Saswati Paik Azim Premji University Ashish Tripathi M.A. Development, Azim Premji University

1. Knowledge, Attitude and Perspective about Practices of ELDP Participants: Some Interesting Findings from Baseline Data Saswati Paik Azim Premji University Ashish Tripathi M.A. Development, Azim Premji University July 2012

2. Contents • What is KAP study • Purpose of KAP study • Objectives of this study • Limitations of this study • Process involved • Findings • Recommendations/Suggestions 2

3. What is Knowledge, Attitude and Practice (KAP) study? Purpose of KAP Study 3

4. Objectives of this Study • To develop an understanding about the level of K, A and P of the participants of ELDP II* • To begin a series of studies to capture the change in K, A and P at various points of intervention • To examine the contribution of ELDP II on the participants in the change w.r.t. K, A and P in the long run. This is the baseline and is part of longitudinal study. • To identify some areas where ELDP II might contribute to improve current level of K, A and P of the participants • To examine the possibility of using KAP study in the field of education • *- ELDP II is the name of the program

5. Limitations of Study • KAP study does not establish that all the changes are due to the intervention only (until and unless there is a control group) • The influence of Knowledge and Attitude in any particular area cannot always explain the perspective about practice, because perspective about the practice depends on reality to a great extent (e.g Stakeholder Participation) • Other factors influencing A and P are not being considered in this study

6. Process Steps • Having broad understanding about the participants of the program concerned • Analysis of program objectives • Identifying some areas as focus of the tool • Preparation of tool (consulting some people from design team, facilitators • and experts from research and analysis, whatever required) Tool Preparation • Administering survey questionnaires (baseline) on the 1st day of the program, before the program starts • Maintain time schedule and mark the participants’ list as per their presence • Ensure that at the end of the survey all response sheets are collected. Administering Tool • Coding of response sheets • Preparation of translation formats • Translation of response sheets as per the requirement • Analysis of participants’ profiles • Coding of the questions (continuous numbers to be used) • Question analysis to identify focus areas of the questions (K, A and P) • Separating close and open ended questions with codes • Coding for responses (use question numbers as per the codes of the questions) • Deciding 3 levels of responses (For Knowledge: Sufficient, Moderate and Low; for Attitude and Practice: Desirable, Transitional and Non-desirable) • Calculating frequency of responses under each level (for K, A and P) • Clubbing the frequency as per the focus area of the questions • Percentage calculation and preparation of bar graphs Analysis

7. 69 Participants from 23 districts of Karnataka 98% participants have more than 6 years of experience in education system Participants’ Profile

9. Findings on Level of Knowledge • Given the experience of participants, their level of knowledge about NCPCR (100% participants in insufficient category), NCF (50% participants in insufficient and 25% in Moderate category) and RTE (69 % participants in insufficient category) is very poor. • In response to question about aims of education as per NCF 2005, participants have mixed up NCF and RTE • 29% participants could not tell what is the age group covered under RTE. • There is a big gap in knowledge about inclusive education where 64 % participants have Insufficient and Moderate knowledge (Insufficient-26% and Moderate-38%). • Lot of misconceptions about inclusive education and CWSN (CWSN do not benefit by being in a normal school, CWSN are those children who cannot attend normal schools, they should be taught by parents as they spend most of the time at home, etc.)

11. Findings on Level of Attitude • Level of attitude towards NCF is a matter of concern with only 12 % participants having desirable attitude (Non-desirable-38%, Transition-51%). • In response to question on positive and negative aspects of NCF, the negative aspects have been listed as free promotion to next class, formative assessment, use of local language in school, etc. • 28% participants’ attitude about stakeholder participation is non-desirable and 40% are in transition level. • Responses include-Parents are illiterate, interfere in school matters, have no concern with education of their children, interested only in financial matters, etc. • Only 40 % of participants have desirable level of attitude towards educational leadership. • HM concentrate more on school infrastructure matters, Assistant teachers are always busy on mobile they do not teach properly, Most of time Teachers will be out of school, going to attend various training, meetings, etc.

13. Findings on Level of Perspective about Practice • Only 29% have desirable level of perspective about practice in inclusive education. • The average of desirable level of perspective about practices in stakeholder participation, inclusive education, educational leadership, reflective practices and how children learn is only 36%.

14. Recommendations/Suggestions • Poor level of knowledge about NCF, RTE, NCPCR and inclusive education is a matter of concern. This might be due to lack of knowledge dissemination through effective interventions. These areas must be given priority in ELDP. • There is an urgent need of interventions to bridge the gap between community and school. • There is a need for more research to identify the reasons as to why more than 60% of participants are not able to display desired level of perspective about the practices. • Five critical areas have been identified which need more focus during any intervention like ELDP. These five areas are Stakeholder Participation, Inclusive Education, Educational Leadership, Reflective Practice, How Children Learn.

15. Q and A

16. Thank you!! 16