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Piloting of General Education Quality Analysis Framework (GEQAF)

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1 Piloting of General Education Quality Analysis Framework (GEQAF)
Madhya Pradesh (MP) & Meghalaya National Council of Educational Research and Training (NCERT)

2 Meghalaya Madhya Pradesh Bhopal Betul Indore Ujjain Datia-T Satna-T
Location of Piloting States Meghalaya Districts: 06/11 East Khasi Hills West Khasi Hills Jaintia Hills Ri-bhoi North Garo Hills West Garo Hills Madhya Pradesh Districts: 06/50 Bhopal Betul Indore Ujjain Datia-T Satna-T 1 April 2017

3 Why Quality Analysis of Education?
Huge infrastructure in place Are the levels of learning matching? Quality? Effectiveness? SWOT analysis needed

4 GEQAF

5 GEQAF: Tools Relevance/Responsiveness Equity and inclusion
Learning Capabilities Lifelong learners Learning Teaching Assessment Curriculum Learners Teachers/Educators Learning environment Governance Financing System efficiency Use of ICT in Education 1 April 2017

6 Tools being finalised for piloting in MP and Meghalaya
GEQAF Pilot Tools being finalised for piloting in MP and Meghalaya 1 April 2017

7 GEQAF Pilot Tools finalised, Hindi Translation done for MP
Conti… GEQAF Pilot Tools finalised, Hindi Translation done for MP Planning meeting organised with, and in, states: July, 2012 Workshops with stakeholders in states: Sept 2012 District level consultations 1 April 2017

8 Contextualisation of Tools: Modifications
T.1. “Job market” instead of “Labor market” T.3 “Learning Capabilities” in place of “Competencies” Pop ups & clarifications suggested at many places 1 April 2017

9 Relevance and Responsiveness
Articulated in the Constitution, Five Year Plans, Policy Documents- NPE, NCF, SCF-2007 in MP etc. Infrastructure-Human & Physical-insufficient Vocational courses lack vertical mobility Mind set attached with White Collar and Blue collar jobs National Vocational Education Qualification Framework (NVEQF) being piloted in few states 1 April 2017

10 Equity and Inclusion Act, Policies and schemes are in place- RCI, PWD, RTE etc. Incentives for various groups-Reservations, Schools, Hostels, Mid Day Meals, Scholarships, facilities for CWSN, etc. Challenges--cognitive and socio-cultural inclusion, improving infrastructure, qualification & training of teachers Development of pedagogical materials and tools that address specific cognitive needs of CWSN 1 April 2017

11 Learning Capabilities
Policies and Curricular documents have elaborated learning capabilities Competency matrix-class-wise, stage-wise developed in MP Administrators, teacher educators, teachers lack adequate understanding of curricular philosophy and concomitant practices Resources, training for all concerned need to be strengthened Communication and ICT skills needs to be developed along with other capabilities 1 April 2017

12 Lifelong Learners Policies and curricula encourage learners towards this goal Regular update/ upgrade programmes in the world of work Mechanisms exist beyond formal system: Sakshar Bharat, Television and Radio, ICTs, libraries, NGOs participation Open Learning Systems-National and state (NIOS, SOS, IGNOU, State Open University) Lacking accessibility, awareness at grassroots level Expansion of facilities required Need to develop partnerships with NGO sector System need to play a proactive role 1 April 2017

13 Learning There is a paradigm shift in conceptualisation of learning as construction of knowledge:NCF-2005 Learner Achievement Surveys carried out to assess quality in learning Wide disparity in learning outcomes (urban-rural, male-female, SES, differently abled, etc.) Provisions and practices need to address the issue 1 April 2017

14 Teaching NCF defines as a process to facilitate learning and teacher as facilitator However, entrenched practices are traditional QMT-SSA implemented by states Both the states are discussing the new teaching learning perspectives Strengthening of support structures for teacher training required Teachers need to be freed from non-teaching activities Qualifications, induction training, good service conditions (salary etc.) required (for para-teachers as well) for effective functioning 1 April 2017

15 Assessment Policies and documents emphasize CCE up to Class-XII and no detention policy up to Class-VIII Source Book on Assessment-NCERT tried out-Meghalaya Meghalaya planning to pilot CCE in 500 schools MP adopted CCE and documented outcomes Concept of CCE as holistic approach is misunderstood Continuous training for teachers, teacher educators, administrators required 1 April 2017

16 Curriculum The Constitution, NPE, other policy documents, researches are consulted in designing curriculum National Curriculum Framework shared with states and notified as THE framework for all states/UTs States develop policy/ Curriculum Framework. MP developed SCF-2007, Meghalaya in the process Coordination & common understanding among all stakeholders needed for effective execution 1 April 2017

17 Learners NCF-2005 talks about primacy of learner as constructor of knowledge, and hence involved in curriculum development process This is not understood in states Mechanism to address diverse groups of learners required Plurality of materials for linguistic minority groups required Teacher, teacher educators training required 1 April 2017

18 Teachers/ Teacher Educators
Policy documents in place (NCF, NCFTE) Regulatory mechanism in place (NCTE) and teacher recruitment policy in place Various models of courses are in practice Teacher Eligibility Test (TET) is now mandatory Challenges for preparation of quality teachers exist-mushrooming growth in MP and shortage in Meghalaya PSTE and ISTE courses are not revised in sync with NCF-2005, NCFTE-2009 Continuous training of teachers, educators required on new pedagogy and evaluation 1 April 2017

19 Learning Environment Policy, guidelines, mechanism in place: NPE,RTE, NCPCR,RCI, Boards Access to infrastructure, facilities, TLM have increased over the years Guidelines for child friendly school in MP All schools not equipped with basic facilities (toilet, drinking water etc) Meghalaya Equity and inclusion issues--speedy Implementation of RTE Act needed Quality physical and psycho-social environment needed (Meghalaya-problem of teenage pregnancy and delinquency observed) Counselors need to be provided in schools 1 April 2017

20 Use of ICT in Education Country has a National Policy on ICT in School Education CAL-SSA, Scheme-RMSA under Implementation-Meghalaya teachers uncomfortable Headstart Programme is implemented-MP Piloting states have partial ICT Infrastructure, EDUSAT network Maintenance, power cuts, untrained teachers, slow internet are stumbling blocks Need to build infrastructure, use ICT for teaching learning, training & governance in big way 1 April 2017

21 Governance ECCE to senior secondary level-structures in place
Education portal created and used (MP) Transparency and accountability still a distant dream Active Community monitoring of schools needed Coordination/Synergy among Dept./ parallel structures a missing link Political instability leading to delayed policy 1 April 2017

22 Financing Education is a concurrent subject- major funding by Central Govt. including special schemes Decentralised budgeting is encouraged-GOI Finance management-flow of funds to grassroots level is an issue e-Governance and e-transfer of funds has made the system transparent, quick (MP) State financing to education needs to increase 1 April 2017

23 System Efficiency Policies, strategies, annual work plan promote efficient use of resources Weaker and slow system of feedback Monitoring and supervision at all level needs to be strengthened Education Portal for tracking some services in place Third Party Evaluation of systems, policies, schemes, plans required (MP) 1 April 2017

24 Importance of the Framework
Framework enhances understanding comprehensively by generating varied dimensions of every aspect of school education Intricacies involved in schooling are made visible Disjointedness that exists in the system gets exposed Interconnectedness of various aspects of education is highlighted/ brought forth Opens up research areas and brings forth the need to use research findings as feedback Hence framework may be adopted 1 April 2017

25 Piloting Tools discussed with stakeholders in New Delhi-India
1 April 2017

26 Lessons Learnt from GEQAF Piloting
Identify key strengths to build on Critical constraints that require redress Measures required for redress Implementing responsive measures Benchmarking and monitoring progress Systems and stakeholders accountability Such an analysis required periodically

27 (Interaction with some students and teachers of East Khasi Hills District in Meghalaya)
1 April 2017

28 (Interaction with teacher trainees and faculty of CTE(PGT), Shillong
of East Khasi Hills District in Meghalaya) 1 April 2017

29 (A scenic beauty while approaching Shillong, the capital of Meghalaya)
1 April 2017


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