supporting education and life skills for children from underserved communities
TRANSCRIPT
Supporting Education and Life Skills for Children from Underserved Communities
Implemented by: Adhya Educational Society Supported by: United Care Development Services
PROJECT PHASE : DECEMBER, 2011 TO MARCH, 2012 (Document version: 23-April- 2012)
Contents
Introduction to Adhya Educational Society .................................................................................... 3
Introduction to United Care Development Services ....................................................................... 4
Resources for Results ...................................................................................................................... 5
Framework for Outreach programs ................................................................................................. 6
Projects and Outcomes .................................................................................................................... 7
Visual Tour ................................................................................................................................... 18
Interaction by UC Representative ................................................................................................ 19
Conclusion .................................................................................................................................... 19
Introduction to Adhya Educational Society
Adhya Educational Society (Adhya) is a non-for-profit society
registered in Andhra Pradesh, India.
Adhya was mainly established to develop interrelationships
among schools through educational activities by creating quality
educational methods, teaching and learning models.
Their flagship institute incorporating the unique teaching and
learning model is 'Adhya Academy of Creativity and Learning'
and is mobile across Hyderabad.
The learning at Adhya Academy is based on interrelationship
between arts and environment (Place Based Education) and can
be used with any Indian or international Curriculum. The
mission is to encourage and unleash the inherent potential in
children in destitution, orphanages and other socially
disadvantaged situations by providing quality driven educational
life experiences.
Adhya Educational Society offers free teacher training at
government schools and NGOs. On-site leadership development
programs are being offered free of cost by Adhya to children at
other NGOs.
Adhya also provides free volunteer training to NGOs depending
on their needs and requirements. Adhya also provides free
consulting in developing outcomes for projects and programs to
other NGOs.
Emphasis is on development of life skills, social consciousness
of value, critical thinking, civic responsibility and sustainable
development through lifelong learning opportunities.
Website: www.adhya.org
Overview Implementing Organization ADHYA EDUCATIONAL SOCIETY LEGAL STATUS: Society YEAR OF INCEPTION: January 25th, 2011 STATE : Andhra Pradesh AREAS OF WORK: Education for children in orphanages, destitution and underserved environments SOURCE OF FUNDING : Periodic Donors, Corporate Grants, Donations in Kind. NUMBER OF EMPLOYEES : 2 members full time staff 25 Volunteers
Introduction to United Care Development Services
UC's model aims to improve the scale and efficiency of
financing education, health and energy & environmental
services for the very poor, through a result-based and post-paid
model of funding. What this means is that UC applies its own
funds to provide services to beneficiaries. UC then documents
the work and presents the results from these projects as Result
Certificates. Interested investors and donors are then invited to
post-pay for results and acquire these Result Certificates. UC’s
objective is to generate greater Social Returns for philanthropic
investments through this model.
The following links give more updates about UC’s work and
progress: Website: www.yousee.in
Updates:
www.facebook.com/youseeupdates www.twitter.com/youseeupdates
Movies:
www.youtube.com/youseemovies www.dailymotion.com/youseemo
vies
Presentations: www.slideshare.net/youseepresents
Overview UNITED CARE
DEVELOPMENT SERVICES
LEGAL STATUS: Sec- 25 Not
for Profit Company
YEAR OF INCEPTION:
June, 2009
YEAR OF
INCORPORATION:
February, 2010
SOURCE OF FUNDING:
Grant from Michael and Susan
Dell Foundation and PostPay
Donors
NUMBER OF EMPLOYEES:
2 Member Full time staff.
AREAS OF WORK:
Health, Education, Livelihoods
and Environment
RECOGNITION:
In December 2009, UC was
Shortlisted in global competition
on “Marketplace on Innovative
Financial Solutions for
Development” organized by
World Bank.
Resources for Results
UC aims at mobilizing resources, be it financial, volunteering, technology enablers etc for result
oriented work in the areas of Education , Health and Environment. In this section, one can
understand the spectrum of resources mobilized through UC platform for Adhya Educational
Society during the months of December, 2011 to March, 2012.
Financial Resources
Project pre-funding by UC
During this phase UC extended its support to Adhya, by supporting
manpower cost of teaching and non-teaching staff. Details of the fund
deployment is provided in the below table. There was no disbursement
of grant in cash by UC to Adhya during this period. UC directly
incurred the mentioned costs.
Support provided by UC for Adhya Staff for Months of Dec-2011 to Mar-2012
S.No Staff Member
Cheque
Number
Date of
Payment
Amount
(INR)
1
Teaching Staff
Member 871850 13-Jan-12 4,000.00
2
Not Teaching Staff
Member 1 967083 13-Jan-12 7,000.00
3
Not Teaching Staff
Member 2 967081 13-Jan-12 5,000.00
4
Not Teaching Staff
Member 3 967082 13-Jan-12 5,000.00
5
Teaching Staff
Member 967098 08-Feb-12 4,667.00
6
Teaching Staff
Member 967115 08-Feb-12 7,000.00
7
Teaching Staff
Member 967126 31-Mar-12 7,000.00
Grand Total 39,667.00
Post-pay Trends
UC support to Adhya has commenced from October, 2011. Outcomes
pertaining to this project have been documented and made available for
Post-pay donation on UC website. Details pertaining to trends of Post-
pay donations for this project can be accessed through the following link http://www.yousee.in/uccertificates.php .
Volunteering Resources
UC also mobilized volunteering support
for Adhya in the areas of accounting and
Finance. Mr. Shashi Mohan K , had
helped Adhya with its accounting
processes by contributing over 6 hours
of volunteering during the months of
January and February, 2012.
Other Resources & Support
Beyond financial support UC also
provided its work space for conducting
trainings by Adhya team for its partners
in the month of March. Over 8 hours of
training sessions were conducted by
Adhya team using UC premises.
UC was also instrumental in facilitating
partnership between Adhya and one of
its current partners Pustakaar. Other
potential partnership that could emerge
would be that with Move The Wheel
Foundation.
Framework for Outreach programs
Adhya takes a holistic approach towards training and development; any intervention is
incomplete if only one component of the system is addressed in isolation. Therefore, Adhya
addresses issues using the system theory approach and aims to include all the players and impact
factors to the best extent possible.
ADDIE MODEL: Adhya follows the most common model used in training and development;
Assessment, Design, Development, Implementation and Evaluation model
Projects and Outcomes
Through their outreach model , Adhya implements its projects in partnership with various
institutions. This section provides detailed insights into interventions facilitated by Adhya for
various NGO’s and related outcomes. During the months from December, 2011 to March, 2012 ,
Adhya team worked closely with 5 institutions. Areas of work with these institutions broadly
include conducting Baseline assessment for the students with whom these organizations are
working, conducting trainings and workshops for the team members of these institutions etc.
1. PUSTAKAAR
Organization Details: PUSTAKAAR is a Mobile Library program that caters to the low income
population, and that lack the infrastructure or means to have a library system. PUSTAKAAR
works through a network of volunteers who visit these targeted schools and provide the students
an opportunity to borrow books every week with the goal of getting them comfortable with
spoken and written English.
Current Engagement: Adhya engages with volunteers of Pustakaar to train them in areas of
need identified in the assessment.
-Introduction workshop to outcomes, Mission and Vision statement and arts based education was
delivered on February 15th
2012. Establishment of outcomes for Pustakaar at the program and
project level and their measurement is ongoing.
Needs Analysis/Assessment
The key challenges identified as part of Needs Assessment include
1. Developing structure at class level delivery – Pustakaar felt the need at having a standard
structure of delivery modes at class level for each of the volunteer. Adhya’s support in this area
will enable Pustakaar to use age appropriate teaching methods, material and assignments for
children in mixed age library programs.
2. Communication in English - Enable the child to develop expression and voice in English.
3. Address delivery issues such as indiscipline and high noise levels at schools and enable
multiple learning styles and ways of learning to find a voice through arts.
Feedback
“The workshop was very useful and based on the informal discussions I had with the attendees it
seems to have been very well received”
Value for PUSTAKAAR (Outcomes):
- Enable the child to develop expression and voice in English through the above discussed
strategies.
- Value addition to existing Pustakaar programs through age appropriate alignment of teaching
methods, assignments
- Spiral different concepts in English, grammar etc throughout the year through arts based
learning and games and build a robust curriculum.
Potential Engagement:
At a different level, Adhya engages Pustakaar to set up processes for the organization and
measureable outcomes for each school they interact with.
Number of hours devoted/ Number of beneficiaries:
TYPE OF HOURS NUMBER OF PARTICIPANTS * HOURS TOTAL HOURS
TRAINING 15 participants* 6 hours 90
NON-TRAINING 21 hours of interaction 21
NON-TRAINING 6 hours of preparation 6
GRAND TOTAL
HOURS
117
2. NIRMAAN ORGANIZATION
Organization Details: Nirmaan Organisation is a Non Govt and Non Profit Organization
committed to work for poverty free, knowledge powered and economically empowered Nation
by focusing on providing education and livelihood opportunities for underprivileged people.
Current Engagement: 1.Adhya engages with volunteers of Nirmaan to train them in areas of
need identified in the assessment. 2. Adhya also facilitates educational programs in collaboration
with Nirmaan for children at Kothaguda Zilla Parishad High School in the areas of arts based
learning, English and Mathematics programs.
-Introduction workshop on service leadership was delivered on February 25th 2012.
Establishment of outcomes for Nirmaan at the program and project level and their measurement
is ongoing.
Needs Analysis/Assessment
The key challenges identified as part of Needs Assessment include
1. Developing structure at class level delivery – Nirmaan felt the need at having a standard
structure of delivery modes at class level for each of the volunteer. Adhya’s support in this area
will enable Nirmaan to use age appropriate teaching methods, material and assignments.
2. Communication in English - Enable the child to develop expression and voice in English. The
goal of the program is to facilitate age and grade appropriate proficiency for 79 7th
standard
children between June 2012-December 2012. A baseline needs assessment was conducted on all
the 79 children in March 2012 followed by introductory English learning and arts based classes.
3. Address delivery issues such as indiscipline and high noise levels at schools and enable
multiple learning styles and ways of learning to find a voice through arts.
Results of Needs Assessment
A needs analysis consisting of baseline documentation from standard 1 to standard 3 was
conducted for English grammar and vocabulary with random samples (38 and 15 respectively)
drawn from student population from 6th
standard students at Kothaguda Zilla Parishad
Government School. The analysis of the data provided an insight in to the type of curriculum
required to be put together to enable learning at a fast pace to increase proficiency from
kindergarten level to 7th
standard in 6-8 months.
Baseline assessment of students in 6th
standard at Kothaguda Zilla Parishad Government
High School, Kothaguda to identify their proficiency levels in English Grammar and
Vocabulary
SCALE OF MEASUREMENT (GRAMMAR)
GRADE MARKS
SCORED
A 80-100
B 60-79
C 40-59
D </= 39
38 students of 6th
standard were given assessment tests at 1st, 2
nd and 3
rd standard levels to test
their proficiency in English grammar with a minimum of grade B score considered as proficiency
at that level. When 38 students of 6th
standard took an assessment test at 1st standard level, 10.5%
scored A grade, 18.4% scored B grade, 44.7% of the students scored C grade and 26.3% D grade
respectively. At the 2nd
standard level test, 83.3% of students scored ‘D’ grade and 96% scored
‘D’ grade at 3rd
standard test level.
Similarly, a majority of students (53.3% and 6.67%) lacked proficiency at 1st standard
vocabulary itself. The results can be interpreted to imply that the curriculum to be
developed for English Grammar and vocabulary for the set of students should start from
Kindergarten level as a majority of them lack proficiency at 1st standard level.
0
20
40
60
80
100
1 2 3
Per
cen
tag
e o
f ch
ild
ren
Standard
English level proficiency among children in 6th
standard
Grade A
Grade B
Grade C
Grade D
0
10
20
30
40
50
60
70
80
90
100
1 2 3 4 5
Per
cen
tag
e o
f ch
ild
ren
Standard
Vocabulary proficiency among children in 6th
standard
Grade A
Grade B
Grade C
Grade D
SCALE OF MEASUREMENT (VOCABULARY)
GRADE MARKS
SCORED
A 20-25
B 15-19
C 10-14
D <10
Value for Nirmaan (Outcomes):
- Enable the child to develop expression and voice in English through the above discussed
strategies.
- Value addition to Nirmaan programs, capacity building and through volunteer training in
teaching methods, creativity and leadership development.
- Spiral different concepts in English, grammar, Mathematics etc throughout the year through
arts based learning and games and build a robust curriculum.
Potential Engagement:
At a different level, Adhya engages Nirmaan to set up processes for the organization at the
national level, alignment with state chapters and measureable outcomes for each chapter. Adhya
also helps Nirmaan restructure their existing career development programs through effective
teaching methods.
Number of hours devoted/ Number of beneficiaries:
TYPE OF HOURS NUMBER OF PARTICIPANTS * HOURS TOTAL HOURS
TRAINING (
Kothaguda ZP Govt
School)
40 participants* 12 hours
39 participants * 4 hours
480
156
NON-TRAINING 21 hours of interaction 21
NON-TRAINING 6 hours of preparation 6
NON-TRAINING 3 hours of delivery 3
GRAND TOTAL
HOURS
666
3. DIVYA DISHA (RSTC)
Organization Details: Divya Disha is a Voluntary Organization working towards the
empowerment of children and Young people since 1987. Divya Disha runs a Rehabilitation
Service and Training Center (RSTC) for urban underserved at Uppal.
Current Engagement: Adhya engages with 27 girl children who have been rescued from urban
deprived conditions, a majority of these children have never been to school and the current
program aims to prepare them for regular schooling at 3rd
standard level.
Needs Analysis/Assessment
A baseline was conducted for the 29 girls in English, Telugu, Hindi and Mathematics to check
their proficiency: The proficiency level assessment results are included on the next page.
S.. no Details of the scales
1 T TS Single Digit numbers- Telugu
2 E SD Single Digit numbers-English
3 T TD Double Digit numbers-Telugu
4 E DD Double Digit numbers-English
5 T AT Alphabet-Telugu (Oral)
6 E RU Alphabet-English-Upper Case
7 E RL Alphabet-English-Lower Case
8 H AH Alphabet-Hindi (Oral)
9 E PH Phonetics English
10 E WU Alphabet-English Upper Case
11 E WL Alphabet-English-Lower Case
12 H WH Alphabet- Hindi
13 T WT Alphabet-Telugu
14 E NS Single Digit numbers-English
15 E ND Double Digit numbers-English
16 O DR Drawing
17 E SR Strokes
The below table is a representation of improvement in proficiency in various concepts in English
between the baseline conducted during first week of February 2012 and March 28th 2012. The
first column represents baseline conducted in February 2012 whereas the second column
represents the improvement at the midterm conducted on March 28th
2012. The baseline
conducted in February 2012 was at the level of Nursery/Lower Kindergarten and a minimum of a
grade “B” was regarded as proficiency. The items colour coded indicate proficiency whereas the
items left blank indicate the child does not have the desired proficiency required at the level of
‘B’ grade. It can be inferred from the table that proficiency in all areas improved between
February and March 2012.
Roll N Gender RU RU RL RL PH PH WU WU WL WL SR SR
1 Female RU RU RL RL PH PH WU WU WL WL SR SR
2 Female RU RU RL RL PH PH WU WU WL WL SR SR
3 Female RU RU RL RL PH PH WU WU WL WL SR SR
4 Female RU RU RL RL PH PH WU WU WL WL SR SR
5 Female RU RU RL RL PH PH WU WU WL WL SR SR
6 Female RU RU RL RL PH PH WU WU WL WL SR SR
7 Female RU RU RL RL PH PH WU WU WL WL SR SR
8 Female RU RU RL RL PH PH WU WU WL WL SR SR
0.00 20.00 40.00 60.00 80.00 100.00
TS
SD
TD
DD
AT
RU
RL
AH
PH
WU
WL
WH
WT
NS
ND
DR
SR
Percentage of students
Ca
teg
ori
es o
f le
arn
ing
nee
ds
Percentage of students proficient in different categories in
February 2012 (baseline)
TS
SD
TD
DD
AT
RU
RL
AH
PH
WU
WL
WH
WT
NS
ND
9 Female RU RU RL RL PH PH WU WU WL WL SR SR
10 Female RU RU RL RL PH PH WU WU WL WL SR SR
11 Female RU RU RL RL PH PH WU WU WL WL SR SR
12 Female RU RU RL RL PH PH WU WU WL WL SR SR
13 Female RU RU RL RL PH PH WU WU WL WL SR SR
14 Female RU RU RL RL PH PH WU WU WL WL SR SR
15 Female RU RU RL RL PH PH WU WU WL WL SR SR
16 Female RU RU RL RL PH PH WU WU WL WL SR SR
17 Female RU RU RL RL PH PH WU WU WL WL SR SR
18 Female RU RU RL RL PH PH WU WU WL WL SR SR
19 Female RU RU RL RL PH PH WU WU WL WL SR SR
20 Male RU RU RL RL PH PH WU WU WL WL SR SR
21 Female RU RU RL RL PH PH WU WU WL WL SR SR
22 Female RU RU RL RL PH PH WU WU WL WL SR SR
23 Female RU RU RL RL PH PH WU WU WL WL SR SR
24 Female RU RU RL RL PH PH WU WU WL WL SR SR
25 Female RU RU RL RL PH PH WU WU WL WL SR SR
26 Female RU RU RL RL PH PH WU WU WL WL SR SR
27 Female RU RU RL RL PH PH WU WU WL WL SR SR
28 Female RU RU RL RL PH PH WU WU WL WL SR SR
29 Female RU RU RL RL PH PH WU WU WL WL SR SR
While there is considerable progress in Lower kindergarten curriculum and proficiency levels
further work is required to facilitate movement of proficiency towards 2nd
standard by the end of
May 2012.
Value for Divya Disha (Outcomes):
- Enable the child to develop expression and voice in English through arts based learning and
games and build a robust curriculum.
- Prepare children to required proficiency level so they become a part of mainstream schooling.
- Prepare children to be comfortably placed in a government or private school at the 3rd
standard level.
Potential Engagement:
Adhya hopes to engage a new batch of children at Divya Disha from June 2012.
Number of hours devoted/ Number of beneficiaries:
TYPE OF HOURS NUMBER OF PARTICIPANTS * HOURS TOTAL HOURS
TEACHING 27participants* 12 hours/week * 8weeks 2592
NON-TRAINING 36 hours of preparation of curriculum,
teaching aids etc
6
GRAND TOTAL
HOURS
2598
4. INDIAN PEOPLE HIGH SCHOOL
Organization Details: Indian people High School is a low budget school in Raidurg catering to
the local population coming from Kondapur, Tolichowki, Raidurg and surrounding areas. The
parent demographic includes daily wage earners, vendors, electricians, drivers, farmers etc.
Current Engagement: Adhya engages with teachers at Indian people High School to train them
in areas of need identified in the assessment.
-Introduction workshop to teaching and learning models and arts based education was delivered
on March10th
2012 and a second one on Evaluation and assessment on March 17th
2012.
Needs Analysis/Assessment
The key challenges identified as part of Needs Assessment include
1. Developing structure for evaluation and assessment –Adhya’s support in this area will enable
Indian people High School to use age appropriate teaching methods, material and assignments
for children.
2. Communication in English - Enable the teacher to develop expression and voice in English so
they can express themselves and teach in English.
3. Address delivery issues such as indiscipline and high noise levels at schools and enable
multiple learning styles and ways of learning to find a voice through arts.
Value for Indian people High School (Outcomes):
1. To benchmark the pre and post program teaching skill level of teachers
2. To deliver workshops to improve the understanding of curriculum and instruction level of
teachers
3. To develop innovative teaching and learning methods and implement them in the classroom
Potential Engagement:
At a different level, Adhya engages Indian people High School with English training for teachers
in May 2012 followed by two more teaching method workshops in June 2012.
Number of hours devoted/ Number of beneficiaries:
TYPE OF HOURS NUMBER OF PARTICIPANTS * HOURS TOTAL HOURS
TRAINING 15 participants* 6 hours 90
NON-TRAINING 6 hours of interaction 6
NON-TRAINING 6 hours of preparation 6
GRAND TOTAL
HOURS
102
5. KOTWAL’S SCHOOL
Organization Details: Kotwal’s school is currently celebrating 60 years of establishment and
caters to mid to low income families. It ahs two branches , one in Marredpally and one in
Bollarum.The demographics of parents are usually farmers, labourers, small scale businessmen,
vendors, and a few salaried employees.
Current Engagement: Adhya engages with teachers of Kotwal’s school to train them in areas
of need identified in the assessment.
- Needs Analysis/Assessment
The key challenges identified as part of Needs Assessment include
- The following areas need utmost attention:
1. Evaluation and Assessment ( the teachers lack a complete awareness about assessment)
2. Curriculum interpretation
3. Understanding of Instruction
4. Teaching and learning models
5. Environment: None of the teachers could describe the learning environment at school. A
majority of them did not know what learning environment would encompass.
Value for KOTWAL’s SCHOOL (Outcomes):
1. To benchmark the pre and post program teaching skill level of teachers
2. To deliver workshops to improve the understanding of curriculum and instruction level of
teachers
3. To develop innovative teaching and learning methods and implement them in the classroom
Potential Engagement:
At a different level, Adhya might engage Kotwal’s school in orienting parents, providing
leadership development to students in the near future.
Number of hours devoted/ Number of beneficiaries:
TYPE OF HOURS NUMBER OF PARTICIPANTS * HOURS TOTAL HOURS
TRAINING 70 participants* 1 hours 70
NON-TRAINING 21 hours of documentation and analysis 21
GRAND TOTAL
HOURS
91
Visual Tour
Interaction by UC Representative
Mr. Ramachandra from UC team had taken part in couple of workshops conducted by Adhya
team for the above mentioned NGO’s. UC team also had review meeting with Adhya , to
understand the range of activities Adhya is taking up and what could be the potential activities.
This exercise was conducted in in the month of March , 2012 in UC office. UC team had also
procured all the required vouchers for fund disbursement from Adhya for the period of this
Result Certificate.
Conclusion
With their Outreach model, Adhya team has been able to partner with more number of
organizations. These partnerships are giving Adhya an opportunity to introduce alternative
learning methodologies to greater number of teachers and students. Adhya is also gaining
competence in conducting baseline assessment to understand children’s learning levels and this
could possibly be another service that they might extend to Government schools and other
organizations on a larger scale. UC will continue to support Adhya’s endeavours in the coming
months by providing required resources both financial and non financial.