Family Trust Beneficiary Visit Observations - Evaluation Analysis - PowerPoint PPT Presentation

Sarva Mangal Family Trust Beneficiary Visit Observations - Evaluation Analysis and Recommendations Ronak Shah – SMFT Diplomat Summer 2016

Project Summary From June 12 th to July 12 th of 2016, I visited sites of interest to the Sarva Mangal Family Trust across five states of India. In each case, SMFT is aiming to either strategically scale its investment at these sites, or fund analogous programs in other parts of the country. The purpose of the site visits was to gain a more granular perspective of each program’s assets, challenges, and opportunities for growth and development.

Education in India Misconceptions Realities Many students in villages and slums are Enrollment in India is now at nearly 100%, not enrolled in school. across caste, creed, religion, and region Students don’t attend school because Most families prioritize education over labor, parents think work is more important. but often must migrate for their own work. Only wealthy families send their kids Nearly half of Indian students are enrolled in to private schools, because all private private schools, including a quarter of India’s schools are expensive. 65% rural population. Private schools teach better than Affordable private schools generally have public schools, and students in private similarly dismal results to government schools. schools learn more. Instructional quality is the issue in all schools.

Project Lens Programmatic Analysis Critical Inquiry Prioritized Impacts

Agenda Programmatic evaluations include analysis, recommendations, and a brief question & answer period 12:00 – 12:10 Introduction 12:10 – 12:30 Pratham Arora Center for Education 12:30 – 12:50 Pratham Hybrid Learning 12:50 – 1:10 Learning and Migration Program 1:10 – 1:30 Market Aligned Skills Training 1:30 – 1:50 Digital Equalizer 1:50 – 2:10 Akshaya Patra 2:10 – 2:30 Milaap

Pratham Arora Centers for Education Maharashtra

Analysis: Program Structure  Vocational training targeting low- income rural youth  Accelerated residential and non- residential courses for rapid job placement and vertical mobility  Automotive, bedside assistance, construction, beauty, electrical, hospitality, plumbing, and tailoring  Currently free or operating on a learn-now-pay-later system

Analysis: Program Structure  Serves youth ages 18-35  Costs ₹ 10,000 per youth  2-3 months of training  Daily Schedule:  8 hours of practical training  1 hour of classwork  4 hours of self-learning  Transitioning to new payment scheme: 80% sponsored, 20% trainee-paid

Analysis: Program Structure  Vocational Awareness : Digital resources designed to build understanding of available jobs  Vocational Camps : One-day crash courses taught in villages  Entrepreneurial Initiatives : Counseling and resources for trainees who want to start their own ventures with their skills

Analysis: Facilities  Uses repurposed buildings located near relevant industries to increase job placement  Access to vocational tools, materials, and resources  Residential facilities clean, spacious, and comfortable  Food is nutritious and often prepared by the students

Analysis: Personnel  PACE facilitators require a minimum of 2 to 3 years industry experience  Facilitators are trained in group learning and use of technology  Observation and feedback are given to guide facilitators away from theory and towards practical training  Vocabulary and theory are relegated to self-learning rather than lecture

Analysis: T echnology  Groups of four to five students share a tablet for self-learning  Tablets are pre-loaded with a library of videos and resources of vocabulary reviews, skill demonstrations, English, and stories of alumni in the field  Grouping allows peers to teach each other and address any misconceptions classmates have

Analysis: Curriculum  Theoretical curriculum focuses heavily on learning vocational vocabulary  Content is often strong but also uneven, with some content better than others, some gaps in the curriculum for some vocational verticals, and inconsistent resource development standards within and across tracks  Unclear the extent that self-learning impacts job placement and retention

Recommendation: Self-Learning Curriculum  Goals of self-learning curriculum should be:  Accelerate pace of vocational training  Increase likelihood of job placement  Increase rate of job retention  Should be complete enough to replace classroom theory, leaving more time for practical training  Should be high-quality enough to prepare students more effectively than an instructor could in a classroom

Recommendation: Self-Learning Curriculum Why shorten the length of the program?  Reduced drop-out rates for rural students  Shortened path to much-needed compensation  Competing programs are equally long or longer  Less time pushes facilitators to focus on the practical  Shorter programs can reach more students Smart use of technology to develop a strong self-learning curriculum will shorten the length while raising quality

Recommendation: Self-Learning Curriculum

Recommendation: Self-Learning Curriculum

Questions?

Pratham Hybrid Learning Program Maharashtra

Meeting with mothers in a village near Aurangabad Mothers, would you encourage your daughters Of course! Now seeing the light of to study through college before getting married? learning inside them, they should learn as much as they can. Would you feel comfortable sending them out of the village for further studies? Yes, if that’s where No, it’s not safe for the opportunities them out there. are. Why isn’t it safe? I once left my family for a job in the city. I came back a few years later, and my husband had died. The village claimed I murdered him, and I spent two years in prison for it before I was acquitted. Now I don’t want my daughter to repeat my mistake.

Analysis: Program Structure  Designed to target:  Low school attendance  Low literacy and math skills  Inadequate school facilities  Dated instructional methods  Insufficient instructional rigor  Implemented through low-cost tablets and smart TVs with pre- loaded academic resources

Analysis: Program Structure  Groups of 4-5 students per tablet  Flexible grouping by ability  Mobilizers and facilitators invest families and coordinate program  Videos, games, and quizzes in:  English  Math  Science  Miscellaneous (termed “Fun!”)

Analysis: Program Structure  Four major components  Curriculum Design  Content Development  Formative Assessment  Data Analysis & Feedback  Pratham already has strong teams dedicated to Content Development and Data Analysis & Feedback

Analysis: Program Structure Key learnings so far :  Students take care of technology  Students find tablets engaging  New content regularly needed  English most popular; math least  English used as a basis for roleplay  Some videos are often rewatched

Recommendations Priority Area #1 Motivation Towards Rigor Priority Area #2 Curriculum Design Priority Area #3 Formative Assessment

Priority #1: Motivation Towards Rigor ClassDojo uses avatars to Rigor can be motivate or defeat motivate students to manage their depending on design, but is necessary behavior in class. for high-impact learning. Pratham ClassCraft employs a range of should use game design to push point systems that help students track their growth. These are students to challenge themselves. flexible and can be customized to suit the task that is desired.  Avatars : Growth Mindset  Experience : Mistakes as Learning Khan Academy uses badges to visualize skills and achievements.  Achievements : Discrete Goals

Priority #2: Curriculum Design An engaging curriculum should nudge students through pacing and sequencing so that their learning is complete, rigorous, and deep.  Clarity : Students must know what they are learning and why  Rigor : Activities should push students towards higher thinking  Alignment : Content at all levels should fit together

Priority #3: Formative Assessment Teachers need to know if students Simple data tables can help facilitators have learned anything at the end of a or the H-Learning system guide lesson so they can guide them to a students more appropriately. better understanding. These assessments do not need to feel like formal tests, and can take many forms:  Quiz : Uses tech to collect raw data  Game : Tech engages while assessing  Activity : Facilitator assesses students informally without tech

Questions?

American India Foundation Learning and Migration Program Gujarat

School governance meeting near Sayla Parents, how many of you have visited the classroom your child is learning in? In a room of sixty, no hands go up. Parents, how many of you ask your children what they learned in school that day? Five hands go up this time. Four happened to be members of the School Management Committee You all need to be asking your children what they learned! This is the only way you know if they are learning, and it helps them practice and remember it too!

Analysis: Program Structure Provides services for children in migration-prone communities so students have stable access to a high quality education