LEARNING OF SCHOOL CHILDREN IN KUMAON]

Transcription

1 2012 Central Himalayan Rural Action Group CHIRAG [MINIMUM LEVELS OF LEARNING OF SCHOOL CHILDREN IN KUMAON] Academic performance of children studying in 5th standard in Government primary schools

2 ABOUT CHIRAG Central Himalayan Rural Action group (CHIRAG) is a non-governmental, not for profit undertaking that provides a range of development services to the deprived sections of society in rural Uttarakhand. CHIRAG presently operates in approximately 175 villages, in 7 blocks of 3 districts of the Kumaun Himalayas working with an integrated development approach. CHIRAG has been working towards improving the quality of education in the Kumaon region since The organization operates a Bal Shikshak (auxiliary teachers) programme in Government primary schools. This programme is being run in schools wherein the student-teacher ratio is unfavourable and more than the prescribed ratio of 30:1. Presently, CHIRAG with the assistance of Rajeshwar Susheela Dayal Charitable Trust supports Bal Shikshaks in 29 schools. Young people, boys and girls, are appointed as Bal Shikshaks to assist the Government appointed primary school teachers. The community contributes its share towards the monthly pay of the Bal Shikshak and the School Management Committee in each village monitors the performance of the Bal Shikshak. ANNUAL ASSESSMENT TEST Every September 2012, CHIRAG conducts an annual assessment test to gauge the Minimum Levels of Learning of the children studying in the 5 th standard. The test is conducted in three subjects: Maths, Social Studies and Hindi and is based on the curriculum of Standard 3 rd. The test is administered to the children studying in schools wherein the Bal Shikshak programme is being run and in schools where there is no such support programme. This helps us to quantify the impact of the Bal Shikshak programme and assess the learning levels of the children.

3 In September 2012, 472 children in 56 schools undertook this test. Out of this 293 students belonged to the 29 CHIRAG supported schools and 179 students came from 27 schools. The results and key takeaways are presented below: Schools Students % of students scoring < 30% 30-49% 50-60% 60-75% 76% and above Bal Shikshak Schools Control Schools Overall Schools TABLE 1: PERFORMANCE OF STUDENTS IN ASSESSMENT TEST The table above presents a composite picture of the performance of the students in the assessment tests. As is evident, there is a marked difference between the performance of students studying in Bal Shikshak schools and control schools. In the Bal Shikshak schools, 56% of the students scored more than 60% with almost 40% getting a distinction On the other hand, in the control schools only 23% of the students scored over 60%. 28% of the students scored less than 30%. Combining test scores from control schools and the Bal Shikshak schools we find that around 43% of the students managed to score above 60%. Worryingly, almost 17% of the students studying in 5 th standard scored less than 30% in tests that were based on 3 rd standard curriculum. Further analysis of the data reveals that there are variations in performance according to subjects, area where the school is located in etc. Subsequently we have broken down the data into different subjects and areas. The results of the analysis are presented in the pages that follow

4 18% 30% 19% 14% 19% < 30% 30-49% 50-60% 60-75% 76% and above FIGURE 1: GRAPHICAL REPRESENTATION OF THE PERFORMANCE OF CHILDREN IN 56 SCHOOLS AREA WISE ASSESSMENT TEST RESULTS: MATHS BAL SHIKSHAK PROGRAMME Sr.n Name of Area School Students < 30% 31-49% 50-60% 61-75% Above 76% 1 Reetha Mauna Kasiyalekh Jangaliyagaoun Dhokane Dewaldhar Kathpuriyachina

5 CONTROL SCHOOLS Sr.n Name of Area < 30% 31to 50to60% 61to75% Above School Students 49% 76% 1 Reetha Mauna Kasiyalekh Jangaliyagaoun Dhokane Dewaldhar Kathpuriyachina The result in the 29 schools where Bal Shikshak programme is being run is fairly positive. Almost 56% of the children in these schools scored more than 60%. However, when we scrutinize the performance according to different areas, we see that more children in Kasiyalekh and Dhokane scored over 76% while more than 50% of the children in Jangliyagaon scored less than 50%. In the control schools, only 19% of the students scored over 60%. In Mauna, 94 % of the children studying in control schools scored less than 50%. Jangliyagoun has the next worst result with almost 78% of the students scoring less than 50%. Dhokane and Kasiyalekh had the highest number of children scoring over 76%.

6 AREA WISE ASSESSMENT TEST RESULTS: SOCIAL STUDIES BAL SHIKSHAK PROGRAMME Sr.n Name of Area < 30% 31to 50to60% 61to75% Above School Students 49% 76% 1 Reetha Mauna Kasiyalekh Jangaliyagaoun Dhokane Dewaldhar Kathpuriyachina CONTROL SCHOOLS Sr.n Name of Area < 30% 31to 50to60% 61to75% Above School Students 49% 76% 1 Reetha Mauna Kasiyalekh Jangaliyagaoun Dhokane Dewaldhar Kathpuriyachina

7 59% of the students studying in Bal Shikshak schools scored over 60% while around 25% of students studying in control schools scored over 60% in Social Studies. Again Jangliyagaun lags behind other areas, and children in both control and Bal Shikshak schools performed far worse than students in other areas. Results of the control schools in Kasiyalekh, Jangliyagaon, Dewaldhar and Kathpuriayacheena are a cause for concern. AREA WISE ASSESSMENT RESULT: HINDI BAL SHIKSHAK SCHOOLS Sr.n Name of Area < 30% 31-49% 50-60% 61-75% Above School Students 76% 1 Reetha Mauna Kasiyalekh Jangaliyagaoun Dhokane Dewaldhar Kathpuriyachina CONTROL SCHOOLS Sr.n Name of Area < Above School Students 30% 49% 60% 75% 76% 1 Reetha Mauna Kasiyalekh Jangaliyagaoun Dhokane

8 6 Dewaldhar Kathpuriyachina % of the students studying in Bal Shikshak schools scored over 60% while around 2%4 of students studying in control schools scored over 60% in Hindi. Almost 56% of the students in control schools scored less than 50%. Except Dhokane, all areas performed equally badly. Inability to answer questions based on Class 3 rd Hindi curriculum is a worrying trend indeed. CONTACT US To know more about our programmes or to share your feedback or comments about this report please write to us: info@chirag.org

9 ANNEXURE 1: ASSESSMENT TEST PAPER fo"k; fgunh iw.kkzd 20 uksv &lhkh Ikz u djus vfuok;z gsaa Ikz u 1& foykse kcn cukvks (2) ¼d½ /kjrh ¼[k½ lq[k ¼x½ xehz a ¼?k½ jkr a Ikz u 2& fueufyf[kr ds nks nks Ik;kZ;okph kcn fy[kksa (2) ¼d½ unh a ¼[k½?kj A ¼x½ ckny a ¼?k½ ism a Ikz u 3& js[kkvksa ls feyku djks& (2) ¼d½ Qqnd Qqnd dj & lqugjs ¼[k½ QqjZ ls & pqudj ykrh ¼x½ frudk&frudk & mm+ tkrh ¼?k½ ia[k & nkuk [kkrh Ikz u 4& bu dkeksa ds fy, dgkwa tkrs gs\ (2) ¼d½ cky dvokus a

10 ¼[k½ dim+s flyokus A ¼x½ chekj gks tkus ij a ¼?k½ twrs dh ejeer a Ikz u 5& N% ykbu dh,d dfork fy[kks\ (6) Ikz u 6& uhps fn;s x;s kcnksa ls okd; cukvks\ (4) tsls onhz& ge onhz igudj Ldwy tkrs gsaa ¼d½ nqcyk A ¼[k½ rxm+k a ¼x½ eksle a ¼?k½ fbbqjuk a Ikz u 7& uhps fn;s x;s kcnksa dks lgh LFkku ij fy[kks& (2) dqegkj] ipkl :Ik;s] Bx] /kks[kk 1&,d Fkk vkSj,d Fkh mldh csvh eaxyka 2& dqegkj dks,d feyka 3& ;s lkjs evds :0 ds gsaa 4&esjs lkfk gqvk gsa

11 fo"k;&lkeku; v/;;u iw.kkzd 10 uksv& lhkh Ikz u djus vfuok;z gsa& Ikz u 1& lgh feyku djks& (2) k;u d{k jlksbz?kj f[km+dh Luku?kj gok jks kuh vkuka kjhj dh lqkbza csbuka lksuk Ikz u 2&uhps dwn ckrsa lgh gs] dqn xyr gsa lgh ds vkxs lgh¼ ½vkSj xyr ds vkxs¼х½ dk fu kku yxkb;s&¼2½ ¼d½ lkq lqfkjs?kj esa ge chekj ugh im+rs ¼ ½A ¼[k½ dhms+ edksm+ksa ls xunxh ugh QSyrh gs ¼ ½A ¼x½ xunh txgksa esa jgus ls tkuoj chekj gks tkrs gsa ¼ ½A ¼?k½ vklikl dh lqkbz ls ge LoLFk jgrs gsa ¼ ½ Ikz u 3& viuh pkj vpnh vknrksa ds ckjs esa fyf[k;sa (2)

12 Ikz u 4& crkb;s fd ;s dgkwa jgrs gsa\ (2) ¼d½ phavh a ¼[k½ nhed a ¼x½ twwa a ¼?k½?kksM+k A Ikz u 5& vius fodkl [k.m,oa ftys dk uke fy[kks\ (2) fo"k;& xf.kr iw.kkzd 20 uksv& lhkh Ikz u djus vfuok;z gsaa Ikz u 1& tksm+ks& (2) ¼d½ ¼[k½ $ $ Ikz u 2&?kVkvks& ¼2½ ¼d½ ¼[k½ & &

13 Ikz u 3& xq.kk djks& ¼2½ ¼d½ 3 6 ¼[k½ Ikz u 4& Hkkx djks& ¼2½ ¼d½ 39»5 ¼[k½ 68»8 Ikz u 5& vadksa esa fy[kks& ¼2½ ¼d½ pkj gtkj lkr lks uoklh a ¼[k½ uks gtkj ikwap lks NRrhl A Ikz u 6& kcnksa esa fy[kks& ¼2½ ¼d½ A ¼[k½ A Ikz u 7& >=< dk iz;ksx djrs gq, fjdr LFkkuksa dh iwfrz djks ¼2½ ¼d½ ¼[k½ ¼x½

14 ¼?k½ Ikz u 8& LFkkuh; eku crkvks& ¼2½ ¼d½ 7835 esa 3 o 5 dk A ¼[k½ 6782 esa 8 o 7 dk a Izk u 9& fjdr LFkkuksa dh iwfrz djks& ¼2½ ¼d½ 150 feuv ¾ ?kaVk feuV ¼[k½ 135 feuv ¾ ?kaVk feuV ¼x½ 120 feuv ¾ ?kaVk feuv ¼?k½ 180 feuv ¾ ?kavk feuv Ikz u 10& [kkyh LFkku Hkjks& ¼2½ ¼d½ 5500 feyh ¾ yhVj feyh ¼[k½ 4225 feyh ¾ yhVj feyh ¼x½4 fdxzk ¾ xzke ¼?k½ 2000 xzke ¾ fdxzk

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