This article is in partnership with Central Square Foundation.
“I like to paint, connect the dots in my workbook and learn to count using marbles. Mathematics is my favorite subject,” says Darpan Malviya, a class 1 student at a primary school in Kodia Chhittu village in Madhya Pradesh’s Sihore district.
Darpan’s school is one of the many primary schools in India where there has been an exciting shake-up in the public education system. Central Square Foundation (CSF) is working to empower children with basic literacy and numeracy skills by ensuring proper delivery of curriculum as per Nipun Bharat Mission guidelines and State Education Board framework.
Founded in 2012, Central Square Foundation is a non-profit organization working to transform the Indian school education system by improving the learning outcomes of all children, primarily from low-income communities.
CSF’s work is primarily focused on four impact areas – Basic Literacy and Numeracy (FLN), EdTech, affordable private schools, and early childhood education.
“We are currently working in about 12 states across India, and in most states, we have other education-partnering NGOs like Room to Read (RTR) and Language and Learning Foundation (LLF), both of which work on developing programs designed to support children. And teachers,” says Anustup Nayak, project director of CSF, in conversation Uttam India.
He said he would work with technical education partners to improve the design quality of his programs. “We look at global best practices and consider the good examples we’ve produced ourselves to see if teachers can use these programs well. So, we look at the content with these lenses and see if it’s simple and easy to understand. We basically have programs for teachers and students. We improve the user interface.
On the implementation of these programmes, he says, ‘Most of the programs are well designed but struggle at the implementation stage. So, we go to the field, sit inside the classrooms, observe teacher training programs, and understand what is working and what needs improvement in the implementation phase. We then provide feedback to improve the program design.
Anustup shares how their team is like a thought partner to their technical partners. “We stand with the Government as they jointly advocate any educational strategy.”
Teachers are the backbone of the educational system
To achieve its vision of ensuring quality schooling for all children in India, CSF works very closely with teachers to ensure they are equipped with the right technology, the right tools and the right training.
“When teaching children the basics of language acquisition or math, there are some scientifically proven techniques. For example, if you want to teach children numbers, it’s best to start them with practical hands-on models. In our programs, children are taught the associated abstract symbols before “To understand what each number is actually touching physical objects. If these techniques are used in the classroom, children learn and retain better,” he explains.
In most traditional classrooms, teachers have the same textbooks as children. But in CSF programs, teachers have access to many other useful tools.
“Our primary tool is the teacher’s guide. It has step-by-step lesson plans that help teachers impart these techniques to students within the school schedule. Children are also provided with well-designed workbooks and supplements for language learning,” shares Anustup.
He further points out that often teacher training is a one-way transmission of material to teachers, which is not very practical. Teachers go through many training programs, but they don’t come away with practical techniques that they can actually apply in the classroom.
“A big part of what we’re designing is demonstrations. Trainers actually demonstrate these new ways of teaching to teachers, so they can experience it,” he notes.
According to Anustup, teachers are also given continuous training. “Block and cluster resource persons visit schools once or twice every month. They observe teachers in the classroom, give them feedback, conduct additional demo classes, and even evaluate some children. This way, instead of a single training workshop held once or twice a year, teachers are given continuous input,” he says.
Sunita Singh, a class 3 assistant teacher at a government primary school in Sewapuri district of Uttar Pradesh, says, “Earlier, I used to teach children. I have struggled a lot in my life. But, I worked hard and got selected as a teacher in this school on September 6 2018. At first I used to teach children in the traditional way. Some have understood the syllabus while others have stopped learning. But now, I have reference material in the form of a teacher’s guide. It is very useful to assess what students have understood. It helps me to support them and offer help as needed.”
Vandana Dubey, a class 1 teacher of the same school, says, “I love children a lot and have worked hard to prepare them for the future with passion and sincerity. Earlier, I was able to teach them basic language and math concepts, but many could not understand despite my efforts. But the teacher guide solved my problem. Now, I am able to teach students with more confidence and help them learn concepts better. Today, I am actively involved Shikshamitra in the Department of Corrections, and that’s something I’m proud of.”
With such impact stories and the dedicated efforts of CSF, its education-partner NGOs, teachers and students, the program can help the entire education system move towards a brighter future.
Edited by Divya Sethu