Managing a Silent Revolution_ Educational Change in Tamil Nadu by hcj


									  Managing a Silent
Educational Change in
    Tamil Nadu

Dr Kannappan, Joint-Director SSA, Tamil Nadu
Aruna Ratnam, Education Specialist, Unicef, Tamil Nadu
Alison Barrett, Head State Partnerships, British Council India

English for Progress: Third Policy Dialogue From Policy to Practice
New Delhi, 18 – 20 November 2009
• What is Activity Based Learning (ABL)?
• Film – ‘The Silent Revolution’
• Implementation of ABL in Tamil Nadu
• The transition: From ABL to ALM and the
  need for English
• Planning and implementing large scale
  teacher education programmes
What is Activity Based Learning?
Implementation of ABL: Step by Step

• 2003-2004 13 model schools in Chennai
• 2004-2005: 250 Chennai Corporation Schools
• 2005 April: GOI recommendation of pilot across
  the state – 10 per block – 4000 schools
• Teacher training: 2005-2006: model school
  teachers – 1 week training – others –
  fundamentals and principles of ABL, along with
  preparation of worksheets to support textbooks
From 4,000 to 37,000 schools

• 2006-07: Teachers & HTs & BRTEs – 5
  day ABL training across the state
• Strengthening of model schools in every
• Creation of master teachers, BRTEs &
  Education Officers in each district
• Visits from Districts to Chennai
  Corporation Schools
From 4,000 to 37,000 schools (2)
• On-site support visits by Chennai Corporation
  team of teachers
• Involvement of District Collectors through
  interactions by the State Project Director (SPD)
• Continuous visits and response sessions by
  the State Resource persons including SPD, and
  Director of Elementary Education
• EDU-SAT conferences and Cluster Resource
  Centre (CRC) sessions for sharing of
  experience, FAQs
• Dept of Elementary Education’s
  recommendations on ABL
Panaikulam Panchayat Middle
School, Dharmapuri District
The transition: ABL and ALM

ABL Classroom      Grade 5 Classroom
The need for English

Unicef brought together the British Council
 and SSA, Tamil Nadu, to discuss ways
 they could improve English teaching
 methodology for class V teachers across
 the state.
Expected outcomes
Teachers will be better able to:

•   use English with confidence in classroom transactions
•   conduct language classes in English in order to
    maximise the learners’ exposure to the target
•   use a variety of language learning activities which
    meet the needs of all learners
•   increase opportunities for oral interaction between
    learners allowing then to practice their speaking skills
    and thereby increase their competence and confidence
•   exploit the standard V text book to create opportunities
    for learners to interact in English
900 Master Trainers: Selection Process
          600 Block Resource Teacher Educators (BRTEs)
          600 Block 60 DIET Teacher Trainers
              240 Primary School Teachers

• We have 412 blocks. All block level BRTEs (English) have been

• We have 30 DIETs, Two lecturers from each DIET teaching
  English for Pre-service students have been selected.

• 240 Class 5 Teachers selected by the British Council and SSA

 700 teachers       467 teachers     400 diagnostic      240 teachers
    applied          shortlisted    tests conducted        selected
Results of Diagnostic Test

Each applicant was given a grade according to the
  Common European Framework (CEF)

      • 32 teachers scored      C1
      • 160 teachers scored     B2
      • 149 teachers scored     B1
      • 40 teachers scored      A2
      • 2 teachers scored       A1
Course Delivery
 Master Trainers were prepared in two phases (5 days each phase)
 by British Council Training Consultants in 5 district venues during
 June and September 2009.

All Master Trainers had 3 days cascade preparation workshop
planned and facilitated by SSA before each phase of cascade.

The training was imparted in two phases by Master Trainers to all
Class 5 teachers and Head Teachers working in Primary Schools
and Upper Primary Schools in July and October – November 2009.

To date, the course has reached 64,000 primary school teachers.
Partner Roles
SSA                            Unicef                      British Council
Experience                     Commitment                  Expertise in ELT
•Overall action plan.          • Technical and financial   • Needs analysis and
•Monitoring and field-level    assistance                  design of training modules
support.                       • Monitoring both Master    for Master Trainers and
•Residential training          Trainers and cascade        Teachers.
programme for Master           training                    • Training Master Trainers.
Trainers                       • Professional knowledge    •Monitoring cascade
•All logistical arrangements   and expertise relating to   training.
for cascade/planning           context
                                                           • Providing follow-up
meetings                       • Ongoing advice and        support and advice
• Funds for the follow-up      support
Master Trainers and
Cascade Training Cascade
Training ensuring the same
standards in training
sessions at cascade levels

• Combination of trainer training and teacher training
• Mirrors methodology to be used in the classroom with students
• Low tech
• Linked to Class 5 learning outcomes
Some learning points: Collaboration

• Recognition by all of knowledge and
  expertise of each partner - at all levels
• Shared expectations – at all levels
• Flexibility – one size does not fit all
• Role and responsibilities agreed and
  followed through - at all levels
Some learning points: Experience

• SSA have had successful experience of
  managing and implementing ABL – carries over
  to other projects
• Teachers have already had significant amount of
  ‘reculturing’ – open to change
• Selection criteria used for venues (access, close
  to adjoining districts, transport links, facilities,
  affordability, initiative of local administrators)
• Training staggered so only 50% of teachers
  called out at any one time
Some learning points: Flexible and
consultative planning
• All involved in planning have local knowledge
• 3-day interim planning workshop for MTs at
  block level allows for adaptation (x 30 districts)
• Distributed materials at planning workshops
• AEOs and CEOs gave feedback on materials
  and model
• Feedback taken formally and informally by all
  three partners and shared openly
   ‘Everyone knows the grass roots and what’s happening there.’
   Mr Sundarama, Educational Consultant, SSA Tamil Nadu
Some learning points: Communication

• Closed User Group mobile network for 1,500
• Use of Edusat to communicate with and seek
  feedback from Master Trainers and Teachers -
  we ‘work as a family’
• All levels knew the objectives and had clear
  information about the logistics and their role –
  ‘shared understanding’
• Each district submitted reports to SSA
• State and district level presence at all trainings
Some learning points: Maintaining
standards within the model
• No more than 40 per batch for initial training and
• Only one layer in cascade – less risk of
  transmission loss
• Teacher and BRTE pairs where possible
• Residential training for Master Trainers
• Selection of Teachers
• Training during term time
Sustainability and follow-up

• Identification of 30 ‘expert’ master trainers
  who facilitated planning workshops
• Classroom level monitoring and evaluation
• Films in each district and supporting
  materials for BRCs and CRCs
• Additional courses by radio, Edusat, online
Thank you

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