QualityEducationforAll

INITIATIVES&INNOVATIONSTransforming Delhi Education

Delhi's school education reforms have been recognisedacross the country and the world as a benchmark forpolicymakers.ThedramaticturnaroundintheconditionofDelhi'sgovernmentschoolshasbroughtusclosertoourgoalofprovidingqualityandaccessibleeducationtoeverychildinDelhi.

Education isa leveller inanunequalsociety likeours.Theonlyway tobuildamore just society isbyensuringequalopportunity for all. The remarkable improvement ingovernmentschoolshasledtoanarrowingoftheacuteclassdividebetweenchildrenstudyinginprivateandgovernmentschools.Wehaveoperatedontheprincipleof“NoChildLeftBehind”withafocusonensuringeverysinglechild’sinterestsarelookedafter.Whetheritisthroughlargescaleupgradeofbuilding infrastructureandcapacityexpansion,or throughadvanced teacher training focused on improving learningoutcomes, the government's interventions have beenthoughtfullydesignedtocreatemaximumimpact.

Delh i government schemes l ike Chunaut i 2018 ,strengtheningofSMCsandtheMentorTeacherProgramhaveattractedacademicresearchersfromacrosstheworld.Infact,Harvard University is conducting a study assessing theimpactofourworkonSMCs.

The last three years have been spectacular for Delhi'sgovernment schools. As Education Minister, I can only beproudoftheprogresswehavemade.

Warmregards,.

ManishSisodia

DeputyChiefMinisterGovenmentofNCTofDelhi

Educationofstudents,whetheratschoollevelorforhigherand technical education,mustbeboth comprehensiveandholistic.Oursystemmustbringouttrainedstudentswhoareable toapply theireducational inputs forgainingrequisiteskills and subsequent employment. It is signi�icant thatGovernment of Delhi has earmarked around 25 % of theannualbudgeteducation.Thebudgetisbeingused,interalia,for improving the educational infrastructure includingcapacity building of both Principals and Teachers as alsointroducing good practices for improving the teaching –learningprocesses.

IamhappytonotethattheDirectorateofEducationalongwith the Directorate of Higher Education and Training &TechnicalEducationhavebroughtout thiscompendiumofinitiativestakenbytheGovernmentinthissector.Itisusefultohaveaninventoryofreformsandinnovationssothatbestpracticescanbedisseminatedandemulated.

I would like to congratulate Secretary (Education), theDirectorsofSchoolEducation/HigherEducation/Training&Technical Education along with their dedicated teammembers for their efforts towards transforming theeducation systemandmaking itmore vibrant tomeet theprogressive needs of all students. I also congratulate allstudents, teachers, school Administrators, SchoolManagement Committee members and other Civil Societymembers for their commitment to effect improvements inthissector.

AnshuPrakash

ChiefSecretaryGovernmentofNCTofDelhi

It is a matter of immense pride for me to present thiscompilation of initiatives, innovations and reformsundertakenbythe'TeamEducation'inDelhi.

The team, in a cohesive and integratedmanner, has beenworking towards making education more meaningful andcontemporary,andenhancing thesystem'seffectiveness toreachouttothelastchild.Ourqualityinitiativesarefocusingontransformingandaugmentinginfrastructure,buildingthecapacitiesofourteachers,engagingparentsandcommunityin education, increasing educational and skill ingopportunities for youth, and building vibrant linkagesbetweenschooleducation,skilldevelopment,technicalandhighereducation.

Ihopethat,together,wecontinuetobuilduponourinitiativesandachieveourobjectiveofqualityeducationforall.

PunyaSalilaSrivastava

SmtPunyaSalilaSrivastavaSecretary(Education)

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Chunauti 2018Supporting the last child in class to learn

Background

Itisanationalconcernthathighproportionof children, despite spending �ive to eightyearsinschoolcannotevenasimpletextorsolvemathsoperations.Thisistheissuenotjust for India but for many developingcountries.

Asaresultoftheweakfoundationallearningskills,childrenofthegovernmentschoolsofDelhi have been facing an uphill task tograduatefromClass9to10.Since2013-14,there has been continuous decline in thepasspercentagewhichiscloseto50%.ThereasonforsuchdeclineinpasspercentageofStd9wasattributedtothelearningde�icitsattheprimarylevel,continuingintomiddleschool,andthechildgettingpromoted,yearafteryeartohigherclass.Thus,theDirectorateofEducationlaunchedChunauti2018withthegoaltoensurethatby2018,thereshouldbe:

1. SubstantialincreaseinthepasspercentageofClass9.

2. AllStudentsinupperprimarygradesshouldbeabletoread,writeanddobasicmaths.

3. Allstudentsattaintheprescribedlearningoutcomesappropriatetotheirgrades.

This initiativedirectly impacts about9.5 lacs students enrolled in Std6 to9 of its 1024schools.

Activities

Tobeginwith,abaselineassessmentoflearninglevelsofallthestudentsfromStd6to9wasdone in threedomains – ability to readHindi text, ability to readEnglish text andbasicpro�iciencyinmaths.Theresultsweredigitisedandthenanalysed.InStd6,7and8,about56%ofthestudentscouldnotreadgradeappropriatetextbooks.ThiscorrespondedwiththenumberofstudentswhowerethenfailinginStd9andwereattheriskofdroppingout.Whatwashappeningwasthatchildren,whohadfallenbehind,inprimarygrades,continuedtolag

¨ LaunchedinJune2016

¨ Impacting9.5lakhstudentsfromgrades6to9

¨ Aimedtobridgethelearninggapsofgrade6-8andensuringzerodropoutsingrade9

¨ Studentsdividedonthebasisoftheirlearninglevelsandprovidedwithadditionallearningsupport

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behind,whiletheteachersstrivedonlytocompleteherweeklysyllabus,andstrictlyfollowedthetextbook,focussingonthe�irstfewbenchesofstudents.

Aspartoftheinterventiontoaddresstheissueofaccumulatedlearningde�icit,studentsofeachofthethreeclasses-6,7and8weredividedintotwogroups-PratibhaandNishtha.ForthoseinStd9,weredividedintothreegroups-Pratibha,NishthaandVishwas.ThedivisionwasprimarilybasedontheirlearningleveldeterminedthroughthebaselineassessmentandaccordinglythechildwasplacedineitherPratibhaorNishthagroupoftheirrespectiveclassbased on their learning level. This was done to provide contextual learning supportappropriatetotheirrespectivegroups.VishwasgroupwasforthosewhohavefailedinStd9repeatedlyandweregiventheoptiontotakeStd10examofCBSEundermodi�iedPatracharschemeofDelhiGovernment.

As a �irst step to operationalise differentiated teaching learning approach, a specialisedcontentwasdesignedforallthreegroups.Teachersweretrainedtoinvolvechildren,evenonthe lastbench,proactively, rather than follow the textbook - chalkand talkmethodologyblindly.SpecialmaterialtostrengthenthefoundationallearningSkills(reading,writingandbasicmathspro�iciency)wasalsocreatedandusedto�illthelearninggapsofinitialyears.

DuringtheSummativeAssessments(underContinuousandComprehensiveEvaluation)twotypesofquestionpaperswereadministeredtostudents,dependingontheirlearningpath,so

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astotestwhatthechildknows,ratherthanwhatthechilddoesnotknow.

After�irst2monthsofimplementation,ReadingCampaignwastakenupinmissionmode,tofocusonsupportingchildreninlearningtoreadtheirtextbooks.

Impactandkeytakeaways

Through Vishwas group, 59,897 students took the Patrachar Exam of CBSE under theModi�iedPatracharschemeascomparedto3500students inpreviousyear.Goingbythetrendofpreviousyears,mostof these studentswouldhavecertainlydroppedoutof theschoolhadtheynotbeenreassuredandsupportedthroughChunauti2018.Theyattendedclassesintheirownschoolsduringregularhourslikeanyotherstudent,participatedinallschool activities, andgot all scholarshipbene�its. Further, insteadofMaths, subjects likeHomeScienceandPainting,wereofferedafterapprovalofCBSE.About11%studentspassedthisexamin2017asagainst3.5%inpreviousyear.Fortheremaining,theDirectoratehastiedupwithNationalInstituteforOpenSchooling(NIOS)wherebytheywilltaketheNIOSexamtoclearStd10in2017withthetransferofcreditinthesubjecttheyclearedinCBSEexam.

Further,theexamresultofStd6,7and8improvedinnumericaltermsfrom60%,61%,and65% to 66%, 69% and 73% respectively. Through the Reading Campaign, nearly 1 lacstudents of Std 6 to 8 moved from non reader to reading grade appropriate text. ThedownslideisStd9resultwasreversedandsomewhatimproved,from51%to52%in2017.Besides,thisisachievedwhileretainingthepasspercentageof88%inStd12andimprovingthepasspercentageofStd10by3percentagepointsto92%ascomparedtopreviousyear.

Mos t impor t an t ly,teachers have nowaccepted that theirresponsibility isnot tomechanically completesyllabus alone. Thesecond ha l f o f theclassroombenchesarea l s o t h e i rresponsibility becauseinaneducationsystemwh e r e 5 0% o f i t sstudents are not atgradeappropriateleveland consequently failcannot be consideredtobedoingjusticetoitschildren.

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Background

ThiscampaignwaslaunchedontheoccasionofTeacher'sDayin2016.Onthisday,anoathwas taken by the ent ire Educat ionDepartmentoftheGovernmentofNCTDelhi,led by the Education and Deputy ChiefMinisterMr.Manish Sisodia that theywillstrive to get all children reading in Hindi�luently by Children's day. The campaignfocussedonallchildrenofStd6to8oftheDirectorate of Education, Government ofNCTDelhischoolswhocouldnotreadtheirtextbooks.

The target group for the Campaign wasdetermined on the basis of ReadingAssessment conducted of all enrolledchildrenofStd6andthosechildrenofStd7and8whohavescoredlessthan33%marksinthecombinedSummativeAssessmentofpreviousclasses.ThesechildrenofStd7and8 were not included in the readingassessmentashavingscoredmorethan33%marksineachofthe5subjectswiththepenand paper test, it was unlikely that theywould not be able to read a passage fromtheirowntextbook.

The reading assessment tool, which wasadministered on one on one basis by theteachers,has6levels-beginner,letter,word,paragraph(Std1levelcompetency),Story(Std2levelcompetency)andAdvanceStory(havinganexcerptofabout100wordsfromthetextbookofStd6).Thehighestlevelattainedbythechildisrecordedasher/hisreadinglevel.Henceachildwhoisatparagraphlevelmeansthathecanreadletters,wordsandparagraphsbutnotstoryoradvancestory.

Out of the total of 6,32,370 children enrolled in Std 6 to 8 of DoE Schools, the Reading

¨ LaunchedonTeacher'sdayandconcludedonChildren'sdayof2016

¨ FocusedonchildrenofStd6to8oftheDirectorateofEducation,Delhi

¨ Targetgroupdeterminedonthebasisofreadinglevelofstudentsasdeterminedthroughbaseline.

¨ BasiclearningmaterialforthecampaignwasdevelopedbyPratham.Itconsistedofshortstories,paragraphsandwordcards.

¨ OnsitesupporttoschoolteacherswasprovidedthroughregularvisitsbyMentorTeachers

¨ Amongthetargetedgroup,about1lacstudentslearnttoreadanadvancestorywhichisaproxyofgradeappropriatereading.

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Reading CampaignEnabling all children to read

Campaignfocussedon3,52,112i.e.56%ofthetotalenrolledchildren.Inotherwords,thesechildrenwerebetweenBeginnerstoStorylevelandneededsupportandfocustobeabletoreadadvancestorywhichisequivalenttotheirgradeleveltext.

Activities

Thecampaignbeganwithhalfadayorientationof2teachersfromeachschoolonreadingpedagogy.ThesessionswerefacilitatedbytheMentorTeachers(anacademicresourcegroupfortheDelhigovernmentschoolsbasedatSCERT).Thereafter,asetof30shortstories,30paragraphandwordcards(eachcardhas12paragraphsandasetofwords),acompendiumof48activitiesthatcouldbecarriedoutwithchildrenatdifferentreadinglevelsandphoneticcards/chartsweregiventoeachschool.Thisformedthebasicteachinglearningmaterialforthecampaign.Duringthecampaign,onsitesupporttoteacherswasprovidedthroughregularvisits byMentor Teachers. TheMentor Teachers also demonstrated the activities to theteachersbydoingitwithchildren.Theonsitesupportwasfollowedupbydailycuecardsthroughwhatsapphavingthestoryofthedayandactivitiesthatcanbedonewithchildren.

TheHeadsofSchools(HoS)assignedabatchofupto20childrentooneteacheroftheirschool.Atleastonehouroffocussedreadingactivitieswereconductedbytheteacherswithher/hisgroup daily. Learning progress was tracked with the help of six samples of readingassessmenttoolsgiventoeachschool.EverySaturday,theteachersusedonesampletoassessthereadinglevelofchildreninhis/hergroup.ThelevelwasrecordedonthewhiteboardandputupinfrontoftheHoS'sof�ice.Thereadinglevelofchildrenthatweekandtheprevious

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weekwasstatedontheboard.

Weeklytrackingenabledtheteacherstospeci�icallylookatthecasesofchildrenshowingnoimprovementorthosewhowereabsentformostpartoftheweek.Teachersdevisedtheirownstrategiestoreachouttothosechildren.

Toengageparentsandcommunities,theSchoolManagementCommittees(SMCs)organised“ReadingMela” on theweekendswhere theywould invite parents and demonstrate theactivities that theycoulddoathome tohelp their child learn to read.TheseMelaswereorganisedeitherinschoolpremisesoratsomecommunityspace.

Impactandkeytakeaways

Justlikethebaseline,the�inalreadingassessmentofchildrenwasconductedbyteachersthemselves. These assessments were conducted in the second half of November 2016.Thereafter,forexternalvalidation,about2000Studentsof9DIETsspreadacrossdifferentpartsofDelhitoassess10%randomlyselectedchildrenbycentralMISteamforeachschool.TheassessmentbyDIETstudentsfoundconsistencyincaseof85%childrenofthehighesttworeadinglevelsreportedbytheschools.

Basedonthe�inalassessmentanditscomparisonwithbaseline,itwasfoundthatinStd6,46%childrencanreadadvancestoriesasagainstonly25%inbaseline.Further,therewasareductionfrom32%to14%amongchildrenofthisclasswhocouldnotreadevenasimpletextofStd1level.InStd7,theproportionofchildrenwhocouldnowreadadvancestorieswas64%asagainst52%inbaseline.Only10%childrenofthisclasscouldnotreadatextofStd1levelasopposedto24%inbaselineandinStd8,thepercentageofchildrenwhocouldreadadvancestoriesincreasedfrom55%to68%andchildrenwhocouldnotreadevenaStd1leveltextreducedfrom20%to8%.

Further,asaresultofthiscampaign,almost1lacchildrenhavelearnttoreadadvancestories.Amongthechildrenwhoweretargetedinthecampaign,30%ofStd6,28%ofStd7and32%ofStd8havelearnttoreadadvancestories.

However,oneoftheareasofconcernisthefactthatnearly11%childrenofStd6-8continuetobeatalevelwheretheycanjustrecognisefewwordsorlettersornoteventhat.Intermsofabsolutenumbers,thisisabout65,000children.Adifferentstrategywouldberequiredforthesechildren-forreachingoutaswellasforlearningsupport.

Oneofthemostsigni�icantachievementsofthecampaignhasbeentheeffortsofteachersinreachingout to thatchildwhowasotherwise“lost in thecrowd” includingchildrenwithspecialneeds.Theymadeeffortstounderstandwhysomechildrenwerenotmakingprogressandusedinnovativemethodstosupporttheirlearning.TheDirectoratehassupplementedtheseeffortsbylaunching“OperationSmile”initsschoolstosupportchildrenwithlearningdisabilitiesalso.Havingbuiltthemomentumnow,allschoolsarehavingdailyreadingperiodinwhichchildrenreadstorybooksavailableintheirlibrariesandtheSMCsarecontinuingtoorganise“ReadingMelas”toinvolveparentsandcommunitiesinsupportingthelearningoftheirchildren.

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Prof. Yashpal committee report, 'Learningwithout burden' (1993) marked a majormilestoneforpedagogicreformsinIndiaasitacceptedandadvocatedtherequirementfor child centered education. But thecommittee in itsreportalsosaid that, “thechildcenterededucationandactivitybasedteaching learningmethodare talkedaboutbutareseldompracticedinourschool.”Thisprogressive report was referred by thenational steering committee of NationalCurriculum Framework 2005 which in itsreport laiddownchildcenteredguidelinesfor curriculum makers based on theprinciplesofconstructivism.

ThenewNCERT textbooks followed in theGovernmentSchoolsofDelhiarebasedonNCF2005buteventhenthepedagogyinsidetheclassroomshasnotchangedoverthelastdecade.

During January-March 2016, a team ofteachers from the DoE schools workedclosely with the content team of NGOPratham to create foundational learningmaterial. These materials were for thestudents of Std 6 to 8 in �ive subjects-English, Hindi, Maths, Science and SocialScienceanditwasnamedPRAGATI.ThematerialwasprintedanddistributedbytheDelhiBureauofTextbooks(DBTB)toallstudentsofaforesaidclassesofallDoEschools.

Activities

WhilePragatiservedasagoodresource tostrengthenthe foundational learningskillsofstudentsintheseclasses,itwasfeltthatamorestructuredapproachbefollowedtoexpand

¨ CollaboratedwithNGOPrathamtocreatefoundationallearningmaterialforclasses6to8calledPragati.

¨ TheideawasexpandedbySCERTDelhitocreatePragatiseriesofsupplementarylearningmaterialwhichisalignedwiththetopicsofrespectivesubjectsandgrades.

¨ BasiccontentforPragatiwascreatedbyteachers,editedbyMentorTeacherandreviewedbysubjectexpertsfromDIETs.

¨ Sofar,foureditionsofPragatibooksnamelyPragati1,2,3,4alreadyprintedandcirculatedthroughregularrevisionsthatincorporatethefeedbackofteachers.

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Pragati seriesSupplementary learning material for children to bridge the gap

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thescopeofPragatibycreatingaseriesofcontextualizedsupportmaterialtostrengthenthelearningofstudentsinupperprimarygrades.Thus,itwasrecommendedthattheformatofannualINSETtrainingorganisedbySCERTforTGTsbechanged.Itwasproposedthatthereshouldbea4days'workshopofTeacherswhereexistingcontentandpedagogywouldbediscussed and new content for supplementary activity based learning be created by theteachersthemselves.Inafacilitatedsetting,theywillalsocreateworksheetsandactivitieswhichwouldformabasicresourcematerialforsupplementarylearningmaterial.

Accordingly,inthe4-daysworkshopthatwasorganisedbySCERTduringMay-June2016,nearly 24,000 TGTs, in small groups, reviewed the textbooks of classes 6 to 8 in theirrespectivesubjectgroupsandcreatedthecontentforsupplementarylearningmaterialbasedalignedwiththetopicsinthesyllabus.Thus,thecorecontentforsupplementarylearningmaterialforallsubjectswascreatedbythisgroupofTeachersduringtheINSETworkshops,whichwaseditedbysubgroupsofmentorteachersofdifferentsubjects. ThismaterialwasthenreviewedbySeniorLecturersofDIETswhoarespecialistofthatsubject.ItwasnamedPragati2.

Pragati2attemptstorealizethecurriculargoalssetbytheNationalCurricularFramework2005,which had recommended that children's life at schoolmust be linked to their lifeoutsidetheschool.Pragati2,likeNCERTtextbooks,followsthecoreprinciplessuggestedby

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NCF2005butdiffers in itsapproach in termsof thepresentationof thecontentand themethodologyusedforstrengtheningoftheunderstandingofconcepts.Itusesdialoguesandstories to communicate effectively with children on complex issues/concepts. Also thelanguagehasbeenkeptsimple.Italsoincludeslotsofexercisesandworksheetstoenablechildrentore�lect,analyseandexpress.TheeditorialteamhastakenduecaretorefertoonlytheprescribedNCERTtextbooksasthesourceoffactsandexplanationsforPragati2.

Sincetheresponsetothisnewinitiativewasverypositivefrombothteachersandstudents,buildinguponthecurricularresourcecreatedbytheteachersthemselves,workonPragati3wasundertakeninFebruary2017tocreatesupplementarylearningmaterialforthecontentto be covered during �irst term of 2017-18. Pragati 3 by nature of its curricular designremained a supplementary textbook but with much improved content and pedagogicapproachbasedonthefeedbackreceivedfromteachersandstudentsoftheprevioustwoversions.Hindi,EnglishandMathsseriesofPragati3isdividedinto2parts-Part1designedasbridgematerialtohelpreducethelearninggapandPart2havingthecontentof�irstterm.AlsoPragati3includedsmalltextsasitwassoughtbytheteachers,thoughthelanguagewaskeptverysimple.InothersubjectssuchasSocialScience,adialoguebasedapproachwasfollowedforexplainingchaptersinasimplemanner.Thus,itwasusedinschoolsduringApriltoSeptember2017.

Having built the academic infrastructure for Pragati series of supplementary learningmaterial,Pragati4wascreatedreferringthesyllabusofSecondtermoftheacademicsession2017-18inStd6to8ofDoEschools.Afterthe�inalizationofthecontentanditseditingbytheMentorTeachers,ledbySubjectexpertsfromDIETs,thematerialinprintreadyformwasdevelopedbythePublicationDepartmentofSCERTanditisbeingusedinschoolsbetweenNovember2017toFebruary2018.

Impactandkeytakeaways

ThisentireprocesshasgeneratedsupplementarylearningmaterialwhichisalignedwiththetopicsofprescribedNCERTtextbooks.

TheseriesofsupplementarylearningmaterialwasabletosetanewchildcentricpedagogicdiscourseintheclassroomsofDoEschools.Mentorteachersthroughtheirregularvisitstoschoolssupportedteachersinusingit.Duringthisprocesstheywerealsoabletodiscussandcollectfeedbackfromteachersandstudents.

ForDirectorateofEducation,GovernmentofDelhi, theprocessandmaterialofPragati isconsideredas“workinprogress”.Itisnotasubstituteforprescribedtextbooks,instead,itisanadditionalmaterialtosupport,assistandstrengthenteachingandlearning.

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The Delhi Government organized SummerCamps, second year in a row. The campswerelaunchedinsummerbreakof2016in555Delhigovernmentschoolasapilot.Withthe immense success and the feedbackreceived from students, teachers andparents,itwasdecidedtoscaleupthecampsbyconductingtheminallthe1024schoolsinDelhiin2017.

Themainideabehindthesecampsistogetstudents coming from MCD schoolsfamiliarizedwiththeirnewschools,developandactivity-basedlearningprocessandforstudents to have fun byway of doing art,craft,roleplayetc.Thisyear,thecampwasalsoseenasasubstantialopportunitytogetparents involved in their child's educationand importance was laid on parentalinvolvement.

¨ Organizedacross1024schoolsofDelhi

¨ Focusedondevelopingactivitybasedlearningprocessamongthestudents

¨ ThemesfortheSummercampwereLearningandfun

¨ Activitiesinvolvedreadingcontent,artandcraftactivitiesandsomeroleplay,danceorgames

¨ Weeklyshowcasebychildrenmotivatedparentstoparticipateinthecamp

¨ SMCmembersandteachersencouragedtheparentstovisitthecamp

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Summer CampsLearning with fun

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Activities

ThecampsranfromMay11toJune3,2017,andwerethree-hourlong,from7:30to10:30inthemorning,sixdaysaweek.ThemainthemesforSummercamp2017were'Learning,FunandAttitude'. All the activitieswere designed keeping inmind the themes and parentalinvolvementinmind.

n Learninginvolvedreading/writingusingthematerialdevelopedbyPrathamandtheworkinggroup

n Funthemeincludedgames,energisersandactivitiessuchassinging,dancingandroleplays,artandcraft,painting.

n Attitudeinvolvedactivitieswithparentstoincreaseparentinvolvementandtoinculcatecertainattitudeinchildrenalongwithcertainvalues.Studentsweredividedingroupsof�ive,called“Buddies”.Thesegroupswereheterogeneous,andwereformedbasedonthelearning-levelassessmentofclass6students.Alltheactivitiesinthisthemewouldbeconducted in buddy groups. Through the groups, responsibility was inculcated instudentsastheywereresponsibleforallthegroupmembers.Adailyquestionwasalsoincludedinthecontenttodevelopcuriosityandaquestioningmindinstudents.

The content for the camphad three sub-themes running across threeweeks – currency,transportandclothing.ThiswaspreparedbyNGOPratham.

Whatdidthecamplooklike?

Eachschoolhadoneguestteacherandtwoclass10thvolunteersforevery30students,whoconductedalltheactivities,reading/learningsessions.TheHoS,SMCmembersandotherteacherswerealsopresentontheorientationdays,Saturdaysandlastdayofthecampwhenparentswouldvisitschool.

Inmostschools,thedaywasgenerallystartedwithsomephysicalactivitysuchasexerciseonthemorning,whereassomeschoolsalsohadaprayerinthemorning.Thenextthreehoursentailedamixofreadingcontent,artandcraftactivitiesandsomeroleplay,danceorgamesin

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theplaygroundgenerally.Someschoolsalsohadcomputerclassesforthestudentsduringthecamp.Thelibrarywasalsoopenthroughoutthecamp,sostudentscouldreadborrowandreadbooks.

Teacherseithergaveasmallbreakforrefreshmentsduringthecampordistributeditintheend.Beforeleavingfortheday,studentsweregivenastripofpapercontainingaquestionforthemtoasktoparents.Thesedailyquestionswerebasedonthetopicoftheweek.Teacherswoulddiscussthisquestionthenextdaywithallthechildren.Thisensuredthatthestudentsareinteractingwithparentsdaily,andalsoencouragedpeersharing.

Onthefourdaysthatparentsvisitedthecamps(11,20,27MayandJune3),activitiesandgameswereconductedwithparents.Thestructureofthesedayswassuchthatitwouldinvolvestudentsshowcasingactivitiestheydidandlearnttheentireweek.Thethoughtofsharingordisplayingone'slearninginfrontofparentswasakeymotivatortogetparentstoschool.

To keep the attendance increasing, constant reminders were sent to teachers and SMCmemberstoinformparentsaboutwhentheyneedtovisitthecampnext(theparentswerealreadyinformedaboutthis�irstdayitselfthough).Schoolswerealsoadvised(bypublishinga circular) to contact parents through SMSs, telephone and othermeans to ensure theirparticipation.

Posteachweek,theattendanceresultsweresharedwiththesestakeholders,toencouragetheir efforts to bringmore parents to school. On analyzing the attendance trend, itwasobservedthatthepercentageofparentsincreasedeachSaturday.

Impact&keytakeaways

Thedailyactivitiesinthecampencouragedpeersharingandgotstudentstointeractandengagewiththeirparents,thusbuildingontheirinterpersonalskills.Accordingtoteachers,the students became the biggestmotivators to get the parents to school,more than theteachersor SMCmembers.With constant involvement in the summer camp,parents gotencouragedtobemoreresponsivetowardeffortsbyschool.

Attheendofthecamp,feedbackwassoughtfromguestteachersabouttheirexperienceinthecamp,bycallingthem.Teachersweregladthatparentswerealsoinvitedatthecampthisyear,and were hopeful that this might increase their involvement in their child's studiesthroughouttheyear.

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Background

'Isitpossiblethatourchildrencomeoutofschool not just knowing how to add andsubtract,multiplyanddivide,butalsowiththesheerjoyofhavingtoolsthattheycanuseto answer questions – of the life aroundthem,ofthingsseenandunseen?'Thiswasthe question which was asked some twodecadesagoandwhoseanswerwassoughtandfoundinShakurpur,whereJodoGyanislocated.Startingasanefforttohaveanothertypeofacademicsthatraisedquestionsfromt h e g round and ye t c onne c t ed t ointernational research whenever needed,Jodo Gyan has continued as a non-fundednon-pro�it social enterprise that tries tomake for all children learningwhat itwasmeanttobe.

But this alsomeant starting at a differentpointfromwherepeopleareusedtostarting– in mathematics not from doing numbermanipulationsinstandardformatandthenlearning to apply it to solveproblems, butstarting froma situation thatmakes senseand letting number sense or algebraicthinking emerge from it. This led to thedesigning of anchoring contexts andtrajectoriestosupportlearningforthedifferentconcepts.

In2015,thecurrentinterventioninDelhigovernmentschoolswasstartedinordertomakemathematicsmeaningfulforchildreninclasses1and2andtoextendwithoneclasseachyeartogouptoClass5.Alongwiththisanenrichmentprogrammefortheotherprimaryclassesisalsoenvisaged.

¨ Startedin2015forchildreninclasses1and2andtoextendwithoneclasseachyeartogouptoClass5

¨ Teachersweresensitisedtoadifferentviewofmathematicsinvolvingthinkingandreasoning

¨ Childrenweresupportedtosolveproblemsbysupportingtheuseofmethodsthattheycanconnectto,forinstance;theemptynumberline

¨ Theresultsofthemid-termassessmentconductedinMay2017showathree-foldimprovementascomparedtobaseline

¨ Bymidlineabout40%ofthechildrenoftheprogrammewereabletolocatenumberscorrectly.

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Learning Maths with 'Jodogyan'Developing Mathematical thinking in children since early years

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Activities

Practice-basedprofessionaldevelopment

Theteacherswereintroducedtheconceptofindirectteachingfordevelopingconceptualunderstandingratherthandirectlyteachingchildrentoanswertheexpectedassessmentquestions.Theywerealsosensitisedtoadifferentviewofmathematics–involvingthinkingandreasoning.

Flexibilityandthinking inproblemsolving

Oneoftheconcernsoftheprojecthasbeentoempowerthechildrentosolveproblems by supporting the use ofmethods that theycanconnect to.Theuseoftheemptynumberlinesupportsthementalmethodsthatchildrentendtouse.Theendlinewhichwasconductedin piloted schools towards the end ofClass2beginningofClass3showedthatchildren had started using the emptynumber lineasatooltoexpresstheirthinking.

Connectingtoreallifesituations

Oneofthemajorproblemsinschoollearningisthatchildrenarenotabletoconnecttoword suchaquestionmanychildrenwouldsimplyaddthetwonumbers.Wefoundduringendline assessment, that there was asigni�icant difference between theresponse of the children in theProblemsandchooseanappropriatesolutionmethod. Thus for example

when asked programme and non-programme classes. This is even more signi�icantconsideringthattheprogrammechildrenhavehadoneyearlessofschoolinstruction. Ascan be seen in each of the schools the number of childrenwho simply added the twonumberswassigni�icantlylessandintwoschoolstherewasnotevenonechild.

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Impactandkeytakeaways

Assessmentshaveshownthattherehasbeenasigni�icantimprovementinthenumbersenselevelsofchildreninthepilotprogrammeasshownbytheabilityofchildrentoordernumbersupto100onanemptynumberline.

The results of the mid-term assessment conducted in May 2017 (B) show a three-foldimprovementascomparedtobaseline(calculated)(A).Bymidlineabout40%ofthechildrenoftheprogrammewereabletolocatenumberscorrectly.ActivitiesforstrengtheningnumbersensecontinuedintoClass3andtheendlineassessmentofMay2017(C)showedfurtherimprovement.

Whatisevenmoresigni�icantisthatthelevelsreachedbythesechildreninClass3(beginningofClass4)(C)ismorethanthelevelsofchildrenatendofClass4(beginningofClass5)inthenon-programmeclassesofthesameschools(D).

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Background

Rashtriya Madhyamik Shiksha Abhiyan(RMSA) organizes Kala Utsav to recognizethe importance of aesthetics and artisticexperiences for secondary-level students,which play a major role in creatingawareness of India's rich cultural heritageand its vibrant diversity. The Utsav is aninitiativeoftheMinistryofHumanResourceDevelopment (MHRD) under RMSA, topromoteartsineducationbynurturingandshowcasing the artistic talent of schoolstudents at the secondary stage in thecountry. The Utsav promotes art ineducationbynurturingandshowcasingtheartistic talent of school students at thesecondary stage in the country throughmusic,theatre,dance,visualartsandcraftsatthedistrict,stateandNationallevel.

¨ KalaUtsavisheldtoshowcasetherichheritageandculture,customsandtraditionsofotherstatestoenablepeopletounderstandandappreciatethediversityinIndia

¨ NCTofDelhiwaspairedwithSikkimfortheyear2016-17

¨ Participationfrom4235studentsacross750schools

¨ DelhiStatewonFirstprizeinMusicattheNationalLevelin2016

LEARNING

Kala UtsavPromoting artistic talent

18

Activities

StatelevelKalaUtsavwasorganizedthisyearonthetheme“EkBharatShreshthaBharat”(EBSB)depictingthestateofSikkiminDelhi.EBSBscheme,aninitiativeofMinistryofHumanResource Development, is a novel approach to create an environment which promoteslearningbetweenstatesbysharingbestpracticesandexperiences.Theaimistoshowcasetherich heritage and culture, customs and traditions of other states for enabling people tounderstandandappreciatethediversityinIndia.Thisexchangeprogrammesunderscoretheunityofcultureswhilecelebratingdiversity.Underthescheme,NCTofDelhihasbeenpairedwithSikkimfortheyear2016-17.

Over4235studentsfrom750schoolsparticipatedinthecompetition.Outofthese,547werefromGovernmentschools,41Governmentaidedand162privateschools.Thestate levelwinnersfromherewillparticipateinthenationallevelcompetitionatBhopalinthe�irstweekofJanuary2018.

Impactandkeytakeaways

DelhiStatewonFirstprizeinMusicattheNationalLevelin2016.Allthe10membersofDelhiStateFirstPrizewinningTeamwereVisuallyImpairedandsomewerephysicallychallengedtoofromtheJ.P.MSeniorSecondarySchool(fortheBlind).JointSecondprizeinVisualArtsattheNationalLevel.S.K.VNo.1GandhiNagarSchoolwontheSecondPrizeinVisualArts.

KalaUtsavhelpsinenhancingthevariousskillsoftheparticipantsandpreparesthemasambassadors of our culture. It helps the students in identifying and understanding ourdiversetangibleandintangibleculturalexpressions.Thisisnotaonetimeactivitybutthebeginningofacompleteprocessofidentifying,exploring,understanding,practicing,evolvingandshowcasingtheartisticexperience.Oncepartoftheprocess,theparticipantsdonotjustperformpiecesfromtheirlivingtraditionsonly,butwillratherlivethatculturalexperiencewhiledocumenting'onlineproject'aspartoftheirKalaUtsaventry.TheparticipationintheonlineprojectsforKalaUtsavwouldinvolveexplorationofmultipleresourcesforresearchanddocumentation.This in turnhaspromoted teamworkandcollaborationrather thanrelyingonindividualmeansorresources.Asanefforttomainstreamstudentswithspecialneeds (differently-abled and from diverse socio-economic backgrounds) and celebratingtheir abilities, Kala Utsav is envisaged as a fully integrated platform. Sharing the stagecollectivelybyboys,girls, students fromdisadvantagedgroupsandstudentswithspecialneedsaprecursorinbreakingmanyexistingstereotypes.

LEARNING

19

Research on Early Childhood Care and EducationGaining insights on providing high quality Pre-School experiences

Background

The�irsteightyearsofachild,knownastheearly chi ldhood years , are global lyacknowledgedtobethemostcriticalperiodforchildren'slifelonggrowth,developmentandlearning.

EarlychildhoodisamajorfocusatAmedkarUniversityDelhi(AUD)asitoffersacademicMA Education (Early Childhood Care andEducation), professional (BVoc in EarlyChi ldhood Centre Management andE n t r e p r e n e u r s h i p ) a n d r e s e a r c hprogrammes (Centre for Early ChildhoodEducation and Development) across units.This triadic focus �irstly enablesa robustunderstandingof the speci�ic challenges in theimplementationofECCEservicesacrossthecountryandespeciallyinDelhiandsecondly,supports the development of strategies that need to be adopted by the government forprovidingqualityECCEservices.

TheGovernmentofNationalCapitalTerritoryofDelhi,proposedthattheCentreforEarlyChildhood Education and Development (CECED), AUD set up 10 pilot Early ChildhoodEducationandDevelopmentCentres(preschools)acrossDelhi,speci�icallyinslumclustersand unauthorized colonies. These centreswill be housed in Basti Vikas Kendras (BVKs)managed by the Delhi Urban Shelter Improvement Board (DUSIB). The focus of thesepreschools will be to provide developmentally and contextually appropriate play-basedlearningfor3-6year-oldchildren.

Intervention

TheECECentreswillofferavarietyofservicesincluding:

n Early Learning and development will be fostered through developmentally andcontextuallyappropriatepractices.Thus,itwillenablechildrentodeveloptheirownidentities,andrespectsocial,economic,cultural,linguisticandreligiousdiversity.

n HealthandHygiene:Thecentreswillconnectfamilieswithexistingmedical,dental,andmentalhealthservicestoensurethatchildrenarereceivingtheservicestheyneed.

¨ Cateringtotheneedof3-6year-oldchildrenwithlearningandwell-being

¨ ECEDCwillprovidehighqualityplaybasedpreschoolexperience

¨ 10Centrestoengagechildreninslumclusters

¨ Providesitesforfacultyandstudentresearch

LEARNING

20

n Community well-being: The centres will support and strengthen parent-childrelationshipsandengagefamiliesaroundchildren'slearninganddevelopment.

n SustainabilityandCommunityownership:TheECCEcentreswillengagefamiliesandcommunities in various initiatives so that they see themselves as partners in thedevelopmentandlearningoftheirchildrenandthewell-beingofthecommunity.

n MentoringRelationship:MentorsworkingacrossCentreswillenabletheteacherstodeveloptheirpracticesorganicallyandconnectwiththecommunityandfamilies.Theirrolewillnotbethatof'fault�inding',butsupportingteachersonplanning,classroominstructionandresourcedevelopment.

Impact

Byprovidingahighqualityplaybasedpreschoolexperience,theECECentreswillbuilduponchildren'scognitive,socio-emotional,earlylanguageandliteracyandearlynumeracyskillsduringthepreschoolyearstoimprovechildren'slearningoutcomesinearlygrades.

TheaimofsettinguptheECECentresistohavea“demonstration”effecti.e.,forteachers,parents,tutors,siblingsandtootherstoobservehoweffectivelytheactivitiesareconductedtoenhancelearningofchildren.

LEARNING

21

EachoftheseECCECentreaimstocaterto40-50children.Intotal,theCentreswillimpactapproximately400childrenandtheirfamiliesandcommunitiesinDelhiinthepilotphasewhichwillincreaseinthenextphaseswhentheCentreswouldbescaledupinphasesto3000preschools,impactingalargepopulationofDelhi.

TheseCentreswouldprovidesitesforfacultyandstudentresearch,observationandteachingpracticeforstudents,documentationofgoodpracticesandthusforgingdeeperinteractionsbetweentheclassroomandthe�ieldofpracticeinECCE.

Keytakeaway

Theopinions,needsandvoicesofthestakeholdersofthecentres-families,communityandsocialrepresentativesarecriticalandthesehavebeenincludedinthedevelopmentoftheprogramme.

LEARNING

22

While the curriculum needs to provide pathways for teachers to implement adevelopmentallyandcontextuallyappropriateprogramme,thereneedtobespacesinthecurriculumtobringinvoicesofchildrenandaddressthediversityofthecommunity.

Therigorousdocumentationprocesswillenablethepreschoolprogrammetobescalablewhichmaybeadaptedbyotherorganizationslater.

LEARNING

BRIDGING THE GAPBETWEEN SCHOOL AND HOME

24

Empowering School Management CommitteesRevitalising community leadership to manage functioning of schools

Background

Under the Right to Free and CompulsoryEducationAct2009,alsoknownasRTE,allschools other than unaided ones arerequired to form a School ManagementCommittee (SMC), comprising of 16members; with one each HoS, TeacherConvener, Social Worker and member oflocal authority along with 12 parents asmembers.TheSMCshavebeenveryactiveinthepasttwoyearstoimpacttheeducationsysteminDelhi.

SomeofthemajorfunctionsoftheSMCsare:

n Monitortheworkingoftheschool

n Supporting school authorities increatingaschooldevelopmentplan

n Ensure enrolment and continuesattendanceofstudents

n Monitor mid-day meal in the school,ensuring that teachers are notoverburdened with non-academicdutiesotherthanthosespeci�ied

¨ DoEpartneredwiththeNGOSaajhatoworkonSMCsthroughatwoprongedinterventionmodel,i.e.intensiveandscalemodel

¨ SMCmembersweretrainedonincreasingeffectivenessofSMCtrainingcontent,delivery,thusbuildingasmoothstatelevelprocess

¨ Simpli�iedgrievanceresolvingprocesswereinstitutedandresponsivenesstotheneedoftheschoolandtheparentswasincreased

¨ SMCsabhaswereconductedforparentrepresentativesofallschoolsinaconstituencytalktotheconcerneddepartmentoneononeabouttheissuesfacedbytheschool

¨ ThroughSMCapp,schools,communities,andparentswereconnecteddirectlywithdecisionmakersthroughasimplemobileapplication

¨ SMCsconductedReadingMelasaimedtotohelpachievethecommongoalssetunder'Everychildcanread'plan

BRIDGING THE GAP BETWEEN SCHOOL AND HOME

25

Activities

DirectorateofEducationpartneredwithSaajha,anon-pro�itorganisationtodevelopatwoprongedinterventionmodel,i.e.intensiveandscalemodel.Intheintensivemodel,Saajhaworkeddirectlywithschoolstakeholders,whereasinthescalemodeltheyworkedcloselywith the government Machinery. In Academic year 2016-17, the broad focus areas ofinterventionswere:-

I.TrainingofSchoolManagementCommittee(SMC)Members:Thisprogramfocusedonincreased effectiveness of SMC training content, delivery, and built a smooth state levelprocess. Designing content and Training of Trainerswere amongst the key areas of thisprogram.

ThecontentforSMCtrainingwascollaborativelydevelopedbySaajhaandSCERTDelhi.The3keycentralpointsweretomakethecontentmodulartoensuresmoothreachoutacross280training venues, co-learning tomaximise learning experience for each stakeholder andconcludewithclearactionabletoensureimmediateimplementation.

TheModulartrainingkitincludedparticipants'bookletand�lashcards.Everysessionwasadaptedintoagroupactivityandco-learningwasensured.QuestionswithMultipleRightAnswers,CaseStudyAnalysisandInterviewswereintroduced.AlongwithcommunicatingKeypolicyInformation,thereweretwomaindeliverablesofthetraining:SchoolPlanwithagoal, action steps and roles and responsibilities and SMCWorkbook to guide on-groundimplementation.

II.Governance:Simpli�iedgrievanceresolvingprocessandincreasedresponsivenesstotheneed of the school and the parents. Admission Committee, SMC Sabha and SMCMobileApplicationwerethekeytools.

BRIDGING THE GAP BETWEEN SCHOOL AND HOME

26

Impactandkeytakeaways

Admissions:Thegoalwastosmoothenthenon-planadmissionprocessofover1,00,000studentswhichwasacumbersomeexerciseforthefamilieswithlimitedreadingabilitiesandilliteratepopulation.Aworkforceofaround173peoplewasstationedatthegroundleveltoacceleratetheadmissionprocessandover1000grievanceswereresolved.Overalla10%increaseofadmissionswasreported.

SMCSabha:SMCSabhaisaplatformofdialogueformedbyMinistryofEducationandDelhiDirectorateofEducation,whereineverydepartmentlinkedtoschoolsarebroughttogethertodiscussabouttheissuesandchallengesfacedbytheschoolandthedepartments.InanSMCsabha, parent representatives of all schools in a constituency talk to the concerneddepartmentoneononeaboutthe issuesfacedbytheschool.Parentmembersalsotrytounderstandthechallengesthatthedepartmentsarefacing.

SMC App: Connecting schools,communities,andparentsdirectlywith decision makers through asimple mobile application. Theapp ensures simple collection ofgrievance at the school level andenablingdecisionmakers to takeprompt and informed actionst h r o u g h a g g r e g a t e d a n dprioritized dashboard. The apphasbeendevelopedinpartnershipwithMindtree,an Indian IT �irm.The App wa s l a un ched onDecember 28 , 2017 i n t hepresence of around 16000 SMCmembers.

Summer C amps : P r ima r yeducationofstudentistheresponsibilityofMCDschoolsandstudentsundergoatransferproceduretoDoEschoolsthatareresponsibleforSecondaryeducation.Inordertoensureasmoothtransitionfromfeederprimaryschoolstosecondaryschools,summercampswereorganisedforapproximately27000studentsofclass6th.

Reading Mela: Reading Mela was a community involvement program which wasconceptualised,designedandimplementedbySaajhaincollaborationwithSCERT.ReadingMelaswereorganisedbySMCinschools,parksandothercommunityspacesinDelhi.ReadingMelasaimedtobuildawarenessaroundlearninginandaroundthecommunitybybringingtogethertheparentsandthecommunityasawholetohelpachievethecommongoalssetunder'Everychildcanread'plan.

BRIDGING THE GAP BETWEEN SCHOOL AND HOME

27

Mega Parent Teacher MeetingCreating an atmosphere of mutual trust among Parents and Teachers

Background

Astheeffortsmadebyparentsandteachersplayavitalroleintheallrounddevelopmentof the student, it is imperative to harnesstheireffortsinanef�icientway.Therefore,inordertobridgethecommunicationgapanddevelopaharmoniousrelationshipbetweenparents and teachers a Parent Teachers'Meeting(PTM)wasintroducedineachoftheGovernment School under Directorate ofEducationinalargewayfrom2016.

Activities

ParentsofallthestudentsofGovt.SchoolswereinvitedtomeettheClassTeacheraswellasconcernedsubjectTeachers.Teachersbriefedtheparentsabouttheacademicactivitiesandeffortstobemadeforimprovingthelearninglevelsofthestudentsthroughoutthesession.

Mainpointsforbrie�ingincluded:Regularity,punctuality,importance&needforplanningfrom the beginning of the session, material developed under Pragati initiative, non-applicabilityofNoDetentionPolicyfromClassIXonwardsandfailuretosucceedbymajorityofthestudentsintheexaminationofClassIX.Inadditiontothis,criteriaregardingminimum25%scorerequiredinSummativeAssessmentweremadecleartotheparents.

¨ Startedin2016asMegaPTMacrossallgovernmentschoolonthesameday.

¨ MegaParentTeacherMeetingswereintroducedineachGovtschoolsunderDoE

¨ DoEeffectivelypublicisedtheeventthroughFMsandnewspapersleadingtoparentsturninguptoschoolsinlargenumbers

¨ Pointsrelatedtostudentregularity,punctuality,needforplanningfromthebeginningofthesessionwerediscussedamongteachersandparents

BRIDGING THE GAP BETWEEN SCHOOL AND HOME

28

Impactandkeytakeaways

AMegaParentTeacher'smeetingwasheldinpreviousacademicyearalso.Therefore,parentsweremoreaware this time.Also,DirectorateofEducationgaveeffectivepublicity to thisinitiative.Asaresult,thediscussionsbetweenparentsandteachersregardingtheacademicprogressofthestudentsweremorewide,diverseanddeeperthanpreviousyears.

The PTM turned out to be an openingwindow for discussions and developing a betterunderstandingamongthetrio.ThePTMsacrosstheschoolsinDelhiwitnessedlargenumberof parents' turnout despite rains and jams. The schoolswore a decorative look and thepartakingparents, teachersandstudent fraternitycarriedthezealandenthusiasmwhileinteractingwitheachother.Alleffortsweremadetobridgethegapbetweentheparentsandtheteachers.TheinvitationcardsforthePTMweresentacrosstotheparentswellbeforehandandthefollow-upsweremadebytheSMCmembersandthereminderswerecarriedoutbytheClassteachers.

Thediscussionsbetweenparentsandteachersareveryimportantforacademicprogressofthechild.ThroughPTMsparentsbecomeawareabouttheacademicprogressoftheirchildandteacherscanengageparentstoaugmenttheireffortstowardstheacademicupliftmentofthechild.

BRIDGING THE GAP BETWEEN SCHOOL AND HOME

MENTORING

MENTORING

Mentor Teacher programmeAcademic mentor to support ve schools

Background

The National Curriculum Framework forTeacher Education (NCFTE) 2009 says,“There is very little research into theeffectiveness of training, or the status ofschoolsupportactivitiesontheground,ordetailed understanding of even reportedsuccesses and fai lures. Evidence of'effectiveness'of trainingprogrammesandsupport activities, especially within thegovernment system, continues to be onlyanecdotal and impressionistic, and evencontrary, depending on who is asking thequestions or doing the observation.” Theprevailing in-service teacher training inDelhi(asisthecaseelsewhereinIndiaalso)consisted of classroom instruction of newcontent or pedagogy by trained resourcepersons or faculty from DIETs or SCERT,without any follow-ups to assess whetherthetrainingisbeingtranslatedintochangedpractice in schools, and if the same isyielding any results in terms of improvedstudent outcomes. This model of trainingdelivery was accepted as ineffective inmeetingthetrainingandacademicsupportneedsofexistingteachers.

Therefore,inthebeginningoftheyear2016,MentorTeachersGroupwasconceptualized,tonotonlychangetheformatoftrainingbutalso institutionalize the form of on-sitesupport. A group was proposed to beconstituted with about 200 enthusiasticteachers of DoE to leverage their creative expertise in strengthening the academic andpedagogiccapacitiesofotherteachersofDoEschools.

¨ Conceptualizedin2016,about200teachersofDoEselectedas�irstbatchofMentorTeachers(MTs)for2years.

¨ MTsgotanopportunitytovisitNIESingaporetoattenda5dayworkshoponmentoringandreputedorganizationsinIndiaaspartoftheirowntraining.

¨ Providedregularon-sitesupporttoteachersintheirassigned5-6schools

¨ FacilitatedworkshopsorganizedbySCERTfor20,000TGTsand3000Asst.teachersduringtheacademicyear2016-17andthereafterregularworkshopsforallteachersatzonallevel.

¨ EditedcontentforSupplementaryLearningMaterial(Pragati)forgrades6-8.

¨ SupportedtheTeacherdevelopmentcoordinatorsin�indingcontextualsolutionstochallengesatschoollevel.

30

Accordingly,theDirectorateofEducation,GovernmentofNCTofDelhiinvitedtheteachersofDoEschoolstonominatethemselvesto jointheproposedMentorTeachersGroup.ItwasfollowedbytheletteroftheHon'bleDy.CM“ShikshakonkeNaamShikshaMantrikaPatra”.

Total1088teachersappliedfortheroleand821ofthemappearedinthe1-dayInductionworkshopheldinthesecondhalfofMarch2016.Thereafter,foreachzone,dependinguponthenumberofMTsrequired(attherateof1MTforevery5-6schoolsinthatzone),applicantswereshortlistedbasedontheirscoresinSelfAssessmentactivities,Groupdiscussionandcommunicationskills.

Activities

CapacitybuildingopportunitiesforMentorTeachers

TheSCERTDelhihasenteredintoaMoUwithNIESingaporetoorganisea5-dayscourseonMentoring.Abatchof88MentorTeachersalongwiththeirNodalOf�icersofDIETsattendedthiscourseinSingaporeduring2017.TheremainingMTswillbeattendingit inJanuary-February2018.

MENTORING 31

Further,aspartoftheplantoobservesomeofthebestacademicpracticesacrossthecountry,theyvisitedthefollowingorganizationin2016:

1. Dream-a-Dream,Karnataka-AnNGOthatdeliverslife-skillscurriculatolowincomecommunitiesthroughafterschoolprogramsandresidentialcampsforstudentsandteachersacrossKarnatakaandmanyotherstatesinIndia.

2. AnupamMotiDau,Gujarat-ThisgovernmentschooloutsideMehsanaisknownforitsactivecommunityparticipationandgreenschoolinitiativethatactivelydevelopsstudents as leaders in the process of creating a sustainable environment in theirvillage.

3. GyanShala,Gujarat-AnNGO-runinformalschoolservingstudentsfromGrades1-10thatresideinslumswhereparentshavebeenunabletosendtheirchildrentoformalschools.Theyareknownfortheircomprehensiveworksheetsthatcomplementtheknowledgeoftheirteachers.

4. GraminShikshaKendra,Rajasthan-Anetworkof �ivemodel low-incomeprivateschoolsthatareknownfortheirmulti-gradeteaching,communityparticipationandtheirnurturingschoolenvironment.

5. Digantar,Rajasthan-Anindependentlow-incomeschoollocatedintheoutskirtsofJaipurthatworksconsciouslytowardsdevelopingdemocraticandegalitarianvaluesintheirstudentsthroughexperientiallearning.Speci�icallytheschoolhasplayedakeyroleinthewayeducationforgirlsisconsideredinthelocality.

6. TheGatewaySchoolofMumbai,Maharashtra-Anon-pro�it'labschool'forchildrenbetween the ages 5-18 with special needs that provides a balance of academicprogramsalongwithartsandtherapies.

7. TeachForIndia,Maharashtra-TeachforIndiaislookingtoprovidequalityeducationtostudentsingovernmentandlow-incomeprivateschoolsinmetrocitiesbyplacingyoungcollegegraduatesandworkingprofessionalfortwoyearsinaclassroom.TheyareknownforequippingstudentswithspokenEnglishskillsandfocusondevelopingstudentleadership.

Theexposuresand regularorientationby resourcepersonshavingexpertise indifferentdisciplinespreparedtheteacherstoplaytheroleofMentortotheircolleaguesinassignedschools.Further,theorientationsalsostrengthenedtheirsubjectknowledgeandfacilitationskillswhichprovedtobeavitaltoolindesigningandconductingtheworkshopsondifferentaspectsofteachingleaningprocess.Apartfromthat,allMTshaveattendingresidentialcourseonJeevanVidhyacourseon“EnsuringValuesinEducation”.

Tostrengthenthecultureofsharingofbestpracticeintheschoolsystem,theDirectorateforEducation - Delhi took the progressive step of introducing the Teacher DevelopmentCoordinator(TDC)Programmeinall the1024schools inDelhiasPhase2of the teachersupportinitiative.ItinvolvedeachschooltoselectaTDCfromitsgroupofteacherstoidentify

32 MENTORING

andworkonthespeci�iclearningneedsofteachers.EachMentorTeacher,inturn,workedcloselywithagroupof5-6TDCstoprovideoneononesupporttotheTDCs.Thisrelationshiphelped TDCs improve their skills of facilitation and management of school level issues.MentorTeachersalsoactedastheirbrainstormingpartnersandtogethertheycameupwithcontextualizedsolutionstohelpstudentsandteachersinrespectiveschools

Impactandkeytakeaways

TheMTsregularlyvisitedtheirassigned schools to provideacademic support to theteachersofthatschool.Insuchvisits, they would sit in thec l a s s r o om , o b s e r ve t h eteachingpracticeandgivetheirfeedback to the concernedteachers (not in f ront o fchildren)andHoS.Theywoulda l s o c o n d u c t s h o r to r i e n t a t i o n / t r a i n i n g o fteachersonanongoingbasisordemonstrate any aspect ofpedagogy, assessment orcommunication with parentsandchildrenasthecasemaybe.Theyplayedanextremelyvitalroleinexplainingtheconceptof“Chunauti2018”totheteachersoftheirassignedschools,individuallyoringroups.

Further,intheacademicsession2016-17,theyfacilitatedworkshopsorganisedbySCERTfor20,000 TGTs and 3000 Asst. Teachers. In 2017-18, they not only facilitated the 4-daysworkshopforabout19000butalsoengagedinthebi-monthlyfollowupsessionswiththesamesetofteachers.Suchengagementprovidedexcellentopportunitiestodiscusstheideasof pedagogical practice and implement the same in their own class. Most MTs alsoparticipatedineditingthecontentforPragatiseries(supplementarylearningmaterialforstudentsofclasses6to8)andcreatingonlineteachertrainingplatformforSCERTinMathsand English. They also participated actively in drafting the gradewise and subjectwiselearning outcomes on behalf of SCERT Delhi apart from assisting the Exam branch inpreparingthequestionpapersforStd6to8forSA-1andSA-2inthesession2016-17.

TheDirectorateofEducationplans to institutionalise theconceptofMentorTeachersbyencouragingteacherstocomeforwardandtaketheroleofmentoringfor2yearsandthengobacktotheirschools.ThispracticewillenabletheSchooleducationsystemtoleveragethecreative expertise of the teachers strengthening the capacity of other teachers alsowhooperateinsimilarcontext.

MENTORING 33

Teacher Development Coordinator programmeAcademic mentor for each school

34

Background

Buildingon themodelofMentorTeachersand expanding the outreach to supporteveryteacher,apilotwhichwasoperationalin90schoolssince2014wasreviewed.Themodel consisted of having an Educationleader ineachof the90 schools thatwerepartoftheprogrammewholedanetworkofapproximately 15-20 teachers in theirrespective schools. The Education Leaderswere full–time teachers who led network(localcommunityofpractice)activitieswithher/his peers within the school time andpremises. Education Leaders receivedtimely on-site (school visits) and off-site(quarterly Institutes and monthly pre-meeting and coaching calls) support fromSTIRProgrammeManagers(PMs)toensurethey are well set up to carry on teacherprofessional development through thenetworkmeetings.

To build capacities in these EducationLeaders , an Educat ion Leadersh ipDevelopment Programme (ELDP) wasdesignedthataimedatsupportingthemintheirroleandoverallprofessionaldevelopment.Somesigni�icantaspectsofELDPweretoassistEducationLeadersinthefacilitationofnetworkmeetings,sharingofclassroombestpractices within the network, and lateral capacity development through classroomobservationsandfeedback.EachPMsupportedapproximately30-35EducationLeadersinadistrict.

Activities

Theentireideabehindthisapproachofteachers'professionaldevelopmentwastoprovideteachersascopetotakeastepbackandre�lectontheirmindsetandbehaviouralongwith

¨ PilotedinselectedschoolsofDoE,Delhiin2014

¨ Eachschoolhadonefulltimeteacherswereselectedas'Educationleader'toleadnetworkactivitieswithhis/herpeers

¨ Educationleaderswereprovidedprofessionaldevelopmenttrainingsonfacilitationskills,sharingclassroombestpracticesthroughadedicatedProgramManager

¨ Educationleadersassessedtheprogressofnetworkteachersonamonthlybasis

¨ Currentlyoperationalin90schoolsofDelhiwithparticipationof1300teachers

MENTORING

35

continuouslyimprovingclassroompracticesalongwiththeirpeers,followingtheLearningImprovementCycle(LIC).Therewasaspaceformutualappreciationofeffortsandaservedasabrewinggroundforgrowthmindsetamongtheseteachersastheyworkedtowardsthesharedvision to improve theclassroomandschool culture.This shift in theapproachofteacherstakingaleadtosolvingtheirownproblemchangedthementalmakeupofteachersoflookingataproblemand�indingsolutionsforthesame.

DuringtheHeadsoftheSchool(HoS)OrientationMeeting,atthebeginningoftheyear,HoSnominatedoneteacherfromher/hisschoolfortheroleofEducationLeaderbasedoncertaincriterianamely-willingness,previousexperienceofmeetingfacilitation,leadershipabilities,etc.WiththekindpermissionfromtheDoE,Delhi,Instituteswereorganizedthriceinayear.These were essentially capacitydevelopmentsessionswheretheSTIR-PMsorientedtheEducationLeaders on the programmeobjectivesfortheparticularterm,majoractivities in theupcomingnetwork meetings following theLearningImprovementCycle,keycomponents of the EducationL e a d e r s h i p D e ve l o pmen tProgramme (ELDP) anddistrict-wiseprogressstatus.

T o a l i g n a l l t h e m a j o rstakeholdersinadistrictwiththeprogressoftheEducationLeaderP ro g ramme , c on su l t a t i o nworkshopswereorganizedwithHeadsoftheSchoolandtheDeputyDirectorsofEducation(DDEs)-Zones.TheseservedaspotentialplatformsfortheHoS-sandDDE-stoarticulatevision statements for the districts and to ensure discussions around improving studentlearning, keeping the teachers at the heart of positive classroom culture and practicetransformation.

Attheschoollevel,EducationLeadersconductedmonth-endnetworkteachers.ProgressofthenetworkteacherswasassessedbytheEducationLeadersonthebasisof:

1. Teacher Portfolios (journal): Re�lections during and after the meetings weredocumentedbytheteachersintheseportfolios.Theportfoliosshowedtheprogressmade by the teacher in his/her writing skills, the efforts put in, how he/she hasparticipatedinmeetings,andalsohis/herattitudeandre�lectivethinkingability.

2. Classroom observations - Strategies that were shared and discussed during thenetworkmeetingswereimplementedbytheteachersintheirclassrooms.Educationleaders visited classrooms to provide feedback to the teachers on their teaching

MENTORING

36

strategiesandmotivatedthemtocontinueapplyingnewpractices.

3. NetworkAttendanceTracker-Thoughaquantitativetooltotracktheattendanceofteachersinthemeetings,thesetrackersservedasatooltounderstandhowfrequentteacherswereattending,iftheywerecontinuingtilltheendandreasonsfordropout,ifany.

Apartfromtheaforementionedmodes,audio-visualnotesfromthemeetingdiscussionsalsosupportedinassessingtheprogress.Uponsuccessfulcompletionofthejourney,EducationLeaders and network teachers were recognized for their efforts by the Directorate ofEducation,DelhiNCRandcerti�iedbySTIRandRoehamptonUniversity.

ImpactandKeytakeaways

The journeystartedwith30teachers fromschoolsunderDoE,Delhi in2014,andoveraperiodofthreeyearsitexpandedto1300teacherinaround90schoolsinacrossNorthEastandEastDelhi.Overtheyearstheinterventionexperiencedaverage97%participation(ofTeachers,EducationLeadersandHoS)indifferentoffsitecapacitydevelopmentactivitiesandonsiteschoollevelsharingmeetings. Withinthelimitedtimespan,theprogrammehashadobservedapositiveeffectinbuildingsoftskills,ef�iciencyandinteresttoorganizedin-schoolacademicdiscoursewithfellowteachers.Inspiteofallthechallengesinthejourney,97%teacherssuccessfullycompletedthejourneywhichfurtherpositivelyimpactlearningofmorethan36thousandstudents(source:internalM&Esystem).

Thebiggestlearningsofarhasbeentounderstandthepotentialexistingintheeducationsystem.Teachers' intrinsicmotivation iskeyand that results into improvedpracticeandstudentlearning.Afterhavingdiscussedwithhundredsofteachersitisclearthatteachersmakethebiggestin-schooldifferencetostudentlearning.Littleimprovementinteachers'practice can take place, however, without igniting and sustaining teachers' intrinsicmotivation;itisimpossibletoplanttechnicalinterventions('seeds')unlesstheproverbialsoilisfertileandthesupportstructuresareinplacetoaidchangeandgrowth.

TheEducationLeaderProgrammeintheSr.SecondaryGovernmentSchoolsofDelhi,wassigni�icantintermsofitsreachandimpactonteachers.Theprogrammehelpedteachersinvisualizingtheirroleinanewlightandinstilledabeliefinthemthattheycouldbringinapositivechangeintheclassrooms,thereby,improvinglearningamongtheirstudents.Theprogrammealsoenhancedthedegreeofinteractionbetweendifferentparticipantswithinandoutsidetheeducationsystemi.e.theteachers,theHeadofSchoolandtheDistrictOf�icialsandNGOpartnermembers.Thedialogueanddeliberationswereessential indevelopingmutualunderstandingandusheringasenseofcollectivelyworkingtowardsimprovingtheclassroomandschoolculture.

Takinga leaf from theexperienceof theEducationLeaderProgrammeand theLearningManager Programme, to strengthen the culture of sharing of best practice in the schoolsystemandidentifyingandworkingonthespeci�iclearningneedsofteachers,theDirectorateforEducation-DelhiNCRtooktheprogressivestepofintroducingtheTeacherDevelopmentCoordinator(TDC)Programmeinallthe1042Sr.SecondaryGovernmentSchoolsinDelhi.

MENTORING

37

Transformative Learning through Human Values Helping children become responsible human beings

In the present scenario where we live,societal values are undergoing hugetransformat ion . Concerns over thecontinuouserosionofvalues,isoftenraisedbutactiontorestoreorunderstandisoftenmissing.Thecurrenteducationsystemlaysmore emphasis on cognitive aspect of thec h i l d a s c ompa red t o Affe c t i ve &Psychomotor aspects. Therefore, the casesofchildren incon�lictwith laworoutrightcrime have been on the rise across thecountry. Their relations with their ownparentsandteachersarenotcordialattimes.

Delhi government launched the ValueEducation Programmeunder the umbrellao f ' C e l l f o r H u m a n V a l u e s a n dTransformativeLearning”inMarch2015tounderstandandaddresssomeoftheseissues.

Vision:

TheVisionoftheCellforHumanValuesandTransformativeLearningisHumanizationofEducation, consciousness development and establishing a universal Humane Order thatallowsallhumanbeingstoachieveglobalpeaceandharmony.

Objective:

ToIdentify,studyandpracticeuniversalHumaneConduct;Developconsciousnessineveryhuman being; Integrate Values, Skills, Arts& Technology into educational content andmethodologytobringaboutqualitativetransformationinhumanbeings.

ValueEducationProgrammes:

It startedwith8days residentialworkshopon JeevanVidya conducted forDy.CM/MoE

¨ ValueEducationProgrammeundertheumbrellaof'CellforHumanValuesandTransformativeLearning.'

¨ MultipleworkshopsheldforSchoolStudents,DIETtrainees,Teachers,TeacherEducators,CRCs,BRPsSMCmembers,parentsetc

¨ Workshopfocusedonenhancinghumanness,humanvaluesandhumanconsciousness

MENTORING

38

(GNCTofDelhi);Director(Edn.),Secretary(Edn.),Director(SCERT),Director(HigherEdn.)withEducationalof�icialsincludingfewFaculty&PrincipalsofSCERT/DIET;HeadsofGGSIPUniversityandNSIT,atAbhyudayaSansthan,Raipur,Chhattisgarh,April2015.ThesessionwasconductedbyShri.SomTyagi.Thereafterithasgrowninto:

a. OrientationProgrammetoValueEducation(1-3days)

b. IntroductionProgrammetoValueEducation(7-8days)

c. IntensiveStudyProgrammeinValueEducation(3-6months)

d. Weekly/Fortnightly/MonthlySeminar

e. CurriculumDevelopment(D.El.Ed)&subject-training

f. RegularsessionswithD.El.Edstudentsthroughouttheacademicyear

S.

No.

Programme Noof

Programmes

Particip

-ants

Detail

1 Orientationworkshop

(1-2days)

19 2178 HOS,SMCs,DIETtrainees,NDMCof�icers,

NDMCschoolstudents,NDMCteachers

2 3dayOrientation

Workshop

7 19371 6with:DDEZones,DDE–Dist,HOS,Teachers

-18571

1withTDCs-800

3 5dayIntroduction

workshops

9 900st

1 yeartraineesfromall9DIETs

4 7-8dayIntroduction

Workshops(Residentia

l&Non-residential)

38 3244 Schoolteachers,DIETfaculty&Principals,

NDMCprincipals,Societymembers

5 IntensiveStudy

Programme(10days)

8 41 7DIET/SCERTFaculty&DoE

TeachersatRaipur,Chhattisgarh

Delhi

33MentorTeachersatHapur,UttarPradesh

6 Weekly/Bi-weekly

StudySeminars

4regular 10-15

per

seminar

TeachersatDIETDilshadGarden,DIET

Daryaganj,SKVRohini&RPVVDwarka,

membersfromSociety&Teachers

7 UniversalHuman

Values–

ElectiveCourse,NSIT,

Dwarka

3 133 AuditedElectivecoursefor1stsemester1 yearEngineeringstudentsat

NSIT,Dwarka

MENTORING

39

Impactandkeytakeaways

On the basis of responses of teachers, mentors, D. El. Ed. trainees, vice-principals andprincipalsitcanbeconcludedthatthereisaneedofactiveinvolvementoflearnerandteacher.Theyallchangetheirviewsthattheremustbefearfreeenvironmentinlearning.Theyalsoacceptthattheyarenotlearningforhighpostsbutthelearningistobecomeahumanbeing.Theyfeelthatfocusmustbeonapplicationofconceptssothattheycanbecomesensiblehumanbeings.Mostofthemacceptthatmotivationandrolemodelsplayanimportantroleinvarious dimensions of life so that they believe in motivating the learners and otherstakeholderstocompletetheirassignmentsandtoberesponsibletowardsassetsofschool,natureandpublicproperty.

JeevanVidyacanbeanalternateoptionforall thesechallenges. Ithasbeenput forth forhumansocietyintheformofaproposal.Itisauniqueeducationalprogrammethataimsatintegratingmanwithhisenvironment,nature,andsociety,thusfosteringashiftinuniversalconsciousness.Ithelpsustorecognisethatharmonyisalreadythereinexistence.Itdoesnothavetobeconstructed.Oneonlyneedstounderstandit,tobeinit.Itcanmotivateteachersandanyothereducationstakeholderstogoaheadinlifeandbecomeaproductivememberofsociety.Thisprogrammeenabledtothinkpositivelyandproactively.

Thisprogrammeleadstoabetterunderstandingoftheother,thelawsoftheuniverseandtheimperativetoacceptcompleteresponsibilityforone'sownlife.ThroughJeevanVidyawecan:

n Enhancehumanness,humanvaluesandhumanconsciousness.

n Promote'consciousnessdevelopingvalueeducation'inthecontentofeducation

n Promoteuniversalworldorder,humanconstitutionandhumanmind-set

n Inculcateinthepeopleaconcernforenvironment,ecologicalbalanceandco-existence

n Developanenvironmentconducivetohumanconsciousnessandhumanvalues

AnewcoursedesignforallDIETstudentsisbeingdevelopedwhichis“CriticalThinkingforTransformativeLearning(CTTL)”.

MENTORING

TRAINING

41

Principal development programmeBuilding Principals' capacity to lead schools effectively

Background

The impetus forchangeandreformcomes�irst from theHead of school or Principal.Theyaretheleadersfortheteachers-whohave a direct in�luence on the learning ofchildren in a school. Principals often feelcaught up between higher administrators,Governing bodies, parents, teachers andtheirownsenseofwhatstudentsneed.SothePrincipalinPeterSenge'slanguageisa“fulcrum” point leading learning and itsprocessinthewholeschool.

In a �irst of its kind effort in Delhi, theDirectorate of Education and SCERT cametogether in collaboration with CreatnetEducation was to design as well asimplement a program to help identify theleadership qualities among the principals,nurtureit,andthenspreaditamongotherstoo. The �irst step was to take somemeasuredmoves, thus the ideaof54PilotS choo l s was env i saged . F i f t y fourGovernmentschoolsinDelhiwerechosentobecome 'the' model of development forother schools, and authorities, to emulatefrom,andthusbeganthePrincipalLeadershipDevelopmentProgram.

¨ Programtohelpidentifytheleadershipqualitiesamongtheprincipals,nurtureit,andthenspreaditamongothers

¨ SomeGovernmentschoolsinDelhiwerechosentobecome'the'modelofdevelopmentforotherschool

¨ SeriesofworkshopsandinteractivesessionsatSCERT,DIETandDoEschoolswereconductedasapartofthePrincipalDevelopmentProgram

¨ Currentlyoperatingin1024Governmentsecondaryschoolsthrough60motivatedfacilitators.

¨ ExposureandeducationaltriptoIIMs,CambridgeandFinland.

TRAINING

42

Activities

Itwasaone-yearprogramtostartwithandthe�irsttargetwastheleadershipdevelopmentof10 Government-schools' Principals. A series of workshops and interactive sessions -- atSCERT,DIET andDoE schools --were conducted as a part of thePrincipalDevelopmentProgramanditwasthenscaledupto100Principals–dubbedastheP100.ThenthePilotSchoolsprojectcamealongandleadershipdevelopmentof54PilotschoolsHoSbecametheprimeobjective.ThiswasimportantasfutureFacilitatorsweretocomeoutfromeffort.

Theprogrammetimmediatesuccess.Whatstartedwith10schools,soonscaledupto100.Withtheturnoftheyear800schoolscameunderit,andsoonall1024Governmentsecondaryschools came under the aegis of this leadership development program. After a year, theparticipantswerenowfacilitatorstootherPrincipals.Theinnovationwasnotonlyworking,butwasspreadingfastandtouchinglivestoo.

Impactandkeytakeaways

n From just10 in2015, theno.of facilitators increased to60motivatededucators toconducttheprogramtoall1024GovernmentSecondaryschoolsinDelhiasFacilitators.

n The Principals had started taking the responsibility ofwhat students learnt in theschool.ThePrincipalswereawarethat'learning'intherealsensecannotbecon�inedtotextbooksandthatchildrenneededtobeprovidedwithanenvironment�irst.Thefocus

TRAINING

43

wasnowmoreintrinsicdevelopmentofachildthanjustacademic.Andnotonlythestudents, but the teaching and non-teaching staffs too were part the Principal'sresponsibilities. They were able create a shared understanding of purpose amongteachers, staff, students and evenparents. The importance of a 'shared vision'waspositivelyreceivedbyallstakeholders.

n Principalswereabletobringaboutashiftinthebeliefofteacherstowardsstudentswhowere otherwise, for a long time, seen as 'good for nothing'. There were HoS whothemselveswereindoubtregardingtheabilityoftheteachers.TheProgramenabledthe54 participating Principals to learn the power of trust and in�luence to buildrelationshipswithintheirteam.

n Shift inthe individual fromexternalizing problems tothesystem,towhattheycando. This Shift was enabledthrough group learningsessions where a commonlanguage got developedwhichenabledre�lectionontheexistingmentalmodelsand frames, and becomingof other frames. A sharedvisionwithallstakeholdersonthepurposeofeducationwasdevelopedandhowthatcouldbetranslatedthroughbalanced objectives withlearningneedsofchildren

n Themethod of group learning has been effective. Participants through themethodengagedwith:HowdoILearn?HowcanIenhancemylearningpotential?Whatisthedifferencebetweenlearningandknowledge?Theyexperiencedas“masteryofthewayof self-improvement”which is an on-going process. A process not just in terms ofoutcomes but a process whereby knowledge and concepts are derived from andcontinuously modi�ied by experiences. Experience is the source of learning anddevelopment.

n Capacitybuildingandleadershipfromwithinasnewfacilitatorsdevelopedwithinthesystem-DoEPrincipals,DIETPrincipals&SCERTmembers. AllHeadofSchoolshaveattendedtheworkshoponHumanValuesorganisedbyCellforHumanValuesetupatDIETDaryaganj.

n About500HeadofSchoolshaveattendedtrainingprogrammesatIIMAhmadabadandLucknow,90ofthemhaveattendededucationalprogrammeatCambridgeUniversityand30ofthemwillbevisitedFinlandtounderstandtheschooleducationmodelthere.

TRAINING

44

Online capacity buildingprogramme for teachersUsing technology effectively to reach all teachers

SCERT,DelhiintroducedanOnlineCapacityBuildingProgramme(OCBP)toconnectandequip the teachers posted at differentlocationsinDecember2016.Itcomplementsthechallengesoffacetofacetrainingwhichare pulling out teacher's for training fromthe i r s choo l t imes , l im i t a t i ons o fcomprehensive training over topic-wiseintense training, timing of trainings notalignedtothetimewhenthetopicistakeninthe class, limited pedagogical sharing andcollaboration among teachers, trackinganalytics of training, among others. ThemainaimofOCBPistoprovidespeci�ictopicbased pedagogical support to its teachersand build their capacity in effectiveclassroom transaction. The programmeshave been prepared by SCERT faculty andMentor teachers with technical supportfromMillionSparkFoundationbyfocusingonIn-classresources(Howtoplan&teachmynextclass?)

ThechiefobjectivesofOCBPareasfollows:

n toenhanceTeacher-to-TeacherandTeacherEducator-to-Teachercommunication

n toenablestudent-centeredteachingapproaches

n toprovide24*7accessibilitytocoursematerials

n tobuildcapacityofIn-ServiceTeachersthroughonlinetrainingforupdatingcontentknowledgeaswellasclassroomdelivery

n toconnectteacherstogetherinanonlinecommunitytohelpthem,raisetheirconcernsandgetsolutionsforthesame

n to provide teachers with all resources appropriate for different grades to conducther/hisclassesef�iciently,withbettercontentknowledgeandinterestingmethodsofteachingaswellasassessinglearningoutcomeofstudents

¨ StartedinDecember2016

¨ tobuildcapacityofIn-ServiceTeachersthroughonlinetrainingforupdatingcontentknowledgeaswellasclassroomdelivery

¨ ContentisprovidedthroughanappplatformandcanbeaccessedontheSmartphonethroughaMobileApplicationcalledChalkLitandfromthewebwww.chalklit.in

¨ 2285teachersalreadytrainedthroughtheplatform

¨ Thetrainingsoncontentaremappedaspertheannualacademiccalendarofschools

TRAINING

45

n toreduceadministrativeworkaroundcoursemanagement

n trainingscanbeprovidedclosetothetimethespeci�ictopicsaretobetaughtintheclass

n trainingfollowstudent-centredteachingapproach

Activities

Thecontentfortheonlineprogrammehasbeendevelopedinaworkshopmodewiththefocuson teachereducation.Post contentdevelopment, a thoroughpeer review isdone for the�inalizationofcontent,followedbyvettingdonebytheexperts.Aftervetting,thecontentisprovidedtoMSFforthesmoothexecutionofOCBPonappplatform.

TheplatformcanbeaccessedontheSmartphonethroughaMobileApplicationcalledChalkLitandfromthewebwww.chalklit.in.TheTeachersareinvitedtoaccesstheplatformviaacircularputuponedudel.nic.inandSMSarealsosentforinformingthem.Athreedaytimeisprovidedtotheteachersforregistrationintrainingprogramonappplatform.Toregister,theteachers have to download the ChalkLit app on their phones and enter their respectiveTeacherIDs.

Theonlineprogrammehasbeendividedinvariousphases,namely:

n Pre-registrationphase:Selectinglistofparticipantsbasedonuserde�ined�ilters

n Registrationphase:Monitoringanddrivingregistrations

n Live Training phase: Monitor training progress, comment management (commentanalysis),Notifymentorsfortheirurgentattention,ManageTrendingpostsforuserengagement

n PostTrainingphase:Certi�icatesmanagement(Generation,approvalandcorrection,ifany),In-appcollectionoffeedback,CommunicatingwithteachersthroughSMS(Multi-lingual),Emailandin-appnoti�ications

Impactandkeytakeaways

Throughtheprogramme,around2285teachershavebeentrained.

The online Capacity Building Programme provides pedagogical support through deepconceptual and pedagogical understanding and gives the teacher a very good in-depthknowledgeofthetopic.Theplatformhasveryspeci�icgraderelevantteachingmethodstoenabletheteachertoteachbetterwhichhelpstheteachersgetabetterunderstandingoncomplexconceptsandhowtodeliveritintheclassroomwithease.Theconceptsarefurthersupportedwithstrategiesfordifferentiatedteachingtodifferentlevelsofstudentsandideasonhowtodealwithmisconceptionamongstudents.Italsotakescareofactivitiestoreinforcelearningandgivesmethodstoevaluateandassessstudentsinclassroom.ThetrainingsareverycontextualtoDelhi,asthecontentiscreatedbyhighlyexperiencedmentorteachersof

TRAINING

46

Delhi government. Overall, it helps teachersdevelopanunderstandingofaconceptacrossgradesandwhyitisimportantforstudentstoreachaparticularlevelinagradeandhowwillstudent'sunderstandinggrowwithgrades.

Theportalhashelpedprovideclosecommunitylike environment for each teacher to askquestions freely without any hesitation andshare their experience/ideas with othercommunity members. It is a place where ateachercanengageinconversationsaroundthetraining contentorwallposts (bothacademicand non-academic in nature). The teachersparticipate in the live online interactionsthrough events like Ganit Chaupal, EnglishVinglish etc. The teachers are providedrecognition by publishing teacher successstories leading to teacherencouragementandkeepsteachersinspiredthroughteacherstories.Unlimited links to extended educationalresources are provided to the teacherswhichhelp the teachers keep informed and abreastwith happenings and innovation in theeducationspace

SCERTshares theday todayactivities/eventsoccurringororganisedbySCERTforteachersonthe platform, helping the teachers to be wellawareandstayconnectedwithSCERT.

Being anonline training, one canpursue it attheir own pace and place. The portal canconnect to number of teachers or people ofdifferentdomainwithout themhaving togoanywhereand theparticipantscanget theirdoubtsclearedbysubjectexpertsaboutanyspeci�ictopicsittinganywhere.Thetrainingsoncontentaremappedtotakeplaceatthetimewhenthesamecontentisscheduledtotakeplaceintheclassroomaspertheannualcalendar.

TRAINING

47

Hands-on training of Special EducatorsAddressing Lack of institutionalised support to Special Education Teachers

To facilitate Inclusive Education andstrengthenthefunctioningofChildrenwithSpecialNeeds (CWSN) studyingacross theGovt.SchoolsofDoEitisimpertinentnotto

impartthetrainingtotheSpecialEducationTeachers (SETs) across the ambit of existing disabilities through hands-on trainingprogramme.DuetothediversityofCWSNexistinginthespectrumofdisability,itistheneedof the hour to equip the SETs with the appropriate skills required to deal with varieddisabilities.Thistrainingwillprovidethepracticalexposureandhands-onexperiencetotheSETsthatwillfacilitatetheirworkingwithCWSNatschoollevel.

Activities

Theprogramaimstoprovidethebene�itoftrainingtoCWSNinaholisticmannersoastoenrich the SETs with the knowledge and practical skills for an improved knowledge ofworking with CWSN. It trains the SETs for an effective planning, implementation andevaluationofIndividualEducationPlan(IEP)andgrouplessonplan.ItalsogiveaninsightofpedagogyandskillsofteachingCWSNhavingvariedtypesofdisabilities.

Ascomponentofthisprogram,theSETsweresupportedtolearn&developTeachingLearningMaterial(TLM),keepinginviewthediverseneedsandlevelofCWSN.Ithelpsforattainmentof Continuous Rehabilitation Education (CRE) points for the SETs, as per the norms ofRehabilitationCouncilofIndia(RCI).

¨ SpecialEducationTeachers(SETs)weresupportedtolearn&developTeachingLearningMaterial

¨ CollaborationwithNGOstoconducthandsontrainingfortheSETs

¨ PreparedtheSETsforeffectiveplanning,implementationandevaluationofIndividualEducationPlan(IEP)andgrouplessonplan

TRAINING

48 TRAINING

Throughtheprogram,certainNGOswere identi�iedaspertheirareaofexpertise for thecollaboration toconduct thehands-on trainingprogramme.The identi�iedNGOsbriefedaboutthebackground,aims,content,modusoperandiandexpectedoutcomesregardingtheprogrammeinadetailedmanner.

Acircular/orderwasissuedwithadetailedlistofparticipantsineachorganisationandthedatesoftraininginadvance.TheSETsworkedinthepremisesoftherespectiveorganisationandutilisedtheirresourcesunderanappropriatesupervisiontoimprovetheirlearning.Theconcernedorganisationskeptaproperrecordofattendance,dailyworkreportandsampleofSETswork.Ateamconstitutedatthestatelevelvisitedeachoftheseidenti�iedcentresduringthetrainingdaystoobserveandnotethefunctioningofeachorganisationusingasupervisionproformadevelopedatthestatelevel.Theorganisationswereaskedtosubmitadetailedreportaftertheconductofthetrainingforeachbatch.Aftercompletionofthe�irstphase,feedbackwassoughtfromtheparticipantsandaccordingly,furthersessionsmaybeplanned.

Impactandkeytakeaways

TheprogrammeledtoholisticprofessionaldevelopmentofSETs.

Itbene�itedtheCWSNbyequippingtheSETswiththerequiredknowledgeandskillsforabettermanagementofchildrenwithvarieddisabilities.ItalsobridgedthegapbetweenthetypeofdisabilityofCWSNandareaofspecialisationofSET.TheSETsgainedaninsightintoeachdisabilitycondition,sothattheycanfurtherguideandcounseltheparentsofCWSNforfuturereferences.

49

Establishing a Public Model of teacher educationRedening Teacher Training and Continuous Professional Development

Background

InkeepingwithAmbedkarUniversityDelhi(AUD)'scommitmenttothepeopleofDelhitomakequalityeducationaccessibleacrossthe city, the Lodhi Road Campus of AUDstarted functioning from September 2017.The Lodhi Road Campus is dedicated tocontribute to the development of teachereducation programmes and researchprogrammesinthedomainofeducation.

¨ SESwillactasanhubforteachers'educationandresearch

¨ Willstrengthentheteachingmechanism

¨ Researchwilladdvaluetobuddingteachers

¨ TeacherscanreferbacktoanexpertatSES

TRAINING

50

Intervention

The proposed programmes to be started in School of Education (SES) include teacherpreparationprogrammessuchasa4yearB.A.B.Ed.programme;programmesforpreparationofteachereducatorssuchas3-yearintegratedB.Ed.-M.Ed.;M.Ed.;programmesforcontinuingprofessionaldevelopmentofteacherssuchasin-serviceprogrammesandvariouscerti�icateanddiplomaprogrammes;andresearchprogrammessuchasM.Phil.andPh.D.Realizingtheneedforseamlesscontinuationbetweenpreandin-serviceprogrammes,thefocusofSESwouldincludeprogrammesforbothteacherpreparationandcapacitybuildingofin-serviceteachers.

Impact

Theschoolaimstoestablishapublicmodelofteachereducationanddevelopmentfocusingon excellence amidst privatisation and poor quality teacher education. It will help indevelopingqualityteachersleadingtoabetterstandardofeducation.

Takeaway

Theschoolwillactasahubforteachers.

Interventionsinteachingmechanismwillbepossible.

TeacherscanrefertoanexpertatSESforclari�icationandenhancementofknowledge.

TRAINING

INFRASTRUCTUREFOR EXCELLENCE

52

Library in every schoolPromoting reading habit among students

Background

When reports of learning gaps wereattributedduetothelackofbasicabilitytoread, it triggered alarm bells in not just

educators and admissions but in thecorridors of the Government too. Whatensued were ad hoc and short term i n t e r v e n t i o n s t oimmediately plug the learning gaps. Bridge courses were put into place. However, theimportanceoflongterminterventionhasnotbeenoverlooked.Itwasfeltthattheprimeneedis,tomakereadingahabit,readingforpleasureandreadingtoimproveexpression,languageand understanding among the students. Itwas under such circumstances that library inschoolscameunderthespotlightforenrichingthelibraryexperiencesofchildren.

¨ TheGNCTDallotted100croresinitsannualbudgetof2017-18forsettingupnewlibrariesintheschoolsofDelhi

¨ Initiativetopromotereadinghabitandinculcatesenseofcreativityamongstudents

¨ Introducedclasslibrariesfor4500sectionsfromclassesclassesNurserytoVacross454SarvodayaVidyalayasofDelhi

¨ Introduced400NewLibrariesforMiddleClasses(VItoX)inschoolshavinghighstrengthofstudents

¨ Moderniselibraryfacilitiesfor1029schoolsofDoE

¨ MoUsignedwithRoomto'ReadIndiaTrust'tocreateuniquelibraryexperiencesforstudentsofprimaryclasses.

INFRASTRUCTURE FOR EXCELLENCE

53

Activities

Tofocusonallthesetargets,DelhiGovernmentinitsAnnualBudget2017-2018,allottedanamount of Rs 100 crore for setting up of libraries in all the Government schools underDirectorateofEducation.ItwasproposedtosetupspecialLibrarywithintheclassroomforthe students of Nursery to Vth Class. Such Libraries will be introduced �irst time inGovernmentschoolwhereinattractive�ictionbookswillbeplacedforthestudentsinclassroom.Itwillpromotereadinghabits, inculcatesenseofcreativityandinvolvechildreninactivitylikestoryreading,storynarrationetc.Besides,400newlibrariesaretobeopenedinthegovernmentschoolsforclass–VItoX,inwhichthebooksofinterestingstories,poetryetc.will be provided as per age and interest of the children so that reading habits may bedevelopedamongstthestudents.

Inthelightofabove,itisproposedtohave:-

(A)IntroducedClassLibrariesinallthePrimarySectionsofSarvodayaVidyalayasunderDoE.Nearly454SarvodayaVidyalayaswithapprox.4500sectionsofprimaryclassesfromnurserytoclassVexist. EachprimarysectionwillhaveitsownClasslibrarywithabeautifulandcolourfulalmirah.Alltheclasslibrarieswillbeenrichedwithatleast100colourful,vibrantand attractive bookswithin the reach of children. For the �irst time, open access to thelibrarieswillopenanewhorizonforthechildren. SelectionofhighqualityBookswillbe

INFRASTRUCTURE FOR EXCELLENCE

54

basedonstandardandinterestoftheagegroupofthechildrenoftheclassconcerned.

(B)Introduced400NewLibrariesforMiddleClasses(VItoX)inschoolshavinghighstrengthofstudents.AseparatelibraryforthemiddleclassesintheseschoolswillcatertothedifferentcategoriesofBookslikeFiction,Biographies,Poetry,andNonFictionetc.Thebookswillbeofgoodstandardtoinculcateloveforreading.Thelibrarywillprovideadequaterecreationaland information materials to arouse student interest. Libraries allow children to askquestionsabouttheworldand�indtheanswers.Andthewonderfulthingisthatonceachildlearnstousealibrary,thedoorstolearningarealwaysopen.

(C)Modernise /Enhance existing Libraries in all the 1029 schools under Directorate ofEducationarebeingdone.Thelibrarieswillenhanceitscollectionsandresourcematerialsforbothstaffandstudentsthatmeettheireducationalneedsanddevelopmentsandaugmentsclassroomteachings.Astudentcandevelophisliteraryskillsbyreadinggloballiterature.CompleteAutomationoflibrarieswillbedonetomeetwiththepresentscenario.

Notjustthis,aMOUhasbeensignedwithRoomto'ReadIndiaTrust'tocreateuniquelibraryexperiencesforstudentsofprimaryclasses.

Impactandkeytakeaways

RoomtoReadIndiaTrustiscurrentlyworkingwith100selectedschoolsofDoEandhaveequippedthemwithaseparatelibraryforprimaryclasses.Stockedwithover100attractivecreative and interesting titles, it is providing a healthy and harmonious environmentpromotingreadinginschools.

From this academic year (2017-2018), all 1024Govt schools of DOEwill be celebratingLibraryActivityWeekthreetimesinayear.ThecelebrationswereorganisedinthemonthofAugustandNovember2017.Theactivityrosterincludeddifferentinnovativeideaslike:BookReviews by students, StoryWriting competitions, General Knowledge quiz, Story Tellingcompetition,Elocution,BookCovermakingondifferent subjects andBookMarkmakingcompetitionandwritingBlogs.

The school library provides information and ideas that are fundamental to functioningsuccessfullyintoday'sinformationandknowledge-basedsociety.Itequipsstudentswithlife-long learning skills and develops the imagination, enabling them to live as Libraries areportalstoalloftheworld'sknowledge.Astudentcanbuildhiscon�idencebygoingthroughthebooksofhisinterest.Theselibrarieswillallowfreeexcesstoavarietyofbooks.

INFRASTRUCTURE FOR EXCELLENCE

55

Construction of new school buildingsDeveloping state of the art facilities in Government schools

Background

To be the torchbearers of proli�ic childdevelopment, it was imperative that thebuildings of the model schools re�lectedtheircharacter.Thus,newschoolbuildingswith state of the art facilities wereconstructed. Over 8000 new classroomshavebeenconstructed.

¨ 8000newclassroomsconstructed

¨ 54modelschoolsupgradingtheirinfrastructure

¨ Labswithmodernfacilitiesconstructed

Activities

Aftertheallocationofbudgetaryresourcesforconstructionofnewbuildingsandsubsequentintervention of DoE, the selected 54 model schools were set out to improve theirinfrastructure. New classrooms with best furniture have been introduced. The facilitiessubsequentlybeingextendedtomoreschools.

INFRASTRUCTURE FOR EXCELLENCE

56

Impactandkeytakeaways

n Labswithultra-modernfacilitiestocatertotheneedsofthestudents.

n Swimmingpoolandmodernlabfacilitiesinschools.

n A revamp of the traditional classroom environment by turning them into SMARTclassroomswithsmartboards,web-cameras,e-moduleandothersimulationstomakelearninginteresting.

n Schoolswere successful in improving their infrastructure by addition ofmore classrooms.

n Procuringnewbooksforthelibrariesandnewequipmentsforscienceandcomputerlabshasbeenmadepossible.

n 22newschoolsbuildinghavebeenconstructedwithstateofartfacilities.

n Augmenting infrastructure by addition of more class rooms to accommodate largenumberofstudents.

n Well-equippedstaffroomsandprovisionofliftsforeasycommuting

INFRASTRUCTURE FOR EXCELLENCE

57

Appointment of Estate Manager

Supporting the Head of School with administrative responsibilities

EstateManagementSystem(EMS)envisagesgreater �inancial powers to HoS so as tolighten theirburdenof �ilework.With thesevera l i n i t i a t ives in s choo l s , t heinvolvementofHoSinadministrativeworkincreased and this necessitated thedelegationofworktolookaftertheschoolbuilding and its smooth functioning toanother resource person. Therefore, aprovision to appoint Estate Manager ineveryGovtschoolwasexecuted.

Activities

AspertheDirectorate'sintervention,allHoSwereempoweredtohireanEstateManageronacontractualbasisandtheformerweretobearthefullresponsibilityforensuringthatdutiesandresponsibilitiesaredischargedbytheEstateManagereffectively.EstatemanagersassisttheHoSintakingcareoftheschoolcampusandfacilitatingtheadministrativework.

Impactandkeytakeaways

n A daily round of the whole school building and reporting to the HoS about anyshortcominginpersonandonAndroidMobileApphasresultedinhearingandresolvingtherequestsbytheteachingstaffrelatedtotheirrequirementsfaster.

n Monitoringtheoperationandcleanlinessoftoiletshasbeensubstantiallyeasedout.

n Generation of a one-point contact inmaintainingwhole school premises cleanwithproperutilizationof the servicesof the sanitationworkersandensuring thatminor�ixturesofcivilandelectricalnaturearecarriedoutattheearliesthassubstantiallyaidedtheHoSofschools.

n Liasoning with various agencies such as PWD, DJB and Electricity utilities on theinstructionsoftheHoShasexpedited

n A mobile app has been launched for online submission of school report by EstateManager.

¨ EstatemanagerforeachGovtschoolappointedtolookaftertheschoolbuilding

¨ EstatemanagersupportsinlighteningtheadministrativeburdenoftheHoSandhelpsinoverallupkeepoftheschool

¨ LiasonningwiththeexternalbodieslikePWDbecomeseasierduetoEstateManager'sinvolvement

INFRASTRUCTURE FOR EXCELLENCE

58

n It is being ensured that strictsecurity of the students, staffand p rope r t y by p rope rutilization of the services ofSecurityGuards/ChowkidarsistakencareofbyEM.

n Proper ma in tenance andupkeepingofschoolfurnitureisbeingdonealongwith

n c o o r d i n a t i n g w i t h t h econcerned agency for properfunctioningandmaintenanceofCCTV'sinstalledintheschool.

n Ensuring that electricity andwatersupplylines,�ittingssuchas tubes, bulbs, fans, switchb o a r d , t a p s e t c r em a i noperationalallthetime.

n Procurement of Electricity,water and telephone bills andarrangement of their paymentisbeingdoneregularly.

n RecordofrepairsandfollowupworkisbeingdiligentlykeptbyEM.

INFRASTRUCTURE FOR EXCELLENCE

59

Initiatives in SportsEncouraging children to Play

Background

Inordertopopularisethespotsamongstallsections of society, the Directorate ofEducationjoinedhandswithSTARspotsando r gan i z ed p ro - kabadd i i n a l l t h econstituencies;organizedfootballcampsinassociation with West Bromwich footballclub ofUK; arrangedwitnessing of cricketmatches at Feroz Shah Kotla Ground andarrangedwitnessingof footballmatchesofIndian Soccer league at Jawaharlal NehruStadium.

TheDirectorateofEducationisencouragingthestudentstoadoptsportsintheirschooltime and participate at school level; statelevelandnationallevel.Asaconsequenceofstrenuouseffortsofourgovernment,Delhiretained its top position in the NationalSchoolGamesintheacademicyear2015-16aswellas2016-17.ThemedalswonbyDelhischoolstudentsinthelast2yearsareasfollows:

¨ Encouragingthestudentstoadoptsportsintheirschooltimeandparticipateatschoollevel

¨ Cashincentivetothesportspersonsrightfromzonalleveltointernationallevel

¨ Financialassistancetothesportspersonsforparticipatingininternationaltournamentsdoubled

¨ Largesumsofmoneysanctionedforinfrastructuredevelopmentofsportsfacilitiesinthecity

Year Gold Silver Bronze Total

2016-17 435 219 181 835

2015-16 374 194 173 711

TheDirectorateofEducationhasopeneditssportscomplexesforusagebythePublicunder“Pay&Play”schemeaftergivingnominalfees.Ithasidenti�ied77schoolswhichhavebeenallowedtobeusedbythelocalcommunityafterschoolhoursandonholidays.

INFRASTRUCTURE FOR EXCELLENCE

60

Activities

n TheDirectorateofEducationhonouredMs.P.V.Sindhu,BadmintonplayerwithacashprizeofRs.3croresandMs.SakshiMalik,womenwrestlerwithacashprizeofRs.1.00croreonaccountofbringinglaurelsforthecountryinOlympicGames2016heldatRio,Brazil.Italsohonoured3parasportspersonswithacashprizeofRs.3.00lakhseachonaccount of representing Country in Paralympics Games 2016 held at Rio and 8intellectuallydisabledsportspersonswithacashprizeofRs.142.00lakhs,rangingfromRs.22.00lakhstoRs.4.00lakhs,onaccountofbringinglaurelsfortheCountryinSummerOlympicsheldatLosAngles(USA)in2015.

n TheDirectorateofEducationisdistributingcashincentivetothesportspersonsrightfromzonal level to international level. In2016-17 itself,ourgovernmentdistributedRs.8.63croresto3754sportspersons.

n The Directorate of Education allowed private sports academies/ clubs/ individualtrainerstoimpartsportscoachingingovernmentschools,freeofcost,on50:50basis.ThetrainersareimpartingtraininginvariousschoolslikeTableTennistraininginSarvodayaVidyalaya,FUBlockPitampura;footballtraininginGovt.Co-edMiddleSchool,VasantVihar;CrickettraininginSarvodayaBalVidyalaya,JheelKhurenjaetc.

n The Directorate of Education has doubled the amount of �inancial assistance to thesportspersons for participating in international tournaments. It has been raised toRs.2.50lakhsperplayerfromRs.1.25lakhperplayer.Nearly130playershavealreadybeenbene�ittedfromthisscheme.

n Aschemeisbeinglaunchedtosupportestablishedsportspersonsforfurthercoachingandtrainingunder“MissionExcellence”.

n Aschemeisbeinglaunchedtosupportschoolstudentstoexcelinsportsunder“Play&Progress”

n Aschemeisbeinglaunchedtointroduceprivateacademies/clubs/individualtrainersintotrainingofstudentsingovernmentschoolsinthe�ieldofMusic,Dance,Theatre,FineArts andCrafts on50:50basis. This schemewill be launchedwith the assistance of

INFRASTRUCTURE FOR EXCELLENCE

61

SahityaKalaParishad.Thestudentsofgovernmentschoolswillreceivetrainingfreeofcostwhereasthestudentsofprivateschoolswillbechargedbytheacademies.

Infrastructuredevelopment

n DirectorateofEducationhasapproveddevelopmentofsportscomplexatvillageKairatacost of Rs.96.00 crores. In the �irst phase, football �ield and cricket �ield is beingdeveloped.

n TheDirectoratehassanctionedRs.7.00croresforlayingofastroturfhockeygroundatGovt.GirlsSr.Sec.SchoolatGhumanhera.Thisworkhasalreadybeencompleted.

n The Directorate has laid synthetic athletics track at RPVV, Dwarka and SarvodyayaVidyalaya,Daulatpur.Theworkhasalreadybeencompletedandthestudentsarealreadyreceivingtrainingatthesefacilities.

n SyntheticathletictrackhasbeenlaidatEastVinodNagarSportsComplexatacostofRs.5.00crores.

n Approvals havebeen conveyed for layingof synthetic athletics track atRajivGandhiStadiumBawanaandPoothKalanSportsComplex.

n TwonewnormalsizeSwimmingpoolshavebeenconstructedatRSBV,WestVinodNagarandRSKV,PocketB,MayurViharPh.II.

n ApprovalhasbeenconveyedforconstructionofnormalsizeswimmingpoolatSKV,B-4PaschimVihar,NewDelhi.

n AnewhostelisbeingconsideredfordevelopmentatZPBlockPitamPura.AnotherhostelisunderactiveconsiderationatDwarka.

n TheDirectoratehassanctionedRs.6.00croresforlayingofastroturfhockeygroundatSarvodayaBalVidyalayaAshokNagar.

n TheDirectoratehassanctionedRs.2.00croresforconstructionofindoorBadmintonhallatGBSSS,SU-BlockPitamPura.

INFRASTRUCTURE FOR EXCELLENCE

INNOVATION IN HIGHER, TECHNICALAND VOCATIONAL EDUCATION

63

Reforms in Vocational EducationRobust Monitoring through Collaboration

Background

Delhi schoolsstartedVocationalEducationunderCSS-VSHSEprogramin2014with22schools.With theexpansionofprogramto206moreschools,theneedforadedicatedprogram management unit was felt .Philanthropic organizations willing tocollaborate for support to the cause wereropedinaspartoftheproposedProgrammeManagementUnit(PMU).

Activities

RMSA entered into an MoU with three philanthropic organizations namely, WadhwaniFoundation, Lend-a-Hand India and Central Square Foundation without any �inancialimplications.AllthethreeorganizationshavededicatedmanpowerbasedinRMSAOf�ice.Aseparateworkingspacehasbeenprovidedtothem.AspartofthePMU,thisteamcontributes

with Monitoring VTP's, Program Management,Ensuring Quality Industry Linkages, Providingsupporting content aligned to the curriculum,Tra in ing and or ienta t ion o f concernedstakeholders.

Impactandkeytakeaways

A dedicated PMU ensured there is propercoordination between the private and govt.stakeholders involved in the program. Withregularmonitoring and interventions, quality oftraining delivery has improved. Processes andprocedures involving timely reporting andmonitoring along with regular performanceassessmentsareinstitutionalizedaswell.

¨ RMSAsetaProgramManagementUnit(PMU)withthreephilanthropicorganisations

¨ ThroughregularMonitoringbythePMU,thequalityoftrainingshaveincreased

INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

Setting up World Class Skill CentreProducing high quality professionals as per the market demand

WorldClassSkillCentre–“HUNAR”hasbeenset -up under the aegis o f DTTE incollaborationwithTheInstituteofTechnicalEducation, Govt. of Singapore. It is ani n i t i a t ive t aken by Na t i ona l S k i l lDevelopmentMissionandGNCTD tomakeDelhi a hub in Vocational & TechnicalEducation. The aim of setting up of theinstituteistocreateskilledmanpoweratparwithglobalstandards.ThemissionofWCSCis to create opportunities for school passouts as well as adult learners to acquires k i l l s , k n ow l ed g e a nd va l u e s f o remployability.

Activities

The Institute of Technical Education (ITE), Singapore takes pride in its unique brand ofcollegeEducationthatisbasedonaholistic“Hands-on,Minds-on,Hearts-on”

n “Hands-on”trainingtoequipITEstudentswiththerequiredskills-setforemployment.

n “Minds-on” learning to develop them into independent-thinking and �lexiblepractitioners,equippedtomanagerapidchangesintheenvironment.

n “Hearts-on”learningtodevelop“complete”ITEstudents,whohavethepassionforwhattheydo,andself-beliefandcareforthecommunityandsociety.

¨ WorldClassSkillCentre–“HUNAR”hasbeenset-upundertheaegisofDTTE

¨ Providingcoursesinthe�ieldof:Retailservices,Hospitality,FinanceandAccountsandInformationTechnology.

¨ Centertotrain10,000studentsperyearconceivedatJonapur

64 INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

TheITE,Singaporeisproviding:AdviceonCurriculumDesignandDevelopment,Trainingofthe Trainers, Evaluation of Centre Performance and Accreditation of the Centre andCerti�icationfortheTrainees.

AtpresentWCSCisprovidingcoursesinthe�ieldof:Retailservices,Hospitality,FinanceandAccountsandInformationTechnology.

TostrengthenthetieswithNorthEastregionsandtoprovideskilldevelopmentopportunitiestotheyouthfromNorthEasternstates,theinstitutesignedaMoUwithNorthEastCouncilon11thMarch2016fortraining80StudentspersessionunderBrandPromotionProgramofWCSC.

Impactandkeytakeaways

n EnhancedthetrainingskillsofaspirantsinDelhiandcreatedskilledmanpoweraspertherequirementofIndianandglobalindustries.

n The North East States are sponsoring the candidates directly under the SkillenhancementProgramofCentralGovt.

n TheskillsandtrainingimpartedbytheMasterTrainershaveleadtoholisticdevelopmentofthetraineemakingthememployableandindustryready.Theapproachfollowedisnoviceasperthecurrenttrendsandnuancesofthehospitalityindustry.

n CreatedemploymentopportunitiesandbridgedthegapbetweenindustryrequirementandthedesiredmanpowerwiththeexpectedskillsetatWCSC.

Jonapur

ThesettingupofaWorldClassSkillCentre inDelhiat Jonapur incollaborationwith theGovernmentofSingaporehasbeenconceivedasapioneeringeffortofnationalinterest,andwillsetabenchmarkforvocationaltraininginthecountry.Thiscenterwillhavethecapabilityof training approximately10,000 studentsper year.A landof about37 acres at JonapurVillage,SouthDelhihasbeenallottedfortheproject.

TheCentrewillbehavingatrack&�ield,SportsCentre,Gymnasium,YogaCentreandotherrecreationalactivitiesfortheteachers,studentsandotherstaffmembers.

Thecourses thatwillbeofferedat theCentre i.e. tomentiona few includeHospitality&tourism,Health care, Automobile, Production&Manufacturing, IT& IT Enable Services,Logistic, Food Processing, Electronics, Financial Services, Banking, BPO, Bio-technology,Paramedic and Emergency Care, Nursing, Business Studies, Beauty & wellness, RetailMerchandisingetc.andanyotherareaofmutualinterest.

65INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

Background

Department of Training & TechnicalEducation(DTTE)hasbeenentrustedwiththe responsibility to hone the skills,productivity and competitiveness of youthasperthecontemporaryglobalizedneedsoftheworldofwork.Forthispurposetherearedegree level, diploma level and certi�icatelevelinstitutionsfunctioningundertheaegisof theDepartment. Approximately50,000youth pass out of the portals of theseinstitutionsasskilledworkforceeveryyear.AssomeoftheInstituteswereestablishedatthe time of independence they have beenwitness to the development of India.However,ontheonehandnaturalwearandtearintheestablishedinfrastructureandonthe other innovations and up-gradation invarioustechnologiesduringalltheseyears,have caused gaps in the available trainingfacilities inour institutesand theneedsofindustry.Tocreateindustryreadyhumanresources,DTTEalongwithprominentindustrieshavejoinedhandsforup-gradationoftraininginfrastructureinDelhiGovernmentInstitutes.

Activities

n Morethan25CentresofExcellencewerecreatedwiththehelpofindustrialpartnersingovernmentInstitutesofTraining(ITIs)andTechnology(earlierPolytechnics).

n Strategiesadoptedforbringingabouttransformation.

n Formulationofpolicyframeworkforcreatingwinwinsituationforallthestakeholders.

n Identi�icationandcreationofstepsintheinstitutebycondemnationofoldunusedjunklyinginrooms,corners,lawns,galleriesetc.

n Motivating industries to utilize CSR funds in Institutes for creating State of the artinfrastructurewhichwillhelpthetraineestogetconvertedintoindustryreadyworkforce.

¨ Degreelevel,diplomalevelandcerti�icatelevelinstitutionsfunctioningunderDTTE

¨ 50,000youthpassoutoftheportalsoftheseinstitutionsasskilledworkforceeveryyear

¨ 25+CentresofExcellencewerecreatedwiththehelpofindustrialpartnersingovernmentITIs

¨ Traditionallabshavebeenconvertedintostateoftheartlabswithlatesttoolsandtechnology.

Facelift of ITIsCreating Centres of Excellence in collaboration with industrial partner

66 INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

Impact&keytakeaways

n Traditional labs have been converted into state of the art labswith latest tools andtechnology.

n Students are being provided hands on experience on latest equipment by the wellquali�iedtrainers.

n Studentsjoiningindustriesafterpassingoutthecoursesareabletodeliverfromdayoneitselfwithacon�idence.

n Coursecurriculumhasbeenmodi�iedasperthemarketdemandandexperts'(partners)inputs.

n Thepassingoutstudentsareaccommodatedbythesesmultinationalcompaniesbeingengagedaspartners.

n Studentsplacementhasbeenaccelerated.

n State of the Art Centres of Excellence in Delhi Government Institutes becomemotivationalforceforthetraineesnotonlyatthetimeofadmissionbutalsothroughouttheirtrainings.

n Traineesgetindustrystimulatedenvironmentintheinstitutesandthishelpsintrainingthematparwiththeindustryneeds.

n Effectiveutilizationofavailableresources.

n FromIndustriespointofview,CSRfundsareutilizedinthetruespirit.

n Industriesgettrainedmanpower,thusnotrainingneededwhenstudentspassingoutoftheDelhiGovernmentinstitutesjointhem.

n Enhancementinplacementopportunities-IthasbeenobservedthataftertrainingintheseCentresofExcellencealmost100%placementtakesplaceintheinitialplacementroundsintheinstitutes.

67INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

68 INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

Background

Higherandtechnicaleducationalinstitutesfelt the need to leverage the demographicdividend of youthful India to spur greaterinnovationledstart-upsforgeneratingmorevaluetosocietyandeconomy.Thiswillboostglobal fame of resurgent India by creatinggloballycompetitiveproductsandserviceswhileco-creating(withhelpfulgovernmentand private support/angel agencies)

extensive gainful job opportunities andexcitingcareergrowthopportunitiesforeveryonetosustainlongtermattractivenessoftheplannedstart-up-successcultureinNCTDelhi.Itwillcreateacultureofentrepreneurship,start-ups and Intellectual Property creation that can lead to value creation, jobs andemploymentanddosocialandeconomicgood.

Buildingastrongbusinesscaseforinternalapprovalandattractingpartnersandfundersisanabsolutelycrucialstep.Whilelong-term�inancialreturnsarepossibility,itisalsousefultohighlighttheearlierimpactandcommunitybene�itsthatcancomefromacceleratingstart-ups.

Activities

Proposals were sought from the interested Educational institutes functioning under theDirectorateofHealthEducationandDirectorateofTrainingandTechnicalEducationtosetup

¨ ProposalsweresoughtfromtheinterestedEducationalinstitutesunderDTTEtosetupincubationcentres

¨ 11IncubationCentreswereestablishedandagrantofRs1.5croreasaseedmoneyforeach.

¨ Accessibletothecurrentstudents,alumni,faculty/staffincludingretiredpersonandanyotherperson

¨ Experiencedalumnihavecomeforwardtosharetheirexperiencesandhelpthebuddingincubatees.

Incubation centres for startupsCreating a culture of entrepreneurship among the youth

69INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

Institution IncubatorEstablished ApplicationsReceived

Start-upsIncubated

IndiraGandhiTechnicalUniversityforWomen

AnveshanFoundation 6 4

DelhiTechnologicalUniversity Dtuinnovationandincubationfoundation

54 4

IndraprasthaInstituteofInformationTechnology-Delhi

IIITDInnovation&IncubationCenter

11 11

AUDCentreforIncubation,Innovationand

AUDCentreforIncubation,Innovation

17 6

NetajiSubhasInstituteofTechnology

NSIT-IIF 12 4

ShaheedSukhdevCollegeof SIIF 40 5

AmbedkarInstituteofAdvancedCommunicationTechnologiesand

AICTRIncubation&ResearchFoundation

8 5

DelhiPharmaceuticalScience&ResearchUniversity

DPSRUInnovation&IncubationFoundation

3 0

AcharyaNarendraDevCollege ANDC 6 -

BhaiParmanandInstituteofBusinessStudies

BPIBSKnowledgeandInnovationFoundation

21 4

CollegeofArts - - -

PRESENTSTATUSOFINCUBATIONCENTRES

Incubationcentres.Basedontheinterestandmagnitudeofresearchwork,theInstituteswereselected.

These selected institutes were asked to form a society and register under the SocietiesRegistrationActandacommitteeofexpertsweresetuptolookintothedaytodayactivities.Inall,11IncubationCentreswereestablishedintwophasesandagrantofRs1.5croreasaseedmoneywasgrantedtoalltheseinstitutions.

Theincubationcentresareaccessibletothecurrentstudents,alumni,faculty/staffincludingretiredpersonandanyotherpersonaspermeritandspaceavailability.

70 INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

Impactandkeytakeaways

n College/Universitystudentswithcreativemindsaregivenanopportunitytoexploretheirideasthroughaplatformand�inancialassistance.

n Researchactivitiesarepromotedbothatthefacultymember'sendandthestudents.

n Seedmoneyactsasacatalysttosetupthebasicinfrastructureandstarttheinitiativesrolling.

n Studentsthroughtheincubationareabletocomeupwiththeirinnovationstosetuptheircareer.

n Experiencedhandsofalumnihavecomeforwardtosharetheirexperiencesandhelpthebuddingincubatees.

n Even after the passing out of college, the students are connected to theirteachers/professors.

n Teachingfacultyismadeawareandupdatedonthemarketneedsandhappenings.

n Itprovidesthespaceforthestudentstoenterintotheresearchmodeandexplorethingsfortheirlivelihood.

n Itpromotesentrepreneurshipconceptamongthestudents.

n DelhiGovtintendstohave1000incubateesby2020initseducationalinstitutes.

71INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

Background

DelhiPharmaceuticalSciencesandResearchUniversity (DPSRU), �irst of its kindPharmacyUniversityinIndiaandsecondintheworldtookoffintheyear2015.ItfollowsthemandateofNationalSportsPolicy2001(Para15),whichstates:

“The signi�icance of scienti�ic back-up tosports stands well established. Accordingly,actionwillbeinitiatedtostrengthenthisarea,inaccordancewith internationalstandards.Expertswouldbeassociatedwitheachsportsdisciplineorgroupsofsportsdiscipline,onacontinuing basis, to provide the requisitesupport in terms of nutrition, psychology,medicine, pharmacology, physiology, bio-mechanics and anthropometry as well asother branches of sports sciences. Suitablemechanismswouldbeintroducedtoachieveco-ordinationbetweenthelaboratoryandthe�ield, that is, between the coaches and thesportsscientists,andparticularcaretakentoensurenutritionalsupporttotalentedsportspersonsandtosustaintheirmentalhealthandcompetitivespirit.”

Activities

On 2nd March, 2017, DPSRU signed a Memorandum of Understanding with SportsInfrastructure&TalentDevelopmentSociety(SITDS)toconceptualizeinnovativecoursesinsportssciences.Accordingly,coursestructureandlogisticswereplanned;BoardofStudieswasformed;syllabus,pedagogyandplanofcourseworkwere�inalized.Around50studentstookadmissiontothiscourseforwhichtheclassesstartedfrom16thAugust,2017.

The course encompasses eight aspects related to sports health science like, anatomy,physiology, morphology, biochemistry, biomechanics, psychology and physiotherapy inadditiontosportseventmanagementandsportspharmacy.

¨ DPSRUis�irstofitskindPharmacyUniversityinIndiaandsecondintheworld

¨ DPSRUsignedanMoUwithSportsInfrastructure&TalentDevelopmentSociety(SITDS)toconceptualizeinnovativecoursesinsportssciences

¨ 50studentsenrolledinthe�irstbatch

¨ Coursetoequipyoungstudentswithoperationalmanagementtoolsandskillstoascertaintheiremployabilityin�ields,directlyorindirectlyrelatedtosports

Course on Sports PharmacyEquipping students to pursue a career in operational management of sports

72 INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

DPSRUalsoplanstorunatwo-yeardiplomacoursesinSportsFitnessManagement,SportsInfrastructureManagementandSportsEventManagement.

Impactandkeytakeaways

TheoutcomeofthiscourseisexpectednotonlytobeagamechangerindevelopmentofexcellenceattheInternationallevelespeciallyinOlympics,butwillalsoprovidesustainedjobopportunities at different district, state, regional and the National Centers of SportsAuthoritiesofIndiawhichrunsinto750excludingprivateSportsAcademythatareabout100innumberandareonrise.

n Itwouldgiveknowledgetothestudentsabouttheproperdietandnutritionwhichistobefollowedbydifferentpersons.

n Thefeatureofthesecoursesisthattheyhaveinterdisciplinaryandmultidisciplinarycomponents encapsulated in duration of 3 years and so there will be scope ofdiversi�icationinfuture.

n Itwouldgiveaninsightonthebannedsubstances,whichwouldhelpavoidplayersbeingdisquali�iedonthegroundsofdopingcharges.

n Thecoursewillequipyoungstudentswithoperationalmanagementtoolsandskillstoascertaintheiremployabilityinvarious�ields,directlyorindirectlyrelatedtosports.

n Thesestudentswillbeabletocontributescienti�icallytotheSportsScienceCentres,beingplannedbytheGovtofIndiaacrossthecountry.

n Likesports, thereareseveralgreyareas inhealthsciencesthatcanbetakencareofsimultaneously.DPSRUisdeterminedtoidentifythemandcomeoutwithmoresuchcoursesfortheprogressofnationatlarge.

73INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

Background

DelhiTechnologicalUniversityhaslaunchedUniversity Student Internship Program(USIP) to engage DTU students in variousactivities of the university in December2016. This program gives a uniqueopportunity for university students tocontribute to the work of the DTU. Theimpetus of the program is to provideopportunity to expose students to real lifeenvironment and to help university inimprovingtheprocessesandoutcomeoftheactivities undertaken from time to time.Through this program, the students havebecomeamajorpart of theprocesses andinitiativestakenupbytheuniversityforitsstudents.

Theselectionof the interns isdoneonthebasis of inviting applications online andsubsequent conduction of interviews.Selected interns are deployed to variousdepartmentsandof�ices.Theresponseofinterns(41innumber)selectedin�irstroundisveryencouragingandtheyhavecontributedtowardsvariousportfolioslikedatacollectionand report generation: ranking, international linkages and university website, websitedevelopments:alumni,scholarships,networkingandcoordination.Innextround,30internswereselectedanddeployedinthemonthofJuly2017whichwasfollowedby40additionalinterns deployed in the month of Aug 2017. Through this program, the students wereintegrated intodifferentprocesses intheuniversityandhadagreatopportunityto learnabouthowthingsworkandoperateinuniversityenvironment.

Theinternsarerequiredtoreporttheconcernedof�iceandarerequiredtoworkfor8hoursperweekincludingweekends/holidays.Toanalysetheworkbeingdone,andtogetregularupdates fromdepartments,monthlywork and conduct reports, signedby the respectivementors,andreportingof�icersarecollectedfrominternsbytheUSIPof�ice.TheseinternssubmittheirworkreportandarepaidinternshipamountofRs.2500/-permonth.

¨ DTUhaslaunchedUniversitystudentinternshipprogramtoprovideopportunitytoexposestudentstoreallifeenvironment

¨ Internstakeupactivitieslikeuniversitywebsitedevelopment,databaseforpublication,documentationetc

¨ internsinvariousdepartmentshasprovidedahelpinghandtotheHODsanddeans

¨ programhasreducedthegapbetweenthestudentsandtheadministration

University Students Internship ProgramBuilding student ownership for the university

74 INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

Activities

n WebsiteDevelopmentandupdation-Internsundervariousdepartmentsworkedonupdationoftheuniversitywebsitefortheirrespectivedepartments.Scholarshipportalswerepreparedfordean-internationalaffairsandElectricalEngineeringDepartment.AllinformationabouttheUniversityAlumniwasalsothoroughlycheckedandupdated.

n Database for Publications- The interns working in library created a systematicdatabaseforalltheresearchpaperseverpublishedbythestudents/professorsinDelhiTechnologicalUniversity.

n Software for Attendance developed- USIP interns working under electricalengineeringandECEdepartmenttogetherdevelopedsoftwareformarkingstudents'attendance on a daily basis. The software was then made available to all otherdepartments.

n Documentations and Submissions for National Rankings- Documents to besubmittedforTimes,IndiaToday,andMHRD-NIFRrankingofengineeringcollegesanduniversitieswerepreparedandsubmittedbyinternsunderECEdepartment.

n PassportSevaCampinDTU-Apassportsevacampwasorganisedmystudentwelfareof�ice in the last academic year in DTU. USIP interns played a major role in theorganisationandsuccessfulcompletionofthecamp.

n VisittoDalaiLama'spublictalk(TalkatoraStadium)-TheinternsworkingunderDSWarrangedforthevisittothepublictalkbyDalaiLamainFebruary2017forDTUstudents.

n StudentMediclaimInsuranceProgram(DTU)-TheinternscoordinatedwiththeDTUadministrationtomakemediclaiminsuranceavailabletothestudentsofDTU.

n Student Activity Corner on DTUwebsite- The interns under University StudentsInternshipProgrampreparedastudentactivitiescorner,whichcanbefoundunderthecampus and community section ofDTUwebsite. It includes information aboutNSS,culturalcouncilandalltheactivesocietiesoftheuniversity.

n NBAvisit(April2017)-USIPinternsweregiventheresponsibilitytoassistuniversityauthoritiesaswellasthevisitingNBAteamduringtheNBAvisitinApril2017.Noteswerepreparedabouttheimprovementstobemade,suggestedduringthemockNBAvisit. All the required assistancewasprovided to theNBA teamand administrationduringthevisit.

Impactandkeytakeaways

Theuniversitystudentsinternshipprogramhashadapositiveimpactandhasbeenbene�icialforstudentsaswellasforDTU.

Forstudents,theinternshipprogramhasgiventhemanopportunitytoworkinthe�ieldsof

75INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

their interest and learn about processes and programs taken up in the university. Thestudents candevelop their skills,working togetherwith the college administration.Thisprogramhasgiventheuniversitystudentsanoptiontousetheirfreetimeafterclassestofurtherenhancetheirco-curricularskills.

Fortheuniversity,deploymentofinternsinvariousdepartmentshasprovidedahelpinghandtotheHODsanddeans.Thestudentshavenowbecomeapartoftheadministrationbodieswhichimplementdifferentschemesandprogramsfortheuniversitystudents.Theof�icesnowcanlookatthingsthroughstudents'perspectiveandimplementprogramsinwaystheymaybene�itmorefrom.

Overall, this program has reduced the gap between the university students and theadministration,whichhadforlongbeenincreasinginDTU.Thestudentsarenowmoreawareaboutdifferentstepsandprogramsbeingtakenupbytheuniversity.

TheUSIPhasbeensuccessfullyfunctioningsinceDecember2016.Seventymoreinternshavebeenrecentlydeployedinvariousdepartments.Theuniversitystudentshaveappreciatedthestepstakenbytheuniversitytointegratestudentsintotheuniversityprocessesthroughthisinternshipprogram.MorethansixhundredapplicationswerereceivedfortheinterviewsinJune2017.

Theprogramhasalsoresultedinimprovingprocessesandoutcomesoftheactivitiesintheuniversity. Some newly selected interns also helped the corresponding departments inredesigningandupdatingacademicsyllabiforthenewacademicyear.Majorimprovementshavebeenmadeintheuniversitywebsitebytheinterns.

Theinternshipprogramhasledtoasenseofinclusivenessinthemindsofthestudents.Theprogramhasbroughtpositivechangesintheuniversityandisgrowingwithtime.Moreof�icesanddepartmentswereprovidedwithstudentinternsduringthethirdroundofUSIP.Theprogramhascausedlinkingofthedepartmentsaswell.

76 INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

Bachelor of Vocational (B. Voc.) programmeHelping students meet market demand of high skilled professionals

Background

Delhi's changing demography and theresultant emergence of a large number of�irst-generationhighschoolgraduateswhoare keen to pursue full-time or part-timetertiary education for getting prepared toparticipate effectively in the fast-growingeconomy through acquisition of qualitylivelihood skills is the broad rationale forrunning Vocational Studies programs. TheBachelor of Vocational (B Voc) studiesdegreewas launched in 2017 at theDelhigovernment's non-technical AmbedkarUniversity,Delhi andwasalso launched in2015attheGuruGobindSinghIndraprasthaUniversity(GGSIPU).

SchoolofVocationalStudies(SVS),AUD

SVS currently is offering threeBachelorofVo c a t i on ( BVo c ) d e g re e s - Re t a i lManagement;TourismandHospitality,and;Early Childhood Centre Management andEntrepreneurship.

TheBVoc programmes offeredby the SVS,AUD,KarampuraCampus,areuniquebecausethecurriculumforeachvocationalprogrammehasbeendesignedinclosepartnershipwithindustryexperts,industryassociations.SVShaspartneredwithvariousorganisationsas trainingand industrypartners -PravahandTheFerdinand Centre, IL&FS, Retailers Association of India (RAI), The Leela AmbienceConventionHotel,OberoiHotelMaiden,RelianceRetails,BibaApparels,AdityaBirla,Tourismand Hospitality Sector Skill Council (THSC), Centre for Early Childhood Education andDevelopment(CECED,AUD)andNationalSkillDevelopmentCorporation(NSDC)aswellasacademicians.Aconsciousdecisionwasmadetoensurethatthestudentsareprovidedanopportunity toenter job-market fromSemester1onwardsbasedon thedemandsof the

¨ NineInstitutesofTechnologywereaf�iliatedbyGGSIPUforlaunchofB.Voccoursefromtheacademicyear2015-16underNSQF

¨ Theprogramprovidesverticalmobilitytostudentscomingoutof10+2withvocationalsubjects.

¨ ITIStudentsaspiringforgraduatelevelcoursesweregivendirectentryinB.VocProgramme

¨ SchoolofVocationalStudies,AUDlaunchedin2017providingBachelor'sdegreeinRetail,HospitalityandChildCare

¨ Focusonemployabilityandentrepreneurship

77INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

respectiveverticals/sectors,whichisalsoaUGCcriterion.Ithasadoptedapedagogywherethe learning takes places beyond the lecturemode anddraws fromdifferentmodes likeworkshop,activities,etc.

Impact

SVS,asenvisaged,hasexploredanddevelopedprogrammesandcoursesthatwillprovidestudentswiththerequiredacademicbackgroundandskill-setformeaningfulemploymentoncetheygraduatefromtheprogramme.Itishopedthattheseprogrammeswouldenablemanyofthestudentstobecomeself-employed,entrepreneurs,creatorsandgeneratorsofjobsforthemselvesandformanymoreeducatedyouthinthesociety.

As part of their coursework, the students were placed in various industries for On JobTraining (OJT). The industry partners have given a very positive feedback on thepreparednessorthestudents.Infact,someindustrieswereverykeentoimmediatelyabsorbfewstudentsasfull-timeemployees/trainees.

GuruGobindSinghIndraprasthaUniversity(GGSIPU)

GGSIPUaf�iliatednineInstitutesofTechnologyforlaunchofB.Voccoursefromtheacademicyear2015-16underNSQF.ThiscoursewaslaunchedasaPilotProjectinthefollowinghighlydemandingsectors:

1. AutomobileEngineering

2. Refrigeration&Air-Conditioning

3. ConsumerElectronics

4. PowerDistributionManagement

5. PrintingTechnology

6. SoftwareDevelopment

7. MobileCommunications

8. AppliedArts

9. InteriorDesign

10. ConstructionTechnology

Total950seatswerecreatedinB.Voc.CoursesforthestudentsofDelhi.

FeaturesofB.Voc.program

n B.Voc programme has an option with multiple exits such as Diploma/AdvancedDiploma/DegreeunderNSQF.Themainfocusofthecoursewastoincorporatespeci�icjobroleswithbroadbasedgeneraleducation.ThiswillenablethegraduatescompletingB.Voc. to meaningfully participate in accelerating India's economy by gainingappropriate employment, becoming entrepreneurs and acquiring appropriate

78 INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

knowledge.

n Provideverticalmobilitytostudentscomingoutof10+2withvocationalsubjects.

n The curriculum in each oft h e y e a r s o f t h eprogrammes would be asuitable mix of generale d u c a t i o n a n d s k i l ldevelopmentcomponents.

n Polytechnics providingDiploma Level Educationwhich are offering specialskills for supervision ofindustrial activities wereupgraded to Institutes ofTechnology to offer skillbased B. Voc Programme.T h i s w i l l c r e a t e a nopportunity to technicalsupervisorstoupgradethemselvesasaManagerorEntrepreneur.ThiswillalsooptimizetheutilizationofresourcesavailableinpolytechnicstoservethestudentsinDelhiforhigherlearning.

Impactandkeytakeaway

n ITI Students aspiring for graduate level courses were given direct entry in B. VocProgramme. In thiswaywehave createdanopportunity for ITI Students to acquiregraduatelevelBachelorinVocationprogrammethroughUniversitySystem.

n Intraditional,B.Techlevelcourses,onlythestudentswithScience&Mathsbackgroundwereeligibleforadmission,aswherewehavecreatedanopportunityfornonsciencestudentstoful�iltheirdreamsofpursuingtechnicalgraduatelevelprogramme.

n Expertiseandspecializationofdiplomalevelinstitutionisutilizedforupgradedteachinglearningprocess.

n Diploma facultieswere also exposed to university pattern teaching learning systemwhichwillmutuallybene�ittoallthethreestakeholdersoftheinstitutionsi.e.Students,Faculty&Institutionitself.

n Thereisprovisionforfurtherintensiveskilltraining&collaborationthroughindustries,NSDCforproducingJobreadycandidates.

79INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

Financial assistance to studentsSupporting meritorious and needy students pursue higher education

Background

DelhiGovernment introducedWeb–portal forMerit-cum-Means IncomeLinkedFinancialAssistanceSchemeandmodi�iedDelhiHigherEducationandSkillDevelopmentGuaranteeSchemeforhigherstudies.Thesoleobjectiveofthe“Merit–cum-MeansScheme”istoextend�inancialassistancetothemeritoriousandneedystudentspursuinghighereducation.Also,theeducationexpensesoftherecipientsofBraveryawardsaretobetakencareofbytheDelhiGovt.

Activities

Under the Scheme, theDelhiHigherEducation AidTrust throughDirectorate ofHigherEducation(DHE),Govt.ofNCTofDelhiwillfullyorpartiallyreimbursethetuitionfeepaidby

80 INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

thestudents.Theextentofreimbursementwillbeunderthreecategories;(1)100%tuitionfee of themeritorious students belonging to economicallyweaker section i.e. wards ofparent/swhopossessrelevantcardissuedundertheNationalFoodSecurityScheme,(2)50%oftuitionfeetomeritoriousstudentshavingannualfamilyincomeuptoRs2.50lakhandarenotcoveredunder theNationalFoodSecurityScheme;and(3) 25%reimbursement oftuitionfeetomeritoriousstudentshavingannualincomeaboveRs2.50lakhbutbelowRs6lakh.

Thequalifyingaggregatepercentageofmarksforallthreecategoriesis60%.Arelaxationof5%inqualifyingaggregatepercentageofmarkswillbeallowedtoSC/STcategorystudents.TheSchemewillbeadministeredandmanagedbytheconcernedDelhistateuniversities/institutionsforthemselvesandforothercolleges/institutionsaf�iliatedtothem.

HigherEducationandSkillDevelopmentGuaranteeSchemeismeantforstudentswhowishtopursuediplomaordegreelevelcourseorspeci�icskilldevelopmentcourseswithinIndiaandhavedonetheirclass10thandclass12thfromDelhi.UndertheScheme,bankloansuptoRs10lakhtakenbythestudentswillbeprovidedguaranteethroughaHigherEducationandSkillDevelopmentCreditGuaranteeFund, tobecreatedbythegovernmentforprovidingguaranteetothebankincaseofdefault.

Impactandkeytakeaway

n Theschemesaimatproviding�inancialassistancetothepoorandneedystudentswhoareotherwisedeprivedofhighereducation.

n A good number of students willing to pursue higher studies outside Delhi will bebene�ited.

n Governmentguaranteestheloanonbehalfofthestudent.

n 1544studentshaveappliedforthe�inancialassistanceunderthisscheme.

n Till date education loans of approximatelyRs 7.8 Crores to 239 students have beensanctionedinthecurrentacademicyear.

n Financialburdenhasbeentakenawayonthepartofstudentsandparents.

n A�inancialfriendlyenvironmentiscreatedforhighereducation.

81INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

Centre for Articial Intelligenceand Machine LearningResearch and Development in emerging elds

Background

Rightfrominception,IndraprasthaInstituteofInformationTechnology(IIIT-Delhi)focushasbeenonbecomingastrongresearch-ledinstitution. Accordingly, Infosys Center forArti�icial Intelligence has been set up forresearch purposes with a 3-year corpusgrantofINR24crorebyInfosysFoundation.This is one of the largest grants forestablishing a research center in anacademic ins t i tu t ion g iven by anyCorporationinIndia.

The center facilitates work on bothfundamental and applied aspects ofArti�icial Intell igence (AI), MachineLearning, Pattern Recognition, ComputerVision, and Deep Learning. The facultymembers and students work in severalexciting problem areas including robotics,biometrics,autonomousdriving,egocentricvision, AI for software systems, and large-scaledataanalytics.Fromthenextacademicyear(July2018),thecenterisalsostartingarigorous, research oriented, and industry-savvyMTechprogramfocusingonArti�icialIntelligenceandMachineLearning to trainnextgenerationengineersandresearchers.

ImpactandKeyProjects

Inlessthantwoyearsofitsinception,thecenterhasalreadydemonstratedimpactinresearchbypublishingover35papersinreputedinternationaljournals,includingIEEETransactionsand conferences including AAAI, IJCAI, ICCV, and WWW. Faculty members have been

¨ InfosysFoundationhasprovidedagrantofRs24crore

¨ CentredealswithappliedaspectsofArti�icialIntelligence(AI),MachineLearning,PatternRecognition,ComputerVisionandDeepLearning

¨ 35Researchpaperspublishedinreputedinternationaljournals

¨ Over20PhDstudentsworkingonAI

82 INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

organizingtutorialsandworkshopsathighlyreputedconferencessuchasICCV,CVPR,andWWW.Many tools and technologies have also been developed in related domains. It isworkingonmanyresearchprojects,afewofthemaredescribedbelow.TheCenterisalreadyofferingarangeofcoursesinArti�icialIntelligence,MachineLearning,Robotics,andDeepLearningtocurrentBTechandMTechstudents,andhasover20PhDstudentsworkinginvariousaspectsofAIanditsapplications.

Swarath-AutonomousLastMileConnectivityforCommuters:Thegoalofthisprojectistocreateanautonomousshuttle for theurban Indian lastmile.Theshuttlewilloperateonprede�inedroutesandprovidehassle-freeanytimeconnectivitytomodesofpublictransportlike theMetro. To keep the costs per shuttle low, the plan is to leverage state-of-the-artArti�icialIntelligenceandothercomputationaltechniquesthatenablereducingthecostsofsensinghardwareneededpershuttle.Inits�irstavatar,theshuttlewillprovideconnectivitybetweenpointsonauniversitycampus.

Aurora- Intelligent UAV Design: The aim of this project is to build intelligent UAVs(Unmanned Aerial Vehicle)with capabilities such as autonomous �lying, navigation, andlanding,aswellascapabilitiestoperformcomplextaskssuchasautomaticairdrop,detectingandlocalizingtargetsofinterest,andreachingaspeci�iedpositionortarget.UAVswiththesecapabilitiescanserveaplethoraofapplications.

IamKalam-Asweallknow,thereisalotofinformationavailableaboutDr.Kalam–hiswritings,video,speeches,andphotos.Basedonthisinformation,usingMachineLearning,AI,Computer Vision, and Computer Graphics techniques, it is proposed to create a VirtualPersona/AvatarofDr.Kalam–whichwillact, talk,andreply likeDr.Kalam.PeoplecaninteractandhaveaconversationwiththisAvatarandgetrepliesinthevoiceofDr.Kalam,withmannersandexpressionsandthoughtsofDr.Kalam.Initially,theAvatarwillbeonalargeLCDscreen,butcanlaterbepresentedasa3Dimageora3Dhologram.

83INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

Prison project of National Law UniversityGiving students an opportunity to contribute to legal policy

Background

NationalLawUniversity,Delhihasemergedas one of the top legal Universities in thecountry,intheshortspanof10yearssinceits establishment. The University not onlyfocuses on legal education, but has alsocarvedanicheforitselfinlegalresearchandpolicy formulation. The University hasmultipleresearchcentresfocusingonareassuch as the death penalty, communicationgovernance, intellectual property, bankingand �inancial laws, and criminology andvictimology. The Centre for ConstitutionalLaw,Policy,andGovernance(CLPG)isoneofNLU Delhi's research centres. The Centrefocuses on foregrounding rights and othervulnerabilitiesinunderstanding,critiquing,and reforming laws, legal institutions, andmodesof governance, so that they re�lect theconstitutional ideals of justice. The Centre's research and policy work focuses on theinteractionbetweenconstitutionallawandthecriminaljusticesystem;onissuesrelatingtoaccesstojusticeandjudicialreform;andonwomen'srights.

Activities

Sinceitsestablishmentin2014,theCentrehasbeenworkingonvariousissuesunderitscorefocusareas.OneofthemajorprojectsundertakenbytheCentreisthe“PrisonsProject”inTihar Jail,NewDelhi.TheCentre'swork inTihar includes studyingandassisting the jailauthoritiesinimplementingSection436A,CrPC(releaseofundertrialprisonersonbailoncompletionofhalfofthemaximumprisontermfortheoffencethattheyarebeingtriedfor),studying reasons for extendedpre-trial detention, and issues faced bywomenprisonerslodgedintheprison.AfewoftheseprojectshavebeenundertakenincollaborationwiththeDelhiHighCourtLegalServicesCommittee.Interventionshavefocusedonsystemicchangesforeffectiveimplementationofbail-relatedprovisionsintheCodeofCriminalProcedure,aswellasofSupremeCourtandHighCourtrulingsonbaillaws.TheCentrehasalsooffereditsassistancetotheTiharPrisonadministrationwithrespecttolegalliteracyforprisoners,andlegalcounsellingforprisoners.

¨ CentreforConstitutionalLaw,Policy,andGovernance(CLPG)establishedin2014

¨ ImpactingundertrialsinTiharPrison

¨ AssistingjailauthoritiesinimplementingSection436A,CrPC

¨ FormatsofcustodywarrantsrevisedbyDelhiHC

¨ Studentsgotanopportunitytocontributetolegalpolicy

84 INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

Impact

TheHighCourtofDelhihassoughtreportsonthejudicialsidefromfacultymembersatNLU,onissuesrelatingtoSection436A,CrPC,formatsofcustodywarrantsmaintainedinprison,andissuesrelatingtowomenprisoners.Basedonreportssubmitted,theCourthasissuedguidelines regarding revising formats of custody warrants. The Court is also examiningvariousotherissuesrelatingtowomenprisoners.Additionally,theCentrehasalsoproducedforfreedistribution,atwo-volumebookonprisoners'rights.ThesebookscontainextractsfromimportantjudgmentsoftheSupremeCourtandHighCourtsonvarioustopicsrelatingtoprisoners – handcuf�ing, bail, torture, prison facilities etc. They are meant to be ready-reckonerforjudges,lawyers,prisonof�icialsandprisoners.ShortbrochuresarealsobeingpreparedinEnglishandHindifordistributiontoprisoners.

KeyTakeaways

ThepolicyinterventionsbytheCentreprovideassistancetoCourts,prisonauthorities,andprisoners.SincetheCentrealsoinvolvesstudentvolunteersfortheseprojects,studentsalsogetanopportunity to contribute to legalpolicy, and to seehow the lawworks inaction,especiallyinitsinteractionwithvulnerablecommunities.TheworkoftheCentrealsofeedsintolegalpolicyformulation,suchasthe268thReportoftheLawCommissionofIndiaonbaillaw,towhichthefacultymembersoftheCentrecontributed.

85INNOVATION IN HIGHER, TECHNICAL AND VOCATIONAL EDUCATION

Thereissomuchpovertyinourcityandourcountry.Thereisonlyonesolutiontothisandthatishighqualityeducation.Ifeverychildfromadeprivedbackground gets good education, thenwithin one generation,everyfamilycanpullitselfoutofpoverty.Thisisthechangethatournationneedsbecauseonlyaneducatednationcanbecomeadevelopednation.

,,-ArvindKejriwalChiefMinister,Delhi