education

 Shift in school monitoring system

 Optimum involvement of community and civil society in school management

A. UNIVERSAL ENROLMENT 

Expected changes at School Neighbourhood Area level

 Every school has its neighbourhood area 

 Schools have detail records of children of their respective neighbourhood areas 

 Every village or Gram Panchayat Unit has the practice boosting on being “Zero Dropout Village” or “Out of School Children Free Village”. 

 All schools are in easy access to all categories of children including children with special needs

 Zero overage and underage children in the classrooms 

 Schools, Cluster, Districts and State analyse the information collected through U-DISE (ASMITA) to track children’s participation in schools

Strategies for 2017-2024

a) School Neighbourhood Mapping 

b) Rationalization of existing schools OR make alternative arrangements for enrolment as per the Rule 4 of the Right of Children to Free and Compulsory Education Rules, 2010 (State RTE Rules, 2010) aligning with findings of School Neighbourhood Mapping

c) Provision of barrier-free and children-friendly environment in all schools to promote retention

d) Special provision for the enrolment of children of floating population in nearby schools 

e) Implementation of Section 12 of RTE Act, 2009

f) Development of effective child tracking mechanism 

g) Special Training (Bridge Courses) for out of school children (OoSC) to put them in age-appropriate class 

h) Use of U-DISE (ASMITA) to track children’s attendance in schools (Web-based children tracking)

 

Action Plan for 2017-20

(i) To earmark school neighbourhood area of each and every State government school which are established to provide access to schooling for the children up to the age of 14 years

(ii) To issue instructions to all the District HRDD office to carry out the school neighbourhood mapping activity within 2017-18 and update Village Education Register in 100% schools taking the jurisdiction of their respective neighbourhood area

(iii) To identify the habitations or hamlets from where the children are attending their nearest schools beyond the distance limit as specified by State RTE Rules, 2010

(iv) To chalk out the actions to address the issues identified under Sl. No. (iii) taking following three options - 

(a) Arrangement of safe and free transportation facility 

(b) Provide free residential facility OR

(c)  Rationalization of schooling facility (shifting of schools)

(v) To identify the children belonging to weaker section and disadvantaged group in the school neighbourhood

(vi) To make a list of recognised private unaided schools and private aided schools with their intake capacity in LKG and admission of children [identified under Sl. No. (v)] in such schools as per Section 12 (1) (c) of RTE Act, 2009 

(vii) To calculate the expenditure to be reimbursed in account of the children [identified under Sl. No. (v)] studying in private unaided and private aided schools

(viii) To provide ramps, handrails, disable-friendly toilets, hand wash area and drinking water area in 30% existing schools

(ix) To include ramps with tactile patterns and hand rails in new school building plans

(x) To include provision of barrier-free elements in all the new infrastructure plans 

(xi) Documentation of accomplishments of planned activities and achievements ‘Desired Outcomes’ for 3-Year i.e. 2017-20 and preparation of report.

B. QUALITY ASSURANCE IN ELEMENTARY EDUCATION

Expected Changes at the Classroom Level

 Materials enriched classroom & school [Libraries, Dolls Corner, Reading corner, Mathematics corner, Display boards, Subject-wise walls, etc.] 

 Flexibility – space and time – as per requirements of active learning 

 Planning – assessment of available materials & developments of new materials to conduct active & appropriate learning 

 Involvement of all the students of the classroom in active learning – increase in engagement time  – idea of inclusive activity 

 Formation of activity bank according to subject & units with the help of CRP/BRP 

 Scope for students to create new activity on the basis of experiences/activities conducted by teachers. 

 Identification of cognitive variation of children/ learner with supports of DIETs/RPs at block level 

 Spare scope for teachers to work on active learning to make it more active at classroom level - (Teaching load reduction)

 All teachers develop a sensitivity to the children’s emotional needs and provide a range of suitable and appropriate learning opportunities for the all round development of every child 

Strategies for 2017-2024

a) Learner-friendly infrastructure/school design which supports students’ learning

b) Optimum use of reading corners, learner-friendly environment, library, school campus, laboratory, locally available materials, etc. to provide learning opportunity to children 

c) Use of Learning Indicators in teaching learning processes

d) Provision of platform for teachers in schools to share their training experiences as soon as they join schools after attending in-service trainings/ workshops/ orientation programme

e) Effective implementation of School Twinning Programme

f) Peer Classroom Observation among teachers 

g) Guardian Teacher System in schools 

h) Sharing of good classroom practices at Cluster level and Block Level meetings by teachers

i) Establishment of  regular sharing of students’ performances with parents/guardians

j) Analysis of teachers’ performance through the information collected through PINDICS, QMTs and U-DISE (ASMITA) by schools, Clusters, Blocks, Districts, State and SCERT/DIETs and re-design the support activities 

k) Strengthen Teacher Performance Appraisal through learners

l) FORMATIVE ASSESSMENT be made a tool to collect regular feedback of children’s holistic development (not only scholastic) 

m) Regular in-service teacher training duly identifying relevant training needs 

n) Establishment of strong connection between activities (includes projects also) and learning 

o) Teachers focus more on giving the learning opportunities/ learning experiences (focus on making children learn) than on teaching (covering syllabus)

p) Use of ICT in teaching learning process 

q) Rational deployment of teachers 

r) Appointment of subject-wise teachers for primary classes 

Action Plan for 2017-20

(i) To establish Inclusive Education Cell in DIETs and SCERT

(ii) To establish Research Study Cell in SCERT which recommends areas of in-service teacher training 

(iii) To encourage and support teachers to use reading corners, learner-friendly environment, library, school campus, laboratory, locally available materials, etc. during classroom practices

(iv) To instruct schools to carry out School Twinning Programme with appropriate and relevant objectives 

(v) To orient teachers to implement Learning Indicators 

(vi) To implement ‘Guardian Teacher System’ in 100% schools

(vii) To instruct school heads to provide platform for teachers to share their training experiences

(viii) To  implement ‘Peer Classroom Observation system’

(ix) To organise series of trainings to in-service teachers on the use of Formative Assessment to enhance children’s learning and help them to gain mastery on different scholastic and co-scholastic areas 

(x) To start the culture of sharing between teachers and parents on regular basis

(xi) To provide SMART classrooms to 90 schools with elementary classes along with internet connection 

(xii) To train teachers teaching at elementary levels on effective use ICT in teaching learning process

(xiii) Documentation of accomplishments of planned activities and achievements ‘Desired Outcomes’ for 3-Year i.e. 2017-20 and preparation of report.

C. SHIFT IN SCHOOL MONITORING SYSTEM

Expected shift in School Monitoring System

 All the monitoring officials posted at different levels are appropriately updated in educational planning, implementation and pedagogy

 Cluster Resource Centres have full-fledged Cluster Resource Centre Coordinators equivalent to the rank of Assistant Education Officer 

 Block Resource Centres have full-fledged Block Resource Centre Coordinators equivalent to the rank of Assistant Director 

 Monitoring officials posted at different levels have short term/ long term School Monitoring Plans

 One each standby monitoring vehicle at Block Resource Centre

 School monitoring provides on site pedagogical and academic supports

 Adequately qualified Block Level Subject Specific and Inclusive Education Resource Persons (Block Level RPs) conducting regular academic monitoring

Strategies for 2017-2024

a) Placement of full-fledged Cluster Resource Centre Coordinators in Clusters and Block Resource Centre Coordinators in Blocks

b) Monitoring of schools with school specific pre-identified parameters by lower level monitoring institutions like Block Resource Centres/ Cluster Resource Centres

c) Conduct of academic monitoring of schools in random by DIETs and SCERT on regular interval

d) Preparation of level-wise school monitoring plan and Monitoring calendar 

e) Allocation of a monitoring vehicle to BRC 

f) Placement of Subject Specific and Inclusive Education Resource Persons at Block Levels (Block Level RPs) who regularly visits schools and provide academic and pedagogical feedbacks to system levels officers including DIETs and SCERT

g) Capacity building of  Block Level RPs to compensate the lacunas of in-service teacher training conducted for pedagogical reforms

h) Analysis of information collected through Quality Monitoring Tools, PINDICS and U-DISE (ASMITA)

Action Plan for 2017-20

(i) To appoint full-fledged Cluster Resource Centre Coordinators in Clusters and Block Resource Centre Coordinators in Blocks with appropriate role definitions

(ii) To capacitate every Block Resource Centre as the centre for in-service teacher training 

(iii) To instruct BRC/CRC Coordinators to hold monthly academic meetings of schools/cluster heads respectively wherein they can organise one each model classroom teaching by a teacher who has recently attended in-service teacher training 

(iv) To organize capacity building programme for Cluster/Block Coordinators to identify various issues that exist at school and cluster levels 

(v) To instruct Cluster Coordinators, Block Coordinators and District Officials to identify the parameters for school monitoring according to identified school, cluster and block specific issues 

(vi) To instruct School Heads, Cluster Coordinators, Block Coordinators and District Officials to prepare School Monitoring Plan and calendar

(vii) To instruct school heads, cluster coordinators, block officials, districts officials and State officials to analyse the information collected through PINDICS and establish a system of chain appraisal mechanism to provide continuous feedback to teachers improvement

(viii) To provide a monitoring vehicle to every block resource centre

(ix) Documentation of accomplishments of planned activities and achievements ‘Desired Outcomes’ for 3-Year i.e. 2017-20 and preparation of report.

D. OPTIMUM COMMUNITY AND CIVIL SOCIETY PARTNERSHIP IN SCHOOL MANAGEMENT

Expected partnerships of Community and Civil Society in School Management

 Community and Civil Society involve themselves in planning for their school

 School Management Committee places their School Development Plan in Gram Sabha and asks for approval 

 Community, PRIs and Civil Society check attendance of teachers and students in schools

 Parents visiting schools, checking drinking water safety, maintenance of toilets, observing their ward’s classroom and testing mid day meal

 PRIs put education of children upto the age of 14 years in priority list

Strategies for 2017-2024

a) Encourage and involve community and civil society in planning processes of their neighbourhood schools 

b) Make it compulsory for all schools to submit their School Development Plan to their respective Gram Prashasan Kendra (Gram Panchayat Unit)

c) Instruct all school heads to constitute School Management Committee as mandated by RTE Act, 2009

d) Schools be made most accessible places for parents and community leaders 

Action Plan for 2017-20

(i) To train all school heads on the process of Preparation of School Development Plan and Community Management Skills

(ii) To train local authorities about their roles and responsibilities as per the mandates of RTE Act, 2009

(iii) To instruct School Management Committee to involve community and civil society in the planning process of their school

(iv) To instruct School Management Committee to place their School Development Plan in Gram Sabha and encourage community and civil society to advocate the plan thus submitted

(v) Documentation of accomplishments of planned activities and achievements ‘Desired Outcomes’ for 3-Year i.e. 2017-20 and preparation of report.

                                                              ♥♥♥