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U-landshjelp fra Folk til Folk, Norge -

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School Improvement Programme - Tuticorin, Tamil Nadu Annual Report - January to December, 2016

Background The School Improvement Programme, Tuticorin focuses on providing an enabling environment for every girl child to help her realise her capabilities. The three-year project was launched on 16th

October 2015, through a gala event organised at St. Catherine Primary School, Tharuvaikulam, Tuticorin. The occasion was witnessed by students, teachers, parents, senior government officials from Thoothukudi. The project is providing quality academic support through the establishment of 86 Academic Support Centres (ASCs) in Government and Government aided schools in Ottapidaram and Thoothukudi block of Tuticorin. These ASCs provide 1.5 hours of extra group study, and theme based activities to bridge the learning gap of students in subjects such as English, Tamil, Mathematics and Environmental Sciences (EVS).

In these ASCs, 8046 girls are enrolled in 253 study groups. The activity-based themes in the syllabus comprise a set of tasks for children to improve their communication, presentations and creative skills. All the facilitators working in the ASCs are receiving appropriate support from HPPI. After the annual examination, new batches were enrolled in 1st grade across all the schools in the project. The students of 8th grade moved to 9th grade and hence, were no longer a part of the programme, as the project caters to the students until 8th

grade only.

Main Activities of the Project 4 new schools included in School Improvement Programme – During the reporting period, four new schools were included in the programme, adding to existing 82. Since the project aimed at reaching 8,000 children in the academic year of 2016-17, the project identified these new schools in two blocks of Tamil Nadu, namely Ottapidaram and Thoothukudi. As of now, the project has 8,046 students in 86 schools. Programme book – The project distributed the new programme book to all the children for Grades 1 to 8, across all ASCs. All the ASCs are following the programme book and conducting the activities accordingly. The book is based on the themes, directly stimulating children’s learning capacities. The programme book consists of different activities in the form of ‘tasks’ based on particular themes. 30 tasks from the respective programme books across all grades were completed in ASCs. Themes based Learning – In ASCs, 90-minute class is held for the girls, out of which 45 minutes are dedicated to their school-based curriculum and homework and remaining 45 minutes are utilised for theme based activities. The theme-based activities enhance creativity in children, allowing them to work with other children in groups. The themes focused on developing concepts among children on human body, Mathematics and English grammar. The children also learnt about good hygiene practices, the surroundings they live in and understood about the directions. They were familiarised with the environment, nature, and animals. In addition to learning about nature, the children were also oriented on self-introduction, ways to develop confidence and working as a team. The tasks were completed

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according to the newly introduced programme book, where the topics were same with the increased difficulty level according to the grade. In order to understand the concepts better and grasp them visually, picture descriptions were used from the themes. In-service Teachers Training – The project organised three teacher trainings, during the reporting period. Through these trainings, 86 teachers were trained in three smaller groups with an average of 30 participants in each. The aim of these trainings was to orient and train the teachers on the modern teaching methods, revolving around the programme book. The trainings were also aimed at building the capacity of teachers to be innovative with their teaching, so that they can implement the learnt methods in the regular classroom teaching in school, where the programme is implemented. During these trainings, participants prepared Teaching Learning Materials (TLMs) with low-cost and waste materials readily available around. These TLMs would be highly beneficial for the teachers in order to practically explain the concepts to the students, which will have a lasting impact on children’s learning. In addition, the project staff continuously provided support to the coordinators, so that they can support the tutors in improving English language. To improve the language skill of the tutors, the project organised training every month for the coordinators so that the tutors can be mentored. Development Instructor1

conducted three hours’ English lessons every alternate day in a week for the coordinators in the project, completing 24 sessions during the reporting period. During these classes, they were taught basic grammar, uses of grammar, formation of sentences, along with practicing spoken English. Moreover, they are practicing some English language units of the new programme books, through which coordinators are improving their English skills as well as they are getting well acquainted with the programme book.

Extracurricular Activities in the school - The extracurricular activities play an important role as they focus on different facets of child development. The schools in the programme also organised various activities that allowed the girls to participate and enhance their confidence. The events like, the World Population Day, the International Literacy Day, and the Teachers Day, etc., were celebrated. On the occasion of the International Literacy Day, the programme organised a rally in a middle school with a participation of all the school children, project and school staff and the tutors. The rally was followed by the Literacy Day programme with cultural performances by the students, who then shared their experiences about the programme and their learning. As part of the awareness generation activity and sensitising younger generation, especially the girls, the World Population Day was celebrated across all ASCs on 11th

July. Coordinators and tutors presented the current status of population of India in some schools, while in others, children also presented short street plays on the theme.

Science Mela (Science Fair) - The project organised a grand Science exhibition on 15th

1 The Development Instructor programme of Humana People to People movement invites people to contribute in person through volunteer work at projects in Africa, Asia and Latin America for six months. While working in the project, they contribute significantly in building positive attitudes in the public towards the challenges of development.

October at a Girls Higher Secondary School in Tuticorin, and invited the District Science Officer (DSO), Assistant Elementary Education Officer (AEEO), District Elementary Education Officer (DEEO), Tuticorin and the CEO of HPPI to witness the event. 1900 students from 86 schools were present on the day to support the participants. A total of 240 models and experiments were exhibited on various topics such as electronics, physics and

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biology by 960 students from different schools within the project area. However, from the schools under the project, three exhibits were prepared by 12 students divided into teams comprising of 4 students according to their grade. Prizes were distributed for the efforts and dedication of students by the DEEO. The guests also interacted with the participants and enquired about their experiments. On 4th November, 40 Science Mela Winners, 12 tutors, 2 headmasters, and 10 project staff went to District Science Centre, Tirunelveli for a study tour. The students, tutors and teachers witnessed 3D theatre, digital planetarium, science shows, etc. Through this visit, students felt motivated to participate in further competitions. Furthermore, headmasters and teachers understood the need to organise such visits encouraging student’s participation in activities and providing them enriching experiences for their development. Material Support to the girl students - The project distributed educational kits to 8,000 students from grade 1 to 8. The kit consists of one school bag with a stationary set (notebooks, drawing book and Dictionary), water bottle, a pair of slippers, inner wear (two sets), and a nail cutter. International Communication - HPPI has launched a novel initiative involving the project’s girl students and students from selected Danish schools through a weekly video interactions session. The interaction is aimed at giving the participating students a global perspective through a knowledge and experience sharing platform, where they can learn from each other’s experiences encompassing diverse cultural backgrounds. While improving the children’s understandings of the culture, geography, and language, the sessions also provide a unique avenue to improve their communication and presentation skills. Partnership with the Government - The Project Leader, conducted meetings with the Headmasters of all 86 schools, wherein they discussed about the progress made by children with the newly introduced programme book. Such interactions were beneficial since a feedback is also received on the project’s activities from the headmasters, which helps in improving the project implementation and impact. On 21st

November, the project representatives had a meeting with District Collector to inform him about the distribution of education kit, progress of students, Science Mela and interaction of students with students of Denmark. The District Collector appreciated the progress of project and also suggested to organise programmes for a school of differently abled children so that students of the school improvement programme could exchange their ideas, activities and interact with other children as well as to understand their needs. Furthermore, the District Collector was invited for the upcoming Talent Hunt Programme, which is tentatively scheduled for January 2017.

Review Meetings - The project planned to organise review meetings in the third week of every month. The meetings were conducted in the respective schools of the tutors. In these meetings, the coordinators discussed about the implementation and progress of programme books. Taking this opportunity, the coordinators also discussed the challenges tutors are facing in implementing the activities of the programme book and explored the solutions to these challenges. Through the meetings, the coordinators collected required data and feedback from the tutors to plan further. Cleaning Action in all ASCs - On 4th September, cleaning action was organised in ASCs in 86 schools where the project is being implemented. The guests addressed and shared their views on cleanliness to the students of a primary school. The objective of the cleaning action was to spread awareness among students about cleanliness and hygiene. The cleaning action was carried out in the school premises by students, tutors, project staff and CSR team from

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Vedanta Sterlite Copper. In the same manner, cleaning action was organised across all ASCs under the guidance of tutors and coordinators. In addition to this, the programme provided 86 packets of vegetable seeds to ASCs. Only few ASCs had space for plantation, therefore, other vegetable seeds were distributed among tutors. The children will be able to sow seeds and understand the functioning of a plant as well as benefits of organic vegetables. The Effects of the Project The project catered to the needs of girl child development. Through the tuition classes, the girl students were facilitated with the educational support according to their school curriculum. They were assisted with school homework and the subjects, they faced difficulty in. The educational support motivated them to understand the importance of education. The reporting period witnessed some changes, such as addition of new schools and implementation of the new programme book. The programme book focused on activity-based learning, which engaged the students in their own learning process. The programme book supported their learning along with the school curriculum. It taught them basic themes that are practical and are used in everyday interactions and actions. The interesting tasks from the book promoted critical thinking and application of the expressions, in reality, among the girls. The training of the teachers enhanced capacities of their teaching ability. Through these trainings, the teachers were oriented on modern methods of teaching that boost students’ learning levels. The teachers learnt to make cost effective TLMs focussing on practical learning. Through the trainings, the teachers also refreshed their orientation on child psychology, which greatly helped them in dealing with the students individually. The programme also developed healthy habits among students, such as respecting other individuals, team work, lending support to people in need, etc. The feedback from the parents proved these facts that children have shown improvement in their behaviour. The partnerships with government authorities helped in increasing the visibility of the programme and providing the students a platform to showcase their capabilities. The events like Science Mela motivated the students to exhibit their abilities with confidence and prepare them for future learning advancements. Since the experience and exposure plays an important role in enhancing the overall personality of children, the extracurricular activities were a major part of the programme. The students presented their talents and creativity through various events organised at the ASCs. Overall, the programme has provided different opportunities for the students to improve their knowledge and skills. The programme also focused on the training of the teachers, which led to better delivery of teaching methodologies. The teachers were able to impart education through innovative and effective educational aids, for which students were actively responsive.

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Attachment 1: The Project in Numbers - January to December, 2016 S.

No. Particulars Plan Result Diff- (+/-)

1 No. of Government schools covered in the programme 77 86 9 2 No. of Academic Support Centres (ASCs) running 245 253 8 3 No. of students enrolled in the project 8,030 8046 16 4 Hours of remedial classes per week 31,200 47,817 16,617 5 No. of teachers to be trained 50 86 36 6 No. of teachers trainings 10 10 0 7 No. of trainings provided to the tutors 7 7 0 8 No. of co-curricular and cultural activities 400 450 50

Attachment 2: Case Stories: Esther Rasathi

Esther Rasathi is an 8th

standard student at R C School, Thalmuthu Nagar in Tuticorin. A shy girl by nature, Esther’s inherent talent for oratory was beset by her shyness for public speaking. Her introverted nature also kept her away from participating fully in classroom activities and school functions. Esther’s clarity of speech and her shy behaviour was noticed by her tutor.

“We noticed that when she was with her friends at school, Esther would talk non-stop, and she was also very articulate in expressing her ideas. It was only in a classroom setting when she had to present her thoughts in front of the class that she became very reserved and nervous,” recalls Nancy, Esther’s tutor under the School Improvement Programme. Several thematic activities conducted on a weekly basis after school hours, under the project soon began to yield results. Child-engaging activities such as group interaction and drawing broke down Esther’s barriers of interaction with her batch mates, and soon she was leading class interaction sessions and actively making presentations.

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“Recently, we’ve launched a new English Program Book. This has piqued Esther’s interest significantly. Now she regularly participates in the activities conducted in the classrooms and is the front-runner in the English speech competition in her class,” says Nancy. Attachment 3: Feedback on Science Mela by Headmaster of a primary school

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Attachment 3 contd…

Attachment 4: Glimpses from the project

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Ilam Mottukal students interacting with students from Denmark during the video conference trial

A group of teachers developing TLMs during

teachers’ training

Tutors and students participating during the rally

organised on the International Literacy Day

A girl from the project sharing her experience of being in ASC during the International Literacy

Day celebration

Coordinator from the programme interacting

with tutors during a training.

Students with their Science experiments at the

Science Fair

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Students, tutors and teachers at District Science

Centre

Students of R C Middle School, Thalamuthu

Nagar participating in drawing competition held on the Children's Day

Students with their new programme book

A guest addressing students on World Population

Day

Development Instructor delivering a training

session to teachers

Monthly review meeting in progress