lifelines education - governance in...

[email protected]

March 2011

Governance Knowledge CentrePromoted by Department of Administrative Reforms and Public GrievancesMinistry of Personnel, Public Grievances and Pensions, Government of Indiahttp://indiagovernance.gov.in/

Researched and Documented by

OneWorld Foundation India

Lifelines EducationMobile Query System

Transparency and Accountability

Governance Knowledge CentrePromoted by Department of Administrative Reforms and Public Grievances

Ministry of Personnel, Public Grievances and Pensions

Government of India

Table of Contents Executive Summary ................................

Background ................................

Objectives ................................................................

Working Design ................................

Methodology ................................

Key stakeholders ................................

Lessons Learned ................................

Looking Ahead ................................

Annexure I................................


Governance Knowledge Centre Promoted by Department of Administrative Reforms and Public Grievances

Public Grievances and Pensions

Researched and documented by


Lifelines:

................................................................................................

................................................................................................................................

................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................

................................................................................................................................


Case Study Education

Lifelines: Mobile Query System

March 2012

1

.................................................................. 2

................................................ 3

................................................... 4

........................................ 5

.............................................. 6

....................................... 8

........................................ 8

........................................ 12

................................................ 13




Government of India

Executive SummaryIn September 2008, school teachers in Rajasthan were presented a new concept in education

support services one that was delivered through the medium of mobile phone. This was

LifeLines Education a collaborative initiative of the Government of Rajasthan

ICT-for-development organization, OneWorld

support to school teachers. The programme assists educators in their day

activities by supplementing their information and enhancing their ski

knowledge provision.

The intent, taking from the overall objectives of the Sarva Shiksha Abhiyan (SSA), is to help

school teachers, primarily in remote and rural villages where educational support

infrastructure is limited, through an accessible telephonic platform.

LifeLines Education service was born out of a digital inclusion dream of OneWorld, BT and

Cisco Systems, and is an adaptation of the successful LifeLines Agriculture service similarly

serves over 1.5 lakh farmers across 2000 villages in three states of India.

The LifeLines Education service successfully tested its proof of concept with a pilot in West

Bengal supported by USAID. The service was thereafter adopted by the Government of

Rajasthan and supported by UNICEF, for implementation in the State.

Lifelines services commenced in Rajasthan in September 2008 in Udaipur district, reaching

nearly 12,000 teachers across 4600 schools in 11 blocks. During this phase, the service was

mediated through block and cluster resource facilitators (BRCFs and CRCFs) under SSA, who

helped to introduce the ICT innovation to teachers and assisted its initial overall uptake in the

community.

As the programme gained traction, it generated much enthusiasm as a first

knowledge platform innovated for teachers. It quickly became ap

Udaipur district also sought to use the programmes benefits. As such, in 2010 owing to

popular demand, the Government of Rajasthan scaled up the toll

of Rajasthan.

Today, two and a half years since its launch, LifeLines Education reaches over 450,000 teachers

in more than 100,000 primary and upper primary schools in Rajasthan. To date, it has

responded to over 24,000 queries, on a range of topics






Lifelines:

Executive Summary In September 2008, school teachers in Rajasthan were presented a new concept in education

one that was delivered through the medium of mobile phone. This was

a collaborative initiative of the Government of Rajasthan

development organization, OneWorld to bring critical academic advisory and

support to school teachers. The programme assists educators in their day

activities by supplementing their information and enhancing their skills through ICT



rough an accessible telephonic platform.



across 2000 villages in three states of India.

Education service successfully tested its proof of concept with a pilot in West


Rajasthan and supported by UNICEF, for implementation in the State.

menced in Rajasthan in September 2008 in Udaipur district, reaching



to introduce the ICT innovation to teachers and assisted its initial overall uptake in the

As the programme gained traction, it generated much enthusiasm as a first

knowledge platform innovated for teachers. It quickly became apparent that teachers beyond


popular demand, the Government of Rajasthan scaled up the toll-free service to all 33 districts

since its launch, LifeLines Education reaches over 450,000 teachers


responded to over 24,000 queries, on a range of topics - from subject lessons and teaching




March 2012

2

In September 2008, school teachers in Rajasthan were presented a new concept in education

one that was delivered through the medium of mobile phone. This was

a collaborative initiative of the Government of Rajasthan, UNICEF and

to bring critical academic advisory and

support to school teachers. The programme assists educators in their day-to-day academic

lls through ICT-facilitated





Education service successfully tested its proof of concept with a pilot in West


menced in Rajasthan in September 2008 in Udaipur district, reaching



to introduce the ICT innovation to teachers and assisted its initial overall uptake in the

As the programme gained traction, it generated much enthusiasm as a first-of-its-kind

parent that teachers beyond


free service to all 33 districts

since its launch, LifeLines Education reaches over 450,000 teachers


from subject lessons and teaching-




Government of India

learning methods, to classroom management and child psychology, to general knowledge and

current affairs.

Teachers, who have called the service, acknowledge that they have used inputs from LifeLines

advisory to improve their teaching methods in the classroom; the s

as a credible source on both academic and pedagogical instruction in the teaching fraternity.

Another distinct achievement is the value LifeLines is offering to visually challenged students,

who are employing its voice based

report, by profiling the LifeLines Education service, offers insights into how ICTs can be

innovated for possible replication of similar initiatives for rural school teachers in other states

of India.

Background The present-day communications revolution has boosted the Education sector in India in a

great way. Internet and multimedia

learning platforms, serve as examples of the changes. Howev

pertains to urban areas, and rapidly fades as the focus shifts to rural India.

The pace of change in rural areas of India has been faltering. Primarily due to inadequate

infrastructure, poverty, and lack of support, rura

from the rural communities that some of the countrys brightest students hail from. The credit

for this achievement, in spite of the limitations, goes to a nondescript community

village school teachers - who work sincerely behind the scenes to support the countrys

education system directly from the roots.

Supporting these rural teachers as the archetypal backbone of education, has been the focus of

many Government programmes, including Sarva Sh

for achievement of Universalisation of Elementary Education (UEE) in India. Under SSA, the

capacity of rural teachers is strengthened through knowledge exchange and skill training,

through grants for enriching teac

structures at the cluster, block and district levels in all states across the country.

Bridging the digital divide in education is one of the major goals of SSA. In pursuance of this

goal, the Government of Rajasthan is driving the Rajasthan Education Initiative (REI).

Launched in 2005, as a showcase of the public

education, the REI focuses on ICT interventions to modernise educational service delivery, to

develop teachers skills for quality learning, and to provide an enabling environment for






Lifelines:

hods, to classroom management and child psychology, to general knowledge and


advisory to improve their teaching methods in the classroom; the service is gaining recognition



who are employing its voice based knowledge functionality to supplement their studies.



day communications revolution has boosted the Education sector in India in a

great way. Internet and multimedia-aided teaching, tele-classrooms, and fast emerging online

learning platforms, serve as examples of the changes. However, this bright picture primarily



infrastructure, poverty, and lack of support, rural education is far behind. Nevertheless, it is


for this achievement, in spite of the limitations, goes to a nondescript community

who work sincerely behind the scenes to support the countrys

education system directly from the roots.


many Government programmes, including Sarva Shiksha Abhiyan (SSA), the flagship mission



through grants for enriching teaching-learning materials, and by developing academic support



overnment of Rajasthan is driving the Rajasthan Education Initiative (REI).

Launched in 2005, as a showcase of the public-private partnership potential in public






March 2012

3

hods, to classroom management and child psychology, to general knowledge and


ervice is gaining recognition



knowledge functionality to supplement their studies. This



day communications revolution has boosted the Education sector in India in a

classrooms, and fast emerging online

er, this bright picture primarily



l education is far behind. Nevertheless, it is


for this achievement, in spite of the limitations, goes to a nondescript community that of the

who work sincerely behind the scenes to support the countrys


iksha Abhiyan (SSA), the flagship mission



learning materials, and by developing academic support



overnment of Rajasthan is driving the Rajasthan Education Initiative (REI).

private partnership potential in public






Government of India

realising objectives of the SSA. The LifeLines Education programme was launched by

Government of Rajasthan under REI objectives, focusing principally on teacher deve

and curricular support in rural areas as mediated through the phone.

LifeLines Education, launched in 2008, was created by ICT

the larger goal of digital and knowledge inclusion of rural communities in India. UNICEF

supports its implementation in Rajasthan, while OneWorld anchors the programme delivery,

technology, and knowledge management of the service.

Today, LifeLines Education boasts a successful track record in enabling a knowledge platform

for rural schools expanding teachers access to quality academic support on a sustained basis,

promoting efficient teaching skills in classrooms, and thereby helping to enhance the quality of

learning for children. The milestones achieved have encouraged the scale up of t

a modest pilot to expanded deployment, toll

Objectives The LifeLines Education service facilitates a convenient and accessible support mechanism for

school teachers to enable continued and quality academic

their curriculum. It aims to assist teachers in their day

thereby bring qualitative improvement to the overall teaching

classrooms.

By leveraging the reach and accessibility of ICTs and the benefits of the communications

revolution, this innovation seeks to reach teachers even in remote, rural areas, and bridge the

rural-urban knowledge divide.

The overall intent of LifeLines Education is to contribute to the larger goals of the Sarva

Shiksha Abhiyan towards enhancing skills and capacities of school teachers in India, and

improving delivery of educational services across the country. In line with this, LifeLines is

furthering the mandate of the Government of Rajasthan to bring quality education support to

teachers, through ICTs, with a longer term aim to enhance retention, improve access, better

learning outcomes in school subjects like English, Mathematics and Science, ass

training, and improve school curriculums.






Lifelines:


Government of Rajasthan under REI objectives, focusing principally on teacher deve

and curricular support in rural areas as mediated through the phone.

LifeLines Education, launched in 2008, was created by ICT-for-D agency OneWorld, towards



technology, and knowledge management of the service.


expanding teachers access to quality academic support on a sustained basis,


learning for children. The milestones achieved have encouraged the scale up of t

a modest pilot to expanded deployment, toll-free, across all 33 districts of Rajasthan.

The LifeLines Education service facilitates a convenient and accessible support mechanism for

continued and quality academic-pedagogic guidance and advisory on

their curriculum. It aims to assist teachers in their day-to-day transactions with students and

thereby bring qualitative improvement to the overall teaching-learning processes in village



urban knowledge divide.

ines Education is to contribute to the larger goals of the Sarva



ing the mandate of the Government of Rajasthan to bring quality education support to


learning outcomes in school subjects like English, Mathematics and Science, ass

training, and improve school curriculums.




March 2012

4


Government of Rajasthan under REI objectives, focusing principally on teacher development

D agency OneWorld, towards




expanding teachers access to quality academic support on a sustained basis,


learning for children. The milestones achieved have encouraged the scale up of the service from

free, across all 33 districts of Rajasthan.

The LifeLines Education service facilitates a convenient and accessible support mechanism for

pedagogic guidance and advisory on

day transactions with students and

learning processes in village



ines Education is to contribute to the larger goals of the Sarva



ing the mandate of the Government of Rajasthan to bring quality education support to


learning outcomes in school subjects like English, Mathematics and Science, assist teachers




Government of India

Working Design

The LifeLines Education service brings about an innovative ICT platform

and Internet that reaches to teachers in remote, rural regions of Rajasthan, and help

with routine academic guidance and pedagogic instruction on an on

The service is mediated in the local language and is accessible through any phone

landline. This is not a real-time, but an

hours in completing one consulting cycle.

1 Consulting cycle: Process of: Query registration by teachers

retrieval by teachers

Figure 1: Lifelines Education process






Lifelines:

The LifeLines Education service brings about an innovative ICT platform

that reaches to teachers in remote, rural regions of Rajasthan, and help

with routine academic guidance and pedagogic instruction on an on-demand basis.

The service is mediated in the local language and is accessible through any phone

time, but an IVRS based service, meaning there is a time lag of 24

ompleting one consulting cycle.1

Consulting cycle: Process of: Query registration by teachers response processing by experts

flow




March 2012

5

The LifeLines Education service brings about an innovative ICT platform using the telephone

that reaches to teachers in remote, rural regions of Rajasthan, and helps them

demand basis.

The service is mediated in the local language and is accessible through any phone mobile or

e is a time lag of 24-48

response processing by experts and answer




Government of India

The telephone serves as the medium of user interface in LifeLines

communication technology and custom

back-end to support integrated call handling and management of a very large audio and text

database.

How it works:

The teacher dials the designated Li

language Interactive Voice Response System (IVRS) to record his/her query on academic and/or

curricular aspects.

The LifeLines Education system then generates a unique ID to acknowledge the posted quer

This ID is used by the teacher to retrieve the answer when s/he calls back the service in the next

24-48 hours.

At the backend, during this same period, Knowledge Workers at the LifeLines Hub access the

posted queries using a secure web application. Th

pre-existing set of similar queries and answers, which form the LifeLines Education knowledge

database. If the answer is not available in the database, the posted query is tagged and sent to

relevant education experts for appropriate response by email or phone.

A panel of academic and pedagogic experts, notified by the Government of Rajasthan, liaises

with the Knowledge Workers team to respond to the incoming queries from teachers on an

ongoing basis.

After the experts respond to the query, the Knowledge Worker readies the answer as a voice

clip, and using the web application again, tags the answer to its relevant query for the teacher

to retrieve it over phone by the stipulated time.

Every incoming query and corresponding response contributes to the LifeLines Education

knowledge database, enriching the knowledge content and aiding in future reference.

The knowledge database is presently comprised of more than 24,000 queries in the areas of

academic, pedagogic, classroom management, and curriculum/subject topics.

Methodology As a first-of-its-kind ICT platform in academics, LifeLines Education had been reasonably

expected to elicit a variety of interesting responses from the teaching community. There

gather accrued reactions on the service, and to collate a first






Lifelines:

The telephone serves as the medium of user interface in LifeLines

communication technology and custom-made computing applications are configured at the

end to support integrated call handling and management of a very large audio and text

The teacher dials the designated LifeLines Education number and is guided by its local


The LifeLines Education system then generates a unique ID to acknowledge the posted quer



posted queries using a secure web application. They respond to the queries by referencing a

existing set of similar queries and answers, which form the LifeLines Education knowledge


erts for appropriate response by email or phone.





to retrieve it over phone by the stipulated time.

uery and corresponding response contributes to the LifeLines Education



pedagogic, classroom management, and curriculum/subject topics.

kind ICT platform in academics, LifeLines Education had been reasonably

expected to elicit a variety of interesting responses from the teaching community. There

gather accrued reactions on the service, and to collate a first-hand account of its uptake, a




March 2012

6

The telephone serves as the medium of user interface in LifeLines, while high-end

made computing applications are configured at the

end to support integrated call handling and management of a very large audio and text

feLines Education number and is guided by its local


The LifeLines Education system then generates a unique ID to acknowledge the posted query.



ey respond to the queries by referencing a

existing set of similar queries and answers, which form the LifeLines Education knowledge






uery and corresponding response contributes to the LifeLines Education



pedagogic, classroom management, and curriculum/subject topics.

kind ICT platform in academics, LifeLines Education had been reasonably

expected to elicit a variety of interesting responses from the teaching community. Therefore, to

hand account of its uptake, a




Government of India

primary feedback exercise was conducted on LifeLines. This was a dipstick study with teachers

who had called the service to explore merits and challenges

propagation. The exercise was conducted mainly through telephonic interactions with the

target audience, supplemented by in

The random sample of respondents was determined by taking every 50th query to LifeLines.

The Lifelines team then followed up with the sample set of users, focusing on both qualitative

and quantitative parameters including: (i) Number of times th

Subjects / topics for which they accessed LifeLines (iii) How they used the information obtained

from LifeLines and (iv) How they ranked the service on factors of timeliness and quality.

A total of 400 respondents have b

The respondents are located across Rajasthan including the districts of Ajmer, Jodhpur, Jaipur,

Jalore, Udaipur, Badamer, Bikaner, Badmer, and Sikar.

Table 1: Details of samples for telephonic






Lifelines:


who had called the service to explore merits and challenges in its adoption, use and

The exercise was conducted mainly through telephonic interactions with the

target audience, supplemented by in-person interviews in schools.



and quantitative parameters including: (i) Number of times they accessed LifeLines service (ii)



A total of 400 respondents have been interviewed, comprising teachers, students and parents.


Jalore, Udaipur, Badamer, Bikaner, Badmer, and Sikar.

: Details of samples for telephonic interview




March 2012

7


in its adoption, use and

The exercise was conducted mainly through telephonic interactions with the



ey accessed LifeLines service (ii)



een interviewed, comprising teachers, students and parents.





Government of India

On average, the response of users to the Lif

research was supplemented with feedback on the satisfaction level of teachers, which was

captured online by the LifeLines IVRS.

teachers with LifeLines at m

stipulated duration is also over 90%.

Key stakeholders

Key stakeholders in the LifeLines

OneWorld, and UNICEF, collaborating in a tri

Initiative. Together this partnership anchors

100,000 primary and upper primary schools across the state.

Under this collaboration, Government of Rajasthan leads delivery of the service toll

throughout Rajasthan, and enables its appropriate initiation into and uptake by the teaching

community. UNICEF enables the d

support to the programme. OneWorld anchors the innovative technology platform of this

programme, and manages its overall implementation and knowledge delivery across

Rajasthan.

The domain experts in LifeLines are a panel of leading academic and pedagogy specialists

affiliated with the Government of Rajasthan and UNICEF. They provide the specific knowledge

advisory and academic guidance to queries coming from teachers. These domain experts are in

close consultation with a team of Knowledge Workers, based at the LifeLines Education

backend hub managed by OneWorld. Knowledge Workers serve as the primary contact point,

communicating expert instruction and advisory to teachers via the voice

Lessons Learned The LifeLines Education service was launched first in Udaipur district to reach nearly 12,000

teachers in 4691 primary and upper primary schools. This was on a pilot basis to explore the

efficacy of a phone-mediated service for rural academics in R

2 The LifeLines technology allows teachers to provide feedback through the systems IVRS.






Lifelines:

On average, the response of users to the LifeLines service has been enthusiastic. The above


captured online by the LifeLines IVRS.2 The results have posited the satisfaction level of

teachers with LifeLines at more than 85%. The timeliness of answer provision within the

stipulated duration is also over 90%.

Key stakeholders in the LifeLines Education programme are the Government of Rajasthan,

OneWorld, and UNICEF, collaborating in a tri-partnership under the Rajasthan Education

Initiative. Together this partnership anchors audience of over 4.5 Lakh teachers in more than

upper primary schools across the state.

Under this collaboration, Government of Rajasthan leads delivery of the service toll


community. UNICEF enables the domain knowledge through experts, and the resource



Lines are a panel of leading academic and pedagogy specialists



sultation with a team of Knowledge Workers, based at the LifeLines Education


communicating expert instruction and advisory to teachers via the voice-mode.

The LifeLines Education service was launched first in Udaipur district to reach nearly 12,000


mediated service for rural academics in Rajasthan.

The LifeLines technology allows teachers to provide feedback through the systems IVRS.




March 2012

8

eLines service has been enthusiastic. The above


The results have posited the satisfaction level of

ore than 85%. The timeliness of answer provision within the

Education programme are the Government of Rajasthan,

partnership under the Rajasthan Education

audience of over 4.5 Lakh teachers in more than

Under this collaboration, Government of Rajasthan leads delivery of the service toll-free


omain knowledge through experts, and the resource



Lines are a panel of leading academic and pedagogy specialists



sultation with a team of Knowledge Workers, based at the LifeLines Education


mode.

The LifeLines Education service was launched first in Udaipur district to reach nearly 12,000


The LifeLines technology allows teachers to provide feedback through the systems IVRS.




Government of India

The service has demonstrated how ICTs can be used to effectively benefit the information

needs of a significant section of the rural population

earlier unaddressed.

Enabling continued academic guidance

their local language, LifeLines has established itself as an effective support platform in rural

Rajasthan.

Teachers today recognise LifeLines

instruction and teaching guidance from experts, which they acknowledge is having a positive

impact on the standard of qualitative learning.

This recognition of LifeLines is reflected in its increasing demand and usage by teachers, and is

the cornerstone on which the LifeLines service bases it success. In view of such popularity and

uptake, the Government of Rajasthan in 2010 scaled LifeLines up as a toll

it accessible free of cost across all the 33 districts of Rajasthan. This was a big s

enabling equitable knowledge delivery, especially in remote, rural areas in the state, where

regular academic-support is otherwise hard to come by.

Going toll-free, the LifeLines Education service expanded its coverage from 12,000 teachers

Udaipur, to a population of over 4.5 lakh teachers in more than 100,000 schools across

Rajasthan. The teachers response to LifeLines Education toll

evident in a high number of calls coming from across all regions of R

volume indicates the multiplier effect LifeLines has generated in the academic community,

while the noticeable variety and

teachers and students are keen to extend the fro

learning.

Teachers have posted a variety of queries on the service

and pedagogy-related queries, to child psychology, classroom management, and teaching

learning methods.

Query types: Queries vary from vocabulary enrichment and writing skills for children to use of

TLM, career counseling, and miscellaneous topics like popular science, polity, general

knowledge and current affairs. An average monthly query pattern is dep

below.






Lifelines:


needs of a significant section of the rural population - the village school teachers

Enabling continued academic guidance and didactic advisory to teachers, via phone and in


Teachers today recognise LifeLines-Education for providing them with access to curricular

ruction and teaching guidance from experts, which they acknowledge is having a positive

impact on the standard of qualitative learning.


hich the LifeLines service bases it success. In view of such popularity and

uptake, the Government of Rajasthan in 2010 scaled LifeLines up as a toll

it accessible free of cost across all the 33 districts of Rajasthan. This was a big s


support is otherwise hard to come by.

free, the LifeLines Education service expanded its coverage from 12,000 teachers


Rajasthan. The teachers response to LifeLines Education toll-free has been enthusiastic, as in

evident in a high number of calls coming from across all regions of Rajasthan. The large call


while the noticeable variety and depth in the range of questions received indicate that both

teachers and students are keen to extend the frontiers of their knowledge beyond conventional

Teachers have posted a variety of queries on the service these range from subject/curriculum

related queries, to child psychology, classroom management, and teaching

Queries vary from vocabulary enrichment and writing skills for children to use of


knowledge and current affairs. An average monthly query pattern is dep




March 2012

9


the village school teachers - that was

and didactic advisory to teachers, via phone and in


Education for providing them with access to curricular

ruction and teaching guidance from experts, which they acknowledge is having a positive


hich the LifeLines service bases it success. In view of such popularity and

uptake, the Government of Rajasthan in 2010 scaled LifeLines up as a toll-free service, making

it accessible free of cost across all the 33 districts of Rajasthan. This was a big step forward in


free, the LifeLines Education service expanded its coverage from 12,000 teachers in


free has been enthusiastic, as in

ajasthan. The large call


depth in the range of questions received indicate that both

ntiers of their knowledge beyond conventional

these range from subject/curriculum

related queries, to child psychology, classroom management, and teaching

Queries vary from vocabulary enrichment and writing skills for children to use of


knowledge and current affairs. An average monthly query pattern is depicted in the graph




Government of India

The highest concentration of queries is in the area of Social Science

under this subject. An increasing number of queries have also been registered on career

guidance and counseling, which are posted mostly by students.

General Knowledge questions

and students. Parents also post questions on LifeLines. Science, Mathematics, History and

Geography are the other subjects on which many questions have been received in LifeLines.

Use of LifeLines advisory: The pedagogic information and didac

are being employed to clarify curricular and lesson

knowledge improvement by teachers.

Figure 2: Query pattern under Lifelines Education






Lifelines:

The highest concentration of queries is in the area of Social Science - 20 percent of queries are


guidance and counseling, which are posted mostly by students.

General Knowledge questions, another large component, have been asked by bot



The pedagogic information and didactic advisory from LifeLines

are being employed to clarify curricular and lesson-related doubts, and to aid in self study and

knowledge improvement by teachers.

: Query pattern under Lifelines Education




March 2012

10

20 percent of queries are


, another large component, have been asked by both teachers



tic advisory from LifeLines

related doubts, and to aid in self study and




Government of India

Nearly half of the teachers in the primary survey mentioned above have stated that they refer

to LifeLines from time to time for subject and general knowledge guidance. This is on occasion,

over and above what they teach and conduct in their classrooms. Forty four percent of teachers

have said that they are using LifeLines advisory as an input to

classrooms. The advisory has also been applied for classroom and school management

procedures, and to formulate lesson plans for students. The academic support from the service

has been employed by 5 percent of users to help

Figure 3: Use of Information provided by Lifelines

Figure 4: Multiple usage pattern of Lifelines Education






Lifelines:




have said that they are using LifeLines advisory as an input to the teaching processes in their


and to formulate lesson plans for students. The academic support from the service

has been employed by 5 percent of users to help in preparation for competitive exams.

: Use of Information provided by Lifelines

Repeat usage:

uptake of the LifeLines

in the community is depicted

by the pattern of repeat callers

to the service.

research with 400

mentioned above, provides the

statistics on teachers accessing

the service on a sustained

basis. It indicates that 40 percent

Lifeline users have used the service at least

: Multiple usage pattern of Lifelines Education




March 2012

11




the teaching processes in their


and to formulate lesson plans for students. The academic support from the service

in preparation for competitive exams.

Repeat usage: The effective

uptake of the LifeLines service

in the community is depicted

by the pattern of repeat callers

to the service. The primary

research with 400 respondents,

mentioned above, provides the

statistics on teachers accessing

the service on a sustained

basis. It indicates that 40 percent of teacher

Lifeline users have used the service at least




Government of India

twice and up to five times; 19 percent have used it over five times and 8%percentare regular

users who have accessed the service over 20 times.

An emerging value proposition for the differently

outcome of LifeLines Education has been the benefits it is bringing to students who are

differently-abled. In the Government Pragya Chaksu Blind School in Udaipur, a group of

around 50 students regularly refer to LifeLines

instruction in voice mode is easier to follow; it also saves them time in looking for information.

Virendra Arya, the principal of the school, says, Our students often use the LifeLines

Education service and I think this is an immensely helpful service. Since this provides

information in voice mode, it makes knowledge retention easier for students. Further, Braille

language is not always available for all kinds of subject

consuming for visually impaired students to gather information from different sources.

LifeLines Education has been a valuable service in this regard.

Looking Ahead The standard of questions in LifeLines Education is also rising

exponentially as more incisive and elaborate queries are being

received. Teachers have posted queries on how to reduce

dropout rates of girl children, manage slow learners, and

out multi-grade teaching in a single classroom. Students from

Open Schools are also discovering Lifelines as a good

reference source.

The educational knowledge database built from the queries and responses of LifeLines

Education, comprising over 24

insights that are directly relevant to the teaching

the real time challenges faced by rural teachers.

The Government of Rajasthan is looking t

this knowledge database to generate pedagogic and subject

educational resources for teachers, renovate and revise the pedagogy and curriculum, and

improve teacher training and capacity building programmes under SSA.






Lifelines:

LifeLines

concept. It helps teachers and students

to solve difficult queries which are

otherwise not as easily resolved. I will

recommend the service to be used by

other teachers and students.

Teacher, Subject Geography Sawai

Madhopur


users who have accessed the service over 20 times.

An emerging value proposition for the differently-abled: A less expected yet positive


abled. In the Government Pragya Chaksu Blind School in Udaipur, a group of

around 50 students regularly refer to LifeLines to aid in their daily studies. They say that



I think this is an immensely helpful service. Since this provides


language is not always available for all kinds of subject-related queries, and it is time

ing for visually impaired students to gather information from different sources.

LifeLines Education has been a valuable service in this regard.

The standard of questions in LifeLines Education is also rising

exponentially as more incisive and elaborate queries are being

Teachers have posted queries on how to reduce

dropout rates of girl children, manage slow learners, and carry

teaching in a single classroom. Students from

Open Schools are also discovering Lifelines as a good


Education, comprising over 24,000 elements, reflects rich topical diversity and offers valuable

insights that are directly relevant to the teaching-learning processes in school classrooms, and

the real time challenges faced by rural teachers.

The Government of Rajasthan is looking to employ the key outputs from a pattern analysis of

this knowledge database to generate pedagogic and subject-specific inputs and supplementary


g and capacity building programmes under SSA.




March 2012

12

LifeLines Education is a good

concept. It helps teachers and students

to solve difficult queries which are

otherwise not as easily resolved. I will

recommend the service to be used by

other teachers and students. Alok,

Teacher, Subject Geography Sawai

Madhopur


A less expected yet positive


abled. In the Government Pragya Chaksu Blind School in Udaipur, a group of

to aid in their daily studies. They say that



I think this is an immensely helpful service. Since this provides


related queries, and it is time

ing for visually impaired students to gather information from different sources.


,000 elements, reflects rich topical diversity and offers valuable

learning processes in school classrooms, and

o employ the key outputs from a pattern analysis of

specific inputs and supplementary





Government of India

Today, LifeLines Education is poised to be deployed in further innovative ways to enable

equitable and quality educational service delivery across Rajasthan, and develop a fresh

perspective towards education

Research was carried out by the OneWorld Foundatio India (OWFI), Governance Knowledge Centre (GKC) team.

Documentation was created by Assistant Manager (LifeLines

For further information, please c

Annexure I

1. Query ID

2. Phone No and Teachers Name

3. Subject

4. Location: School Name, Place

5. No. of Students taught by Teacher

6. Query Posted and its Reply Received

7. Feedback / Use of the Response/Reply

8. Satisfaction Level (Scale 1-5) and Suggestions and

Recommendations






Lifelines:



perspective towards education reforms in the state.


Documentation was created by Assistant Manager (LifeLines-India), Madhusmita Hazarika

For further information, please contact Naimur Rahman, Director, OWFI at [email protected]

2. Phone No and Teachers Name

4. Location: School Name, Place

5. No. of Students taught by Teacher

6. Query Posted and its Reply Received

7. Feedback / Use of the Response/Reply

5) and Suggestions and




March 2012

13




Madhusmita Hazarika, OWFI

Naimur Rahman, Director, OWFI at [email protected]

lifelines education - governance in...

Documents