Title StyleTitle StyleMEASUREMENT OF PROCESS MEASUREMENT OF PROCESS EFFECTIVENESS EFFECTIVENESS

THE USE OF DYNAMIC INDICATORS IN MONITORING AN ADULT THE USE OF DYNAMIC INDICATORS IN MONITORING AN ADULT LITERACY PROGRAM IN SOUTHERN INDIALITERACY PROGRAM IN SOUTHERN INDIA

Meera Sundararajan & Meera Sundararajan &

V. Vinod KumarV. Vinod Kumar

CARE India, Tsunami Response CARE India, Tsunami Response

Program,Chennai- IndiaProgram,Chennai- India

Title StyleTitle StyleThe ContextThe Context

Post tsunami rehabilitation efforts in livelihoods Post tsunami rehabilitation efforts in livelihoods identified gaps in functional literacy as one of the identified gaps in functional literacy as one of the reasons of vulnerability and poverty condition reasons of vulnerability and poverty condition among women.among women.

Though female literacy rates for the two southern Though female literacy rates for the two southern states affected by disaster was 61% and about 73% states affected by disaster was 61% and about 73% respectively, it was found that in the case of older respectively, it was found that in the case of older and economically more active women literacy rates and economically more active women literacy rates were much lower.were much lower.

Therefore it was felt that enabling functional literacy Therefore it was felt that enabling functional literacy was critical to ensuring better returns from was critical to ensuring better returns from livelihood activities.livelihood activities.

Title StyleTitle StyleThe objectives of the project The objectives of the project

GoalGoal To develop and promote enhanced capabilities of To develop and promote enhanced capabilities of

women of the Tsunami affected villages for better women of the Tsunami affected villages for better livelihoods and empowermentlivelihoods and empowerment

ObjectivesObjectives To impart and improve functional literacy and To impart and improve functional literacy and

numeric skillsnumeric skills To provide learning experiences which promote To provide learning experiences which promote

better livelihood preparednessbetter livelihood preparedness

Title StyleTitle StyleCourse outlineCourse outline

The course period for a batch of 1200 learners consists The course period for a batch of 1200 learners consists of a core learning period of 6 months and is divided into of a core learning period of 6 months and is divided into 3 phases each focusing on the following inputs.3 phases each focusing on the following inputs.

Phase-1: Basic Literacy & Numeric Skills with Projects/Practical Phase-1: Basic Literacy & Numeric Skills with Projects/Practical

Phase-2: Reading, Writing & Calculation Skills with Projects Phase-2: Reading, Writing & Calculation Skills with Projects

Phase-3: More of Projects for ‘Experiential Learning’Phase-3: More of Projects for ‘Experiential Learning’

Each phase has eight weekly teaching guides (except Each phase has eight weekly teaching guides (except the last one which has 2 weekly guides) with each guide the last one which has 2 weekly guides) with each guide being focused on the learning objectives for the week. being focused on the learning objectives for the week.

Title StyleTitle StyleOutreachOutreach

4 coastal districts- Nagapattinam and 4 coastal districts- Nagapattinam and Cuddalore in the state of Tamil Nadu and Cuddalore in the state of Tamil Nadu and Nellore and Krishna in the state of Andhra Nellore and Krishna in the state of Andhra PradeshPradesh

10 learning centres in each district10 learning centres in each district About 30 learners in each centre.About 30 learners in each centre. Total number of learners enrolled in the Total number of learners enrolled in the

current batch 1221current batch 1221

Title StyleTitle StyleMonitoring systemMonitoring systemTargetingTargeting

Learning abilitiesLearning abilities : : Tracking the learning milestones for each fortnight (based on the Tracking the learning milestones for each fortnight (based on the

learning objectives for the week)learning objectives for the week)

Learners’ are graded through testing of Learners’ are graded through testing of Written materialWritten material

Class room observationClass room observation One to one observationOne to one observationCategorization is done based on ability to achieve learning milestones. Categorization is done based on ability to achieve learning milestones. Abilities classified as “outstanding”, “Good”, “Doubtful” “Poor” with Abilities classified as “outstanding”, “Good”, “Doubtful” “Poor” with

respect to the key learning milestones for that fortnight.respect to the key learning milestones for that fortnight.Baseline is generated on the core competencies that are Baseline is generated on the core competencies that are

expected at the end of the 6 month courseexpected at the end of the 6 month course

Title StyleTitle StyleLevels of analysisLevels of analysis

At the level of individual learnersAt the level of individual learners At the level of each learning centreAt the level of each learning centre At the district levelAt the district level Consolidation at the project levelConsolidation at the project level

Title StyleTitle Style“ “ Outcome” indicatorsOutcome” indicators

9 Literacy and 11 numeric abilities that are expected to be 9 Literacy and 11 numeric abilities that are expected to be exhibited by all learners at the end of the course.exhibited by all learners at the end of the course.

There are 5 sets of intermediary level literacy and numeracy There are 5 sets of intermediary level literacy and numeracy milestones that the learners have to go through over the first milestones that the learners have to go through over the first two phases.two phases.

The outcome indicators are tracked regularly from the 4The outcome indicators are tracked regularly from the 4thth week week of phase 2 right up to the end of the course.of phase 2 right up to the end of the course.

Title StyleTitle StyleTargeting: Key features of 1221 learners Targeting: Key features of 1221 learners enrolled in batch 2 ( current batch)enrolled in batch 2 ( current batch)

Social vulnerabilities : Social vulnerabilities : Predominance of vulnerable castes and tribal Predominance of vulnerable castes and tribal groups and women headed householdsgroups and women headed households

SCs

ST

BC

WHH

FC

Title StyleTitle StyleTargeting: Key features of Targeting: Key features of

learners enrolled in batch 2 learners enrolled in batch 2 ( current batch)( current batch)

Age profileAge profile : : Predominantly 26-45 yrs of age- Economically active age Predominantly 26-45 yrs of age- Economically active age groupgroup

<19 yrs

19-25 yrs

26- 35yrs

36-45yrs

46-55yrs

>55yrs

Title StyleTitle StyleTargeting: Key features of learners Targeting: Key features of learners enrolled in batch 2 ( current batch)enrolled in batch 2 ( current batch)

Occupational profile : Mostly daily wage workersOccupational profile : Mostly daily wage workers

Daily wage workers

Housewife

Fish vendor

Self employed

Others

Title StyleTitle StyleKey learning competencies Key learning competencies expected at the end of the courseexpected at the end of the course

Literacy related Literacy related 1.1. Ability to express/speak out opinions on a given topic fluently and with Ability to express/speak out opinions on a given topic fluently and with

relevance in front of the other learners in the class relevance in front of the other learners in the class 2.2. Ability to make & narrate stories from pictures in a logical sequence.Ability to make & narrate stories from pictures in a logical sequence.3.3. .Ability to read and understand simple poems and stories .Ability to read and understand simple poems and stories 4.4. Ability to read & understand short and simple prose texts based on Ability to read & understand short and simple prose texts based on

health, livelihoods, govt. schemes, notices health, livelihoods, govt. schemes, notices 5.5. Ability to read written instructions and do the intended activity on their Ability to read written instructions and do the intended activity on their

own own 6.6. Ability to read and find desired information from print materials Ability to read and find desired information from print materials 7.7. Ability to write sentences that describe the passage of events. Ability to write sentences that describe the passage of events. 8.8. Ability to write a relevant text/para (short) given by the teacher based on Ability to write a relevant text/para (short) given by the teacher based on

a topic that relates to their day to day life or livelihoods or general issues, a topic that relates to their day to day life or livelihoods or general issues, etc. etc.

9.9. Ability to understand, sequence and respond to questions. Ability to understand, sequence and respond to questions.

Title StyleTitle StyleKey learning competencies Key learning competencies expected at the end of the courseexpected at the end of the course

Numeracy relatedNumeracy related1.1. Ability to arrange a set of 3-digit numbers (eg. 100 and above) in to ascending & Ability to arrange a set of 3-digit numbers (eg. 100 and above) in to ascending &

descending orderdescending order2.2. Ability to write at least 5 given numbers in words Ability to write at least 5 given numbers in words 3.3. Ability to say the number in sequential order from a given number (starting) to Ability to say the number in sequential order from a given number (starting) to

another given number (ending number)another given number (ending number)4.4. Ability to solve 2 problems with carry-over in each (ie. addition, subtractions Ability to solve 2 problems with carry-over in each (ie. addition, subtractions

and multiplication)and multiplication)5.5. Ability to do 3 simple division without reminder Ability to do 3 simple division without reminder 6.6. Ability to understand write down the fraction figures as the teacher dictates the Ability to understand write down the fraction figures as the teacher dictates the

following: 1/2 Kg, 1/4 Kg, 3/4 Kg, 1/1 Kg also 2/3…)following: 1/2 Kg, 1/4 Kg, 3/4 Kg, 1/1 Kg also 2/3…)7.7. Ability to solve word problems involving time & days calculations Ability to solve word problems involving time & days calculations 8.8. Ability to identify 5 basic shapes out the objects seen around and write down Ability to identify 5 basic shapes out the objects seen around and write down

their shapes with name their shapes with name 9.9. Ability to measure the given objects using appropriate units of measurement Ability to measure the given objects using appropriate units of measurement 10.10. Ability to identify the next number by understanding the patterns (of numbers) Ability to identify the next number by understanding the patterns (of numbers)

given by the teachergiven by the teacher11.11. Ability to solve at least 3 currency based word problems involving basic Ability to solve at least 3 currency based word problems involving basic

mathematical operations such as addition, subtraction, multiplication & decimal mathematical operations such as addition, subtraction, multiplication & decimal usageusage

Title StyleTitle StyleBaseline on core literacy competencies Baseline on core literacy competencies at enrolmentat enrolment

0%

10%

20%

30%

40%

50%

60%

70%

L1 L2 L3 L4 L5 L6 L7 L8 L9

Poor

Doubtful

Good

Outstanding

CuddaloreNagapattinam

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

L1 L2 L3 L4 L5 L6 L7 L8 L9

Poor

Doubtful

Good

Outstanding

Title StyleTitle StyleBaseline on core literacy competencies Baseline on core literacy competencies at enrolmentat enrolment

NelloreKrishna

0%

10%

20%

30%

40%

50%

60%

1 2 3 4 5 6 7 8 9

Poor

Doubtful

Good

Outstanding

Title StyleTitle StyleBaseline on numeric abilities Baseline on numeric abilities during enrollmentduring enrollment

CuddaloreNagapattinam

0%

10%

20%

30%

40%

50%

60%

N1 N2 N3 N4 N5 N6 N7 N8 N9 N10 N11

Poor

Doubtful

Good

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

N1 N2 N3 N4 N5 N6 N7 N8 N9 N10 N11

Poor

Doubtful

Good

Outstanding

Title StyleTitle StyleBaseline on numeric abilities during Baseline on numeric abilities during enrollmentenrollment

0%

10%

20%

30%

40%

50%

60%

1 2 3 4 5 6 7 8 9 10 11

Poor

Dobutful

Good

Outstanding

NelloreKrishna

Title StyleTitle StyleAfter 2 weeks of After 2 weeks of attendingattending classes classes

Literacy milestones expectedLiteracy milestones expected Be able to recognise a large number of words, know more Be able to recognise a large number of words, know more

than 10 letters, and be able to combine some of these to read than 10 letters, and be able to combine some of these to read / make new words. / make new words.

Be able to write 7-10 letters and also some words made from Be able to write 7-10 letters and also some words made from these letters. these letters.

Numeric milestone expectedNumeric milestone expected Count up to 20, recognize written numbers up to 20, and write them.Count up to 20, recognize written numbers up to 20, and write them. Understand the basics of addition, using 1-9, with the total being Understand the basics of addition, using 1-9, with the total being

below 20. below 20.

Title StyleTitle StyleConsolidated performance of all Consolidated performance of all

learners on the literacy milestones at learners on the literacy milestones at week2week2

0

100

200

300

400

500

600

700

L1 L2

Poor

Doubtful

Good

Outstanding

Title StyleTitle StyleConsolidated performance of all Consolidated performance of all learners on the numeracy milestoneslearners on the numeracy milestones

0

100

200

300

400

500

600

700

800

N1 N2

Poor

Doubtful

Good

Outstanding

Title StyleTitle StyleImplications of analysis at each level Implications of analysis at each level

Level of Level of analysisanalysis

InferenceInference Action takenAction taken

At the individual At the individual learner levellearner level

Abilities exhibited – whether they Abilities exhibited – whether they outstanding, good, still requiring outstanding, good, still requiring some inputs, outstandingsome inputs, outstanding

Teacher works more closely Teacher works more closely with learners whose abilities with learners whose abilities are poorare poor

At the centre At the centre levellevel

No of centres with higher No of centres with higher numbers of learners with poor numbers of learners with poor abilities abilities

CARE partner project CARE partner project coordinator works more coordinator works more closely with the teachers of closely with the teachers of these centres. these centres.

Often profile of learners and Often profile of learners and their attendance data may their attendance data may reveal some clues to reasons reveal some clues to reasons for poor performancefor poor performance

At the district At the district levellevel

Districts with large numbers of Districts with large numbers of poor performing centers indicates poor performing centers indicates more serious problems with the more serious problems with the partnership and the process of partnership and the process of community organization and community organization and teachingteaching

CARE project team works CARE project team works holds detailed review with holds detailed review with implementing partner to implementing partner to develop a strategy to address develop a strategy to address this issue. It might even call this issue. It might even call for a refresher training on for a refresher training on teaching methodologyteaching methodology

Title StyleTitle StyleLearners at week 4- Milestones to be Learners at week 4- Milestones to be

achievedachieved Literacy (7 key milestones) that primarily focus on Literacy (7 key milestones) that primarily focus on

measuringmeasuring1.1. Public interaction and comfort levels with that Public interaction and comfort levels with that 2.2. Recognition of new letters, words and symbols of vowel sounds Recognition of new letters, words and symbols of vowel sounds

and identify them in a given text.and identify them in a given text.3.3. Ability to read the text based on recognitionAbility to read the text based on recognition4.4. Ability to copy a given text meaningfully Ability to copy a given text meaningfully Numeric milestones (9 key milestones) that aim at Numeric milestones (9 key milestones) that aim at

measuring ability to measuring ability to 1.1. Understand and apply measurement conceptsUnderstand and apply measurement concepts2.2. Read and write numbers, from 1-20 definitely and 21-50 if Read and write numbers, from 1-20 definitely and 21-50 if

possiblepossible3.3. Internalization of basic math concepts like larger and smaller Internalization of basic math concepts like larger and smaller

numbers, numbers, 4.4. Observe and record information in numbers Observe and record information in numbers 5.5. Do addition and subtraction without carry over; orally and written Do addition and subtraction without carry over; orally and written

Title StyleTitle StyleMilestones to be achieved by week 8Milestones to be achieved by week 8

Literacy milestonesLiteracy milestones1.1. Read and understand small, familiar and interesting prose/poetry Read and understand small, familiar and interesting prose/poetry

passages and answer questions based on that.passages and answer questions based on that.2.2. Understand pictures given with texts and make stories based on thatUnderstand pictures given with texts and make stories based on that

3.3. Write down dictation of known words and sentenceWrite down dictation of known words and sentence4.4. Work with a libraryWork with a library5.5. Numeracy milestonesNumeracy milestones6.6. Expand given numbers up to 3 digits (e.g. say that 134 = 100 + 30 + 4) Expand given numbers up to 3 digits (e.g. say that 134 = 100 + 30 + 4)

7.7. Perform operations (+, -, x) up to 50, and perhaps 100 (without carry Perform operations (+, -, x) up to 50, and perhaps 100 (without carry over).over).

8.8. Count objects, and arrange different groups of objects in sequence of Count objects, and arrange different groups of objects in sequence of numbers of objects they 3containnumbers of objects they 3contain

9.9. Understand a number patternUnderstand a number pattern10.10. Answer word-based problems that relate to their daily experiencesAnswer word-based problems that relate to their daily experiences11.11. Measurement: with non-standard units (hand span)Measurement: with non-standard units (hand span)12.12. Use units of timeUse units of time

Title StyleTitle StyleMilestonesMilestones to be achieved by week 10to be achieved by week 10

Literacy milestonesLiteracy milestones1.1. Ability to make stories from pictures and narrate them in sequence and write Ability to make stories from pictures and narrate them in sequence and write

sentences on picturessentences on pictures2.2. Ability to read loudly, fluently with attention to punctuation Ability to read loudly, fluently with attention to punctuation 3.3. Ability to answer small questions from textAbility to answer small questions from text4.4. Ability to identify and read livelihood related words and words relating to Ability to identify and read livelihood related words and words relating to

bank, hospital etcbank, hospital etc5.5. Interest in taking notes especially when new words are introducedInterest in taking notes especially when new words are introduced Numeracy milestonesNumeracy milestones 1.1. Able to write 1-100Able to write 1-1002.2. Recording information in numbersRecording information in numbers3.3. Clear understanding on the carry over method in calculationsClear understanding on the carry over method in calculations4.4. Ability to identify place value of numbers upto 3 digitsAbility to identify place value of numbers upto 3 digits5.5. Use of standard measurement systems like scale etcUse of standard measurement systems like scale etcOthersOthers Understanding and clearly articulating the concept of self and their role as Understanding and clearly articulating the concept of self and their role as

womenwomen Interest in involving in social activitiesInterest in involving in social activities

Title StyleTitle StyleWeek 10 onwardsWeek 10 onwards

From the end of week 10 onwards till the From the end of week 10 onwards till the end of course at week 20 the learners are end of course at week 20 the learners are rated on the core competencies ( 9 literacy rated on the core competencies ( 9 literacy and 11 numeracy milestones)and 11 numeracy milestones)

The last month is used for learners who The last month is used for learners who have fallen behind to catch up.have fallen behind to catch up.

Title StyleTitle StyleLearning milestones and Learning milestones and

knowledge generation for the knowledge generation for the projectproject

Collation of learning milestones and comparison with Collation of learning milestones and comparison with attendance data for each learner is able to tell us attendance data for each learner is able to tell us reasons behind consistently poor performance of a reasons behind consistently poor performance of a learner. learner.

It also helps in strengthening the hypothesis that regular It also helps in strengthening the hypothesis that regular attendance fosters good learning.attendance fosters good learning.

Often when regular attendance does not match up with a Often when regular attendance does not match up with a reflection in good learning milestone achievement- the reflection in good learning milestone achievement- the teacher’s ability to deal with the learning challenge often teacher’s ability to deal with the learning challenge often emerges as the reason.emerges as the reason.

Learner profile often has a bearing on the attendance Learner profile often has a bearing on the attendance and consequently on the achievement of learning and consequently on the achievement of learning milestones.milestones.

Title StyleTitle StyleAdditional monitoring Additional monitoring mechanisms usedmechanisms used

Collation of attendance data across centres Collation of attendance data across centres and comparing it with the level of and comparing it with the level of achievement of learning milestones.achievement of learning milestones.

Use of class room observation tool Use of class room observation tool COTCOT for for Dec 08.xlsDec 08.xls

Comparison of performance of learners Comparison of performance of learners involved in livelihood projects with those involved in livelihood projects with those learners who are not part of the learning learners who are not part of the learning initiativeinitiative

Title StyleTitle StyleChallengesChallenges

Some subjectivity in the grading of the learners.Some subjectivity in the grading of the learners. Some times time becomes a challenge as the Some times time becomes a challenge as the

teacher has to grade 30 learners in two to three teacher has to grade 30 learners in two to three hours of class.hours of class.

Teachers abilities often pose a challenge in enabling Teachers abilities often pose a challenge in enabling milestone achievement.milestone achievement.

All learners have not been included in livelihood All learners have not been included in livelihood projects due to various operational reasons so it is projects due to various operational reasons so it is difficult to compare it across the board- the external difficult to compare it across the board- the external variables governing this are a little difficult to variables governing this are a little difficult to control.control.

Title StyleTitle Style

Thank youThank you