study: impact of ekal’smodel of education (ekal …study: impact of ekal’smodel of education...

Study: Impact of Ekal’s model of education

(Ekal Vidyalaya Foundation)

by

Aspiring Minds Assessment Pvt. Ltd.An IIT-MIT(USA) Alumni Venture

Index

� Acknowledgement

� Executive Summary

� Recommendations

� About Ekal Vidyalaya Foundation & Aspiring Minds

� Purpose and Scope of work

� Assessment Instrument: Design & Development

� Sampling: Selection of Schools for Pilot

� Operational Design & Methodology

� Analytics

� Observations

� Appendix

� Highs & Lows

http://www.aspiringminds.in

Acknowledgement

� Ekal Vidyalaya Foundation -

� Sh. Pradeep Goyal – Chairman, Trust Board – EVF India

� Smt. Ranjani Saigal – Executive Director, EVF USA

� Sh. Vijay Maroo – Trustee, EVF India

� Sh. Ravi Dev Gupta – General Secretary, EVF India

� Sh. Praveen Arya – General Secretary, Ekal Sansthan

� Sh. Ajay Singh – Project Coordinator, EVF USA

� Dr. (Sh.) C. Satheesh Kumar – Project Coordinator, EVF India

� Sh. Joginder Lal – Admin, EVF India

� Sh. Rajneesh Kumar – Anchal Pramukh

� Sh. Dinesh Pawar – Anchal Pramukh

� Sh. Sanjay Kumar – Mulyankan Pramukh, North India

� Teachers & Anchal Karyakarta’s


Executive Summary

� Ekal students on average score more than 55% marks in English, local language and

General Awareness. The only area of concern is Mathematics.

� Around 58% of Ekal students in the age 6-10yrs demonstrate learning* expected in a

Class 2nd student.

� Around 52% of Ekal students in the age 10-14yrs demonstrate learning* expected in a

Class 4th student.

� Ekal students score above 55% marks even in General Awareness which isn't covered in

formal schooling system.

� Ekal students are learning concepts and not only having rote learning.

* A student is accepted as having learning at a class level if he/she can answer atleast 60% of the concepts required in that class.

+Reference statistics: Pratham ASER 2013

• For Std. III, the proportion of children able to read at least a Std. I level paragraph is 40.2% •In government schools the proportion of children able to read Std. I level text is around 32%+

Executive Summary

(contd.)�Ekal only students consistently rank at par in values of benevolence, security, tradition

and conformity with those students which also go to another school.

�Females at Ekal schools do as well as males. Also, great to see more females than males

in Ekal schools!

�The performance of Ekal students is correlated to the quality of the teacher as measured

by an assessment and the literacy rate. Where the literacy rate is better and Ekal has

better teachers, students show better results. This indicates that Ekal's teacher has an

impact on student's learning.**

�Performance of Ekal students is at par with their peers at Government schools.

** Correlation doesn't mean causality. This is an initial indication which can be validated by further experimentation.

Recommendations

� Ekal Vidyalaya should intervene to provide better math education to their

students. Among the states tested, Uttarakhand needs specific attention.

� Better teachers mean better student learning. Ekal should set a minimum learning

standard for their teachers (established through a test) and do regular trainings

and assessments.

� The good teachers should be identified and should help teachers in adjoining

areas.

� Assessment should be made a regular feature across all learners to get student-

wise feedback and village-wise feedback. Feedback will help teachers concentrate

on the right areas for the students.

� Specific village-wise and state-wise findings and recommendations are provided.

� Ekal students show decent learning of current material. Ekal should strive to

introduce higher level knowledge to their students.


About Ekal Vidyalaya

� The Ekal Vidyalaya Foundation is a charitable trust that initiates,

supports, and runs one-teacher schools (popularly known as Ekal

Vidyalayas) all over the country.

� The Ekal Vidyalaya movement aims to help eradicate illiteracy

from rural and tribal India by 2015.

� To date, Ekal Vidyalaya is a movement of over 51,943 teachers,

6,000 (Approximately) voluntary workers, 35 field organizations

(scattered in 22 Indian states), and 8 support agencies as on

August 2013.

� With this tremendous human force, the Ekal Vidyalaya

movement strives to create a network of literacy centers that will

educate and empower children in rural and tribal India.

� With the participation of numerous non-profit trusts and

organizations, this program has now become the greatest

education movement in the country.http://www.aspiringminds.in

AutomataAutomated Computer

Programming Evaluation

About Aspiring Minds

� Established in 2008 currently 350+ people across India

� Pan-India network of assessment delivery with 1.2M+ computer based proctored tests

conducted in 21+ Indian states; adding ~500,000 an year.

� Over 75000+ offers made to AMCAT assessed candidates in 2011-12 covering over 3000 colleges

across India

� Over 700 corporate customers including 60+ large global corporations

� Core Product IP:

� AMCAT®: An IRT based computer Adaptive Testing Platform for employability

� AMPI®: Big 5 personality inventory for job suitability fitment

� SVAR®: A fully automated spoken English evaluation tool

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� Tesla®: Technology driven vocational assessment and certification solutions

� Situational Judgment Tests: For entry, mid and senior level management

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� AMCAT is already recognized as India’s Largest Employability Test covered by national and

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� Professional Board and Investors:

� Omidyar Networks: US Based VC firm established by founder of eBay

Aspiring Minds Team


Varun Aggarwal, MS EECS, MIT, USA� CTO and COO, Aspiring Minds

� More than 20 publications in AI and statistical pattern recognition.

� Co-founder of www.noragging.com & MIT India Reading Group

� Winner of HUMIES at GECCO 2006, Bruce Kelley Award for best article in AWA.

Prof. Tarun Khanna, Harvard Business SchoolFounder Investor, AM

Advisory Team

Dr. Una-May O’Reilly, CS & AI Lab, MIT

Prof. Vijay Bhushan, Ph.D. UIUC, USAFounder MCA Program

Himanshu Aggarwal, B Tech CSE, IIT, D� CEO, Aspiring Minds

� Experience in Large scale enterprise class technology development and deployment

� Over 8 years of technology & operational experience in the US and India.

� More than half a dozen US patents

Jayant SinhaMD. OmidyarNetworksPreviously Partner

at McKinsey

Board of Directors

Mukund Rajan(Independent Director)

Brand Custodian, Tata Groupex Managing Partner,

Tata Capital

Sachin KamathChief Investment Officer, Ajit KhimjiGroupQualified CA

Aspiring Minds team is 350 people strong, boasting of alumni of premier institutions such IIMs, IITs & NITs with dozens of years of experience at large corporate and MNCs.

Dr. Steven Stemler, Asst .Prof., Wesleyan Univ, Psychology Deptt.

Aspiring Minds

700+ Corporate Clients

MLS University

Udaipur

MD University

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Delhi

University

Indira Gandhi National

Open University

Mumbai

University

Kanpur

University

Jami Millia

Islamia University

Lucknow

University

Sant Gadge Baba

Amravati University

Shivaji

University

Calcutta

University

HNB Garhwal Central

University

Kumaun

UniversityKurukshetra

University

University of

Kashmir

Rajasthan

UniversityCentral University of

Rajasthan

Graphic Era

University

IIT, Kanpur

IIT, Ropar BITS, Pilani Galgotias

University

Dhirubhai Ambani Institute of Information and

Communication Technology

Amrita UniversityLovely Professional

University

Sharda University

SRM

University

Jawaharlal Nehru Technological University

Aspiring Minds

2500+ Academic Institutions

Aspiring Minds

Affiliations in Vocational Assessment Space

Media and Entertainment

Telecom Healthcare

Agriculture Information Technology Rubber

Gems and Jewelry Electronics Plumbing

National Skill Development

Council

Retail

Purpose and Scope of Work

Ekal Vidyalaya Foundation is interested to track the effectiveness of the Ekal’s teaching program

by assessing the learning levels of the students and teachers in various Ekal schools, districts and

states, by an objective and standardized assessment.

Objectives:

� Help Ekal establish the impact of its of model of education

� Deploy scientific assessment solutions for credible, objective & standardized evaluation

� Be able to objectively track learning deficiencies in different areas and provide the right

interventions at the local and national level.

� Provide teachers a tool to provide personalized feedback and intervention to each student.

Create a quality control mechanism for teachers.

� Track Ekal’s progress in impacting learning annually and setting an objective target for each

region each year.



Quality Control

Detailed content review, Quality checks, Balanced test-forms

Translation

Hindi (Northern states), Tamil (Tamil Nadu)

Test Development

In-house experts, Advisor from US (For Values)

Syllabus/Framework

Basic yet essential life skills: Language, Math, General Awareness, Values

Research

Visit to Ekal schools, Ekal study material, Assessment standards (Pratham)

Assessment Design Process

Assessment Suite

The following aspects were considered while deciding the suite of assessments:

� What are the basic life skills that can help child in day to day living?

� What will help a child to transition to a government school after a certain age?

� What do parents and elders in the society expect from their children?

� Learning levels required at the age based on the school system.

Knowledge/Skills

� Language skills:

� Hindi/Tamil: For day-to-day conversation in the vernacular language

� Basic English: To understand the language and for reading books in English

� Numeracy skills:

� Mathematics: For basic calculations used in daily life, like dealing with money, etc.

� General Knowledge:

� General Awareness: To learn about basic general science, Indian history, and social

awareness

� Values

� Benevolence, Tradition, Conformity, Security, Achievement: To understand to what

extent the Ekal teaching imbibes basic human values in children. Based on Schwartz model

Test Construction A snapshot

� Two different tests were constructed for Level I (age: 6- 10 years) and Level II (age: 11-14 years)

students taking in to consideration the varied learning levels for the two groups.

� Item types within each test were balanced on the following:

� Topics Covered (Discussed in later slides)

� What the items tests: Factual knowledge, Basic concepts, Application

� Question format: Fill in the blanks, True/False, Image-based vs. text-based, multiple choice, etc.

� Difficulty level: Easy, Medium, Difficult

� Test neutrality basis gender, caste, creed, religion, etc. was ensured.

� The tests were translated in the vernacular languages.

� The language of the questions was kept easy ensuring there is no ambiguity in the student’s

understanding of the questions.

� A modified version of the Schwartz Values Inventory was used basis internal deliberation and

consultation with our advisor: Dr. Steven Stemler (Wesleyan University)

� Access rights were clearly defined & restricted to avoid unapproved access to questions.


Topic Coverage Students’ Assessment

• Alphabets

• Gender and Plural form

• Synonyms & Antonyms

• Contextual Vocabulary

• Grammar

• Reading Comprehension**

Hindi/Tamil

Language

(15 questions)

• Alphabets

• Spellings

• Synonyms

• Contextual Vocabulary

• Grammar**

English Language

(12 questions)

• Numbers

• Addition, Subtraction, Multiplication and Division

• Measurement

• Basic Shapes

• Fractions, Decimals & Percentages**

Mathematics

(15 questions)

• General Science

• General knowledge

• Social awareness

General Awareness

(12 questions)

*Additionally students took the Values Inventory (explained in a later slide)**These topics were included only in the Level II assessment

Total time duration: 2 hours

Topic Coverage Teachers’ Assessment

• Vocabulary

• Grammar

• Comprehension

English Language

(15 questions)

• General Science

• General knowledge

• Social awareness

General Awareness

(10 questions)

• Basic Algebra

• Calculations

• Logical Ability

Mathematics and

Analytical Ability

(12 questions)

• Benevolence

• Tradition

• Security

• Conformity

• Achievement

Values Inventory

(20 items)

Total time duration: 2 hours

Values InventoryBased on Schwartz Inventory

The desire to protect the

well-being of the people

who are close to the person

Benevolence

Acceptance of social

customs and traditional

ideas in a society

Tradition

Desire for personal

success

Achievement

Valuing safety and stability

Security

*Based on Schwartz Inventory

*Likert based scoring

*20 items (4 items for each trait)

*Five traits (Hedonism, Self-direction, Universalism, Stimulation and Power ) dropped since they are

irrelevant for this age-group.

Being motivated by being

self-disciplined and

obedient

Conformity

Sampling of schools

� Objective: Choose a set of schools representative of Ekal schools pan India. The plan was to

test 1000 students from 40 Ekal Schools. The understanding is that there will be 30-40

students in each school. Aspiring Minds’ team coordinated with Ekal’s central team to identify

these schools.


� Methodology:

Identified demographic and geographic parameters which might be affecting a child’s overall academic development in Ekal schools.

Identified demographic and geographic parameters which might be affecting a child’s overall academic development in Ekal schools.

Parameters chosen:

1. Distance of village from railway station.

2. Literacy rate of the village.

3. Population of the village.

Parameters chosen:

1. Distance of village from railway station.

2. Literacy rate of the village.

3. Population of the village.

Each school was categorized as high, medium, low on each of the chosen parameters. A stratified sample of schools was then chosen from over 3000 Ekal schools.

Each school was categorized as high, medium, low on each of the chosen parameters. A stratified sample of schools was then chosen from over 3000 Ekal schools.

8

8

11

11

*The number indicates the number of villages chosen in that particular state.

Assessment Methodology

� Pre-Assessment Scheduling – Ekal Schools & Govt. Schools

� AM Central team shared the list of shortlisted Ekal schools with Ekal SPOC

� AM central team coordinated with the Ekal SPOC & Schools for scheduling of assessments and

confirming the date of assessment for each location

� Ekal team shared the list of Govt. Schools which are in the same area where Ekal Schools are

assessed

� AM proceeded with the assessment according to the pre-confirmed plan

� A day before the assessment, AM central team called up school coordinators to confirm their

visit to the school

� Number of test papers were generated as per the number of candidate enrolled in the schools

� Ekal’s volunteers support was sought to plan travel at some remote locations

� Dedicated Client Servicing Manager available on call for all these assessment events

� Due to technical limitations (non-availability of continuous power supply), we opted for paper-

based assessments.

� Assessment Day

� Students are made available for the assessment by the school teacher for required

assessment duration

� The assessment is taken by the candidate. The questions asked are mapped to the

curriculum/ framework defined by Ekal for a particular level. The questions were Image-

based, MCQs, Simulations, Text-based etc.

� Level 1, Level 2 and Level 3 assessments were conducted in parallel, as per the process

plan.

� The testing team ensured that relevant parameters of students are captured apart from

delivery of test.

� Post-Assessment

� Result Generation - Student responses were digitized for every School in the prescribed

format

� Score sheet cross-checked and results validated before starting the analysis

Assessment Methodology

Analytics

Data Distribution Properties

Data Characteristics Statistics

No. of studentsAssessed for L1 (Students with age 6-10 years) 624

Assessed for L2 (Students with age 11-14 years) 324

No. of students as per schools

attended

Only Ekal school 124

Ekal & Government both 518

Ekal & Private both 226

Only Govt 80

Average Age of

Students/Teachers of Ekal

Schools

Level 1 (Students with age 6-10 years) 8

Level 2 (Students with age 11-14 years) 12

Level 3 (Teachers) 26

Demographic InformationTotal no. of States 4

Total no. of Villages 38

Parameters affecting exposure

level of students

Average Population 1063

Average Literacy Rate 45

Average Distance from Railway Station (Kms.) 49

L1: Students aged 6-10 years.

L2: Students aged 11-14 years

Level-Wise

Mean Scores across Modules

All scores are reported on a scale of 100

Level English Hindi/Tamil Mathematics General Awareness

L1 57 54 47 58

L2 62 59 43 56

� Students at all levels show scores higher than 55% on average for both

L1 and L2 levels.

� The scores are lower in Mathematics which requires attention. More

attention is required at L2 level.

Schools Attended



� Performance of students attending only Ekal schools is at par with those attending Ekal schools & private schools both.

� Small differences in scores of Only Ekal school students and Ekal & Govt. school students

� This implies Ekal is able to deliver almost as good education as in a private or govt. school

Schools Attended English Hindi/Tamil Mathematics General Awareness

Only Ekal 56 52 42 58

Ekal & Govt. 68 65 53 66

Ekal & Private 62 62 52 62

All Ekal (Ekal,

Ekal+Govt, Ekal+Pvt)65 62 51 64

Only Govt. 56 53 48 52

Ekal Teacher Scores

State Villages English Math & Logical Gen. Awareness

Rajasthan Nerwala Ka Was (Alwar) 65 87 80

Uttar Pradesh Birampur 55 53 70

Uttar Pradesh Fagujot 55 40 90

Uttar Pradesh Nagli 55 40 90

Uttar Pradesh Sevka Dad (Sonbhadra) 50 53 70

Rajasthan Radhswmi Ki Dhani (Ajmer) 45 80 80

Tamil Nadu Haripuram 45 33 70

Tamil Nadu K C Patti 45 40 40

Rajasthan Nayara (Ajmer) 40 20 50

Rajasthan Ranf (Bharatpur) 40 33 70

Rajasthan Sadivas (Bharatpur) 35 40 70

Tamil Nadu Komaiur 35 17 15

Uttar Pradesh Baleem Ganj 35 27 50

Uttar Pradesh Jhadyahi(Allahbad) 35 27 20

Uttarakhand Sampatpur 1 (Udham Singh) 33 20 65

Tamil Nadu Naganthal 31 42 63

Rajasthan Murata (Alwar) 30 53 70

Rajasthan Naogel (Alwar) 30 53 0

Uttar Pradesh Girgitiya (Gorakhpur ) 30 47 70

Uttarakhand Patyashar (Almoda) 30 53 60

UttarakhandRameswsarpur (Udham Singh

Nagar)30 27 70

Uttarakhand Gaushala (Udham Singh Ngr) 28 37 60

Tamil Nadu Gandijipuram 25 20 50

Uttarakhand Loharkhet (Almoda) 25 27 60

Tamil Nadu Vapanatham 15 37 20

Uttarakhand Matai (Chamoli) 15 47 70

Wide variation in

teacher ability from

high to very low.

Recommendation:

A minimum

benchmark of scores

for teachers at Ekal be

instituted.

Govt. Teacher Scores

Wide variation in

teacher ability from

very high high to very

low.

State Villages EnglishMathematics

& Logical

General

Awareness

Rajasthan Radhswmi ki Dhani 90 80 70

Uttarakhand Bangali Colony 85 80 90

Rajasthan Murthala 75 73 100

Rajasthan Atru 65 27 70

Uttar Pradesh Badi Baguliya 65 93 90

Uttarakhand Bedi bhud 65 93 90

Rajasthan Sadivas 55 20 70

Uttar Pradesh Gopal Pur 55 40 90

Uttar Pradesh Nagli 30 40 70

Gradient in color represents variation in scores with Darker color representing higher score

Quality of Teachers

Approx. 3/4th of the

teachers have scored

above 40% average score

23%

31%19%

27%

Ekal School Teachers

Score Above 60

Score between

50 & 60

Score between

40 & 50

Score less than

40

The majority of Govt.

teachers score above

60%

67%

22%11%

0%

Govt. School Teachers

Score Above

60

Score

between 40 &

50

Score

between 50 &

60

State-Wise Analysis (Ekal Students)


Math is a concern

Uttarakhandneeds attention

� Rajasthan, Tamil Nadu performed better than peer states

� L1 performed better in Rajasthan, whereas L2 performed better in UP.


State Level English Hindi/Tamil Mathematics General

Awareness

Rajasthan L1 67 60 56 58

L2 52 53 40 51

Tamil Nadu L1 64 61 56 59

L2 64 70 34 53

Uttar Pradesh L1 58 56 48 60

L2 65 60 54 60

Uttarakhand L1 50 49 36 53

L2 49 53 31 43

State-Wise Analysis (Govt. Schools)


Math is a concern

Uttar Pradesh needs attention

� Scores in UP are low across all subject


State Level English Hindi Mathematics General

Awareness

Rajasthan L1 44 37 35 43

L2 67 77 53 38

Uttar

Pradesh

L1 33 26 21 26

L2 29 29 17 21

High

Medium

Low

State-wise (Ekal Students)

Variance in Scores

0%

20%

40%

60%

80%

100%

Rajasthan Tamil Nadu Uttar Pradesh Uttarakhand

Pe

rce

nta

ge

Sco

re

English

0%

20%

40%

60%

80%

100%


Pe

rce

nta

ge

Sco

re

General Awareness

0%

20%

40%

60%

80%

100%


Local Language

0%

20%

40%

60%

80%

100%


Pe

rce

nta

ge

Sco

re

Mathematics

Tamil Nadu has high variation in scores in English

Tamil Nadu has high variation in scores in local language

State-wise (Govt. Schools Only)

Variance in Scores

Rajasthan has some very good and some very poor villages

Uttarakhand performs better relative to other states

Rote learning or conceptual learning?(Ekal Students)

� Ekal students are learning concepts rather than just rote learning.

� Rajasthan (L1), Tamil Nadu (L1) and Uttarakhand (L1) show lower conceptual learning than rote-based learning.

Gradient in color represents variation in percentage with Darker color representing higher percentage

State Level Rote Learning Conceptual Learning

RajasthanL1 62% 50%

L2 51% 53%

Tamil NaduL1 63% 52%

L2 56% 65%

Uttar Pradesh L1 60% 59%

L2 61% 57%

UttarakhandL1 55% 44%

L2 46% 44%

Overall 58% 53%

� Students are learning concepts rather than just rote learning.

� Uttar Pradesh(L2) shows very low conceptual learning

Gradient in color represents variation in percentage with Darker color representing higher percentage

State Level Rote LearningConceptual

Learning

RajasthanL1 58% 51%

L2 48% 45%

Uttar PradeshL1 39% 36%

L2 30% 25%

Overall L1&L2 55% 49%

Rote learning or conceptual learning?

(Govt. Schools Only)

State-wise

Mean Scores

Ekal Schools - Rajasthan

Mean Scores

� Highest performance observed for Nayara, Nerwala Ka Was & Radhswami Ki Dhani villages

� Schools which need attention include Sadivas, Ataru, Muruta and Ranf.

� Sadivas and Ataru need more attention in Math and General awareness than language

� Schools with better teachers have better student quality. English of teacher most important

predictor.

VillageStudents Teacher

English Hindi Mathematics

General

Awareness English

Quantitative &

Logical Ability

General

Awareness

Nayara (Ajmer) 83 70 67 72 65 87 80

Nerwala Ka Was (Alwar) 78 78 77 85 45 80 80

Radhswami Ki Dhani (Ajmer) 67 72 71 70 40 20 50

Naogel (Alwar) 62 59 51 63 40 33 70

Sadivas (Bharatpur) 56 43 31 25 35 33 70

Ataru (Baran) 55 48 36 37 35 40 70

Murata (Alwar) 55 47 46 52 30 53 70

Ranf (Bharatpur) 53 54 44 58 30 53 -

*The gradient of color in the cells represents the variation in scores

High

Medium

LowAll scores are reported on a scale of 100

Ekal Schools - UP

Mean Scores

� Highest performance observed for Guladia, Gopal pur & Baleem Ganj villages

� Schools which need attention include Fagujot, Cchivaru & Jhadyahi

� Schools are either high or low in all subject consistently.

Village (UP)

Student Teacher

English Hindi MathematicsGeneral

AwarenessEnglish

Mathematics &

Logical Ability

General

Awareness

Guladia 83 82 81 98

Gopal pur (Shahjahanpur) 76 85 73 91

Baleem Ganj 76 88 81 91 35 27 50

Birampur 72 70 58 68 55 53 70

Kanaura (Mirzapur) 69 61 56 61

Sevka Dad (Sonbhadra) 66 45 37 65 50 53 70

Girgitiya (Gorakhpur ) 55 47 46 52 30 47 70

Nagli 55 50 39 47 55 40 90

Fagujot 40 39 28 36 55 40 90

Chhivrau (Mathura) 38 42 34 42

Jhadyahi(Allahbad) 34 42 44 41 35 27 20



**Test was conducted with the help of Ekal coordinators in the villages where

teacher’s scores are not mentioned

High

Medium

Low

Ekal Schools - Uttarakhand

Mean Scores

Uttarakhand

Student Teacher


AwarenessEnglish

Mathematics

& Logical

Ability

General

Awareness

Rameswsarpur (Udham

Singh Nagar)58 57 43 54 30 27 70

Patyashar (Almoda) 56 60 27 46 30 53 60

Matai (Chamoli) 56 58 38 50 15 47 70

Bidhunia (Almoda) 51 50 34 52

Gaushala (Udham Singh

Nagar)47 48 32 57 28 37 60

Loharkhet (Almoda) 46 52 36 63 25 27 60

Sampatpur No 1 (Udham

Singh Nagar)29 23 33 23 33 20 65

� Highest performance observed for Rameswarpur & Patyashar villages

� School which needs very high attention is Sampatpur no.1

� Schools with better teachers had better learning in students. (Apart from Rameswsarpur)

High

Medium





Ekal Schools – Tamil Nadu

Mean Scores

Village

Student Teacher

English Tamil MathematicsGeneral

AwarenessEnglish

Mathematics

& Logical

Ability

General

Awareness

Panaikadu 99 85 37 72

Gandijipuram 86 77 76 82 25 20 50

Haripuram 83 81 72 45 33 70

K c patti 80 88 56 73 45 40 40

Manjakambi 79 84 44 68

Naganthal 73 79 52 63 31 42 63

Sanmugavalasu 67 82 67 86

K kurumapati 67 83 67 81 35 17 15

Vapanatham 23 29 16 4 15 37 20

Makapallayam 18 25 19 11

Komaiur 13 22 10 3

� Highest performance observed Panaikadu & Gandijipuram

� Schools which need attention include Vapantham, Makapallayam & Komaiur

� Sanmugavalasu and Kuumapati are good in all areas other than English.

� Schools with better teachers had better learning in students. (Apart from Gandijipuram)

High

Medium





Question-Endorsements

Analysis

Question :'J' के तुरंत बाद कौन सा अ�र आता है?

Conclusion: 77 % of the EKAL candidates (6-10 years) were able to answer this question correctly. Similar percentage observed at government schools

Endorsements :

Answer options EKAL Govt.

Answer A G 9% 4%

Answer B K 77% 77%

Answer C I 10% 2%

Answer D H 5% 17%

English


Question : "कुस�" को अ�ँेज़ी म� �या कहते है?

Conclusion: 84 % of the EKAL candidates (10-14 years) were able to answer this question correctly as compared to govt. school students where the percentage

was 73%

Endorsements :


Answer A Chair 84% 73%

Answer B Table 8% 18%

Answer C Bat 5% 5%

Answer D Ball 3% 5%

English


Question :वण!माला के अनुसार #र�त $थान क& पू)त ! करो|अ ____ इ ई उ ऊ ए

Conclusion: 81% of the EKAL candidates (6-10 years) were able to answer this question correctly as compared to government school students where the

percentage was 76%

Endorsements :


Answer A आ 81% 76%Answer B ओ 10% 7%Answer C औ 5% 4%Answer D ऐ 4% 13%

Hindi


Question :220 + 380 = _____ + 400

ऊपर खाल5 $थान म� �या आना चा7हए?

Conclusion: 35 % of the EKAL candidates (6-10 years) were able to answer this question correctly as compared to government schools where the percentage was

41%

Endorsements :Answer options EKAL Govt.

Answer A 200 35% 41%

Answer B 380 11% 8%

Answer C 600 35% 19%

Answer D 1000 20% 32%

Mathematics


Question :भारत का $वत9:ता 7दवस ;कस 7दन मनाया जाता है?

Conclusion: 76% of the EKAL candidates (10-14 years) were able to answer this question correctly as compared to government school students where the

percentage was 63%

Endorsements :


Answer A 26 जनवर� 15% 16%

Answer B 15 अगत 76% 63%

Answer C 26 अगत 5% 16%

Answer D 15 जनवर� 3% 5%

General Awareness


Question :7दए गये लोग> म� से कौन आज िज़दंा है?

Conclusion: 56 % of the EKAL candidates were able to answer this question correctly as compared to govt. school students where the percentage was 50%

Endorsements : Answer options EKAL Govt.

Answer Aमहा@मा गाँधी 21% 15%

Answer Bइं7दरा गाँधी 15% 10%

Answer Cराजीव गाँधी 8% 25%

Answer Dसो)नया गाँधी 56% 50%

General Awareness


Extra Slides

Schools Attended




Type State English Hindi Maths General Awareness

Govt. Only

Rajasthan 49 46 39 42

Uttar Pradesh 32 27 19 24

Uttarakhand 89 86 87 88

Ekal Only




Ekal+Pvt. Only


Tamil Nadu 87 91 74 76



Ekal+Govt. Only


Tamil Nadu 84 82 60 80



Snapshot of chosen schools (Ekal)

Rajasthan

Village Population Literacy Rate Dist. from railway station

Ataru (Baran) High Low Low

Murata (Alwar) Low High High

Naogel (Alwar) High High High

Nayara (Ajmer) High Low High

Nerwala Ka Was (Alwar) Low High Low

Radhswmi Ki Dhani (Ajmer) Low Low Low

Ranf (Bharatpur) Low Low High

Sadivas (Bharatpur) High Low High

Uttar Pradesh

Village Population Literacy RateDistance from railway

station

Baleem Ganj Low High High

Chhivrau (Mathura) High Low Low

Fagujot Low Low Low

Girgitiya (Gorakhpur ) Low Low Medium

Gopal Pur (Shahjahanpur) High High High

Guladia High High Low

Birampur High High Low

Kanaura (Mirzapur) Low Low Low

Nagli High High Medium

Jhadyahi(Allahbad) High Low Low

Sevka Dad (Sonbhadra) Low Low High

Uttrakhand

Village PopulationLiteracy

Rate

Distance from

railway station

Bidhunia (Almoda) Low High High

Gaushala (Udham Singh Nagar) Low High Low

Loharkhet (Almoda) Low Low High

Matai (Chamoli) Low Low High

Nagli (Saharanpur) High High Low

Patyashar (Almoda) Low High High

Rameswsarpur (Udham Singh Nagar) High High Low

Sampatpur No 1 (Udham Singh Nagar) High Low Low

Tamil Nadu

Village Population Literacy RateDistance from

railway station

Gandijipuram Low Low Low

Haripuram High High Medium

K C Patti Low High High

K Kurumapati Low High Medium

Komaiur Low Low High

Makapallayam Low Low High

Naganthal High High Low

Manjakambi High Low Low

Panaikadu Low Low Low

Sanmugavalasu Low Low Low

Vapanatham High Low Medium

Snapshot of chosen schools

(Govt.)

Village Village City State

Government School Atru Bara Rajasthan

Rajkiya prathmik vidhyalaya Chhivrau Mathura Uttar Pradesh

Rajkiya prathmik vidhyalaya Gopal Pur Powayan Uttar Pradesh

Rajkiya prathmik vidhyalaya Murthala Alwar Rajasthan

Rajkiya prathmik vidhyalaya Nagli Saharanpur Uttar Pradesh

Rajkiya prathmik vidhyalaya Nerwalaka was Alwar Rajasthan

Government School Radhswmi ki Dhani Ajmer Rajasthan

Rajkiya prathmik vidhyalaya Sadivas Bharatpur Rajasthan


Learning

Application-

based

Learning

RajasthanL1 70% 69% 65%

L2 61% 53% 41%

Tamil NaduL1 64% 64% 69%

L2 65% 67% 60%

Uttar Pradesh L1 62% 58% 68%

L2 71% 62% 59%

UttarakhandL1 52% 51% 47%

L2 55% 41% 48%

Grand Total 63% 59% 60%

Learn-ability Analysis

English

State LevelRote

Learning

Conceptual

Learning

Application-

based Learning


L2 44% 52% 56%


L2 55% 32% 8%


L2 57% 60% 62%


L2 48% 52% 55%



Hindi/Tamil


Learning

Application-

based Learning


L2 55% 31% 31%


L2 50% 23% 22%


L2 61% 49% 48%


L2 41% 21% 25%



Mathematics

State Level Rote Learning Conceptual Learning

RajasthanL1 62% 50%

L2 51% 53%

Tamil NaduL1 63% 52%

L2 56% 65%

Uttar

Pradesh

L1 60% 59%

L2 61% 57%

UttarakhandL1 55% 44%

L2 46% 44%

Grand Total 58% 53%


General Awareness

Operational Challenges: Highs and

Lows

� Non availability of power supply and power backup led to the assessment happening only in pen-

paper mode

� Assessment at 3 schools in Rajasthan got cancelled due to flood – (1) Naya Gaav (Baran), (2)

Kudaka (Baran) and (3) Bandipura (Baran)

� Assessment at 3 schools in Uttarakhand got cancelled due to heavy rains and land slide – (1) Saije

Talla (Chamoli), (2) Geera (Chamoli) and (3) Khargola (Chamoli)

� Assessment at Madari (Pilibhit) got cancelled at the last moment as the School coordinator was

not aware about the assessment till a day before the scheduled date

� The assessment team could not reach Pindari (Sonbhadra) because no public transport was

available and the team lost its way

� In one of the school in Tamil Nadu (closer to Tamil Nadu – Karnataka border), students were not

able to read Tamil and were more comfortable in Kannada. Teacher’s help was taken in

translating the instructions and questions.

� Assessment could not be done in one School in south as it was a Saturday and students were not

available. When the same event was re-planned, again it could not be conducted as the school

coordinator was not reachable throughout the day and team waited the entire day.

Operational Challenges: Highs and

Lows

� At many locations in North India, students were facing dialect issues and were able to

understand local dialect better than Hindi. In such cases, teacher’s help was taken in

explaining the test instructions

� There is no common fixed ‘School start time’ and different schools started at different times

of the day (some start as late as 3:00 PM) which caused the assessment team to wait for long

hours at many locations.

� Assessment in South was coordinated smoothly and no difficulty was faced in locating the

schools

� Overall, students were found to be very curious, enthusiastic and excited to participate in the

test

� There was no (near negligible) resistance by teachers and Ekal karyakarta’s to conduct the

test.

� Students were seen active while participating in the prayer sessions and interaction with

teachers

Rajasthan

Male-Female Mean Score Difference


RajasthanDifference

English Hindi Mathematics General Awareness

Murata (Alwar) 6 18 14 21

Radhswmi Ki Dhani (Ajmer) 2 4 16 11

Nerwala Ka Was (Alwar) -5 15 10 9

Naogel (Alwar) -7 8 13 11

Ranf (Bharatpur) -10 -15 -20 -6

Nayara (Ajmer) -18 4 -15 13

Ataru (Baran) -29 -9 0 5

Sadivas (Bharatpur) -35 -30 -6 -3

� Highest & lowest male-female mean score difference is observed for Murata & villages respectively.

� Maximum variance in male-female mean score difference observed for English & General Awareness Modules.


High

Medium

Low

Tamil Nadu



VillagesDifference


Gandijipuram 23 8 -31 -14

Makapallayam 10 -3 -5 -6

K kurumapati 8 9 -19 11

Sanmugavalasu 6 22 -2 12

Naganthal 4 4 11 1

K c patti 4 5 2 9

Vapanatham -1 2 -2 -2

Panaikadu -2 15 15 -4

Haripuram -6 0 1 13

Komaiur -11 3 -4 -6

Manjakambi -23 -8 6 -17

� Highest & lowest male-female mean score difference is observed for Gandijipuram & Manjakambi villages

respectively


High

Medium

Low

Uttar Pradesh



VillagesDifference


Chhivrau (Mathura) 29 33 16 34

Jhadyahi(Allahbad) 18 16 13 24

Fagujot 17 22 4 10

Kanaura (Mirzapur) 7 1 2 11

Girgitiya (Gorakhpur ) 2 16 10 15

Baleem Ganj -1 1 -9 1

Nagli -3 -2 1 2

Sevka Dad (Sonbhadra) -3 8 5 2

Birampur -8 -7 -2 1

Guladia -9 -10 -5 6

Gopalpur (Shahjahanpur) -12 -1 1 -5

� Males out perform females significantly across General Awareness module in Cchivaru & Jhadyahi


High

Medium

Low

Uttarakhand



UttarakhandDifference


Loharkhet (Almoda) 6 -9 -13 -12

Rameswsarpur (Udham Singh Nagar) 5 -4 -4 -4

Sampatpur No 1 (Udham Singh Nagar) 4 12 -3 12

Patyashar (Almoda) 0 -4 -11 -16

Gaushala (Udham Singh Nagar) -3 -23 -21 -18

Bidhunia (Almoda) -13 -17 -3 -12

Matai (Chamoli) -14 1 1 -14

� Females have out-performed Males in most of the villages including Gaushala & Bidhunia


High

Medium

Low

What determines student learning

Villages

Student Teacher Parameters


AwarenessEnglish

Mathematics &

Logical Ability

General

Awareness

Literacy

Rate

Distance

from

Railway

Stationpanaikadu

gandijipuram

Nayara (Ajmer)

Guladia

haripuram

k c patti

Manjakambi

Nerwala Ka Was (Alwar)

Gopal pur (Shahjahanpur)

Baleem Ganj

naganthal

Birampur

Kanaura (Mirzapur)

sanmugavalasu

Radhswmi Ki Dhani (Ajmer)

k kurumapati

Sevka Dad (Sonbhadra)

Naogel (Alwar)

Rameswsarpur (Udham Singh Nagar)

Patyashar (Almoda)

Sadivas (Bharatpur)

Matai (Chamoli)

Ataru (Baran)

Girgitiya (Gorakhpur )

Murata (Alwar)

Nagli

Ranf (Bharatpur)

Bidhunia (Almoda)

Gaushala (Udham Singh Nagar)

Loharkhet (Almoda)

Fagujot

Chhivrau (Mathura)

Jhadyahi(Allahbad)

Sampatpur No 1 (Udham Singh Nagar)

vapanatham

makapallayam

Komaiur

study: impact of ekal’smodel of education (ekal …study: impact of ekal’smodel of education...

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