1. learning links foundation
An ISO 9001:2008 Organization

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

3. 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

4. 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.

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

6. 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

7. Snapshots from Research

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

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

10. Transversal Competencies - Related Statements
Government School Principals

11. Effectiveness of Teaching Approaches in Developing Transversal Competencies
Government School Principals

12. Importance of Competencies in Teaching and Learning
Government School Principals

13. 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

14. Snapshots from research

15. Challenges faced in school with Transversal Competencies
Government School Teachers

16. Reasons for not Completing Curriculum Content in Classroom
Government School Teachers

17. 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

18. Thank You