5 July 2012 Urmila Sarkar UNICEF India

Special Training under RTE

April 2012 Jaipur Consultation

The primary objective of the consultation was to provide a platform for policymakers, academics, development partners and practitioners and civil society partners to: • Review issues, innovations and lessons learned from the past and

present in the region on how best to accelerate Special Training in the region against the backdrop of RTE

• Engage in reflection and dialogue for the development of a rights-based and relevant knowledge base for developing a strategy in the participating states to address the needs of children and mainstream them

• Inform and guide the national vision and policy rooted in the right to education thereby providing the states process guidance and support for implementing Special Training

• Create platform for action at state level to mobilize partnerships and action for increased equity and equality in education

Guidance from MHRD

• Age appropriate admission (Section 4)• Community level mapping exercise by State

government, Local Authority and School Management Committee

• Formal enrolment and organization of Special Training of flexible duration with continued onsite support socially and academically

• Development of appropriate materials by the academic authority

• Context-specific strategies

Unpacking Special Training

1.Identification/community tracking of OOSC

2.Curricular & Co-curricular areas

3.Capacity enhancement and support for teachers

4.Special training delivery mechanism under RTE

Towards process guidance for states

Global evidence base• Higher educational attainment the closer non-formal education linked

to the formal education system with period of transition• Working children demonstrate greater responsiveness and school

retention to the integration of innovative and flexible non-formal education approaches in schools

• Incorporation of child rights awareness in the curriculum and community structures important

• Close monitoring of students’ progress after transition essential • Holistic approach to education through child friendly schools including

academic, emotional and social support involving wide range of support activities (e.g. counseling, additional tutoring, health care and health education, life-skills, recreation and sport)

• Pre-school education for young siblings • Majority of initiatives included social mobilization and economic

empowerment for familiesGlobal thematic evaluation of formal and non-formal education programmes to combat child labour based on 69 interventions in Bangladesh, Cambodia, Colombia, India, Kenya, the Philippines, Peru, Senegal, and Turkey

Problems encountered mainstreaming

• Challenges remain to reach the most disadvantaged and discriminated groups of children

• Impact of years of exploitation and discrimination on expression, self-confidence and self-esteem of the child

• Struggle for the children with little academic foundation to catch up with their peers

• Inadequate support for additional tutoring or learning centres considering many of these children have impoverished parents with low levels of literacy

• Inconsistent quality in remedial programmes• Lack of capacity building and support for teachers and school

management• Inadequate monitoring of learning outcomes• Welfare based versus empowerment and rights-based

Good practices, lessons learned

Good practices, lessons learned

Defining Special Training– Local context determines the nature of Special

Training for the child to be decided by the local authority (residential or non residential)

– School Readiness is an essential part of ST– Additional support to the school for providing ST

based on feasibility– Above 10 years and never enrolled it is advised to

provide residential ST– Where home environment is not conducive the child

needs to be provided residential ST– Seasonal option for children of migrating families– Convergence with tribal, ICPS to provide the care for

destitute children as required

1. OOSC – identification, enrolment, SMCIdentification Enrollment SMC role

School Mapping Exercise by SMC, teachers, etc. in a participatory manner

A formal enrolment process to ensure that the child’s name is entered in the school records

Preparation of School Development Plans to get the identified children enrolled

Tracking of each child including never enrolled, dropped out and not attending regularly

Induct children into the age-specific class

Nodal body for the mobilization, identification, child mapping and monitoring of ST

Field based suitable NGOs should be drawn in to assist this process.

Coordination and convergence with IED cell special support to ST where there are CWSN

Special focus on marginalized and disadvantaged children

Teaching Learning Methodology Content

Activity based learning more effective for teachers to manage the special training classroom

Shortened and adapted version of the school curriculum

Cultural and extra curricular activities – rights, protection, safety, physical education and sports

Adhering to grade specific competency levels and prepared keeping in mind the needs of the children

Grade specific competencies and skills – small groups, activities, arts, music, games etc.

Teachers Handbook, TLM, workbooks etc.

Peer learning support and activities by children

Civil society engagement in designing materials , running demonstration STPs and be part of training

Actual teaching learning time is more than in a school and is about 6-8 hours

Development of relevant material which provide for children to enter and exit Special Trainings at levels that are age/class appropriate for them

2. Curricular & Co-curricular Areas

Teacher Availability in ST Teacher Capacity Building

Qualified teachers to be provided as per RTE

Age appropriate enrolment, cross cutting with gender and other social issues needs to be developed and used in the in-service programmes

Upto 15 students = 1 teacher15 to 30 students = 2 teachersAbove 30 students = additional teacher for every 15 students

Role of civil society in support of special training• Training and continuous support to

teachers, SMC by NGOs• Demonstrate ST in difficult to reach

areas in collaboration

Teachers should be enabled as a regular part of their work to be inclusive and be able to deal with children with different abilities and learning at different pace.

Rewards, recognition and appreciation as a source of motivation

Role of head teachers is crucial so that they are able to oversee the ST and ensure integration with regular school processes

A special/designated group of teachers undertake the task of providing special training programmes. These teachers could be hired specifically for this task

3. Teachers Development

Systemic Support Implementation

Location: The special training programmes should be provided within the school premises or through classes organized at a safe residential facility

Sensitisation of SMC, teachers so that they are more accepting of children making lateral entry from Special Trainings

Duration: The duration of the special training will be between 3 months to 2 years (extendable to 3). Some flexibility in time frame should be considered as the situation may demand

Provision should be made for special support to the child once inducted, so that the child can integrate with the class academically, socially and emotionally

Developing specialization to deal with special trainings within CRCs, BRCs, DIET

System of continuous evaluation to be put in place to enable children to enter the class at an appropriate juncture

Focus of interventions not just on teaching of the 3Rs but on processes of building confidence, self-esteem, communication abilities, etc.

Extending KGBV (where operational) to act as a hub for providing bridge courses for the two-year period for girls

4. Delivery of Special Training

Way Forward

• With MHRD work on process guidance for the states as an advisory highlighting the development of relevant content and key role of teachers

• Establish Steering Committee at State Level with NGOs to provide process guidance and support for Special Training

• Organize state level workshops to develop age appropriate content for ST and demonstrate the methodology

• Technical support for the states to develop the process and methodology for ST building on earlier experiences with RBC/NRBC

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Educated and Protected:

A brighter future for India’s children