1 Kenyan Mobile Schools For Nomads SU SUCC CCESSFUL IM IMPLE - - PowerPoint PPT Presentation

1

Kenyan Mobile Schools For Nomads

SU SUCC CCESSFUL IM IMPLE LEMENTATIONS

• Tamilnadu (ABL Program) – 37,500 schools, 200,000 Teachers
• Karnataka (Nalli Kalli Program) – 45,000 schools, 90,000 Teachers
• Chhattisgarh (Surjan Program) – 29,250 schools, 65,000 Teachers
• Madhya Pradesh – 5,000 schools, 10,000 Teachers
• According to the UNICEF Policy Report,2013 the MGML programme covers ‘over

250,000 primary schools across the country and more than 10 million children in

• ver 13 states’

In International Collaborations

• Germany, Nepal, Kenya, Sri Lanka and

Mozambique

• University partnerships: Regensburg, Wurzburg,

Metz, Columbia & Kent Universities

• Potential partnerships- Ghana, Rwanda, Cuba and

the Visegrade countries

• Approached to partner OLE, USA in their

Technological initiatives in several countries

4 4

Clinton Global Initiative Commitment to Action

RIVER will reach 20M children by 2017

Education in the true sense is helping the individual to be mature and free, to flower greatly in love and goodness.

– J. Krishnamurti

Primary School’s Unique Problems and RIVER’s Unique Solutions

6

Problem ❖One Room - Many Grades

• Teacher Stretched
• Children Can’t Learn
• Ineffective

Monitoring Solution ❖MGML / School In A Box

• Self-Learning
• Child is Central
• Teacher is Enabler
• Real-time Monitoring

7

Problem ❖Same Grade - Many Abilities

• Long Absenteeism (Ex. in

harvest time) leads to Children left behind

• Migration
• Naturally Different Abilities

Solution ❖ Learning Ladder

• Child Picks Up Where She Left.
• Child in Group According to Need

for Support, Not Grade.

• Child Progresses at Own Pace

8

Problem ❖Teachers Teach, Children Don’t Learn

• Teachers Trained To

Teach In a Certain Way

• No Teacher Support
• No suitable intervention

for Special Needs

Solution ❖Teacher Training

• Teachers Take Ownership
• Teaching so Learning Takes Place
• Tools for Different Learning needs
• CPD through Technology

9

Problem ❖Monitoring of Progress Lacking

• Children Who Don’t

Understand Fall Through the Cracks

• Monitoring is not

Continuous

Solution ❖Monitoring and Tracking Of Learning

• Comprehensive
• Individualized
• Continuous
• Simple Tech enabled

10

ORGANISING THE CLASS ROOM - 1

Teacher Supported Partly Teacher Supported Peer Supported Tablet Supported Self Supported

11

ORGANISING LEARNERS

12 12

Adaptation to Local Environment

RiVER-TIDE Dissemination Model

Rishi Valley Institute for Educational Resources

RIVER, Rishi Valley, Krishnamurti Foundation India

17

MDM V2.0

Source: Teacher and implementation leader surveys; RIVER & MSDF Inputs, Roundtables and workshops; Parthenon analysis

MGML Dissemination Model (MDM – project specific) Client Selection & On-boarding A Year 1 Pilot Implementation B Scale Roll-out C Year 2-5 System Sustenance D Year 4-6

Develop Client Interest Partner Selection & On-boarding Client On- boarding Expectation Setting

1 2 3 4

Establishing Pilot Implementati

• n Team

5

Establishing System Sustenance Team Establishing TLM Evaluation & Improvement Processes Establishing Evaluation Data Management & Review Systems

1 2 3

Establishing Steering Committee and Implementation Team Scale Roll-out Planning & Budgeting Content Developme nt and Printing for Scale Roll-out Training on Planning for Scale Roll-out

1 2 3 4

Establishing Teacher Training Systems

5

Establishing Government Support Systems

6 Year 1-3

Training on MGML Pedagogy Developmen t of Localized Content Establish Printing Protocols Training on Content Developmen t of Localization

1 2 3 4

Training on MGML Classroom Setup

5

Training on Monitoring and Support for MGML Classroom

6

Setup Pilot MGML School

7

Dissemination Model (MDM) Overview

The proposed Dissemination Model (MDM V2.0) is a multi-phased, multi-staged process to be followed with each new state/district client

At Rishi Valley At Client Site Remotely Location of MDM Stage Level of River Involvement Training Advisory No RIVER Involvement

MGML Dissemination

II RIVER, Rishi Valley, Krishnamurti Foundation India

18

MDM V2.0

Source: Teacher and implementation leader surveys; RIVER & MSDF Inputs, Roundtables and workshops; Parthenon analysis

Dissemination Model (MDM) Overview This multi-phased, multi-staged MGML dissemination process will require 3-6 or more years for adoption at each state / district

At Rishi Valley At Client Site Remotely Location of MDM Stage

MDM Process Step Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Subsequent Years After Year 6 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 A Client Selection & On-boarding A1 Develop Client Interest A2 Expectation Setting A3 Partner Selection & On-boarding A4 Client On-boarding A5 Establishing Pilot Implementation Team B Pilot Implementation B1 Training on MGML Pedagogy B2 Training on Content Development and Localization B3 Development of Localized Content B4 Establish Printing Protocols B5 Training on MGML Classroom Setup B6 Training on Monitoring and Support for MGML Classroom B7 Setup Pilot MGML School C Scale Roll-Out C1 Establishing Steering Committee and Implementation Team C2 Training on Planning for Scale Roll-out C3 Scale Roll-out Planning and Budgeting C4 Content Development and Printing for Scale Roll-out C5 Establishing Teacher Training Systems C6 Establishing Government Support Systems D System Sustenance D1 Establishing System Sustenance Team D2 Establishing Evaluation Data Management & Review Systems D3 Establishing TLM Evaluation & Improvement Systems

Level of River Involvement Training Advisory No RIVER Involvement

MGML Dissemination

II RIVER, Rishi Valley, Krishnamurti Foundation India

CAPACITY BUILDING

• Visit to RIVER Satellite Schools
• Detailed scale rollout program (MDM)
• Training through MDM modules
• Reinforcement through Films
• Placement in RiVER Schools
• Worksheets to Evaluate Training Outcomes
• Preparation of TLM
• Teacher Training
• On the Job Support and Monitoring
• Continuous support

19 19

Summary

RIVER’s PHILOSOPHY

• Learning Should be meaningful and Joyful
• Quality Education Is Possible For All Children
• Materials & methodology Should Be Customized

For Children's Needs and Local Context

• Children Should Learn According To Their

Pace/Interest/Levels

• Adopt the advantages of Technology
• Teachers Are Valuable
• All Children Are Precious

20

“We are now at a point where we must educate

• ur children in what no one knew yesterday and

prepare our schools for what no one knows yet.” – Margaret Mead

RIVER

22

Thank you for your time!

22