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Azim Premji Foundation: Teacher Preparation

Azim Premji Foundation: Teacher Preparation. Dileep Ranjekar November 12, 2010. India Education: Reality - Illustrative. Schools 1.3 Mln 220 Mln children 6 Mln teachers 75 % unplanned multigrade teaching Literacy Levels: 65% (M – 76%, F – 54%) Global literacy – 80%

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Azim Premji Foundation: Teacher Preparation

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  1. Azim Premji Foundation: Teacher Preparation Dileep Ranjekar November 12, 2010

  2. India Education: Reality - Illustrative • Schools • 1.3 Mln • 220 Mln children • 6 Mln teachers • 75 % unplanned multigrade teaching • Literacy Levels: • 65% (M – 76%, F – 54%) • Global literacy – 80% • Girls and socially disadvantaged backgrounds are 20% behind on literacy and drop out ratios Only 39% children reach 10th standard;of these 40% pass Only 10% schools have children learning as per expectations 1 out of 3 children in class 5 cannot read and write 2 Quality of education: A serious concern!

  3. The Inefficient Funnel 100 Children Enroll in 1st Standard 52 Children Reach 8th Std 39 Children Reach 10th Std 12% Efficiency of Education Funnel 12 Children pursue higher education 19 Pass 10th 3

  4. Foundation Vision & Approach Vision: Facilitate a just, equitable, humane and sustainable society Mission Enablers Purpose Education as a key enabler, supported by related development areas, with both direct impact and a large positive multiplier Strive for a deep, at-scale and institutionalized impact on the quality of education in India Bring about a “societal change”

  5. E C B D A A 4 3 2 5 1 Five core initiatives or verticals Three-pronged approach to change Five robust cross-cutting enablers The Approach Deep, at-scale, institutionalized impact on the quality of education in India “Direct impact and institutions”: Creating scaled-up institutional structures to facilitate change on the field “Voice”: Creating demonstrable models, for replication and to act as pressure points for system change “Talent and thought”: Creating new talent and thought, and transforming existing talent • University: • Degrees • Research • In-service training Field Resource Centres (state and district level) Schools (own and affiliated) Assessment & Develop-ment Centre (largely housed in University) Communi-cation & Engagement Focus on allied development areas Network of partnerships and stakeholders Operational processes, including knowledge management People processes, structure and culture Stable and sustained funding/ resourcing • 5

  6. Overview of 5-year ramp-up plan

  7. Our Hypothesis on Teacher Preparation • The teacher is at the heart of the education process • Vision, capability and motivation of the teacher will significantly impact teaching-learning processes/outcomes • Professionalization of teaching is a must 7

  8. Change we would like to see • New teachers enter the profession with vision, competence & motivation – conducive to achieving the aims of education • Practising teachers find meaning in professional dev. programs • Paradigm shift in teacher preparation, development and support 8

  9. A good and effective teacher • Knowledge and understanding of the subject • Pedagogical skills specific to the subject / kind of learners • Access/develop learner appropriate teaching learning resources • Sensitivity to and respect for learners • Vision and understanding of society, education and children 9

  10. Issues with current teacher preparation • Absence of defined competencies for a good teacher • Outdated teacher education curriculum • Outdated / Ineffective teacher educators • Huge gap in the subject matter knowledge • Teacher education processes – antithetical to what educators preach • Lack of understanding of child and society • Absence of adequate combination of theory and practice • Rote memory based assessment 10

  11. Systemic change in teacher education • Introduce teacher competency framework at policy level. To change • Updation of theory (currently stop at Thorndike) • Curriculum • Teaching learning process for teacher education • Significant component of practice, observation, socio-cultural contexts • Assessment process • Subject based pedagogy • Teacher selection process to assess competencies • Pre-empt corrupt practices in teacher selection owing to subjectivity • Competency based development and career practices 11

  12. Fundamental challenges • Non-availability of teacher education faculty • Readiness of evaluation system to deal with new approaches • Readiness of Government and school system to receive “different teachers” • Availability of appropriate reading and reference material in Indian languages (14 languages, 400 sub languages, 1600 dialects) 12

  13. A Dream of a Just, Equitable, Humane and Sustainable Society Thank You

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