learning links foundation An ISO 9001:2008 Organization

Agenda Education Landscape Research Context Research - Phase I Summary of Research Finding – Phase II Snapshots from Research Concluding Remarks

Education Landscape School type – Private, affordable private, government, government-aided, international Number of schools School location – urban, tier I, II & III, rural Recognised boards of education Student – teacher ratio Education quality – teachers, facilities Exam focus 44 recognised boards + others + IB + IGCSE Number of schools - India has approximately 1.3 million schools in the K-12 segment of which 1.04 million are government schools and 0.26 million are private schools (Technopak Report, 2012). Private schools’ enrolment is 30% (TechnoPak) ; 29% students in 6-14 age-group are in private schools (ASER). Student Teacher ratio - RTE recommends 30:1, CBSE recommends 30:1, World Bank statistics 2011 finding (35:1) – Reality can be different – some schools surveyed report 54 and 70 students per class Teacher quality – private school teacher salaries anywhere between 1/5th or 1/8th that of government school teachers

Research Context Assessment reform – CCE brings transversal skills into focus Policy landmarks NPE 1986 NCF 2005 RTE 2009 Research 14 private school principals 29 private school teachers 32 state government school principals 100 government school teachers 14 private school principals, 32 state government school principals, 29 private school teachers and 100 government school teachers were surveyed for this study. These teachers and principals belonged to 14 different schools in Himachal Pradesh, 9 schools in Gujarat, 10 schools in Jharkhand and 2 in Karnataka. 14 private schools participated in this survey. Private schools are from Maharashtra, Andhra and Karnataka – many from Tier II and Tier III cities.

Research Finding – Phase I 31 Teachers (private, large city schools) 9 policy experts CBSE affiliated schools Uniformity in policy documentation, but not implementation

Summary of Research Finding – Phase II Achievements Awareness of assessment reforms Training provided to teachers for reformed system Integration of transversal competencies Early impact articulation by stakeholders

Snapshots from Research

Positive Changes in Students as a Result of Inclusion of Transversal Competencies Government School Pricipals

Positive Changes in Teachers as a Result of Inclusion of Transversal Competencies Government School Principals

Transversal Competencies - Related Statements Government School Principals

Effectiveness of Teaching Approaches in Developing Transversal Competencies Government School Principals

Importance of Competencies in Teaching and Learning Government School Principals

Summary of Research Finding Challenges Lack of clarification of definition for “transversal competencies” Lack of IT facilities Lack of teaching / learning materials Lack of practical guidance Emphasis on academic achievement

Snapshots from research

Challenges faced in school with Transversal Competencies Government School Teachers

Reasons for not Completing Curriculum Content in Classroom Government School Teachers

Concluding Remarks Transversal skills are receiving attention Implementation not uniform, but is on Awareness at school level is evident Challenges exist, but can be overcome

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