Avehi Abacus Project- Annual report for the period April 2012 to March 2013

Summary-

Introduction to the Organisation:

The Avehi Public Charitable (Educational) Trust APC(E)T began its work in 1981 by launching the Avehi Resource Centre. Avehi means ‘to know’. Avehi works towards promoting audio-visual modes of communication and alternative media for widening horizons, for raising the level of education and social awareness, for promoting values of equality, social justice, gender sensitivity, secularism, communal harmony and human rights.

Brief Introduction to the Project:

Avehi initiated the Avehi Abacus Project in 1990. It aims at strengthening the quality and content of education imparted to children approximately in age groups of 9 to 14 years. The project has developed a three-year enrichment curriculum package - Sangati, comprising of a series of 6 teaching-learning kits with interlinked themes for the Vth to VIIthstd classes. Ithas been used in all (905) MCGM schools and has reached to 10,000 teachers and more than 2 lakh children since last nine years. It is also used in a few well-known private schools that engage in innovation across the country.

The project now envisages further strengthening and sustaining these efforts by working closely with teachers and Supervisory Officials of Mumbai Municipal Corporation for smooth integration, effective monitoring and sustained use of Sangatiprogramme. The project is making efforts to implement Sangatiprogramme in a progressive manner for the next phase i.e. from June 2012 to April 2015 (2012-13: Std V, 2013-14: Std V, VI, 2014-15: Std V, VI, VII). As part of these plans the project is currently implementing the Sangatiprogramme for std V during the current academic year (2012-2013).

In addition to the Sangatiprogramme, Avehi-Abacus Project has developed a foundation course for trainee teachers studying the Diploma course in Teacher Education (DTEd), comprising 50 learning sessions spread over two years. This course was tested in two Government recognized DTEdcolleges with 200 students in Mumbai during the period 1998 to 2000. The overall response to the course – from the trainees as well as from the two colleges where the curriculum was tested was extremely encouraging.

Reviewing and analysing the feedback received from trainees and trainers the process of modifying the course was initiated from 2007. This revised course is entitled 'Manthan' (Churning). It has also been updated to include newer developments in the field of education.

On the basis of the work done so far the project has been granted permission by the Maharashtra State Council for Educational Research and Training for field testing of the module in Panvel DIET (District Institute of Educational Training) and 3 other affiliated colleges.

The first year of the course has been completed. The feedback from the students at the end of the year has been overwhelming. According to the students the Manthanprogramme has helped them develop an enriched perspective and prepare in their role as future teachers.It has helped in understanding their syllabus in a holistic manner. The inclusion of worksheets as an evaluation tool has been appreciated by the students. This is the first time that they are being introduced to Continuous Comprehensive Evaluation.

At the central level the Ministry of Human Resources Development, Government of India hasasked the project to organise a 2/3 day workshop for senior DIET faculties of various states (mainly Central and Northern India) to orient them to Sangatiand Manthan. The future plans and possibilities will be decided after the workshop.

The Member Secretary of the National Council for Teacher Education (NCTE) which is a central curriculum formulating and approving body for Pre-service Teacher Education has asked Avehi Abacus Project to submit the entire two year course curriculum. This will be presented for approval/consideration to the Curriculum Review Committee.

Over the years the project has established linkages with National and State level Institutions like the National Council for Educational Research and Training (NCERT), Maharashtra ParthmikShikhsanParishad and Maharashtra State Council for Educational Research and Training (MSCERT). The Environmental studies textbook cum workbook for std III to std V of NCERT not only have parts of Sangatibut also reflect the Sangatipedagogy.

The project Director has been nominated by the Ministry of Human Resources Development to be a part of the Executive Committee of National Mission of SarvaShikshaAbhiyan. She is also a part of the revision committee of the DTEd course and the Chairperson of EVS school syllabus committee formed by MSCERT.

The Maharashtra State Council for Educational Research and Training (MSCERT) has undertaken the process of curriculum review (for std I to VIII). The project Director has been nominated as the Chair Person for the Resource Group on Environmental Studies. The resource group finalised the detailed syllabus for std I to V. The syllabus for std I and II is integrated with Math and languages. This is the first time that EVS has been introduced as a separate subject in Maharashtra. After finalisation the draft curriculum was uploaded on the Internet to seek suggestions from educationists, teachers and civil society. Thereafter workshops were held in 8 regions which were attended by teachers, officers in Education Department, representatives of Teachers Unions, NGO representatives etc. On the basis of the suggestions received the draft was again reviewed and forwarded to the State level Committee for approval. The State level Committee comprised of representatives of MSCERT, Textbook Bureau, State Education Board, Balbharati and other Government organisations. The draft was approved by the Committee and also further endorsed by the Education Minister, Government of Maharashtra. The Government has issued a GR approving the EVS syllabus to be used in the State.

It is heartening to note that these National and State level organisationsrecognise the significant contributions made by the project over the last 20 years and look towards Avehi Abacus Project for direction and inputs in strategy and resource buidling.

As a project aimed at strengthening the quality and content of education, the implementation of Sangatiprogramme in municipal schools forms one of the most significant part of our intervention. However it often becomes apparent that despite best efforts and intentions there are hindrances and lacunas which are of systemic nature. For any programme aimed at improving pedagogy and quality of learning to succeed the system itself must rid itself of fundamental lacunas. The foundations of building must be strong to adorn a beautiful dome. It is due to this understanding that the project has consciously focused its attention to enhancing advocacy efforts, since last 10 years aimed at strengthening the public school system.

  1. Implementation of Sangatiprogramme in all upper primary Municipal schools of Mumbai.

Highlights:

  • Permission was granted to the project to implement the Sangatiprogramme in all the upper primary Municipal schools for std V during the academic year 2012-2013.
  • Two kits Sangatikit 1- Myself, my body, our needs and kit 2- Our earth and the web of life were implemented during this academic year (June 2012- April 2013).
  • 1407 teachers of std V were oriented to Sangatikit 1- Myself, my body, our needs through one to one interaction with the teachers. (Workshops could not be organised as the permission was granted in the last week of July)
  • Teaching-learning material was distributed to all the schools in the fourth week of August (22nd August onwards).
  • Sessions for Sangatikit 1- Myself, my body, our needs were held from August onwards.
  • The sessions were expected to be completed latest by 2nd week of December. However they continued till mid-January.
  • The progress of the sessions was affected during the academic year due to various reasons listed below

Delayed start to the programme. The sessions usually begin from the 1st week of July. However since the permission was granted in July, the sessions could only begin in August.

The School Excellence Programme which is being implemented in 64 Urdu schools and 84 Marathi Schools till last year and another 76 schools from this academic year for std I to V.

Various training programmesorganised by the Education Department (Training for English teaching organised by British Council, Meckenzie's training programme for School Excellence Programme, trainings organised by SarvaShikshaAbhiyan, trainings for Raju- MeenaManchon Gender Sensitivity). The teachers who initially attended the British Council training were deputed as resource persons to further train other teachers at the ward level which meant that they hardly conducted any classes. All these training programmes meant that regular teaching of all subjects as well as Sangati sessions were affected in these schools.

Distribution of 27 school items which was done over a period of two months- August and September.

A number of Field Representatives resigning from their jobs has been another factor that has affected the schedule of the sessions. There is an increasing tendency to leave without giving prior notice which makes it difficult for the project to find immediate replacements. Thus the project has evolved a strategy to distribute these classes to existing representatives. In spite of their experience it becomes difficult to establish rapport with the teachers and follow up on the sessions. However it should be acknowledged that this strategy has also helped the project in ensuring that all the classes are covered. With their experience the representative's have tried to ensure that the sessions progress effectively and smoothly.

Since majority of the staff are women, there have been a few representatives in each zone who have availed maternity leave or long leave for marriage which has also affected the schedule.

  • The teachers started conducting sessions for kit 2- Our earth and the web of lifefrom January onwards. Since the kit has only 12 sessions which supplement the Geography and General Science syllabus, the teachers ensured that they completed all the sessions in spite of the limited time available. All the sessions have visual aids (Flip charts, posters etc) which also made it interesting and easier for the teachers to conduct sessions.

Outcomes:(Detailed status of Sangatisessions in all Municipal wards in Annexure 1)

  • Sessions forSangatikit 1- Myself, my body began in August 2012 and continued till January 2013. The kit was completed in 81% classes (1140/1403 classes).
  • Sessions for kit 2- Our earth and the web of lifebeganin December 2012. The kit was completed in 76% classes (1060/1398 classes).

Impact:

Teachers’ response to Sangati kit 1 and 2:

  • The Sangatiprogramme supplements various schools subjects like Geography, History, General Science, Environmental Studies, General Knowledge etc. The programme has contributed in enhancing student’s knowledge and the use of various methods of teaching like group activities, games, songs has enriched the teaching-learning process and made it entertaining as well.
  • Since the programme supplements various school subjects teachers have used Sangativisual aids and activities during their regular classes throughout the academic year. For e.g the teachers have used visual aids to conduct the lesson on ‘Digestive System’ in General Science, ‘Our Biosphere’ in Geography. The teachers feel that the use of visual aids help students understands and retain the content in a better manner.
  • The Sangatiprogramme has contributed in enhancing various skills like communication, leadership, amongst students. It has increased their confidence and helped in creating a ‘we’ feeling in the classrooms.
  • Children who usually do not speak or participate in the class are active during Sangati. They exhibit interest and participate enthusiastically during Sangati sessions.
  • Flip charts like ‘Ramu’sRoti’, ‘Sammer’s House’, ‘Mouse princess’s wedding’ have been popular amongst students.

After the flip chart ‘Ramu’sRoti’ (the flip chart reinforces the efforts of various people in making one roti) was shown, many teachers and students have reported that they are more conscious about not wasting their lunch or mid-day meal provided in the school.

The session on ‘Dealing with illnesses’ was very useful for students. The session has a fact sheet on commonly occurring diseases and how they can be prevented.

Students’ Response to Sangati kit 1 and 2:

  • Students enjoy drawing, colouring and filling worksheets. Many students not only maintain their files but decorate them as well. They seem to consider the files as their prized possession. While filling worksheets for kit 1- Myself, my body, our needs, students have enjoyed writing about themselves, their likes-dislikes, their friends, and family.
  • Students who had poor writing skills have reported that these have improved after filling Sangati worksheets.
  • The popular flip charts amongst students have been ‘Who will teach Emperor Akbar?’, ‘Ramu’sRoti’, ‘Sameer’s House’, ‘Mouse princess’s wedding’ while games include ‘Balloon game’, ‘My grandfather’s grandfather’ (helps clarify the concept of time line in evolution). All students have enjoyed making and colouring dinosaur masks. They have found the session on ‘preventing illnesses’ very useful.
  • This academic year has also seen a lot of fluctuation in the number of classes.

While the academic year began with the project working in 1407 classes eventually by the end of the year there were only1399 classes left. The number of classes did increase in some wards like L, H/W, K/W, P/S, R/S, M/W, H/E. The increase in number can be attributed to the project implementing the Sangatiprogramme in the Mumbai Public Schools (MPS), new Upper Primary classes (these schools were earlier Lower Primary).

Classes were merged in other wards like C, E, F/N, F/S, G/S, K/E, N, T, M/E. The department has been very particular in ensuring the number of children in each class is maintained especially after the State Government undertook the enrollment checking drive last year. Therefore wherever the number of children is less than the expected norms (30-35 per class) two classes have been merged into one. In other municipal wards, wherever there have been excess students in one class and teachers have been recruited the joint classes have been separated and two classes have been formed.

  • Many schools and classes are being merged in N and S wards. The number is much more in Marathi and South Indian Languages. The main reasons for this trend is the increasing desire to enroll children in English medium schools and many new private schools coming up very often in the Municipal school premises. These schools are till the Xthstd and often lure parents who come to enroll their children in Municipal Schools.
  1. Review and Finalisation of Manthan- Pre-service Teacher Education Course.

Highlights:

  • A Baseline study was undertaken in all the three DTEd colleges and Panvel DIET immediately as the sessions for Ist year began. A brief report of the study was finalized by the Research and Networking Officer. The Baseline Study consisted of a questionnaire pertaining to the teaching-learning process and a concept map on the theme of 'School'.
  • The Ist year sessions for Manthan were conducted by the Teacher Educators in all the three DTEd colleges and by the Manthan Field Coordinator in the Panvel DIET.
  • The Ist year sessions were expected to be complete by September 2012 since the first year DTEd students have annual exams in September. However since the Teacher Educators who attended the Manthan workshop and were conducting sessions effectively left their jobs mid way the schedule in these two colleges (Om NamoDTEd College, Kharghar and VisputeDTEd College, Panvel) was affected.
  • The Manthan Field Coordinator therefore had to orient the new Teacher Educators in these colleges to the programme all over again.
  • The Annual exams for the first year were held between 11th to the 24th September. The Teacher Educators of the two colleges where a few sessions were incompleteconducted the sessions soon after the annual exams were over and before the IInd year began.
  • Meanwhile the process of finalisation of IInd year sessions and translation in Marathi continued.
  • The PillaiD.TEdcollege was closed down due to insufficient admissions in October 2012. The students of this college who had completed the Ist year were given admission in the District Institute of Educational Training and VisputeD.TEd college.
  • A few sessions of Manthanyear I continued to be conducted after the Ist Year exams in VisputeD.TEd college. The Ist year course was completed in the 2nd week of October in this college.
  • The IInd year course began in November 2012.
  • Detailed written feedback from students regarding their experience during the Ist year course was gathered at the beginning of the new academic year in all the three colleges. (Brief report of the feedback of students for yr I in annexure 2)
  • The orientation workshop for the IInd year course could not be conducted due to the busy schedule of the D.TEd colleges. Of the current Teacher Educators who are conducting sessions only one has attended the workshop held in November 2011.
  • As part of the IInd year course the session on 'Social Construction of Identities'- Gender and Caste have received an overwhelming response. Animated and constructive debates have been an important aspect of these sessions.
  • However the progress of sessions in the IInd year too has not been smooth since the colleges have their own schedule for e.g. sports competitions held in December, practice lessons conducted by D.TEd students in schools etc.
  • Though the sessions have been receiving an overwhelming response from students, very often extra time is required to complete the sessions especially since group discussions and presentations are an inherent part of almost all sessions. Thus at times some sessions have spilled over to the next class. This may be a practical hindrance but it needs to be considered as a positive achievement since both the Teacher Educators and students have found the process fulfilling.

Outcomes: