Padho Jehanabad
Basic Reading Program
Sept 2012 to March 2013
Led by district administration and supported by Pratham : See film – link below ..
http://www.youtube.com/watch?v=XB5Wih-Ng8Y&feature=youtu.be
Identifying the problem
The district administration laid out the problem they
were facing in the following way :
 Enrollment levels are high
 School facilities are increasing including
entitlements
But …
 Low attendance (In 2012-13, relatively speaking,
Jehanabad was one of the districts with the
highest attendance in the state)
 Children’s learning levels very unsatisfactory
Conclusion reached by the district administration
was that teaching was not happening as it should.
The beginning..
The district administration did their own assessment in a small
number of schools :
• 5-5 schools each from Kako and Modanganj block were
selected randomly and assessment was done for
mathematics, language and reading ability
• Question paper was prepared by the district administration
at Std II. level.
• Results – made district administration realize that the
problem is bigger than perceived. Less than 50% children in
Std 3, 4 and 5 could do the Std II level questions.
Once the district had a clear understanding of the problem, they
discussed with Pratham how to design positive action in a
systematic manner – to improve basic learning at primary
schools.
Issues in designing a strategy or solution
Discussions between district administration &
Pratham about how to design a solution:
 Issues to think about :
–
How to deal with the wide range of learning levels in
each grade. Many children do not have basic skills and
are several years below grade level
– How to have achievable learning goals. Given current
learning levels, grade level goals would be too high for
most children.
– How to embed the solution into the regular
functioning of schools and to have regular and effective
activities that could be done by the current people
within the school system ?
July 2012 : Preparation
 July 2-3-4 : 3 day training for Cluster Resource Centre
Coordinators (CRCCs) for 2 blocks of district.
 CRCs practiced teaching-learning methods in nearby schools during


training
During training, CRCCs are were asked to indicate their estimate of
children’s learning level and attendance of selected schools under
their CRC
After the assessment – CRRCs were made to realize that their
assessment based on subjective perception was wrong – shown the
mirror – it shook their consciousness.
 July : 15 working days : CRCCs conducted “practice class” for
1.5 hours every day. 3 CRCCs in a school.
 Each CRCC in 15 days was able to ensure significant reading
improvement in their schools. CRCCs energized by progress and also
found that attendance was rising as a result of their work.
 July 28 : Review and planning meeting to discuss way forward
This is the tool for reading assessment. Based on this assessment,
children were assigned to groups or “mahals” by level for
instruction.
August 2012 : Baseline completed
PADHO JEHANABAD : CHILDREN IN Std 3, 4 & 5
Kako & Modanganj blocks (224 schools)
% Children who can read at different
READING
levels
LEVEL
Base line (Aug_2012)
Story
16.4
% "Readers" = 30.8
Para
14.4
Word
12.1
Letter
22.7
% who cannot read even
words = 57.1
Beginner 34.4
Total % 100
Children
16540
tested
With school
teachers, CRCCs
did reading
assessment of
each child in each
of their schools.
(Each CRCC has 11
to 20 schools.) At
the start of the
program, close to
60% of all
children in Std 34-5 in these
schools could not
even read words.
What are the main features of the
Padho Jehanabad program?
 Goal : All children in Std 3, 4 and 5 reach fluency in reading basic





text at least Std 2 level by end of February
Time : 2.30 to 4 pm each day devoted to Padho Jehanabad
program
Activities : Children from Std 3, 4 and 5 grouped by level of
reading. Activities and materials for that level done with that
group. Each group called “mahal”
Teachers: allotted to each group. If needed, teachers shifted from
one school to another to ensure adequate number of teachers
Monitoring and mentoring : Entire program led by CRCCs
supported by district level officers specially deputed for this
assignment. Identification of poorly performing schools done so
that help can be given
Review : Frequent reviews and discussion at district level
Sept 2012 Implementation begins
 August : Basic supplementary teaching-learning
materials finalized and sent for printing
 Booklet of simple stories for each child
 Barahkhadi chart for each child
 Early Sept : Orientation of all Head teachers
 Sept 4-9 : 2 batches of teacher training in each
cluster.
 Training led by each CRCC in his cluster
 One Pratham person assisted CRCC in training
 Sept 10-15 : Materials distributed to each school
 Sept 15 : Padho Jehanabad program starts
“Padho Jehanabad” progress :
Sept 2012 to March 2013. Data from all schools
PADHO JEHANABAD : CHILDREN IN Std 3, 4 & 5
This is the
school based
Kako & Modanganj blocks (224 schools)
assessment
% Children who can read at different levels
READING
done by
LEVEL
Base line (Aug_2012)
End line (Mar_2013)
teachers for all
children in Std
Story
16.4
53.5
% "Readers" =
% "Readers" =
3, 4 and 5. This
30.8
72.3
Para
14.4
18.8
assessment was
guided and
Word
12.1
14
monitored by
% who cannot
% who cannot
Letter
22.7
9.5
read even words
even read words = CRCCs.
Beginner 34.4
4.2
= 57.1
13.7
Total %
100
100
Children
16540
15972
tested
Note : Baseline done in mid August 2012. Midline done in first half of December 2012.
“Padho Jehanabad” progress :
Sept 2012 to March 2013. External evaluation
DATA FROM SAMPLE OF SCHOOLS & CHILDREN IN Std 3, 4 & 5
: ASSESSMENT BY EXTERNAL GROUP (ZILLA SAKHARTA
SAMITI & NSS)
Jehanabad : 2
% Children who can read at different levels
blocks
60 schools
Base line
End line
Reading level
Sept_2012
Story
Para
26.8
13.3
Word
12.4
Letter
23.8
Beginner
23.8
Total %
100
% "Readers"
= 40.1
Feb_2013
42.2
18.4
% "Readers"
= 60.6
13.4
% who
cannot even
read words =
47.6
(Total=1448)
18.3
7.9
100
% who
cannot even
read words =
26.2
(Total=1463)
This is data
from external
evaluation done
by Zilla
Saksharta
volunteers and
NYK students in
the district.
Sample of
randomly
chosen 60
schools with
randomly
selected
students
Note : Baseline done in mid September 2012. End line done in third week of Feb 2013.
Looking back : Difficulties
Drawbacks : Many discontinuities due to holidays
 Total implementation duration about 80 days with 45 days
of intensive work
 Mid Sept to mid Oct : 4 weeks: Schools functioning
 Durga Puja + Diwali + Chhatth : Schools closed
 Mid Nov to third week of Dec : 5 weeks : Schools functioning
 Winter holidays Dec 24 to Jan 3 : Schools closed
 Jan 15 to 30 for “Utsav” distribution of scholarships
 There was a need to re-start/re-fresh every time there was

a long break
Some schools need a lot of extra help and support and
some children who were chronically absent needed a lot
of follow up. These were identified.
Looking back : Highlights
 Attendance improved and high and even more so after midday
meal during Padho Jehanabad activities
 Improvement in overall functioning of schools
 Positive energy and enthusiasm among CRCCs & teachers





mainly because of very good response from children to the
activities that were being done
Children’s progress in reading is visible from early on
Rise in confidence among community(parents) about govt.
schools. Also efforts made to communicate to parents and
bring in their support.
Strong monitoring and mentoring support; good teachers
recognized and appreciated.
District officials very often in the field especially in attending
parents meeting and supporting teachers in teaching
External evaluation done by to get independent assessment
Way forward
Very promising intervention. Experience and evidence
can be used for “scale up” in district and state
 CRCC led interventions creates the base for
monitoring and mentoring of teaching-learning on an
ongoing basis – brings academic leadership to schools
 Cost per child of additional materials is not much.
District can create district specific content. District
people can contribute.
 Training days are short – but practice in nearby
schools during training is a big plus point.
 All new teachers coming into the system can be
trained and asked to implement such activities.