September 19, 2025 • 16 mins
As part of our ongoing collaboration with Central Square Foundation, we are excited to bring to you the second episode of our five part series where we talk about the transformative journey of the NIPUN Bharat Mission.
It has been four years since the launch of the Mission and for the first time in two decades we are seeing learning improvements among children. In this episode, we explore how the program has made significant strides in improving literacy and numeracy levels of students in Grades 1-3 across the country. And to get a deeper insight into the progress behind this Mission, we're joined by Parthajeet Das, Project Director for FLN, at CSF and Sambhrant Srivastava, Associate Director for FLN, who have been closely working with state departments of education of Haryana, Madhya Pradesh,Uttar Pradesh, Telangana, Assam, Punjab and Odisha, among other states.
Hosted and produced by Niharika Nanda
Edited and mixed by Suresh Pawar
Link to the first episode of our series with CSF:
Episode 2
It has been four years since the launch of the Mission and for the first time in two decades we are seeing learning improvements among children. In this episode, we explore how the program has made significant strides in improving literacy and numeracy levels of students in Grades 1-3 across the country. And to get a deeper insight into the progress behind this Mission, we're joined by Parthajeet Das, Project Director for FLN, at CSF and Sambhrant Srivastava, Associate Director for FLN, who have been closely working with state departments of education of Haryana, Madhya Pradesh,Uttar Pradesh, Telangana, Assam, Punjab and Odisha, among other states.
Hosted and produced by Niharika Nanda
Edited and mixed by Suresh Pawar
Link to the first episode of our series with CSF:
Episode 2
Mark as Played
Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:02):
Hi, I am Niharikananda and you are listening to Express podcasts.
It is widely acknowledged that strong foundational learning skills are
the bedrock for economic and social development of a country
and for any individual. It has been four years since
the launch of a nationwide mission to ensure foundational learning
(00:23):
for all children between grades one and three, and for
the first time in two decades, we are seeing learning
improvements among children. In our second episode in association with
Central Square Foundation, we explore the transformative journey of the
Nippunbaat Mission and how it has made significant strides in
(00:43):
improving literacy and numeracy levels of students across the country.
On today's episode, we are joined by two experts from
CSF to decode the implementation signs of such a complex
mission for our listeners to also understand the promotion of
mission strategies and what interventions have driven the success of
(01:04):
early learning. Joining me are Parthaji Thus, Project Director for
FLEN at CSF and Some Branch Shivastwa, Associate Director for
EFLEN Closely working with state Departments of Education of Haryana,
Madha Pradesh, Uttar Pradesh, Telangana, Assam, Punjab and Udisha among
(01:25):
other states.
Speaker 2 (01:26):
Partha, let's begin with you.
Speaker 1 (01:28):
Can you take us through the overall implementation framework of
the Nippunbarat Mission and how it is similar or dissimilar
to the other national and state education programs in the country.
Speaker 3 (01:40):
Nippunbarat Mission is jointly implemented by the Government of India
and all the states and Union territories, so in that
sense it is a centrally sponsored and supported program. But
most education programs of similar nature have been primarily focused
on the provision of resources, which is such as infrastructure,
classrooms and let's say human resas sources such as teachers and.
Speaker 2 (02:01):
Other inputs to the schools.
Speaker 3 (02:03):
What is remarkable about this Nipunbaat Mission for the foundational
learning is that it puts equal emphasis on provision of resources,
processes to utilize these inputs in schools and classrooms and
ultimately on the learning outcomes that we are supposed to
achieve by using all these resources which are for the children.
(02:23):
And the Efflent program is actually an academic program at
the heart of it, where it talks about or puts
emphasis on a few research back academic initiatives which to
be implemented at scale require good amount of governance structures
and mechanisms for that the inputs to reach the schools
and classrooms.
Speaker 2 (02:43):
So that is what is really remarkable and new about.
Speaker 1 (02:47):
The program, right and some rant, can you give us
a few examples of the academic interventions that have gone
into showcasing that the mission is working and how different
states are implementing it.
Speaker 4 (03:00):
Yes, So the biggest academic reform is the reform that
is of the core academic materials, right, so it has
its foundation and where you will see that the teachers
have made a mark shift towards a competency based approach
instead of the regular traditional celabus completion approach. Today, if
you go to a state, the teachers would know that
these are the ten language skills, ten math skills that
(03:20):
the child should be able to do by the end
of the year. The government of India also put out
this Nippun LUXUOUSUCCI which has the key learning outcome framework
on what all the child should be able to do
and various states have kind of adopted it as well.
Speaker 2 (03:33):
Right.
Speaker 4 (03:34):
So, now, once you have this learning outcome framework set,
the next step that we need to do as any
state is to support the teachers into delivering a good
lesson plank, an effective lesson plank, right, and we do
that through a teacher guide.
Speaker 2 (03:46):
Now, what's a teacher guide.
Speaker 4 (03:47):
Basically there could be one hundred ways to teach a topic,
but what the teacher guide does is it effectively captures
one of the simplest ways to do it. And it
also fortifies that what time the teacher should be using
a textbook, when they should be using a workbook or
a teaching learning material and stuff like that. Right, we
have states like Hariyana, Telangana, MTUP where states have created
(04:08):
a teacher guide and which also has weekly and daily
lesson plans structured throughout the duration of the annual academic year.
Now this is for the teachers, but similarly for the students,
we need to provide ample opportunities so that they can
practice what is being taught. Right, So we do that
via Student WORKERK. So the teachers will have a teacher
guide while the students will have a student WORKOK along
with some teaching learning materials in the classroom. But now,
(04:29):
since this is a very big package to be put
in inside the classroom, we need to also get the
teachers to know how to use all of this earlier.
How teacher trainings used to happen. For example, there used
to be a lot of levels through which trainings used
to happen. Right, There would be a very big group
of stage resource group which would be created to deliver trainings.
Then this training would reach to a group of master
(04:50):
trainers who would then train another group of master trainers
and then the training would.
Speaker 2 (04:54):
Reach to the teachers.
Speaker 4 (04:55):
How it has changed, especially in states like Bihar and
MP is that they have reduced and removed some of
these levels of training so that the training directly goes
from a master trainoid to a teacher and hence the
effectiveness of the training improves.
Speaker 2 (05:09):
So this is on the large scale in person trainings.
Speaker 4 (05:12):
But apart from that, there are also states like Haryana
which have developed e FILN focused digital online courses which
teachers can take with their own pace and improve their
own effillent teaching skills.
Speaker 2 (05:24):
Right and Partha.
Speaker 1 (05:25):
Now coming back to you, While these training sessions for
teachers are a good initiative, how do we ensure in
class support to the teachers to make sure teachers feel
supported throughout the year.
Speaker 2 (05:38):
See this is.
Speaker 3 (05:38):
Where the role of the state structures and processes come
into play. Many states have started to reimagine the role
of education field administrators from being merely data collectors and
doing more of monitoring and supervision to actually providing in
class support to the teachers. As we started to talk about,
teachers are trying to change the pedagogy from a teacher
(06:00):
led pedoglogy to a child center pedagogy, which is at
the heart of this program which wants to not only
make more and more children acquire these basic skills, but
also get better and better at.
Speaker 2 (06:11):
Them in terms of mastery.
Speaker 3 (06:12):
So what is required is that teachers are supported through
this process, not just in theory, but while they're practicing
it in the classrooms. So the field administrators are now
visiting schools and also observing the classrooms as teachers put
some of these theory into practice, and they're supporting them
in specific steps that they're able to do or not do,
(06:34):
and also checking randomly learning levels of a huge children
to give some formative and useful feedback to the teachers.
Speaker 2 (06:42):
So this is also being done at scale in many states.
In up for.
Speaker 3 (06:46):
Example, over one lacked classrooms or one lacked teachers teaching
in these classrooms are getting a support and almost five
black children who are in these classrooms are being assessed
by this field administrator to give a teacher instructive feedback
about the learning levels of the children or how she's
transacting the lessons or using the materials and providing feedback
(07:08):
to the children. Similarly, in other states such as Hariana,
twenty six thousand classrooms or teachers are being observed and
supported and almost one point five laged children are assisted
everyone right.
Speaker 1 (07:19):
And Samaran, can you tell us about some of the
governance led initiatives by various states as part of this
effilent mission that are ensuring these interventions are cascading down
to all the levels.
Speaker 4 (07:33):
To understand the progress of mission implementation at scale, the
state needs data flowing in from classroom to block, to
a district and state and this all needs to be
done through a process.
Speaker 2 (07:43):
But that we need to answer a few questions. First
of all, what is it that we are going to measure?
Speaker 4 (07:47):
So the state's established mission KPIs that are constantly monitored.
For example, the states would want to know that how
will other teacher guides being used in the classroom? Is
the student work being checked regularly on right? So This
is first of all things. After that, the states have
to answer the question that who is going to collect
this data and give this information to us? For that,
the states identify and assign responsibility to a card that
(08:09):
will collect this information from the classroom regularly and share
it upwards to all stakeholders. The forms are created such
that the info captured is super objective and there is
very less subjectivity involved in all of that. And this card,
the mentor carter which will collect this information, is also
coached so well that they know how to observe and
collect the classroom data. So that's on the who who
(08:30):
is going to collect the data? Then how is it
that we collect the data? Now, for this we need
to leverage technology. So what states have is a very
nicely coded app or some sort of an input tool
which would be used by this carter of mentors to
collect this data. And once all of this data comes in,
this is all shown on a robustashboard so that all
of the data, the information that is being generated at
(08:51):
block level, district level, cluster level is available for all
administrators to see and to take some action. And different
states have their own systems. For example, in U you'll
find that they are using pre existing state tech and
as they have a bunch of apps. One is used
for classroom observation, another one is used for conducting assessment
of students. Right while in Haryana you will find that
there is a one stop solution called the Nippun Hariyana
(09:14):
app which acts for everything related to mentorining and student assessment.
Speaker 1 (09:19):
But Partha, how are these data sets that some brands.
Speaker 2 (09:23):
Just talked about being used by the states.
Speaker 3 (09:26):
That's a good question because you know, data is only
useful if it is being understood, used and acted upon.
So the Nippunbaat Mission has recommended very clear governance mechanisms
at state, district and subdistrict levels. There are structures which
are set up to ensure review, accountability and action. It
is in these forums that the data collected from the
(09:47):
schools and flowing from the schools all the way through
the district and district to the state they are being
used upon. Examples of this use of this data are
a different level. Let's say the state level senior as
officers and bureaucrats who head the aartment at the state
level or the topmost academic authorities of the state are
expected to review the data at a state level to
ensure policy funding and big planning decisions. We take an
(10:10):
example of the availability of textbooks and materials in time
to schools. This is something which we have seen in
a state like Odissa is rigorously monitored by the senior
most officers in the state where they figure out district
scorecards and figure out which are the districts which there
is some delay and challenges, but ultimately over the years
they're ensured that the learning materials for the children are
(10:31):
reaching the schools before the start of the academic year.
This is a significant improvement over previous years. And looking
at district level. Coming down to the district level, what
we see is either collectors or the district education officers
or let's say the basic six shadkari such as in
Uta Pradesh. They use the data to review the implementation
(10:52):
part and look at which blocks and which particular cluster
of schools are struggling in terms of their not getting
the number of visits from the field administrators and officers
and try to address those through taking some corrective action.
But let us remember the most important use of data
has to be at the school level, where we expect
and we are seeing head masters, head teachers and teachers
(11:15):
use the data to support learners in terms of the
children who are particularly falling behind or struggling to achieve
the expected learning levels. They're tracking it through very useful
student trackers such as in Haryana and ODISA and trying
to support these children to come to the level which
they're expected to buy that point of time of.
Speaker 5 (11:36):
The academic calendar and talking about how students are performing
and the way they are responding to the program. How
would you see the role of monitoring and high quality assessments.
Speaker 4 (11:47):
Yes, So the first type of assessment is the one
that stayed between the teacher and the student. It should
help the teacher understand what competencies as child has mastered
and which one the child leads for the support on
these assessments are called formative assessments, which are essentially assessment
for learning. One type of formative assessment is baked in
the teaching pedagogy itself, where teachers have adopted systems where
(12:09):
they teach a competency for four days. They assess the
children on the fifth day and basis the results of
this assessment, they remediate the children on the sixth day.
This is what we also call assessment informed instruction, and
there are states like Hariana orisa up which have adopted
this kind of a mechanism.
Speaker 1 (12:25):
Right and PASA, would you like to add something to this.
Speaker 2 (12:28):
Yeah.
Speaker 3 (12:28):
In addition to the school based assessment we just talked about,
there are assessments conducted by the education system, which is
at the state of the district level, that are intended
to serve as the health check or like a thermometer
of the system. So we have, let's say, at the
national level, the NCRT conducting which was a crash Treer serviction,
which was earlier called National Achievements Survey. We have NGOs
(12:52):
and CSOs conducting regular surveys such as the ASSER and
after Nippumbarak. What we have seen is a lot of
states take the ownership of assessments in their own states
and districts and conducting what we call as state level
fl in surveys or achievement surveys. So these are usually
large scale sample surveys and a lot of care and
(13:13):
attention is being taken by the states with support of
technical experts like US and others, to ensure that they're
technically robust and reliable and also comparable year and year.
The insights from such surveys are useful for primarily three purposes. First,
to understand the current learning levels of this children which
the system is able to deliver. Second, to use this
(13:33):
information to inform the program planning and design. For example,
if children are consistently struggling to master certain competencies.
Speaker 2 (13:43):
The state can review.
Speaker 3 (13:44):
The teaching learning materials and provide a better or more
effective set of materials to address or teach those competencies.
Speaker 2 (13:51):
Or train teachers better to let's say, teach multiplication or
a particular scale where we see the children struggling.
Speaker 3 (13:59):
Third, use of such surveys is to set targets year
and year which the state can actually use to measure
if they're making progress or stagnating or falling down. What
we're seeing, thankfully across national surveys and state surveys that
there are encouraging signs of learning gains after the Nippunhara
(14:20):
Mission has been implemented.
Speaker 2 (14:21):
And this is significant because states like Punjab, Bihar, Telnghana, Odisa, Rhana,
madhe Padesh are all conducting their own assessments and generating
district and state reports where each of the state depending
on the size sample anywhere between fifteen thousand to fifty
thousand children, let's say in Bihar, to come up with
(14:43):
these state and district reports which are further used by
the administrators and the authorities in the district and state
level for all the three purposes that I talked about.
Speaker 1 (14:53):
And lastly, PATHA, what do you feel needs to happen
over the next few years for these in mentions to
come together?
Speaker 3 (15:02):
As I said, we're seeing some green shoots and some
positive movements, but a lot more needs to be done,
as significant percentage of children still need to master these
basic skills of reading, writing, and basic mathematics towards.
Speaker 2 (15:16):
The states need to really raise their ambition.
Speaker 3 (15:19):
These growth and these gains are not enough because foundation
literacy and numeracy essentially means more and more children learning
better and better and mastering these skills and towards that
the states would need to stabilize and continuously improve their
academic design and inputs with a very sharp focus on
decentralized implementation and monitoring, and ultimately more and more ownership
(15:44):
and engagement from.
Speaker 2 (15:45):
The community in the learning of their own children.
Speaker 1 (15:50):
You were listening to pathig Das and some branch Schivastwa
in the second episode of our five part series in
association with CSF. This episode was edited and mixed by
Surash Pawar and produced by me and Hari Kananda. If
you want to listen to the first episode of the series,
you can find the link to the same in the description.
(16:10):
If you like the show, then do subscribe to us
wherever you get your podcasts. You can also recommend the
show to someone you think will like it, share it
with the friend or someone in your family. It's the
best way for people to get to know about us.
Speaker 2 (16:23):
You can also tweet.
Speaker 1 (16:24):
Us at Express Podcasts or write to us at podcasts
at Internet Express dot com.
Hi, I am Niharikananda and you are listening to Express podcasts.
It is widely acknowledged that strong foundational learning skills are
the bedrock for economic and social development of a country
and for any individual. It has been four years since
the launch of a nationwide mission to ensure foundational learning
(00:23):
for all children between grades one and three, and for
the first time in two decades, we are seeing learning
improvements among children. In our second episode in association with
Central Square Foundation, we explore the transformative journey of the
Nippunbaat Mission and how it has made significant strides in
(00:43):
improving literacy and numeracy levels of students across the country.
On today's episode, we are joined by two experts from
CSF to decode the implementation signs of such a complex
mission for our listeners to also understand the promotion of
mission strategies and what interventions have driven the success of
(01:04):
early learning. Joining me are Parthaji Thus, Project Director for
FLEN at CSF and Some Branch Shivastwa, Associate Director for
EFLEN Closely working with state Departments of Education of Haryana,
Madha Pradesh, Uttar Pradesh, Telangana, Assam, Punjab and Udisha among
(01:25):
other states.
Speaker 2 (01:26):
Partha, let's begin with you.
Speaker 1 (01:28):
Can you take us through the overall implementation framework of
the Nippunbarat Mission and how it is similar or dissimilar
to the other national and state education programs in the country.
Speaker 3 (01:40):
Nippunbarat Mission is jointly implemented by the Government of India
and all the states and Union territories, so in that
sense it is a centrally sponsored and supported program. But
most education programs of similar nature have been primarily focused
on the provision of resources, which is such as infrastructure,
classrooms and let's say human resas sources such as teachers and.
Speaker 2 (02:01):
Other inputs to the schools.
Speaker 3 (02:03):
What is remarkable about this Nipunbaat Mission for the foundational
learning is that it puts equal emphasis on provision of resources,
processes to utilize these inputs in schools and classrooms and
ultimately on the learning outcomes that we are supposed to
achieve by using all these resources which are for the children.
(02:23):
And the Efflent program is actually an academic program at
the heart of it, where it talks about or puts
emphasis on a few research back academic initiatives which to
be implemented at scale require good amount of governance structures
and mechanisms for that the inputs to reach the schools
and classrooms.
Speaker 2 (02:43):
So that is what is really remarkable and new about.
Speaker 1 (02:47):
The program, right and some rant, can you give us
a few examples of the academic interventions that have gone
into showcasing that the mission is working and how different
states are implementing it.
Speaker 4 (03:00):
Yes, So the biggest academic reform is the reform that
is of the core academic materials, right, so it has
its foundation and where you will see that the teachers
have made a mark shift towards a competency based approach
instead of the regular traditional celabus completion approach. Today, if
you go to a state, the teachers would know that
these are the ten language skills, ten math skills that
(03:20):
the child should be able to do by the end
of the year. The government of India also put out
this Nippun LUXUOUSUCCI which has the key learning outcome framework
on what all the child should be able to do
and various states have kind of adopted it as well.
Speaker 2 (03:33):
Right.
Speaker 4 (03:34):
So, now, once you have this learning outcome framework set,
the next step that we need to do as any
state is to support the teachers into delivering a good
lesson plank, an effective lesson plank, right, and we do
that through a teacher guide.
Speaker 2 (03:46):
Now, what's a teacher guide.
Speaker 4 (03:47):
Basically there could be one hundred ways to teach a topic,
but what the teacher guide does is it effectively captures
one of the simplest ways to do it. And it
also fortifies that what time the teacher should be using
a textbook, when they should be using a workbook or
a teaching learning material and stuff like that. Right, we
have states like Hariyana, Telangana, MTUP where states have created
(04:08):
a teacher guide and which also has weekly and daily
lesson plans structured throughout the duration of the annual academic year.
Now this is for the teachers, but similarly for the students,
we need to provide ample opportunities so that they can
practice what is being taught. Right, So we do that
via Student WORKERK. So the teachers will have a teacher
guide while the students will have a student WORKOK along
with some teaching learning materials in the classroom. But now,
(04:29):
since this is a very big package to be put
in inside the classroom, we need to also get the
teachers to know how to use all of this earlier.
How teacher trainings used to happen. For example, there used
to be a lot of levels through which trainings used
to happen. Right, There would be a very big group
of stage resource group which would be created to deliver trainings.
Then this training would reach to a group of master
(04:50):
trainers who would then train another group of master trainers
and then the training would.
Speaker 2 (04:54):
Reach to the teachers.
Speaker 4 (04:55):
How it has changed, especially in states like Bihar and
MP is that they have reduced and removed some of
these levels of training so that the training directly goes
from a master trainoid to a teacher and hence the
effectiveness of the training improves.
Speaker 2 (05:09):
So this is on the large scale in person trainings.
Speaker 4 (05:12):
But apart from that, there are also states like Haryana
which have developed e FILN focused digital online courses which
teachers can take with their own pace and improve their
own effillent teaching skills.
Speaker 2 (05:24):
Right and Partha.
Speaker 1 (05:25):
Now coming back to you, While these training sessions for
teachers are a good initiative, how do we ensure in
class support to the teachers to make sure teachers feel
supported throughout the year.
Speaker 2 (05:38):
See this is.
Speaker 3 (05:38):
Where the role of the state structures and processes come
into play. Many states have started to reimagine the role
of education field administrators from being merely data collectors and
doing more of monitoring and supervision to actually providing in
class support to the teachers. As we started to talk about,
teachers are trying to change the pedagogy from a teacher
(06:00):
led pedoglogy to a child center pedagogy, which is at
the heart of this program which wants to not only
make more and more children acquire these basic skills, but
also get better and better at.
Speaker 2 (06:11):
Them in terms of mastery.
Speaker 3 (06:12):
So what is required is that teachers are supported through
this process, not just in theory, but while they're practicing
it in the classrooms. So the field administrators are now
visiting schools and also observing the classrooms as teachers put
some of these theory into practice, and they're supporting them
in specific steps that they're able to do or not do,
(06:34):
and also checking randomly learning levels of a huge children
to give some formative and useful feedback to the teachers.
Speaker 2 (06:42):
So this is also being done at scale in many states.
In up for.
Speaker 3 (06:46):
Example, over one lacked classrooms or one lacked teachers teaching
in these classrooms are getting a support and almost five
black children who are in these classrooms are being assessed
by this field administrator to give a teacher instructive feedback
about the learning levels of the children or how she's
transacting the lessons or using the materials and providing feedback
(07:08):
to the children. Similarly, in other states such as Hariana,
twenty six thousand classrooms or teachers are being observed and
supported and almost one point five laged children are assisted
everyone right.
Speaker 1 (07:19):
And Samaran, can you tell us about some of the
governance led initiatives by various states as part of this
effilent mission that are ensuring these interventions are cascading down
to all the levels.
Speaker 4 (07:33):
To understand the progress of mission implementation at scale, the
state needs data flowing in from classroom to block, to
a district and state and this all needs to be
done through a process.
Speaker 2 (07:43):
But that we need to answer a few questions. First
of all, what is it that we are going to measure?
Speaker 4 (07:47):
So the state's established mission KPIs that are constantly monitored.
For example, the states would want to know that how
will other teacher guides being used in the classroom? Is
the student work being checked regularly on right? So This
is first of all things. After that, the states have
to answer the question that who is going to collect
this data and give this information to us? For that,
the states identify and assign responsibility to a card that
(08:09):
will collect this information from the classroom regularly and share
it upwards to all stakeholders. The forms are created such
that the info captured is super objective and there is
very less subjectivity involved in all of that. And this card,
the mentor carter which will collect this information, is also
coached so well that they know how to observe and
collect the classroom data. So that's on the who who
(08:30):
is going to collect the data? Then how is it
that we collect the data? Now, for this we need
to leverage technology. So what states have is a very
nicely coded app or some sort of an input tool
which would be used by this carter of mentors to
collect this data. And once all of this data comes in,
this is all shown on a robustashboard so that all
of the data, the information that is being generated at
(08:51):
block level, district level, cluster level is available for all
administrators to see and to take some action. And different
states have their own systems. For example, in U you'll
find that they are using pre existing state tech and
as they have a bunch of apps. One is used
for classroom observation, another one is used for conducting assessment
of students. Right while in Haryana you will find that
there is a one stop solution called the Nippun Hariyana
(09:14):
app which acts for everything related to mentorining and student assessment.
Speaker 1 (09:19):
But Partha, how are these data sets that some brands.
Speaker 2 (09:23):
Just talked about being used by the states.
Speaker 3 (09:26):
That's a good question because you know, data is only
useful if it is being understood, used and acted upon.
So the Nippunbaat Mission has recommended very clear governance mechanisms
at state, district and subdistrict levels. There are structures which
are set up to ensure review, accountability and action. It
is in these forums that the data collected from the
(09:47):
schools and flowing from the schools all the way through
the district and district to the state they are being
used upon. Examples of this use of this data are
a different level. Let's say the state level senior as
officers and bureaucrats who head the aartment at the state
level or the topmost academic authorities of the state are
expected to review the data at a state level to
ensure policy funding and big planning decisions. We take an
(10:10):
example of the availability of textbooks and materials in time
to schools. This is something which we have seen in
a state like Odissa is rigorously monitored by the senior
most officers in the state where they figure out district
scorecards and figure out which are the districts which there
is some delay and challenges, but ultimately over the years
they're ensured that the learning materials for the children are
(10:31):
reaching the schools before the start of the academic year.
This is a significant improvement over previous years. And looking
at district level. Coming down to the district level, what
we see is either collectors or the district education officers
or let's say the basic six shadkari such as in
Uta Pradesh. They use the data to review the implementation
(10:52):
part and look at which blocks and which particular cluster
of schools are struggling in terms of their not getting
the number of visits from the field administrators and officers
and try to address those through taking some corrective action.
But let us remember the most important use of data
has to be at the school level, where we expect
and we are seeing head masters, head teachers and teachers
(11:15):
use the data to support learners in terms of the
children who are particularly falling behind or struggling to achieve
the expected learning levels. They're tracking it through very useful
student trackers such as in Haryana and ODISA and trying
to support these children to come to the level which
they're expected to buy that point of time of.
Speaker 5 (11:36):
The academic calendar and talking about how students are performing
and the way they are responding to the program. How
would you see the role of monitoring and high quality assessments.
Speaker 4 (11:47):
Yes, So the first type of assessment is the one
that stayed between the teacher and the student. It should
help the teacher understand what competencies as child has mastered
and which one the child leads for the support on
these assessments are called formative assessments, which are essentially assessment
for learning. One type of formative assessment is baked in
the teaching pedagogy itself, where teachers have adopted systems where
(12:09):
they teach a competency for four days. They assess the
children on the fifth day and basis the results of
this assessment, they remediate the children on the sixth day.
This is what we also call assessment informed instruction, and
there are states like Hariana orisa up which have adopted
this kind of a mechanism.
Speaker 1 (12:25):
Right and PASA, would you like to add something to this.
Speaker 2 (12:28):
Yeah.
Speaker 3 (12:28):
In addition to the school based assessment we just talked about,
there are assessments conducted by the education system, which is
at the state of the district level, that are intended
to serve as the health check or like a thermometer
of the system. So we have, let's say, at the
national level, the NCRT conducting which was a crash Treer serviction,
which was earlier called National Achievements Survey. We have NGOs
(12:52):
and CSOs conducting regular surveys such as the ASSER and
after Nippumbarak. What we have seen is a lot of
states take the ownership of assessments in their own states
and districts and conducting what we call as state level
fl in surveys or achievement surveys. So these are usually
large scale sample surveys and a lot of care and
(13:13):
attention is being taken by the states with support of
technical experts like US and others, to ensure that they're
technically robust and reliable and also comparable year and year.
The insights from such surveys are useful for primarily three purposes. First,
to understand the current learning levels of this children which
the system is able to deliver. Second, to use this
(13:33):
information to inform the program planning and design. For example,
if children are consistently struggling to master certain competencies.
Speaker 2 (13:43):
The state can review.
Speaker 3 (13:44):
The teaching learning materials and provide a better or more
effective set of materials to address or teach those competencies.
Speaker 2 (13:51):
Or train teachers better to let's say, teach multiplication or
a particular scale where we see the children struggling.
Speaker 3 (13:59):
Third, use of such surveys is to set targets year
and year which the state can actually use to measure
if they're making progress or stagnating or falling down. What
we're seeing, thankfully across national surveys and state surveys that
there are encouraging signs of learning gains after the Nippunhara
(14:20):
Mission has been implemented.
Speaker 2 (14:21):
And this is significant because states like Punjab, Bihar, Telnghana, Odisa, Rhana,
madhe Padesh are all conducting their own assessments and generating
district and state reports where each of the state depending
on the size sample anywhere between fifteen thousand to fifty
thousand children, let's say in Bihar, to come up with
(14:43):
these state and district reports which are further used by
the administrators and the authorities in the district and state
level for all the three purposes that I talked about.
Speaker 1 (14:53):
And lastly, PATHA, what do you feel needs to happen
over the next few years for these in mentions to
come together?
Speaker 3 (15:02):
As I said, we're seeing some green shoots and some
positive movements, but a lot more needs to be done,
as significant percentage of children still need to master these
basic skills of reading, writing, and basic mathematics towards.
Speaker 2 (15:16):
The states need to really raise their ambition.
Speaker 3 (15:19):
These growth and these gains are not enough because foundation
literacy and numeracy essentially means more and more children learning
better and better and mastering these skills and towards that
the states would need to stabilize and continuously improve their
academic design and inputs with a very sharp focus on
decentralized implementation and monitoring, and ultimately more and more ownership
(15:44):
and engagement from.
Speaker 2 (15:45):
The community in the learning of their own children.
Speaker 1 (15:50):
You were listening to pathig Das and some branch Schivastwa
in the second episode of our five part series in
association with CSF. This episode was edited and mixed by
Surash Pawar and produced by me and Hari Kananda. If
you want to listen to the first episode of the series,
you can find the link to the same in the description.
(16:10):
If you like the show, then do subscribe to us
wherever you get your podcasts. You can also recommend the
show to someone you think will like it, share it
with the friend or someone in your family. It's the
best way for people to get to know about us.
Speaker 2 (16:23):
You can also tweet.
Speaker 1 (16:24):
Us at Express Podcasts or write to us at podcasts
at Internet Express dot com.
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