Fast Track Initiative Meeting: Copenhagen April 2009

1. READ INDIA & ASER : The Pratham Experience Fast Track Initiative Meeting: Copenhagen April 2009

2. Pratham: Every child in school & learning well Since 1996, Pratham has worked with 2 kinds of children : those who have been “left out” and those who have been “left behind”. It was relatively easy to bring children to school but to add ‘value” accelerated learning was the only way. In both cases, we were frustrated by our own ability to accelerate pace of change in children’s learning. • CHALLENGE : At local level in communities & schools….. • Do we really know our children? Large families / multi grade classrooms • Parents “send” children to school and are concerned about “inputs” . • Parents often over-estimate what children can do (JPAL study) • Teachers “teach” the course for the grade level. • Teachers often over-estimate what children can do (SchoolTELLS) • Schools usually not structured to identify or to help those who fall behind Learning delayed is learning denied. Children need to learn satisfactorily at the right time to make adequate progress through the education system to complete at least the elementary stage.

3. High level policy positions UNIVERSAL LEARNING • MDG goals - No definition or reference to children’s learning goals • National (SSA) goals are broad ….“education of satisfactory quality relevant for life”…. “learning enhancement” • In India, government measurements of learning levels come out every few years. • UNIVERSAL ENROLLMENT • MDG goals refer to universal enrollment • India’s national goals (SSA) refer to universal enrollment, retention and reduction of social and gender gaps. • In India, from school/village level to state & national level enrollment numbers are collected frequently, published and discussed. Challenge: At macro & policy level … How to bring learning to centre of stage? Progress, equity ?

4. Simple assessment tool was useful for instruction and also for engaging parents and teachers about what to do. Can children read? Grade 1 level text Grade 2 level text Letters Simple common words

5. How effectively can the reading level of this class be “accelerated”? How much time? For how much? The teacherlistens to each child read one by one using the simple tool. She knows where each child is beginning and also the distribution of the class. How effectively can she help to make all children to become “readers”? Show clip

6. Grade I and II Grade I : All children should know alphabets and numbers. Read & write simple words. Count, add and subtract till 20. Grade 2: By the end of Grade 2, children should read at least simple sentences with understanding. Know numbers till 100. Solve basic addition subtraction – two digit numbers Basic learning goals: What are they? Grade III to V • All children should be at least able to • Read at least Grade II text with understanding • Write one paragraph on their own. • Solve subtraction problems with borrowing • Simple multiplication sums • Easy division problems

7. Key activities : “Learning to read” Activities and materials aligned to goals Reading aloud: Read aloud with finger under the word … get children to talk about what they have heard or read Oral word games: Play rhyming word games Daily “writing” activities. Think something, say something, write something Use vowel & consonant chart Exposure to print, hearing “good” reading, clear pronunciation, talking, understanding, thinking on your own and “writing” – all very linked to learning to read.

8. Simple strategies for catalyzing action Strategy A : With government schools Work to catalyze government school systems Governments have large systems and resources at their command. Therefore it is a question of re-directing resources, energy & effort Build confidence and trust in partnership between govt and citizens via generating visible progress together Make friends at all levels – from national, state, district, block and village levels. Believe that substantial change CAN HAPPEN in a short period of time Via normal school functioning : Do a large scale pilot with 100-250 schools with key members of the school system staff as leaders-trainers and monitors. Scale up using district-block-cluster level government people in same way as pilot. Via teacher training : Insert “Learning to Read” technique, goals, materials and practice into the annual mandatory in service teacher training days or into the pre-service teacher training program

9. Simple strategies for catalyzing action Strategy B : Mobilizing communities Big meeting in village to discuss hamlet & village education report card. Attended by parents, villagers, village committee members, headmaster and teachers : 100-150 people attend especially if the hamlet level discussions have been held well Discussion in small groups in each hamlet : Start action. Track measurable changes in children’s learning & in school functioning Agree on next steps… On what can be done in village Local people help in making the hamlet report card. Report cardfocuses on whether child goes to school & onwhether child can read simple text and do basic arithmetic “Demo” class run in the village for 4-5 days to show how children can learn to read quickly

10. Architecture of ASER …. Nuts & bolts (1) In India, citizens pay 2% education cess for elementary education. By this time, we were ready for a nation wide splash. As citizens, we needed to take stock of how far we have come and how far we still have to go for universal enrollment and basic learning. Therefore, annual measurement of schooling and learning needed. Annual Status of Education Report : ASER must have “ASER” (impact). Indicators: Few basic questions asked : is a child enrolled in school? Can s/he read simple text and do basic arithmetic? Scale : To be done everywhere – in ALL rural districts in the country. Even in ASER 2005 (first time), sample of children was about half a million children. 2008 – three quarters of a million children. Unit : District level data generated as district is the unit of planning, implementation & review. Aggregated to state & national level. 2005 onwards

11. Architecture of ASER …. Nuts & bolts (2) Sampling : Technically sound and robust. No compromise on technical side. Tools: Basic tools. Comparable across languages. Simple to use. Comprehensible to all. Anchored to state textbooks in Std 1 and 2. “Floor level” test. Same tasks given to all children. Core set of tasks the same each year. Some new things added each year. Household survey: To reach all children (govt school, private school, out of school) and to create discussion in the community.

12. Architecture of ASER …. Nuts & bolts (3) Community mobilization & local participation : In every district a local group participates in ASER. These are NGOs, colleges, women’s groups, youth groups, SHGs, universities etc Each group has volunteers who give time (4 days) Each local group conducts data collection, disseminates findings and sometimes participates in action. Resources raised: Low cost of effort ~ $750 per district Funds raised from individuals & institutions in cash & kind Speed : Entire exercise conducted in 100 days from start to release of report.

13. Evolution of READ INDIA as a national campaign NOW, Pratham ready to go across the country. 2005 onwards……. ASER provided the data and the focussed learning goals. READ INDIA formally declared after ASER 2006 with partners & govts. Reached 350 out of 600 districts and 20 million children in 2008-2009 Simple accelerated learning technique For reading & for arithmetic Three months to fluency Excellent for catching up Good for age 8 & above Then, Pratham teams catalyzed & convinced teachers and village volunteers to help their children learn to read ~ 120 districts 2004-2006 First, Pratham teams practiced with children in Pratham programs. ~ 170,000 children 2002-2004

14. Launch of Read India campaign in Jan 2007 What is Read India Key elements: Focused learning goals Simple activities targeted at goals Extra time for children who need help Supplementary reading materials Involve parents and teachers Assessment and measurement How is Read India to be done? Either Collaborations with govt at different levels And/or Catalyzing village communities to work with children

15. ONE DISTRICT HAS, on average : ~ 1000 villages & 1500 schools ~ 300-350 children per village ~ 200 children per school IDEAL DISTRICT BUDGET per year INR = Rs10 lacs USD = $30,000 GBP = £15,000 READ INDIA BUDGETS : SAMPLE DISTRICT BUDGET About £15 or $30 per village per year • PRATHAM COSTS IN DISTRICT • Pratham team (5-6 people) : 60 percent of total cost for district • Reading material for children : 40 percent of total cost for district • If there is a government partnership then govt bears all other costs • If there is partnership with village, then volunteer gives time & Pratham gives training and materials to the village volunteers India has ~ 600 districts. Hewlett Foundation is supporting Read India in 100 districts for 3 years Other donors esp NRIs – funded 250 districts in 2008-2009..

16. ASER 2008 INDIA : Reading Report Card Percentage of children in India who can :

17. ASER 2006-2008 Selected states : Reading levels

18. Reading Curves: Expected vs Actual Big gaps between expected basic level and current reading level. Despite big improvements in basic reading in one year several states, large gaps remain. Where does the country want to be by 2010? What plans are being put in place?