kochandcoiimk

Manthan

Stepping Stones: Enhancing the quality of Primary Education

Team: Koch & Co

IIM Kozhikode

Shiksha Ka Parinaam – My Shiksha

Primary Education In India

150% is the avg attendance in any

class of primary school(4)

96% of all children are

enrolled in school(2)

Overall, govt. and parentshave ensured enrollment oftheir wards, now time is toturn the focus from inputs tooutputs

13% of country’s population

under 6yrs age(1)

We have to accommodate andensure quality education for160m students in our primaryschools over the next 5 years

83% of India has a primary

school in less than 1km dist (3)

The govt. has been reasonablysuccessful in ensuring easyaccess of schools in theneighborhood of all children

Attendance should be themain criteria to asses ifchildren are in school ratherthan considering enrollmentratio.

432

The following are possible reasons for low attendance of pupils:1. Poor Infrastructure2. Difficult curriculum3. Lack of learning material 4. Lack of teachers5. Poverty/Involvement in

income generation6. Nutrition / Child sickness

Alarming rate of drop in attendance in schools despite high enrollment ratio!

Primary Education In India

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Building Playground Girls' Toilets Library Drinking water

% o

f sc

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ols

wit

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acili

ties

Infrastructure improvement over the years

2010

2011

2012

Examining the various possible causes for dropping attendance

Reasonable improvement is being made in variousdomains of infrastructure development. The last leg is themost difficult and is said to take extra effort and funds.

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2010 2011 2012

No

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Pupil-Teacher ratio

Reasonable teacher – student ratio. However theabsenteeism of teachers remains to be monitored.Currently, there is no proper system to record teacherattendance

Lack of learning outcome could be main reason of absenteeism of students from govt. schools

All pass policy does not ensure proper learning for students.On the contrary, students tend to be promoted withoutacquiring basic skill sets and eventually drop out.

Increasing age diversity of class could hinder thelearning outcome of students who attend govt.schools. This leads to variation in ability levels ofstudents in a particular class.

Fraction of those who could not read grade II text in that grade but moved to next grade

84%

87%87%

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88

2010 2011 2012

% o

f sc

ho

ols

un

der

MD

M

Year

Mid day meal scheme

Mid day meal scheme has been rolled outextensively and been a major motivation forparents to send their wards to school.

Only 1 out of every 5 students has any print material to refer to at home.

Percentage of classrooms with students from more than one grade

The students are not provided with adequatelearning materials and as a result classroominteraction becomes the only option for learning.

On the whole, although there are sufficient efforts being taken to improve infrastructure and schooling, quality of education remains neglected. As a result there is no learning outcome.

The test application will assess thestudents on mathematical andlanguage skills. The testing wouldcomprise of two components:

Objective evaluation – througha pre loaded test

Subjective evaluation – throughthe test facilitator

Web-enabled tablets foradministering the test.

Preloaded with an interactiveapplication that would bechildren friendly.

Native language audio support. The questions will be made

available from the server only atthe time of the test, to avoidmalpractices like priorpreparation by students andteachers

The test scores for each child will bestored in a central server that wouldmaintain a database of scores. Thiswould be updated every time thechild takes a test.

This would serve as a progressreport for performancemonitoring over the years.

The cumulative scores for aschool would be used fordetermining other factors

The tablets would be used as aninteractive teaching aid during theacademic year. It would helpsupplement the current pedagogywith:

Multimedia content Self- evaluation tools Customized input delivery

based on previous performance

Our Solution - ‘My Shiksha’ tool for measuring the learning outcome

Design of the ‘My Shiksha’ Tool

Area Components

Mathematics Number, space, measurement and pattern

WritingIdeas, content knowledge, structure,style,

vocabulary, spelling, grammar

Reading Phonic , Fluency, comprehension

Communication Fluency, vocabulary,

To evaluate and quantify the level of primary education at a school,district and state level

To continuously monitor the improvement of student learningachievement year-wise throughout his/her primary education

To analyse variations in student performance by age, region,gender, location and language of instruction

To generate recommendations for policy making to improveeducational quality

Objectives of the assessment

Components of assessment

Mathematical Language

Grade IVocabulary of spatial relationship; identifies

numbers with physical objectsFollow simple instructions, identify

a person, singing rhymes

Grade IIIdentifies 2D and 3D shapes; Understands

place values and reads and writes numbers up to 99

Read and write simple phrases

Grade III

Draws 3D objects; counts in different ways, understands 3 – digit numbers

Read a story/poem

Grade IV

Multiplies two and three digit numbers; Draws intuitively the plan, elevation of

simple objects

Write a short description of a person/place/thing

Grade VUnderstands numbers beyond 1000;

explores symmetry in 2D and 3D objectsProper group activity role play and

dramatization

Overview of standards to be met by students in different grades

Examples of Psychographics/General Questions:

Do you like coming to school Do your parents support you in your

studies Do you face any inconvenience in the

classroom Do you understand what the teacher says

Pattern/Format of Assessment

Interactive audio/video questioning

Native language writing

Multiple and short answer

Activity based evaluation

School accreditationThe cumulative test scores of individualclasses would be used to arrive upon anoverall score for the school. Based onthis, schools would be given a rating.The rating will help schools attractfunding and also good quality students.

0

5

10

15

20

25Mathematical

Writing skill

Reading skill

Speaking skill

SAMPLE OUTPUT FROM ‘MY SHIKSHA’ TEST

End term

Student level assessmentThe test score will help understand thestudent better. This can be used tocustomize some of the teachings forthe particular student. The assessmentwill also help monitor the progress ofthe student over the years.

Teacher performance assessmentThe cumulative test scores of a class ofstudents will be used to computeteacher efficiency scores. This can inturn be used to compute performancerelated bonuses.

Test output measurementEach student will be tested on his/herlevel of competency with respect to fourkey factors – Mathematical ability,Writing skills, Reading skills and Speakingskills and an extensive result sheet wouldbe available at the end of the testing.

Cu

rriculu

mTrain

ing n

eeds

Systemic ch

anges

Improvements to curriculum & pedagogy

Identify specific gaps in the current training (if any)

Helpful in formulating design changes to education system

Implications of Usage

Solution efficacy – merits, sustainability & monitoring mechanisms

Merits:The proposed system for testing studentcapabilities has the following merits overthe currently available systems: Almost instantaneous results Scientific and objective evaluation Shall provide useful data for further

analytics to determine the levels ofvarious other factors that determinelearning outcomes

Student friendly testing experience Enables continuous progress

monitoring

Sustainability:Our system will be built on the latestavailable platforms of smart mobiledevices and would be upgradable as andwhen there are updates. The system shall consist of handheld

devices, a central server and a cloudbased platform

There shall be a uniform platform overwhich customizable modules can beadded on for easy roll out and delivery

The system entails just a one timeinvestment for the handheld devices,the software and the server afterwhich it is almost maintenance free

Monitoring mechanism:In order to maintain the integrity of thetesting process, the following checks shallbe in place: The test shall be based out of an

extensive pool of questions that wouldprevent malpractices by offering aunique test experience for eachstudent

The test difficulty level shall bemaintained uniform across thepopulation

The implementation agencies shall beNGOs and PPPs that would preventinfluences of the governmentmachinery

Flow of work-PHASE 1-year March 2014-Feb 2015

Collect information from all states- school wisenumber of students, teachers, infrastructure, facilities

Identify an test development agency to designsoftware taking into account all the factors

Ministry of Education agrees upon the framework ofthe ‘My Shiksha’ toolkit and expected learningoutcome for each component for each grade.

Subject Specialists draft the blueprint andquestionnaires

These inputs given to the test development agencyand required format is mentioned (inaudio/video/online etc)

Flow of work-PHASE 2- 8 months (Apr 2015- Nov 2015)

Madhya Pradesh is chosen for the pilot run. It is divided into 5zones and a set of 10 (2 schools each) government schoolsare chosen for pilot run

Implementation agency is identified. These could be privatecompanies CSR units or NGOs willing to take up the same.Implementation agency conducts tests in these schools andrecords results. Appropriate training is given to theimplementation agency organizers.

The data is analyzed and the scores are compared to reflectwith the actual situation.

The meaning of each score is given by the test developmentagency and guidelines to the States are drafted accordingly bythe panel

Feedback (technical issues, comprehension, logistics etc) fromstudents, teachers, school administration andimplementation agency taken. This feedback is used to alterthe learning outcome tool kit before rolling it out in a largescale. The validation of the implementation budget isascertained and modified accordingly

The implementation of the toolkit throughoutall primary schools in Madhya Pradesh towardend of academic year (Jan-Mar)

Assessment of data results done by testdevelopment agency and submitted to theShiksha Parinaam Committee

Analysis is done at State level, District leveland School Level and appropriate steps aretaken at each level to improve the scores oflearning outcome before the onset of nextacademic year (May end)

Repeat the phase 2 steps region-wise to all states

Flow of work-PHASE 3- 5 months (Jan 2016-May 2016)

Flow of work-PHASE 4-1 year

Align different performance related funding andincentives at different levels with My Shiksha

Flow of work-PHASE 5 – Future Prospects

Roadmap for implementation

Phase 1&2 expenses: 5 croresand 15 lakhsPhase 3: 35 croresPhase 4: 838 crores

After that Year on YearExpenses: 100 crores

1Shiksha Parinaam Committee

Test Development AgencyThe test development agencyis responsible to design thetests based on the inputs bythe panel. Different modulesfor each native language ismade.

2

A panel containing representatives fromthe Centre and one from each state +subject specialists gather to decide theinputs for the assessment and expectedlearning outcome gradewise.

States analyze the results obtained andtake decisions to improve itsperformance

3States Implementation Agency

The State appoints implementationagencies like NGOs or throughPublic Private Partnerships toconduct these assessments acrossall schools in all districts in the State

4

5

Schools

The various assessments areconducted in schools scores ofwhich are directly available withthe test development agency

The analysis report of thetests are generated by thetest development agency

6

7 The generated reports areused to identify the focalproblems that need to beaddressed on priority basis .

Shiksha Parinaam – method of working

(MHRD + State)+ Subject Specialists

Union Minister of HRD

National ShikshaParinaam

Commissioner

State ShikshaParinaam

Comissioners

District Shikshaparinaam

commissioners

Village level supervisors/

School Principals

My Shiksha Tool Development and Analytics Agency

Implementation Agencies

Teachers

Students

Parents

Subject level experts

Shiksha Parinaam Committee

1 2 3 4 58

6 7

Responsibilities:• Monitoring the entire

program• Sanction of funds

1

Responsibilities:• Coordination with the

different state level SPCs• Setting of national level

standards to be achieved in conjunction with ShikshaParinaam Committee

• Awarding tender to My Shiksha tool development and analytics agency

• Periodic Monitoring functioning of state level Committees

• Coming up with recommendations for different levels of performance

2 Responsibilities: • Ensuring attainment of

national standards by coordination with district level SPCs

• Deciding Corrective course of action at the state level and funding required from center

• Coordination with National SPC to incorporate state level requirements into the testing tool

• Arranging for different Implementation agencies and the revenue models

3 Responsibilities:• Coordinating with Allotted

Implementation agencies • Promoting awareness and

benefits of the system to different stakeholders

• Ensuring coverage of all villages under the district

• Coordinating with village level supervisors to help with proper scheduling of test

4

Responsibilities:• Understand the current

standard of education in India

• Study the acceptable levels world over

• Come up with acceptable standards for the country to be achieved in the near future

• Continuously review status and modify standards

8

Responsibilities: • Develop the test based on

inputs given by ShikshaParinaam Committee

• Modify the test format and questionnaires after feedback from phase 2

• Provide Analysis of the collected data to the Committee every year

• Continuous improvement and modifications as per insights gained during implementation of the program

6

Responsibilities: • Proper coordination with

the state level Commissioner, District level and village level supervisors

• Timely execution of all tests

• Build up sufficient capacity to interact with all students, teachers and parents

7

Responsibilities: • Ensure coordination and

goodwill of all stakeholders• Test implementation at school• Ensure all students take the test

5

Stakeholders and responsibilities

There can be demo session before the actual test toacquaint the students with its working

The test should be designed as user friendly aspossible simulating slate chalk conditions

Challenges and mitigation plan

1

• Students may find operation of the tablet during test conditions to be difficult

2

• Tablets have to be maintained properly without allowing for vandalisms and damage

5

• Training of volunteers of the implementation agency

The tablets could be maintained by a team ofvolunteers who are made responsible of visiting variousrural schools to record the learning outcomes students

4

• Identification of implementation agency maybe be difficult

In order to conduct the assessment in a transparentand efficient manner the state government will have tospecify criteria for selection

There should be proper mechanisms to validate thecredibility of the implementation agency

3

• Developing testing tools with different native language support may be a problem

The tool can be developed in a few languages that are morecommonly understood.

Employing appropriate language specialists and testing thelanguage aspect of the tool

Apart from written based test the assessment mayinvolve other aspects like viva voce/ activity based testsfor which proper training of the organizers is required

6

• Cooperation of school administration, teachers and students

School authorities and teachers must be made awareof the significance the assessment . In case of failure tooblige/ cooperate, there should be appropriate controlmechanisms to ensure against the same.

Based on the proactive participation of the schools,appropriate incentives can be given

7

• Cooperation of States to take up the assessment

Though the assessment is designed at the Centre Level(with inputs from each of the State representatives) toachieve a better learning outcome, it lies with the Stateto understand the implications of the same andimplement policies which will help achieve a greaterlearning outcome of primary school

8

• Understanding the analysis report of the assessment

Proper and easy guidelines which will help theconcerned authorities at State/District/School level tounderstand the results of the analysis report

Appendix

S.No Item Price Quantity Total Expense

1 Implementing Agency Workers 225 10 days; 2 workers 4500

2 Tabs 1300 2 2600

3 Transportation Costs for implementing workers 300 10 3000

4 Software implementation 50000000 1 50000000

5 Conventions in Delhi and finalising of objectives 100000 10 1000000

6 Training of workers 20000 1 20000

7 Collection of database 500000 500000

51530100

Phase 1 & 2



2 Tabs 1300 200000 260000000



5 Conventions in Delhi review of objectives and performance100000 10 1000000


353155100

Phase 3

All India Phase 4



2 Tabs 1300 200000 7280000000



5 Conventions in Delhi review of objectives and performance 100000 10 1000000


8380862800 838 crores

Year on Year costs



5 Conventions in Delhi review of objectives and performance 100000 10 1000000

938862800 100 crores

References

1. http://www.teachforindia.org/about-us/india-education-crisis2. http://www.pratham.org/file/ASER-2012report.pdf3. http://www.firstpost.com/india/why-the-state-of-indias-primary-education-is-shocking-

598011.html4. http://www.indexmundi.com/india/demographics_profile.html5. http://forbesindia.com/article/briefing/primary-education-in-india-needs-a-fix/35287/16. http://www.ssa.mp.gov.in/educationalprofile.htm7. http://www.paycheck.in/main/salary/minimumwages/madhya-pradesh8. http://www.uis.unesco.org/Education/Documents/Ferrer.pdf9. http://siteresources.worldbank.org/EDUCATION/Resources/278200-

1099079877269/547664-1099079993288/assessing_national_achievement_level_Edu.pdf10. http://web.worldbank.org/WBSITE/EXTERNAL/TOPICS/EXTEDUCATION/0,,contentMDK:21911

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kochandcoiimk

Education

learning outcome of

primary schools

children attendance

proper learning

ability levels of students

quality education

quality of education

lack of learning material