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Kenyan Mobile Schools For Nomads
SU SUCC CCESSFUL IM IMPLE LEMENTATIONS o Tamilnadu (ABL Program) – 37,500 schools, 200,000 Teachers o Karnataka (Nalli Kalli Program) – 45,000 schools, 90,000 Teachers o Chhattisgarh (Surjan Program) – 29,250 schools, 65,000 Teachers o Madhya Pradesh – 5,000 schools, 10,000 Teachers • According to the UNICEF Policy Report,2013 the MGML programme covers ‘over 250,000 primary schools across the country and more than 10 million children in over 13 states ’
In International Collaborations • Germany, Nepal, Kenya, Sri Lanka and Mozambique • University partnerships: Regensburg, Wurzburg, Metz, Columbia & Kent Universities • Potential partnerships- Ghana, Rwanda, Cuba and the Visegrade countries • Approached to partner OLE, USA in their Technological initiatives in several countries Clinton Global Initiative Commitment to Action RIVER will reach 20M children by 2017 4 4
Education in the true sense is helping the individual to be mature and free, to flower greatly in love and goodness. – J. Krishnamurti
Primary School’s Unique Problems and RIVER’s Unique Solutions 6
Problem Solution ❖ One Room - Many ❖ MGML / School In A Box Grades • Self-Learning • Teacher Stretched • Child is Central • Children Can’t Learn • Teacher is Enabler • Ineffective • Real-time Monitoring Monitoring 7
Solution ❖ Learning Ladder • Child Picks Up Where She Left. • Child in Group According to Need for Support, Not Grade. Problem • Child Progresses at Own Pace ❖ Same Grade - Many Abilities • Long Absenteeism (Ex. in harvest time) leads to Children left behind • Migration • Naturally Different Abilities 8
Problem ❖ Teachers Teach, Children Don’t Learn • Teachers Trained To Teach In a Certain Way • No Teacher Support Solution • No suitable intervention for Special Needs ❖ Teacher Training • Teachers Take Ownership • Teaching so Learning Takes Place • Tools for Different Learning needs • CPD through Technology 9
Solution ❖ Monitoring and Tracking Of Learning • Comprehensive • Individualized Problem • Continuous ❖ Monitoring of • Simple Tech enabled Progress Lacking • Children Who Don’t Understand Fall Through the Cracks • Monitoring is not Continuous 10
ORGANISING THE CLASS ROOM - 1 Partly Teacher Supported Teacher Supported Self Supported Tablet Supported Peer Supported 11
ORGANISING LEARNERS 12 12
Adaptation to Local Environment
RiVER-TIDE Dissemination Model Rishi Valley Institute for Educational Resources RIVER, Rishi Valley, Krishnamurti Foundation India
MDM V2.0 Dissemination Model (MDM) Overview II MGML Dissemination The proposed Dissemination Model (MDM V2.0) is a multi-phased, Location of MDM Stage Level of River Involvement multi-staged process to be followed with each new state/district client At Rishi Valley Training At Client Site Advisory Remotely No RIVER Involvement MGML Dissemination Model (MDM – project specific) A 1 2 3 4 5 Year 1 Establishing Client Selection Partner Client Develop Expectation Pilot Selection & On- & Client Interest Setting Implementati On-boarding boarding On-boarding on Team B 1 2 3 4 5 6 7 Training on Training on Year 1-3 Developmen Training on Monitoring Content Establish Setup Pilot Training on MGML t of MGML and Developmen Printing MGML Pilot Pedagogy Localized Classroom Support for t of Protocols School Content Setup MGML Implementation Localization Classroom C 5 6 1 2 3 4 Content Year 2-5 Establishing Establishing Steering Developme Establishing Training on Scale Roll-out Teacher Government Committee and nt and Planning for Planning & Implementation Printing for Training Support Scale Roll-out Budgeting Scale Systems Systems Team Scale Roll-out Roll-out D 1 2 3 Establishing Year 4-6 Establishing Evaluation TLM Establishing System Data Evaluation & System Sustenance Team Management Improvement & Review Sustenance Processes Systems RIVER, Rishi Valley, Krishnamurti Foundation India 17 Source: Teacher and implementation leader surveys; RIVER & MSDF Inputs, Roundtables and workshops; Parthenon analysis DDYYCODE_##
II MGML Dissemination MDM V2.0 Dissemination Model (MDM) Overview Location of MDM Stage Level of River Involvement At Rishi Valley Training This multi-phased, multi-staged MGML dissemination process At Client Site Advisory will require 3-6 or more years for adoption at each state / district Remotely No RIVER Involvement Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Subsequent Years MDM Process Step After Year 6 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 A Client Selection & On-boarding A1 Develop Client Interest A2 Expectation Setting A3 Partner Selection & On-boarding A4 Client On-boarding A5 Establishing Pilot Implementation Team B Pilot Implementation B1 Training on MGML Pedagogy Training on Content Development and B2 Localization B3 Development of Localized Content B4 Establish Printing Protocols B5 Training on MGML Classroom Setup Training on Monitoring and Support for MGML B6 Classroom B7 Setup Pilot MGML School C Scale Roll-Out Establishing Steering Committee and C1 Implementation Team C2 Training on Planning for Scale Roll-out C3 Scale Roll-out Planning and Budgeting Content Development and Printing for Scale C4 Roll-out C5 Establishing Teacher Training Systems C6 Establishing Government Support Systems D System Sustenance D1 Establishing System Sustenance Team Establishing Evaluation Data Management & D2 Review Systems Establishing TLM Evaluation & Improvement D3 Systems RIVER, Rishi Valley, Krishnamurti Foundation India 18 Source: Teacher and implementation leader surveys; RIVER & MSDF Inputs, Roundtables and workshops; Parthenon analysis DDYYCODE_##
CAPACITY BUILDING • Visit to RIVER Satellite Schools • Detailed scale rollout program (MDM) • Training through MDM modules • Reinforcement through Films • Placement in RiVER Schools • Worksheets to Evaluate Training Outcomes • Preparation of TLM • Teacher Training • On the Job Support and Monitoring • Continuous support 19 19
Summary RIVER’s PHILOSOPHY • Learning Should be meaningful and Joyful • Quality Education Is Possible For All Children • Materials & methodology Should Be Customized For Children's Needs and Local Context • Children Should Learn According To Their Pace/Interest/Levels • Adopt the advantages of Technology • Teachers Are Valuable • All Children Are Precious 20
“We are now at a point where we must educate our children in what no one knew yesterday and prepare our schools for what no one knows yet.” – Margaret Mead
Thank you for RIVER your time! 22 22
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