azim premji foundation: teacher preparation dileep ranjekar november 12, 2010 1
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India Education: Reality - Illustrative
1 out of 3 children in class 5 cannot read
and write
Schools- 1.3 Mln- 220 Mln children- 6 Mln teachers- 75 % unplanned
multigrade teaching
• Literacy Levels: - 65% (M – 76%, F – 54%)- Global literacy – 80%
• Girls and socially disadvantaged backgrounds are 20% behind on literacy and drop out ratios
Only 10% schools have children
learning as per expectations
Only 39% children reach 10th standard;of these 40% pass
Quality of education: A serious concern!
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100 ChildrenEnroll in 1st Standard
52 ChildrenReach 8th Std
39 ChildrenReach 10th Std
19 Pass10th
12 Children pursue higher
education
12% Efficiency
of Education
Funnel
The Inefficient Funnel
3
Foundation Vision & Approach
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Vision: Facilitate a just, equitable, humane and sustainable
society
Purpose
Bring about a “societal change”
Education as a key enabler, supported
by related development areas,
with both direct impact and a large positive multiplier
Enablers
Strive for a deep, at-scale and
institutionalized impact on the
quality of education in India
Mission
The Approach
5
•5
Network of partnerships and stakeholders
Operational processes, including knowledge management
People processes, structure and culture
Stable and sustained funding/ resourcing
Three-pronged approach to change
University:
▪ Degrees▪ Research▪ In-service training
1Field
Resource Centres
(state and district level)
2Schools
(own and affiliated)
3Communi-cation &
Engagement
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“Talent and thought”:
Creating new talent and
thought, and transforming
existing talent
“Direct impact and
institutions”:Creating scaled-up institutional
structures to facilitate change
on the field
“Voice”:Creating
demonstrable models, for
replication and to act as pressure
points for system change
Five core initiatives or verticals
Five robust cross-cutting enablers
Deep, at-scale, institutionalized impact on the quality of education in India
A
Assessment &
Develop-ment
Centre (largely housed in University)
4
A Focus on allied development areas
BCDE
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Overview of 5-year ramp-up plan
University Degree Programs
▪ Intake of 2500 students ▪ 350 faculty
University Research Centre
▪ Nationally reputed for research in first 3 thrust areas▪ Some international acknowledgement
University Resource Centre
▪ 500,000 functionaries (incl through DRC)
Field Resource Centres
▪ 8-10 State Resource Centers▪ 50 District Resource Centers▪ 8-10 districts with “holistic improvement” in progress; 75% coverage of these districts
Schools▪ 100+ own/adopted schools + 1500
affiliated schools across 8-10 districts
Advocacy ▪ Channels for communication identified and operational
Accreditation Centre▪ 2-3 state systems▪ 70-100 significant institutions (in 8-10 districts with depth)▪ 1000-2000 schools▪ Framework in place
Our Hypothesis on Teacher Preparation
1. The teacher is at the heart of the education process
2. Vision, capability and motivation of the teacher will significantly impact teaching-learning processes/outcomes
3. Professionalization of teaching is a must
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Change we would like to see
1. New teachers enter the profession with vision, competence & motivation – conducive to achieving the aims of education
2. Practising teachers find meaning in professional dev. programs
3. Paradigm shift in teacher preparation, development and support
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A good and effective teacher
1. Knowledge and understanding of the subject
2. Pedagogical skills specific to the subject / kind of learners
3. Access/develop learner appropriate teaching learning resources
4. Sensitivity to and respect for learners
5. Vision and understanding of society, education and children
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Issues with current teacher preparation
1. Absence of defined competencies for a good teacher
2. Outdated teacher education curriculum
3. Outdated / Ineffective teacher educators
4. Huge gap in the subject matter knowledge
5. Teacher education processes – antithetical to what educators preach
6. Lack of understanding of child and society
7. Absence of adequate combination of theory and practice
8. Rote memory based assessment 10
Systemic change in teacher education
1. Introduce teacher competency framework at policy level. To change
a. Updation of theory (currently stop at Thorndike)
b. Curriculum
c. Teaching learning process for teacher education
d. Significant component of practice, observation, socio-cultural contexts
e. Assessment process
f. Subject based pedagogy
2. Teacher selection process to assess competencies
3. Pre-empt corrupt practices in teacher selection owing to subjectivity
4. Competency based development and career practices 11
Fundamental challenges
1. Non-availability of teacher education faculty
2. Readiness of evaluation system to deal with new approaches
3. Readiness of Government and school system to receive “different teachers”
4. Availability of appropriate reading and reference material in Indian languages (14 languages, 400 sub languages, 1600 dialects)
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