MISSION BUNIYAAD:

A CASE STUDY

2019

Delhi Commission for

Protection of Child Rights

Government of NCT of Delhi

District Institute of

Education and Training (NE)

Dilshad Garden

Guidance

Shri. Ramesh Negi

(Chairperson, DCPCR)

Chief Advisors

Shri. Shailendra Sharma

(Principal Advisor to Director

Education, Government of Delhi)

Shri. Anurag Kundu

(Member, DCPCR)

Shri. B.C. Narula

(Sr. Consultant, DCPCR)

Research Team

Dr. Anil Kumar Teotia

(Principal, DIET, Dilshad Garden)

Shri. Bhartendu Gupta

(Lecturer, DIET, Dilshad Garden)

Dr. Rahul Mishra

(Lecturer, DIET, Dilshad Garden)

Ankita Goswami

(Project Associate, DCPCR)

Chhavi Rahul

(Policy Consultant, Teach for India)

Fizza Saghir

(Chief Minister’s Fellow)

2019

Delhi Commission for Protection of Child Rights, Government of NCT of Delhi 5th Floor, ISBT Building, Kashmiri Gate, Delhi- 110006

Phone:011-23862685/86,

Email- delhichildrightscommission@gmail.com

ISBN: 978-93-85169-19-9

Publisher: Delhi Commission for Protection of Child Rights, Government of NCT of Delhi

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FOREWORD

The Right to Education (RTE) Act is an act passed by the Parliament of India in 2009. The Act

emphasizes the importance of free and compulsory education for children of 06 to 14 years of age in

keeping with Article 21A of the Constitution of India. India became one of the 135 countries to

make education a fundamental right of every child when the Act came into force on 01.04.2010.

However, despite this laudable step, there exists a reading crisis in the country wherein 73% of class

3 students and 50% of class 5 students cannot read a class 2 level text (ASER 2018 report).

In this regard, the Govt. of NCT of Delhi launched Mission Buniyaad- an initiative towards ensuring

students are able to successfully read and solve mathematical problems. To gauge the impact of the

initiative, an evaluative study was undertaken by DCPCR in collaboration with DIET, Dilshad

Garden.

The key objective of the study was to take a detailed look at Mission Buniyaad in sampled schools

and understand not only the process but also its outcomes. For this purpose, the North-East district

of Delhi was chosen to be the sample of the study. The understanding of crucial stakeholders such as

students, teachers, SMC members, parents and principals, about the initiative, was also accounted

for. Findings of the study establish the overall improvement in reading and mathematical abilities of

children in the district. Further, with adequate training, stakeholders were aware of the purpose of

the initiative, and equipped to play and active role in ensuring its success.

Such outcomes give us hope for a brighter future- for our children wherein they are able to harness

their full potential and reach great heights in life, and for our nation wherein all citizens are

contributing towards the its economic growth and development.

The Commission gratefully acknowledges the contribution of Shri Anurag Kundu, Member,

DCPCR, who helped in coordinating various aspects of this study. The Commission is sure that the

findings and recommendations in this report will strengthen the hands of the Govt. in further

improving the level of academic achievement in schools of Delhi.

(Ramesh Negi)

Chairperson

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ACKNOWLEDGEMENT The report is dedicated to all the children of India, the glitter of whose eyes motivate us, the parents

who fight against all odds to get their children educated, and the teachers who gave time and energy to

make children realize their full potential.

I would like to thank Shri Arvind Kejriwal, Chief Minister, Delhi under whose inspiring leadership, the

schools have seen a complete revamp and Shri Manish Sisodia, Deputy Chief Minister, Delhi who has

been instrumental in driving the reforms bringing education as central agenda of governance.

I am deeply grateful to Shri Ramesh Negi (Chairperson, Delhi Commission for Protection of Child

Rights) for his constant guidance and effective leadership throughout. I would like to express my

sincere gratitude to Shri Rakesh Bhatnagar (Member-Secretary, DCPCR) for ensuring smooth

functioning of the administration and Shri B. C. Narula (Senior Consultant, DCPCR) for his valuable

recommendations.

I would like to thank Shri Sandeep Kumar (Principal Secretary (Education), Govt of NCT of Delhi),

Shri Binay Bhushan (Director (Education), Govt of NCT of Delhi), Shri. Shailendra Sharma (Principal

Advisor to Director (Education), Govt of NCT of Delhi) and Dr. Neeraj (Deputy Director of Education,

North-East), who provided much needed support for the research study to be carried out successfully.

Three names deserve special attention for conceptualising and leading the education reforms in schools:

Ms. Punya Srivastava (Former Secretary (Education), Govt of NCT of Delhi), Ms. Saumya Gupta

(Former Director (Education), Govt of NCT of Delhi), and Ms. Atishi Marlena (Former Advisor to

Deputy Chief Minister, Delhi).

I would also like to thank the Heads of Schools, teachers, and members of School Management

Committees of district North East who participated in this study. Most importantly, the credit belongs to

Dr. Ani Teotia, Principal, DIET Dilshad Garden who is the principal author of this case study. I extend

my gratitude to the report’s research staff.

I am highly indebted to the entire team and staff of the Commission; whose conscious efforts brought

this study in its present form.

(Anurag Kundu)

Member (RTE), DCPCR

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1. EXECUTIVE SUMMARY

India has made considerable progress towards “Education for All” in the last two decades.

Education for All has three important components: enrolment, retention and achievement. As per

the Annual Status of Education Report1 (ASER) 2012, 96% of all rural children between the ages

of 6-14 are enrolled in schools. This was the fourth successive annual survey to report enrolment

above 96%. Further, according to ASER2 2018, students in the age group 6-14 who are not enrolled

in schools have come down to 2.8%. There has been a steady decline in dropout rates3 in primary

education since 2009-10, according to MHRD’s “Education for All towards Quality with Equity”

report. Between 2009-10 and 2012-13, the average drop-out rate in primary education declined

from 9.1% to 4.7%, annually. Despite a yearly decline, the dropout rate still remains a major

challenge. The transition rate (from primary to upper primary stage) increased from 81.1 per cent in

2007-08 to 89.6 per cent in 2012-13. This is a significant progress for any nation and there is much

to celebrate on these two aspects viz enrolment and retention.

However, data on learning highlights an unfortunate truth: enrolment in school does not guarantee

learning. In the past, learning outcomes have received little attention in policy formulation and

implementation. It was in the 12th Five Year Plan of the Planning Commission of India that a

significant emphasis on learning outcome was laid for the first time. Several studies including

National Achievement Survey (NAS) inform us of modest learning levels across grades in the

country. Apart from that, Annual Status of Education Report (ASER), has systemically

documented the learning levels across states from 2005 onward. As per ASER 2018, only 27% of

class 3 students in rural India can read at least Std II level text in their first language, and 28% of

them can perform subtraction. Further, 50% students of class 5 in rural India can read at least Std II

level text in their first language, and only 28% of them can solve division problems.

In 2016, the assessment conducted by the Delhi Government school teachers in their own school

found that only 26% students of class 6 can read their own textbook. Further, the National

Achievement Survey4 2017 highlights that in Delhi, on an average, responses given correctly by

students of Class 3 in Mathematics is 54%, 55% in EVS and 58% in Language, while those of Class

1http://img.asercentre.org/docs/Publications/ASER%20Reports/ASER_2012/nationalfinding.pdf 2http://img.asercentre.org/docs/ASER%202018/Release%20Material/aser2018nationalfindingsppt.pdf 3https://mhrd.gov.in/sites/upload_files/mhrd/files/upload_document/EFA-Review-Report-final.pdfp18 4http://www.ncert.nic.in/programmes/NAS/pdf/state/Delhi.pdf

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5 is 44% in Mathematics, 49% in EVS and 52% in Language. It is against this backdrop that

Mission Buniyaad was conceptualized in Delhi.

Following several rounds of consultation with stakeholders, and literature review, Mission

Buniyaad’s conceptual framework was developed. Pratham’s “Teaching at the Right Level” (TaRL)

approach was referred and adapted in the context of government schools of Delhi to build

foundational skills in Math and reading among children. At the instructional level, the approach

entails assessing children’s learning levels using a simple tool; grouping primary age group children

based on learning levels rather than grade; using a range of engaging teaching and learning

activities; and starting at where children are rather than assuming where they should be as per their

grade; and tracking children’s progress. This method has been piloted in different contexts and

rigorously evaluated using randomized control trials (RCT) by J-PAL.

For the purpose of Case Study on Mission Buniyaad, district North- East in Delhi was chosen. A

sample of 30 schools was chosen to study the change in learning level of students, gender-wise

performance and the overall understanding of Mission Buniyaad by various stakeholders involved.

1.1. Findings of the study in 30 schools:

The study has brought out three key insights with respect to performance of students and

the stakeholder participation:

1.1.1. Learning improvement:

There has been a 12% increase (between pre-test and post-test) in students of classes

3-5 who can read a Story in Hindi, and a 15% increase in students of classes 6-9

who can read Advance Story in Hindi. Students who are able to solve Division

problems have improved by 20% in classes 3-5, and by 25% in classes 6-9 in the

sampled schools.

1.1.2. Gender wise outcomes:

Even though the learning outcomes of girls and boys in the district are almost at par,

boys have shown slightly more improvement than girls in cohorts, classes 3 to 5 and

classes 6 to 9.

1.1.3. Stakeholders’ understanding:

All the stakeholders of boys’ schools were more aware of the purpose of Mission

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Buniyaad and its objectives and had attended a greater number of trainings. SMC

members were actively engaging the community and raising awareness about the

program, larger numbers of teachers were using innovative teaching strategies, and

parents had a clearer idea of their role in their child’s learning- than the stakeholders

of girls’ schools.

1.2. Learning and Recommendations:

In all, Mission Buniyaad has been successful in enabling students to read and do basic

Math. This opens the possibility of them being able to understand other subjects such as

science and social science more effectively. It allows for their academic and functional

integration in true sense by providing a possibility for completing their school education

successfully. Therefore, three key learning can be shared:

1.2.1 Since nearly 90% of students in class 6 of Delhi Government schools come from MCD

schools, focus on strengthening the foundational learning skills is required in MCD

Schools. Although the three Municipal Corporations too implemented Mission

Buniyaad in their schools last summer, the progress of children was not tracked

regularly and consistently. Therefore, it is recommended that a structured approach of

Mission Buniyaad be followed with students of classes 3 to 5 in all schools of three The

Municipal Corporations and The Directorate of Education.

1.2.2 There is a need to focus on building early literacy and numeracy abilities in students so

that they are able to access grade-level texts as well as learning materials in all subjects

in subsequent years. It should become a part of regular teaching and learning in early

grades.

1.2.3 Students who are unable to progress beyond Beginner levels post the intervention must

be assessed for learning disabilities. Moreover, their attendance must also be tracked

and improved in cases of prolonged absenteeism.

1.2.4 There is a need to strengthen the ecosystem around the girls’ schools- assuring that all

stakeholders are aware of their roles in enabling student outcomes, and play an active

part to ensure the same.

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Considering the relevance of Mission Buniyaad and curiosity of other states to understand its

process and outcomes, this case study was designed as a reference document. This study was

accordingly commissioned by Delhi Commission for Protection of Child Rights, the monitoring

authority of Right to Education Act.

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2. INTRODUCTION

Education is the lifeblood of a nation. Through education children get an opportunity to

not only build knowledge but also acquire relevant and useful skills and attitude for self

and society. It broadens their horizon to think creatively and critically. It not only

unfolds a sea of opportunities for children but also gradually, builds a fruitful future of

the country. But in order to reap the real benefits of education, it is necessary to have an

understanding of fundamental concepts, language proficiency, and enhanced analytical

skills.

However, as per a report “Investment in Global Education: A Strategic Imperative For

Business’5 in India, nearly two-thirds of children born each year do not finish secondary

school for a variety of largely preventable reasons. In pure economic terms, this

represents an opportunity cost of over $100 billion to national annual economic output,

or about 5% of Gross Domestic Product (GDP).

read at least Std II level text in their first language, while, only 28% students can solve

division problems.

The importance of foundational learning skills lies in the fact that they form the basis of

all future learning in school setting. Those who fail to attain basic literacy and numeracy

skills by class 3 find it difficult to catch up with the rigor of the curriculum in later

classes and fall behind, creating wide learning gaps6. It also increases the chances of

5https://www.brookings.edu/wp-content/uploads/2016/06/Investment-in-Global-Education Final-web.pdf

6https://www.centralsquarefoundation.org/foundational-learning/

As per the Annual State

of Education (ASER)

report1, 2018, only 27%

of class 3 students in rural

India can read at least Std

II level text in their first

language and only 28%

can perform subtraction.

In class 5, only 50% of

students in rural India can

read read at least Std II

level text

in their first language,

while,

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these students dropping out of the school system altogether. For children from

disadvantaged and low-income communities, the home environment is unable to

supplement school education. Ensuring foundational skills in the early years to all

students, regardless of their socio-economic background, provides equal opportunity to

perform well in school. By empowering children to take advantage of the extensive

benefits of education in later years, foundational learning ensures better life outcomes.

Research has also linked foundational learning to increased employability and higher

GDP. The “Education for All” Global Monitoring Report7 2013-14 calculated that if all

students left school with basic reading skills, 171 million people could be lifted out of

poverty.

In the same spirit of furnishing the foundational learning skills in reading and arithmetic,

Mission Buniyaad was launched by the Delhi Government in April, 2018 for all children

in classes 3 to 9 of schools run by the Delhi Government and local bodies. During the

summer break of 2018, the program was carried out as a three-month campaign,

focusing on strengthening reading, writing and Math skills so that the children can read

their textbooks fluently and use it also as a self- learning tool.

7https://unesdoc.unesco.org/ark:/48223/pf0000225654/PDF/225654eng.pdf.multi

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3. CONTEXT

“What’s the point in an education if children emerge after years in school without the skills they

need? The huge numbers of illiterate children and young people mean it is crucial that equality

in access and learning be placed at the heart of future education goals. New goals after 2015

must make sure every child is not only in school, but learning what they need to learn.”

- Pauline Rose, Director – ‘Education For All’ Global Monitoring Report 2014

The purpose of any education system is to provide its students with the essential literacy,

numeracy along with knowledge, skills and attitude required by them to reach their highest

potential. Education promotes employment, increases income, improves health, and enables

individuals to overcome poverty. Therefore, the access to, and availability of, quality education

is crucial for the social and economic advancement of an individual and the growth of a country.

However, according to ‘Education For All’ Global Monitoring Report8 2014, “250 million

children all over the world are not learning basic skills, even though half of them have spent at

least four years in school. The annual cost of this failure is around US$129 billion.”

While countries have made remarkable efforts in ensuring access to education by

increasing the number of schools and teachers available, the World Bank’s report

“Learning to Realize Education’s Promise”9 reveals that ‘in recent assessments in Ghana and

Malawi, more than four- fifths of students at the end of grade 2 were unable to read a single

familiar word such as ‘the’ or ‘cat’. When grade 3 students in Nicaragua were tested in 2011,

only half could correctly solve a basic addition like 5+6. In Brazil, internationally comparable

assessments reveal that more than three-quarters of youth are reaching the age of 15 without

being able to perform at the lowest level of competence on the Program for International Student

Assessment (PISA) tests. Similarly, a third of students in Paraguay have only a basic grasp of

reading skills (“reading for meaning”). These students are therefore ill-equipped to participate in

their economy and society.”

This situation calls for a concerted effort to put learning in the midst of schooling.

In Jamaica10, Results-Based Financing has been used in the Jamaica Education Transformation

Capacity Building Program, resulting in an improvement in Grade 4 numeracy from

45% of students in 2009 to 58% in 2014 and Grade 4 literacy from 70% to 78% in the

8https://unesdoc.unesco.org/ark:/48223/pf0000225654/PDF/225654eng.pdf.multi p.5 9https://www.worldbank.org/en/publication/wdr2018 10https://www.worldbank.org/content/dam/Worldbank/Brief/Education/RBF_ResultsBasedFinancingv9_web.df

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Kenya’s Tuscome Early Grade Reading Activity11 aimed at increasing learning outcomes

same period. Going forward this approach is also being used to improve school

readiness in four-year-old, through the Early Childhood Development Program

benefiting 300,000 young children.

for around 7 million children in grades 1, 2 and 3 in the country by enhancing

classroom instruction, improving access to learning materials, enhancing support

and enhancing collaboration with other literary actors. Evaluation found that,

students of grades 1 and 2 made strong gains on reading in both Kiswahili (Kenya’s

main language) and English. “The percentage of non-reader students in English in class

2 dropped from 38% to 12% between 2015-2016. Simultaneously, the percentage of

students reading fluently increased from 12% to 27%.”

In Haryana12, J-PAL partnered with Pratham to conduct a study wherein students from

classes 2-5 were grouped according to their learning levels, regardless of class or age,

and taught reading using “Teaching at the Right Level (TaRL)” pedagogy. For one hour

during the school day, students were taught Reading using level-appropriate learning

materials and activities. The study found that students who were a part of the study

“scored 0.15 standard deviations higher on the Reading test and 0.135 standard

deviations higher on the written test” than students who were not a part of the study.

Further, “the largest gains were concentrated among students who could only recognize

letters at baseline.” The number of students who could read a paragraph or story

increased to 53.14% from 34.26%.

Hence, after referring to the work done by countries, states and different organizations

on foundational skills, and taking leaves out of Delhi Government’s own learning

enrichment program- Chunauti 2018, Mission Buniyaad was launched in April 2018.

11https://www.rti.org/impact/tusome-early-grade-reading-activity 12https://www.povertyactionlab.org/sites/default/files/publications/TaRL_Paper_August2016.pdf

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4. MISSION BUNIYAAD PROGRAM: Genesis, Process and

Outcome

Chunauti 2018, an academic plan of the Directorate of Education (DoE), Government of

NCT Delhi was launched on June 29, 2016. This aimed to impact the learning of all

students of Classes 6 to 9 in the schools of DoE. Two factors that influenced the

decision in favour of new academic plan with clearly defined strategies were:

1. High failure rate in Class 9: In 2013-14, the pass percentage in class 9 of DoE

schools dipped to 56%. It continued to decline thereafter to 52% in 2014-15 and

51% in 2015-16.

2. Low Foundational learning Skills13 among students in Class 6: As per the

baseline assessment conducted by the teachers of their students joining Class 6 in

DoE schools in 2016, it was found that about 75% of students could not read

even a paragraph from their textbook, 68% could not a solve simple 3 digits by 1

digit division and 75% could not read a short story in English of the level found

in the textbook of grade 2.

It was clear from the above data that weak foundational skills at the time of entry in the

DoE schools (nearly 90% of the students in Class 6 are those coming from Municipal or

budget private schools) have remained unaddressed in subsequent grades. Students kept

getting promoted to the next grade due to Section 1614 of the Right to Education Act

2009, which says “No child admitted in a school shall be held back in any class or

expelled from school till the completion of elementary education.”

Thus, Chunauti 2018 sought to address the issue of high failure rate in Class 9 and poor

learning levels in upper primary grades by supporting the students in classes 6 to 9 in

strengthening their foundational learning level through dedicated support mechanism

within their existing classes and during the regular school hours. This was done by:

i. Grouping the students and providing contextual learning support appropriate to

their respective groups. In the first year, it was two groups were formed- Pratibha

13Ability to read, write and do basic Math. It constitutes the foundation to understand and express the learnings in

any other subjects. 14 This section now stands amended.

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i. and Nishtha, while in the second year, there were Pratibha, Nishtha and Neo-

Nishtha.

ii. Introducing Supplementary learning material called “Pragati series” for classes 6

to 8, prepared with the inputs of subject teachers that explained the concepts in

different subjects- Hindi, Math, English, Science and Social Science- in simple

and easy to understand language. Separate support material was created for and

used with classes 9 children as well.

iii. Conducting regular workshops (repeated over 3-4 times during the year) for the

teachers to apply relevant pedagogy in differential settings. In the same

workshop, teachers were trained to proactively involve children, even on the last

bench, rather than follow the textbook, chalk and talk methodology blindly.

iv. Forming and strengthening an academic resource group of DoE called “Mentor

Teachers”. About 200 Mentor Teachers (they are teachers of DoE schools) were

selected through an induction process and trained to primarily provide on-site

learning support to teachers in the 5-6 schools assigned to them. The capacity of

this group is also regularly strengthened to facilitate workshops for teachers and

create learning material for students like those in Pragati.

v. Tracking the progress and launching short duration campaigns in between to

provide the momentum needed to improve the learning level further.

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4.1. Progress in Year 1 (2016-17)

The hallmark of year 1 was a special Reading Campaign that was launched on 5th

September 2016 (Teacher’s day) with a pledge to ensure that by Children’s Day (14th

November 2016) all students of classes 6 to 8 would be able to read their grade level

textbooks. This campaign was organised to galvanise the school system in accepting

the problem of huge learning deficit and gearing up to address it. As a result of this

campaign, a total of 97,157 students of Classes 6 to 8 learnt to read their textbooks

out of 3,52,112 students who were a part of the target group of this campaign.

Further, in 2016-17, the decline in pass percentage of Class 9 was arrested and it

moved upward from 51% in the previous year to 52%.

4.2. Progress in Year 2 (2017-18)

No special campaign was organised during the second year, instead the focus was on

regular class process and supporting the learning of students in their groups

throughout the year. The progress recorded during the year was:

Table 1: Chunauti 2018- Snapshot of Progress in 2017-18

Class 6 Class 7 Class 8

Baseline

(July 2017)

Endline

Baseline

(July 2017)

Endline

Baseline

(July 2017)

Endline

Hindi

Cannot Read even a simple paragraph

30

15

20

11

16

8

Read grade appropriate text

32

46

43

54

50

60

English

Cannot Read even a

simple paragraph

57

40

47

33

40

27

Can Read simple

Story

29

39

37

45

43

52

Maths

Cannot do any

operations

40

16

31

12

25

9

Can solve 3 digits by

1 digit division

37

55

46

62

51

67

Note: Based on Final Data reported by Schools in March 2018

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Further, the pass percentage of Class 9 rose to 57% in 2017-18 as against 52% in the previous

year.

4.3. Year 3- Chunauti in 2018-19: Launch of Mission Buniyaad Campaign

During February 2018, NCERT published the National Achievement Survey (NAS)

2017 report. It reconfirmed the learning gap that emerged in government schools of

Delhi which the Chunauti data already pointed in case of DoE schools. NAS 2017

assessed the students of grades III, V and VIII enrolled in Government (including

Municipal schools) and aided schools through random sampling basis.

Table 2- NAS 2017: Average Score of Delhi

Reading Math

Grades % of students Remarks % of students Remarks

III

58

Read small text with

comprehension

54

Solve simple

addition and

subtraction problem

V

52

Read and comprehend storybooks

independently

56

Operations of

numbers in daily life situation

VIII

54

Read textual/non-textual materials

with comprehension and identify the

details, characters and main

idea and sequence of ideas and

events while reading

28

Solve problems

involving large

numbers by

applying

appropriate operations

It was in this context that Mission Buniyaad was launched by the Delhi Government

in April 2018. The 3-month long campaign (April 2- June 30, 2018) was launched at

the beginning of the new academic year to ensure all students of classes 3 to 9 in the

schools of Directorate of Education and local bodies, as the case may be, learn to read

grade appropriate texts and solve basic Maths operations. Phase 1 of the campaign

was between April 2 to May 10, 2018 and Phase 2 was during Summer Vacation May

11- June 30, 2018.

The goal of the campaign was that “there should be no child in any class who cannot

read his/her textbook or solve basic numerical in Math”. It covered early grades as

well so that no more learning backlog gets created and included schools of Municipal

Corporations, NDMC and Delhi Cantonment.

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While all participating authorities shared the common goal of the campaign (with

DoE providing technical inputs), the operational strategies were designed by every

agency independently. The campaign of DoE was to conclude on June 30, 2018 and,

the local bodies were to implement it till May 31, 2018. Subsequently, the DoE and

North and East Municipal Corporations decided to extend the campaign further.

4.4. Key intervention Steps in DoE schools

i. Child wise learning material was developed by SCERT Delhi for the

campaign. Refer to Annexure 14.1 for details.

ii. Teachers were trained to apply appropriate pedagogy based on the existing

learning levels of students. Teaching manuals were created, shared and widely

disseminated. To augment the impact of training, the academic resource team

of DoE (Mentor Teachers) regularly visited the schools and demonstrated

activities suited to children at different learning levels.

iii. Mega Parent Teacher meetings were organised in all schools of DoE on 21st

April 2018 where teachers explained the purpose of the campaign to the

parents and shared specific tips to monitor the progress of children

iv. Participating children were provided snacks (during Phase 2), suited to the

weather conditions, by the schools. Radio campaign was launched to convince

the parents to stay back during summer break (and not go to their

hometowns/villages) and send their children to school regularly.

v. Schools also organised parental workshops to train them on how they can

become partners in the learning of their own children.

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4.5. Coverage and Outcome

Table 3: Achievement of Target against the Goal for Mission Buniyaad

Reading Math

Class

Total

Enrolled

Total

Tracked

%

tracked

No. of Children at

Beg,

Character,

Para level or Story (only

for classes 6

to 9) in

Baseline (Target

No. of Children

who

reached at

Story level or

Advance

Story level (only for

classes 6 to 9) in

%

gain

No. of

Children at Beg, No.

recognitio

n and subtraction

level in

Baseline

(Target Group)

No. of

Children

who reached

at

Division level in

Endline

(Goal)

%

gain

Group) Endline

(Goal)

3 25,655 23,195 90.4 14,873 4,391 29.5 18,870

5,244 27.8

4 26,016 23,597 90.7 12,039 4,371 36.3 17,014

6,224 36.6

5 26,143 24,023 91.9 9,586 4,232 44.1 13,394

6,140 45.8

6 2,01,820 1,67,248 82.9 1,18,128 32,340 27.4 1,03,732

38,625 37.2

7 2,05,529 1,84,325 89.7 97,529 25,712 26.4 80,595

29,720 36.9

8 2,13,908 1,89,409 88.5 85,956 25,156 29.3 70,618

27,851 39.4

9 3,10,277 2,01,714 65.0 83,750 22,485 26.8 69,122

26,756 38.7

Total 10,09,348 8,13,511 80.6 4,21,861 1,18,687 28.1 3,73,345

1,40,560 37.6

As per Table 3 above, 10,09,348 are enrolled students of classes 3 to 9 in the schools

of DoE. Out of these 8,13,511 students, (which is 80.6% of the total) were present at

the time of baseline assessment and hence, they were tracked thereafter.

i. Out of the total assessed, 4,21,861 constituted the target group for grade

appropriate reading in Hindi/Urdu and 3,73,345 for building basic proficiency

in Math.

ii. At the conclusion of the second phase of Mission Buniyaad on June 30, 2018

(submitted till July 3, 3018), a total of 1,18,687 students of classes 3 to 9

learnt to read grade appropriate text while 1,40,560 students learnt to do

division in Math.

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iii. Thus, 28.1% and 37.6% gain was achieved respectively in Reading and Math

from amongst the target group.

iv. Overall, as compared to the 48% students of classes 3 to 9 who could read

grade level text at baseline, this increased to 63% after the campaign.

Similarly, as compared to only 54% students being able to solve division, it

increased to 71% at the end of the campaign.

The class wise comparative progress is as follows:

4.5.1. Primary Grades

Table 4: Progress in Primary Grades of DoE under Mission Buniyaad during April 2- June 30,

2018

Class 3 Class 4 Class 5

No. of Enrolled Students 25655 26016 26143

No. of Assessed Students 23195 23597 24023

Domain

Level

Baseline

Final

Assessment

Baseline

Final

Assessment

Baseline

Final

Assessment

Reading

Words and below

47.0%

25.3%

31.7%

15.2%

22.0%

9.2%

Read Paragraph

17.1%

15.8%

19.4%

13.9%

17.9%

10.5%

Read Story

35.9%

54.8%

49.0%

67.5%

60.1%

77.7%

Not reported 4.1% 3.3% 2.6%

Math

Number

recognition and below

47.9%

22.7%

34.5%

11.9%

24.9%

6.9%

Subtraction 33.5% 30.5% 37.6% 28.9% 30.9% 19.5%

Can solve

simple

division

18.6%

41.3%

27.9%

54.3%

44.2%

69.8%

Not reported 5.6% 4.9% 3.9%

Note: Based on Data reported by Schools till July 3, 2018

The key takeaways in Primary grades were:

i. The proportion of students at ‘Words and below’ level in classes 4 and

5, were 15.2% and 9.2% respectively between the baseline and final

assessments for students in classes 4 and 5, it was seen that the

26

percentage of students who could ‘read story’ increased from 49% to

67.5% in class 4 and 60.1% to 77.7% in class 5. There was also a

decline in the proportion of students in ‘words and below’ and ‘read

paragraph’ categories, which indicates students moving to the next

reading goal and some being able to ‘read story’ at the end of the

period.

ii. In Math, the percentage of students who can solve simple division

almost doubled from 27.9% to 54.3% for Grade 4 students and

increased from 44.2% to 69.8% for Grade 5 students.

4.5.2. Upper Primary onwards

Table 5: Progress in Classes 6 to 9 of DoE schools under Mission Buniyaad during April 2-

June 30, 2018 Class 6 Class 7 Class 8 Class 9

No. of Enrolled

Students

201820

205529

213908

310277

No. of Assessed

Students

167248

184325

189409

201714

Domain

Level

Baseline

FA

Baseline

FA

Baseline

FA

Baseline

FA

Reading Word or

below

31.2%

13.3%

14.4%

8.0%

10.3%

5.7%

8.9%

4.6%

Paragraph + Story

39.4%

30.3%

38.5%

23.2%

35.1%

19.0%

32.6%

17.0%

Read grade

appropriate

text

29.4%

48.7%

47.1%

61.0%

54.6%

67.9%

58.5%

69.6%

Not reported

7.8%

7.8%

7.4%

8.8%

Math

No.

recognition and below

36.8%

11.8%

15.4%

6.3%

11.9%

4.6%

10.3%

3.8%

Subtraction 25.2% 21.7% 28.3% 15.7% 25.4% 12.5% 24.0% 10.7%

Can solve 3

digits by 1

digit division

38.0%

61.1%

56.3%

72.4%

62.7%

77.4%

65.7%

79.0%

Not reported

5.4%

5.7%

5.4%

6.5%

Note: Based on Data reported by Schools till July 3, 2018.

FA- Final Assessment

27

The key takeaways in Upper Primary are:

i. In Reading, less than 15% of students from classes 7 to 9 were at

‘word or below’, which was higher for class 6 with one-third of

students being in that category. A concentrated effort especially for

classes 7 to 9 can get almost 90% of students to be able to read their

textbooks.

ii. Similarly, more than 70% students of classes 7 to 9 made progress and

can-do division of 3 digits by 1 digit. These students are now prepared

to learn higher concepts.

4.6. Conclusion

Since significant progress was achieved during Mission Buniyaad till June 30, 2018,

in order to sustain the gains and retain the momentum, the DoE decided to extend the

Mission Buniyaad for one more month i.e. till the end of July 2018.

During this period, students were given a lot of writing practice including writing of

short essay, letter writing, story writing, etc. In Math, the students were encouraged to

create and solve word problems involving subtraction, multiplication and divisions of

higher numbers.

The goal of all these efforts was to ensure that all these children reach the irreversible

level as far as foundational learning is concerned.

28

29

30

In order to understand the

different interventions under

Mission Buniyaad including the

role played by various

stakeholders involved, the

strengths and weaknesses of the

program, and to seek measures

to improve the approach going

forward and evaluation case

study,

5. RATIONALE OF THE STUDY

Mission Buniyaad is a campaign for improving reading and arithmetic skills of children

from Classes 3 to 9 in a campaign mode for three months i.e. from April to June, 2018.

Thereafter, a period was allocated in the timetable daily for reading, writing and basic

Math to continue the activities with those children who had still not attained the goal of

the campaign.

study was prepared. For this case study, one district was selected.

Out of the 13 districts in Delhi, North-East district was selected, which is considered to

be one of the most challenging districts in Delhi owing to high enrolment numbers in

schools, large school size and low learning levels. The study included assessing the

impact of interventions under Mission Buniyaad on children as well as understanding of

the activities by different stakeholders.

The constituents of the study are interpretation and analysis of data collected from the

pre and post-test of intervention; understanding of different aspects of interventions by

students, parents, School Management Committee (SMC) members, teachers and

principals and also, observations from classrooms. The data has also been analyzed for

the district, aggregated gender-wise and presents a detailed analysis along with key

findings.

31

6. OBJECTIVES OF THE STUDY

6.1. To study the improvement in levels (if any) of children of classes 3 to 5 and

classes 6 to 9 post- intervention of Mission Buniyaad, in the district and and

also analyzed further based on gender.

6.2. To study the understanding of various stakeholders (students, parents,

teachers, SMC members & principals) about Mission Buniyaad and its

objectives.

6.3. To study observations from Reading and Math classrooms of classes 3-9 to

gauge classroom strategies and teaching-learning materials used in

classrooms, as well as observations of behavior/responses of teachers and

students in the classroom.

2

32

7. STUDY METHODOLOGY

7.1. Design

Data regarding understanding of various stakeholders about Mission Buniyaad

was collected from 30 schools of the North- East district. With respect to the

achievement level of children before and after Mission Buniyaad, their

respective baseline and end line data was used.

7.2. Sampling

In order to choose the desired sample a multi-stage sampling technique was

used in the study.

In the first stage, the North- East district was selected, which comprises of

three zones, Zone 4, Zone 5, and Zone 6.

During the second stage, out of 128 schools in the district, 10

schools from each zone were selected for the study. Among the

selected schools, 15 were all-girls and 15 were all-boys schools:

i. 6 Sarvodaya Kanya Vidyalaya

ii. 6 Sarvodaya Bal Vidyalaya

iii. 6 Government Girls’ Senior Secondary School

iv. 6 Government Boys’ Senior Secondary School

v. 3 Government Girls’ Secondary School

vi. 3 Government Boys’ Secondary School

The data for primary classes, i.e. 3 to 5 was taken from Sarvodaya Kanya

Vidyalayas and Sarvodaya Bal Vidyalayas, and the data for secondary classes

i.e. 6 to 9 was collected from all 30 schools.

In the third and the last stage, the children were selected on a random basis.

Teachers were selected, purposefully. All principals were included. Parents and

SMC members were chosen on an incidental basis.

7.2.0. Sampling of students

i. From Classes 3 to 5: 455 students from classes 3 to 5 were chosen

33

randomly, of which 200 were boys and 255 were girls.

ii. From Classes 6 to 9: 1670 students from classes 6 to 9 were chosen

randomly, of which 760 were boys and 910 were girls.

7.2.1. Sampling of teachers: 380 teachers were selected, of which 180 were

from boys’ schools and 200 were from girls’ schools.

7.2.2. Sampling of parents: 790 parents were selected on an incidental

basis, of which 400 were from boys’ schools and 390 were from girls’

schools.

7.2.3. Sampling for classroom observation

i. From classes 3 to 5: 44 Reading classes and 44 Math classes were

observed to collect data.

ii. From classes 6 to 9: 155 Reading classes and 159 Math classes

were observed to collect data.

7.3. Assessment Tools

7.3.1. Pre-test of the study and Post-Test of the study (Annexure14.2)

To assess the learning levels of students in Reading and Math, a test was

conducted before the intervention of Mission Buniyaad, referred to as “pre-

test”. A test was conducted after the intervention to check progress made,

referred to as “post-test”. The tools used to assess students in Reading and

Math respectively, remained the same for pre-tests and post-tests. Reading

assessment included character recognizing, word reading, paragraph and

story reading & advance story reading. In Math, the assessment included

single digit number recognition (0-9), double digit number recognition (10-

99), subtraction and division.

7.3.2. Interviews of key stakeholders

Key stakeholders such as students, teachers, School Management Committee

(SMC) members, parents and principals were interviewed through separate

34

interview schedules to gauge their level of understanding of Mission

Buniyaad and its purpose, the efforts made to ensure the success of the

intervention, and whether the intervention was found to be useful.

The interview schedules for each stakeholder have been annexed:

i. Interview Schedule for Understanding of Students (Annexure 14.3)

ii. Interview Schedule for Understanding of Teachers

(Annexure 14.4)

iii. Interview Schedule for Understanding of SMC

Members (Annexure 14.5)

iv. Interview Schedule for Understanding of Parents (Annexure 14.6)

v. Interview Schedule for Understanding of Principals (Annexure 14.7)

7.3.3. Classroom Observations

Observations were conducted in selected classrooms to gauge the classroom

pedagogy followed, participation of students, and the use of teaching and

learning materials in the class. The parameters for observation and

observation schedules have been annexed:

i. Checklist for observation during Reading classes (Annexure14.8)

ii. Checklist for observation during Math classes (Annexure14.9)

iii. Observation Schedule for students (Annexure14.10)

iv. Observation Schedule for teachers (Annexure14.11)

7.4. Procedure for Collecting Data

The data was collected over a period of two months in three phases. In the first

phase, the surveyors conducted “pre-test” to gauge the levels at which the

students stood before the intervention. This was followed by classroom

observations and stakeholder interviews in the second phase. The third phase

comprised the “post-test” which aimed at understanding the impact of Mission

Buniyaad by checking the levels at which students stood after the intervention

vis-à-vis the pre-test.

About 50 surveyors were intensively trained by the District Institute for

Education and Training (DIET), Dilshad Garden, faculty to collect data using

the pre-defined tool of data collection.

35

The time between pre-test and post-test was utilized for carrying out

observations in selected classrooms. Thereafter, understandings of students,

parents, teachers, SMC members and principals about Mission Buniyaad were

captured through their separate structured interview schedules.

Data collected was then, interpreted and analyzed accordingly, and findings presented.

36

8. ABOUT THE SAMPLED DISTRICT: North-East Delhi

8.3. Demography

North East Delhi is one of the 13 administrative

districts of National Capital Territory of Delhi15.

The district was established in 1997.

North East Delhi borders Yamuna River on the

west, Ghaziabad District to the north and east,

East Delhi to the south, and North Delhi to the

west across the Yamuna. The population density

of this district is highest among all districts of

Delhi.

The district is divided into three zones, including regions like Yamuna Vihar, Khajuri Khas,

Gokalpur Village, Ghonda, Bhajanpura, Mustafabad, Karawal Nagar, Sonia Vihar,

Shahadara, Gautam Puri, New Seelampur, Baburpur, Jafrabad, Nand Nagri, Dilshad Garden,

Mandoli, Ashok Nagar, New Seemapuri, Old Seemapuri, Sunder Nagari

According to the 2011 census16, North East Delhi has a population of 22.42 Lakhs. Total

Scheduled Caste population is 3.73 Lakhs which is 16.67% of total district population. Sex

ratio is 886. Further, the literacy rate is 83.09% (males: 88.78%; females: 76.67%). There are

1.69 primary schools/10,000 population and 0.58 secondary schools/ 10,000 population.

8.4. Education Profile of the District:

North East district is one of the most challenging districts in Delhi, with most

schools having large student population enrolled in them. This district was chosen to

extrapolate the findings with the rest of Delhi, due to the hypothesis that if Mission

Buniyaad was successful in improving learning in this district, it would definitely

have made some positive growths in the rest of Delhi as well.

15 http://dcnortheast.delhigovt.nic.in/wps/wcm/connect/doit_dcnortheast_new/DeputyCommissioner%28North-East

16https://census2-011.co.in/census/district/170-north-east-delhi.html

37

8.5. Studying the District

This case study is on the basis of data collected from 30 schools of the

North-East district and referring to the secondary data of Mission Buniyaad from

the report of Directorate of Education, GNCTD. For the purpose of assessment,

data on only reading and arithmetic is referred (even though Mission Buniyaad

focused on strengthening all three, reading, writing and arithmetic skills) to make

the study free from any subjectivity that may arise due to evaluation of writing.

The analysis of the data was done on the basis of:

i. Learning achievements of students of classes 3-5 and 6-9 in Reading and Math

ii. Gender wise analysis of learning achievements of students of classes 3-5 and

6-9 in Reading and Math

iii. Understanding insights about the program from key stakeholders of the

schools and analysing responses based on gender as well.

38

9. LEARNING LEVELS OF STUDENTS

The findings of the study are as follows:

9.1. Learning achievement of children in Reading

a) Classes 3-5

i. The number of students who were able to read at least a Paragraph in

Hindi increased by 20 percentage points by the end of the program.

Those who were able to read a Story increased by 12%.

ii. The number of students at Beginner, Character and Words levels has

decreased from pre-test to post test. Only 3% of the students remained at

Beginner level. This shows that students progressed at least one level

across all levels.

iii. There is a need to focus on the 3% of the students at Beginner level and

22% of the students at Character level to ensure that no child falls

behind in successive classes.

iv. Gender-wise analysis

The study also looked at reading levels of students based on gender to

ascertain any specific trend.

Hindi reading levels of students of classes 3-5

40 35

30

25

20

15

10

5

0

36 33

22 22 23 24

6

Pre test

Post test 3

Beginner Character Words

Reading level

Paragraph Story

15 16

Per

cen

tage

of

stu

den

ts a

ble

to

re

ad

39

i. The chart depicts that the proportion of boys who could read Paragraph

was 9% more than girls during post-test. Finally, the proportion of boys

at Story level increased by 18% while that of girls by 14%.

ii. While almost equal number of boys and girls stood at Beginner,

Character and Word levels during pre-test, boys were relatively able to

make a greater leap to advanced levels of reading than girls.

This could be due to multiple reasons such as the assumption that girls

may not need such a basic intervention anymore, boys getting more

opportunity to study at home than girls who might have had to take care

of household chores, increased parental involvement and encouragement

received by boys, which pushed them to work hard and improve their

performance, and so on. However, evaluating the same was beyond the

scope of the study.

Pe

rce

nta

ge o

f st

ud

ents

ab

le t

o r

ead

Reading level

0 Post Test 4 34

11 9

7 10

5

0

12

18 16

Pre Test

23 20

14

20

25 23

31

36 36

45 Girls 43 Boys 50

45

40

35

30

25

20

15

Hindi reading levels of boys and girls of classes 3-5

40

b) Classes 6-9

i. The number of students of classes 6-9, who were able to read a Story

and Advance story in post test stood at 35% and 28% respectively. This

reflects a 20% improvement at Story (or above) level and a 15%

improvement at the Advanced story level. Also, the number of students

at Beginner, Character, Words and Paragraph levels decreased, with no

student at the Beginner level.

This shows that students made progress and moved to higher reading

levels during the campaign.

ii. Students in secondary classes must be able to read at Advance story

levels in order to comprehend grade level texts in subjects such as social

science, science and even Math. The inability to do that reduces their

chance of passing class 9 exams. Therefore, more efforts must be made

to ensure that larger number of students’ progress to Advance story

levels of reading much before they reach Class 9.

Reading level

Advance Story

Beginner Character Words Paragraph Story

0 0

3 5

Pre test

Post test 10 9 10

30 28

25 20

20 18 18 15

15 13

Hindi reading levels of students of classes 6-9

35

31

40

35

Pe

rce

nta

ge o

f st

ud

ents

ab

le t

o r

ead

41

Gender-wise analysis

i. From the graph it can be inferred that the number of boys and girls at Story

and Advance story levels in Reading increased during the campaign. The

number of boys who could read a Story (or above) increased by 21% and the

number of girls increased by 18%. The number of boys who could read an

Advance story increased by 16% and the number of girls increased by 15%.

While no student was at Beginner level after the program’s intervention, it can

be seen that the number of boys decreased by 7% and number of girls

decreased by 4%.

Therefore, the improvements shown by students of both genders in classes 6-9

of the district in Reading are at par.

Per

cen

tage

of

stu

den

ts a

ble

to

re

ad

Reading level

0

Post Test 4

0 0 0 5

9 8 7 10

13 13 11 11

Pre Test 15 15

19 16 17

21

17 17 15

25

20

29 27 30

30

35 32 32

Boys 35

Girls 40

Hindi reading levels of students of classes 6-9

42

9.2. Learning achievement of children in Math:

a) Classes 3-5

i. There has been a 20% improvement in the proportion of students

who could solve Division problems after the intervention. Only

1% students in the classes 3- 5 in the district were at Beginner

level during the post test.

This indicates that students progressed to higher levels of

Mathematical abilities during the intervention. This may enable

them to solve problems of higher complexity such as fractions,

decimals, ratio and proportions, and so on, in subsequent classes.

ii. One must note that only 15% students stood at Number

Recognition (0-99), and 62% of the students in primary classes

were able to recognize number from 10-99 during pre-test.

Perhaps the ability of students to recognize numbers before the

intervention enabled them to shift to Subtraction and Divisions

levels smoothly. This assumption is rooted in the fact that the

presence of foundational skills forms the basis of future learning,

and helps students cope-up with rigor of curriculum in later

classes.

Recognition (0- Recognition (10- 9) 99)

Arithmetic level

Division Subtraction Number Number Beginner

0

Pre test

Post test 1 0 10

11 10 15 20

27 26 30 31 32

40

Math level of students of classes 3-5 47 50

Pe

rce

nta

ge o

f st

ud

ents

ab

le t

o

pe

rfo

rm M

ath

emat

ical

op

era

tio

ns

43

Gender-wise analysis

i. From the graph it can be seen that while both genders advanced

to higher levels of Mathematical abilities, boys made greater

strides to the Division level than girls. The proportion of boys at

Number Recognition (0-9) and (10-99), and Subtraction levels

reduced relatively more than the girls after the intervention. The

number of boys who were able to solve Division problems

increased by 26%.

ii. Similarly, the proportion of girls at Number Recognition (0-9) and (10-

99) decreased after the intervention. The proportion of girls who could

perform Subtraction and Division sums increased by 21% and 17%

respectively. Thus, boys of classes 3-5 in the district showed relatively

more improvements in Math, than girls.

iii. Again, the assumption made for performance of students of classes 3-5 can

be applied to analyze performance based on gender. 52% of boys and 31%

of girls could solve subtraction (or higher level) problems before the

Arithmetic level

0 0 1 0 0 1

Post Test 6 6 10 10

15 19 17 20

23 20

29 25 30

Pre Test 37

33 31

38 40

41 50

Girls 49 Boys 60

Math level of boys and girls of classes 3-5

Pe

rce

nta

ge o

f st

ud

ents

ab

le

to s

olv

e M

ath

em

atic

al o

pe

rati

on

s

44

cognition Re

intervention. Perhaps this is the reason why a larger number of boys were

able to move to Division level in contrast with the female counterpart.

b) Classes 6-9

i. The proportion of students of classes 6-9 who were able to solve

Division problems after during the intervention increased by 25%.

This resulted in more than 50% of the students being able to solve

Division problems.

ii. This shows that students in these classes showed substantial

improvement in Math. This will enable them to attempt grade-level

Mathematical problems and improve academic achievement.

Division Number Subtraction

Recognition (10-99)

Arithmetic level

Numberb g

Beginner

0 0 1

6 10

Pre test

Post test 13 13 20

27 25 29

30

34

50 40

52 60

Math level of students of classes 6-9 P

erce

nta

ge o

f st

ud

ents

ab

le to

so

lve

Mat

he

mat

ical

op

era

tio

ns

Recognition (0-9)

45

Gender-wise analysis

i. From the graphs it can be seen that the proportion of boys and girls

increased at Division level. However, the proportion of boys who

were able to solve Division sums was 8 percentage points more than

girls. Therefore, boys of classes 6-9 in the district showed relatively

more progress in Math than girls.

Math level of students of classes 6-9 70

Boys Girls 60

58

50 50

40

23

34

27 30

34 32 30 Pre Test 30

20

10 2

11 5

10

0 0 0

12

4

18 14 Post Test

6

0

Arithmetic level

Pe

rce

nta

ge o

f st

ud

ents

ab

le to

so

lve

Mat

he

mat

ical

op

era

tio

ns

46

10. UNDERSTANDING OF KEY STAKEHOLDERS

Another indicator to understand the efficacy of Mission Buniyaad was to gauge the

understanding of relevant stakeholders’ about the program. The idea was to understand

through a series of (varying) questions, whether stakeholders were aware of the

purpose, methodology and shifts driven through Mission Buniyaad, and to also

understand their contribution towards spreading awareness and community

engagement.

The stakeholders interviewed were students, teachers, School Management Committee

(SMC) members, parents and principals.

The responses were recorded on the scale of 1-3, where:

• ‘1’ represented understanding of few aspects of the program

• ‘2’ represented understanding of some aspects of the program

• ‘3’ represented understanding of all aspects of the program

10.1. Insights from students

10.1.1. Overall analysis

a. About the program

i. Majority of the students were aware of the purpose of summer camp.

41% of the students further stated that they were fully aware of the

purpose of summer classes. However, 20% of the students were not

aware of the purpose of the program.

ii. 56% of the respondence enjoyed coming to school during the intervention

while 15% did not enjoy.

Insights from students - About the program

Awareness of the purpose of coming to school during summer vacation?

20 39 41

1 (few)

Do you feel joyful about going to school? 15 29 56 2 (some)

3 (all)

0 20 40 60 80 100 120

Percentage of students

Inte

rvie

w q

ues

tio

ns

for

stu

den

ts

47

b. Learning Process

i. 74% of the students observed many or some activities of reading

and writing in Hindi in the class. 73% of the students observed

few or many activities in Math class. Further, 78% of the students

stated that they received the chance to participate in class.

However, only 52% of the students got access to the library for

reading.

ii. Therefore, students were learning experientially in the classroom.

Further, they were being asked questions and/or given a chance to

express their views and opinions in the class. This boosts a child’s

confidence to read and write, and self- expression.

Percentage of students

80 100 120 60 40 20 0

21 31 48 Do you visit the library regularly?

2 (some)

3 (all)

38 40 22 Do you get a chance to discuss and

participate during the class?

1 (few)

28 46 26 Did you observe any activities done during

the class and was it beneficial? (Hindi)

30 43 27 Did you observe any activities done during

the class and was it beneficial? (Math)

Insights from student voices- Learning process In

terv

iew

qu

esti

on

s fo

r st

ud

en

ts

48

10.1.2. Gender-wise analysis

i. From the graphs it can be seen that the number of girls who had an

understanding of the program and its objectives was more than

boys by 2%. Further, a higher number of girls observed activities

in the classroom in Reading and Math, than boys.

ii. However, having a better understanding of the program and

observing more activities in the classroom did not translate to a

greater leap in learning levels for girls, as boys outperformed girls

in both subjects across classes.

Percentage

1(few) 2(some) 3(all)

57

57

30

29

13

14

Girls

Boys

45 42

38 44 18

13

Girls

Boys

22

21

30

30

48

49

Girls

Boys

40

40

43

42

17

18

Girls

Boys

33

30

45

46

22

24

Girls

Boys

27 52

38 45 17

21

Girls

Boys

46

39 44

39 15

17

Girls

Boys

Insights from students of girls' and boys' schools

Inte

rv

iew

q

uest

ion

s f

or

stu

den

ts

Did

you

ob

serve

an

y

Did

yo

u o

bse

rve

an

y ac

tivi

ties

d

on

e d

uri

ng

the

clas

s an

d w

as it

b

enef

icia

l?

(Hin

di)

Aw

aren

es

s o

f th

e P

urp

ose

o

f co

min

g to

sch

oo

l d

uri

ng

sum

mer

va

cati

on

?

Do

yo

u g

et a

ch

ance

to

d

iscu

ss a

nd

p

arti

cip

ate

du

rin

g th

e cl

ass?

acti

viti

es

do

ne

du

rin

g

the

clas

s an

d w

as it

b

enef

icia

l?

(Mat

h)

Do

yo

u f

eel

joyf

ul a

bo

ut

goin

g to

sc

ho

ol?

Do

yo

u t

hin

k th

e m

ater

ials

p

rovi

ded

w

ere

use

ful?

Do

yo

u v

isit

th

e lib

rary

re

gula

rly?

49

10.2. Insights from teachers:

10.2.1. Overall analysis

i. More than half of the teachers (57%) fully understood the purpose

of Mission Buniyaad and were able to name all its objectives. 38%

had some idea and were able to name a few objectives, while 5%

were not aware of the purpose of Mission Buniyaad.

ii. 43% teachers attended all the training sessions given to specify the

purpose of the program, pedagogy to be followed, teaching-

learning materials to be used, and so on. 35% of the teachers

attended some of the sessions and 22% did not attend any of the

training sessions.

iii. Most teachers (51%) had all teaching-learning materials available

with them to teach students at different learning levels. They used

the materials in alignment to the program’s objectives. However,

17% of the teachers did not have the materials with them and could

not use them in class.

iv. With a focus on experiential learning 44% of the teachers used

Percentage of teachers

20 40 60 80 100 120 0

44 41 15

1 (few)

2 (some)

3 (all) 51 34 15

51 32 17

46 35 19 Do you think training given was useful and

effective?

Do you have all the materials available with you?

Do you use materials provided in alignment to Mission Buniyaad's objectives?

Did you use any new methodology in order to teach?

43 35 22 Did you have training?

57 38 5 What is your understanding of Mission Buniyaad? Name few of its objectives

Insights from teachers

Inte

rvie

w q

ues

tio

ns

for

teac

he

rs

50

innovative methods to teach in the classroom and conducted

activities that were specified during the training sessions. 41% of

the teachers incorporated some new methods of teaching, while

only 15% of the teachers taught through the conventional methods

only.

v. Since teachers are an integral part of ensuring that each child

learns, it can be seen that most teachers had an understanding of

the program and realized its importance. The training and materials

provided to them sought to enable them to teach at the right levels

through innovative methods, thus, improving student learning

outcomes. However, since acclimatization to anything new takes

time and requires support, the effective use of teaching-learning

materials and following latest pedagogy must be encouraged and

closely monitored.

10.2.2. Gender-wise analysis

51

i. From the graphs it can be seen that the teachers from boys’ schools

in the district had a fully understood the objective of the program

than teachers of girls’ schools- by 50%. They also attended more

number of trainings. The number of boys’ school teachers who had

all materials available with them was higher than girls’ school

teachers. Further, 51% of the boys’ school teachers used many new

methods to teach in the classroom, as opposed to 15% girls’ school

teachers. However, 12% boys’ school teachers did not use any new

teaching methods, while all girls’ school teachers used at least

some innovative techniques to teach students.

ii. Therefore, the boys’ school teachers in the district were more

aware of the program’s purpose and taught innovatively in

alignment with Mission Buniyaad’s objectives to ensure that

student learning outcomes improve. Perhaps one of the reasons for

boys to achieve higher learning levels than girls is the innovative

and engaging ways through which they were taught, as stated by

teachers.

52

10.3. Insights from voices of School Management Committee (SMC) members:

10.3.1. Overall analysis

i. 40% of the SMC members attended all training sessions given for

Mission Buniyaad regarding its purpose and their roles. 37% of the SMC

members did not attend any such training and 23% members attended a

few of these trainings.

ii. 50% of the SMC members noted positive changes in the school and felt

that such interventions are important for the advancement of children and

must continue. 40% of the members saw a few positive changes in the

school while 10% of the members saw no positive shifts in the school and

felt that such programs are not actually beneficial for students.

iii. SMC plays an important role in ensuring that students receive the best

facilities, are learning well, and that the school functions smoothly. Thus,

collaborating with SMCs helps in creating an encouraging environment

for students to learn.

0 20 40 60 80 100 120

Percentage of SMC members

Did you observe any changes in school? 10 40 50

1 (few)

2 (some)

3 (all)

26 35 39 Did you receive the Mission Buniyaad

booklet?

40 23 37 Did you attend the training given for

Mission Buniyaad?

Insights for SMC members

Inte

rvie

w q

ues

tio

ns

for

SMC

me

mb

ers

53

10.3.2. Gender-wise analysis

i. Almost equal number of SMC members from boys’ and girls’ schools had

attended all the training sessions for Mission Buniyaad, observed positive

shifts in the school, and felt that that the program was a constructive step

towards ensuring students’ learning.

ii. However, 11% more boys’ school SMC members had received the

program booklet than the SMC members of girls’ schools.

54

10.4. Insights from parents

10.4.1. Overall analysis

i. Very few parents (only 18%) had a full understanding of the aim of

Mission Buniyaad. 41% of the parents had some idea while another 41%

had no idea about the program

ii. Only 21% of the parents knew about their role in ensuring that their child

is learning. 39% had some idea but were not able to explain the same

comprehensively, and another 39% parents had no idea about their role as

a parent in ensuring their child’s education and growth.

iii. 30% of the parents stated that the teachers spoke to them in depth about

their child’s progress in Reading and Math, child’s strengths and areas of

development, and so on. 35% of the parents stated that teacher spoke to

them about their child’s progress but did not comment on how the child

can make improvements. However, another 35% of the parents also stated

that teachers did not speak to them about their child’s progress at all.

iv. A child spends most of his/her time at home. “Research has also shown

Inte

rvie

w q

ues

tio

ns

for

par

en

ts

Insights from parents

What is your understanding of Mission Buniyaad 41 41 18

What is your observation about your child? Confident/Motivated?

34 34 32

Do you see your child learning continuously? 31 31 38

What do you understand about your role in ensuring that your child is learning?

39 39 21

Did you see the material given for studying? 36 36 28

1 (few)

2 (some)

3 (all)

What is your observation about the teacher towards the children in school?

Is there some kind of communication between you and the teachers?

35 35 30

34 34 31

0 50 100 150 Percentage of parents

55

that successful students’ have strong academic support from their

involved parents.”17

17

https://files.eric.ed.gov/fulltext/EJ1156936.pdf

56

Therefore, parents play a key role in ensuring that children are

encouraged, motivated and are learning beyond the classroom- at home.

Thus, it’s essential for parents to know their child’s progress levels and

their role in improving the same.

v. It can be seen that most parents did not have a clear idea about the

program and its objectives, and/or the role they play in ensuring that their

child is learning. Thus, more efforts need to be made to ensure that

parents are aware of their responsibilities for their child's education and

are actively contributing towards the same.

10.4.2. Gender-wise analysis

i. From the graphs it can be seen that parents from boys’ schools had

better understanding of the program and of their role in ensuring that

57

their child learns, than parents from girls’ schools. Further, more

number of parents from boys’ schools also stated that they had

constructive conversations with the teachers about their child’s

progress.

Thus, there is a pressing need to empower parents from girls’ schools.

10.5. Insights from voice of Principals

10.5.1. Overall analysis

i. 50% of the principals were aware of the purpose of Mission Buniyaad and

what the program aimed to achieve. 37% of the principals had some idea

and only 13% of the principals did not have any understanding of the

program.

ii. 40% of the principal stated that they constantly provided teachers the

support they needed through feedback sessions, classroom observations

and so on, to ensure that all students in the school learn. 47% of the

principals stated that they provided support as and when required by the

teachers and 13% mentioned that they did not provide any support to the

Percentage of principals

20 40 60 80 100 120 0

50 30 20 Do you try to involve stakeholders for children

education?

43 50 7 How much effort do you put in to ensure

proper functioning of school?

1 (few)

2 (some)

3 (all)

53 37 10 Do you ensure the presence of materials in

school at their personal level?

40 47 13 Do you provide any kind of support if required

by the teachers?

30 67 3 What is your role in ensuring a conducive the

learning environment in school?

50 37 13 What is your understanding of Mission

Buniyaad?

Insights from principals

Inte

rvie

w q

ues

tio

ns

for

pri

nci

pal

s

58

teachers.

iii. 53% of the principals mentioned that they personally ensured availability

of all learning materials in the school for students. 37% of the principals

made some efforts to ensure availability of learning materials in school

while only 10% made no efforts at all.

iv. 50% of the principals regularly mobilized and involved all stakeholders

such as parents and SMC members to ensure everyone played a role in

ensuring increased learning of students. 30% of the principals involved

stakeholders sometimes while 20% of the principals did not involve any

stakeholder.

v. It can be seen that the responsibility of principals is to ensure a

wholesome environment for students to learn in. This involves supporting

teachers, including multiple stakeholders and ensuring the availability of

learning materials. While some principals made efforts to facilitate a

conducive learning environment for students in the school, there is a need

for principals to provide more support to teachers, mobilize stakeholders

regularly, and place systems and processes to ensure that students learn

well.

59

10.5.2. Gender-wise analysis

i. From the graphs it can be seen that principals from boys’ schools had a

fuller understanding of Mission Buniyaad’s objectives, and their

responsibilities, than principals of girls’ schools. They also provided more

regular support to their teachers and involved stakeholders frequently to

ensure the success of the program, than girls’ school principals.

ii. Thus, there is a need to train and support principals of girls’ schools to

ensure that they are able to support teachers better, provide learning

materials to all students and engage the parents and SMCs effectively to

create a wholesome learning environment for girls in the school.

60

11. CLASSROOM OBSERVATIONS

The last indicator to comprehend the outcome(s) of the program was a classroom

observation analysis for Reading and Math. The objective was to understand the

pedagogy, and teaching- learning materials used by teachers and students in the

classroom.

Observation of teachers’ and students’ behavior/response in the classroom was also recorded.

11.1. Insights from classes 3 to 5

11.1.1. Classroom Observation for Reading

61

Some of the noteworthy observations are as follows:

i. Majority of teachers i.e. about 76% of them received training for Mission Buniyaad.

ii. A large number of teachers were found to be using teaching-learning

materials in the class. A total of 85% of teachers used Paragraph

Card/Story Book to teach students at Paragraph and Story levels.

Mission Buniyaad sought regrouping of students as per learning levels so

that teachers could provide inputs to students based on their needs. This was

to be done by using appropriate materials and innovative strategies, to

enhance students’ learning. Therefore, there is a need to ensure that teachers

effectively use materials to teach students at all levels so that they can

speedily progress to higher reading levels.

11.1.2. Classroom Observation for Math

S.No. Parameters YES

(%)

NO

(%)

NOT

SURE

(%)

ANY

OTHER

(%)

1 Are the students who cannot recognise 1-2

digit numbers and at beginner level sitting

together for the class?

54 46 0 0

2 Does the teacher use activities from “Kuch

Masti Kuch Parhai” with children?

58 40 2 0

3 Are the students who can recognise numbers

but cannot solve subtraction sitting together

for the class?

49 49 2 0

4 Does the teacher use Sankhya chart to teach

students at number recognition level?

46 44 10 0

5 Does the teacher use the Teeli/straw to teach

students basic concepts of numbers formation/

addition/ subtraction/division?

46 46 6 2

6 Does the teacher of this class receive “Cue Card”

regularly?

61 37 2 0

7 Has this teacher received training for “Mission

Buniyaad”?

68 29 0 3

8 Does this teacher have his/ her copy of

“Teacher’s Manual”?

51 45 2 2

62

i. The table shows that 68% of the teachers received training for the

program, and 29% didn’t receive any training. However, only about half

of the teacher (51%) had a copy of the teacher manual for their reference.

Further, around 50% of the teachers used teaching material and activity-

based learning to teach the students.

ii. “Activity based approach enriches the teaching-learning process by

ensuring that the students actively participate in the lesson rather than just

being passive listeners in the classroom”18. Therefore, all teachers need to

be encouraged and motivated to teach students using interesting learning

methods and activities in order to build their conceptual understanding.

This will help strengthen students’ academic base and enable them to

solve problems of greater complexity and rigour in subsequent classes.

18https://pdfs.semanticscholar.org/bcb2/1159fa10f28c7a37c4aa5f8e97398684d3eb.pdf

63

11.1.3. Observations of Students in Reading and Math classes

Observation of students in Reading class

Observation of students in Math class

S. No.

Parameters

No (%) Few (%)

Most (%)

1 Participation of students in the class 2 38 60

2 Initiatives taken by the students in

the class

20 47 33

3 Questions asked by the students in the class

36 53 11

4 Students are expressing their views confidently

6 49 45

5 Attention paid by the students on the

content taught.

0 44 56

6 Participation in group activities 36 26 38

7 Sharing their expression (thoughts)

in the group

51 31 18

i. A child’s inquisitiveness and ability to process information is often

measured by the number of questions asked by him/her. Common

observations from both tables reveal that majority of the students paid

attention to what was taught in class. However, most of them only took

S.No. Parameters No ((%) Few (%) Most (%)

1 Participation of students in the class 0 34 66

2 Initiatives taken by the students in the

class

18 48 34

3 Questions asked by the students in the

class

32 43 25

4 Students are expressing their views

confidently

14 45 41

5 Attention paid by the students on

the content taught

3 45 52

6 Participation in group activities 32 36 32

7 Sharing their expression (thoughts) in

the group

31 43 26

64

some initiative to ask and/or answer questions, and participate in Reading

and Math classes. Only 25% of the students in Reading class and 11% in

Math class asked questions individually, while the number of students

who expressed their opinions enthusiastically in groups was 26% in

Reading and 18% in Math class.

ii. The limited initiative shown by most students to ask questions and

express opinions raises questions about whether they were able to

understand what was taught, whether they were given a chance to ask

questions and state opinions, and whether they felt confident enough to

speak in front of the entire class.

11.1.4. Observation of Teachers in Reading and Math classes

Observation of teachers in Reading class

S.No. Parameters No

(%)

Few

(%) Most (%)

1 Interaction with the students 5 50 45

2 Encouragement by teachers to the

student during class activity

34 34 32

3 Conducting activities as per training 30 50 20

4 Asking questions related to the content

20 27 53

5 Innovative teaching methods used by

teachers in class

45 25 30

Observation of teachers in Math class

S.No.

Parameters No

(%)

Few

(%)

Most

(%)

1 Interaction with the students

5 42 53

2 Encouragement by teachers to the

student during class activity

18 53 29

3 Conducting activities as per training 38 33 29

4 Asking questions related to the

content

18 46 36

5 Innovative teaching

methods used by teachers in class

33 33 34

65

i. The tables show that almost half of the teachers interacted with the

students, but not many teachers- 32% in Reading class and 29% in

Math class- made rigorous efforts to motivate students. Further,

teachers were seen using innovative methods of teaching and

conducting activities in the classes, to some extent.

11.2. Insights from classes 6 to 9

11.2.1. Classroom Observation for Reading

S

Some noteworthy observations from the table above are:

i. 85% of the teachers received training for Mission Buniyaad, while 15%

did not receive any training. Further, 73% of the teachers received their

cue cards regularly, whereas 26% did not receive them.

ii. It is important to note that 85% of the students had a storybook with them

S.No.

Parameters

YES

(%)

NO

(%)

NOT

SURE

(%)

ANY

OTHER

(%)

1 Are the letter and word level

students sitting together?

51 27 9 13

2 Are the paragraph and story level

students sitting together?

58 23 6 13

3 Does the teacher use Barahkhadi chart to

teach students at letter and word level?

53 36 5 6

4 Does the teacher use the Paragraph card/

story book to teach students at paragraph

and story level?

69 26 2 3

5 Does every child in the class have his/her

copy of “Hamari Kahaniyan” or

“Kahaniyon ka Khazana”?

85 10 2 3

6 Does the teacher of this class

receive “Cue Card” regularly?

73 26 1 0

7 Has this teacher received training for

“Mission Buniyaad”?

85 15 0 0

8 Does this teacher have his/her copy of “Teacher’s Manual”?

61 37 2 0

66

to read. Further, 69% of the teachers used paragraph cards and story cards

to teach students at these levels, and 53% of the teachers used Barahkhadi

chart to teach students at Character and Word levels.

iii. Such targeted inputs using appropriate teaching-learning tools help

students acquire the required literacy skills at their respective learning

levels. This also enables them to shift to higher levels of reading, as can

be seen in the learning levels of students from classes 6-9 in the district,

where the number of students who were able to read Advance story after

the intervention increased by 15% (from 13% to 28%).

11.2.2. Classroom Observation for Math

S.

No.

Parameters

YES

(%)

NO

(%)

NOT

SURE

(%)

ANY

OTHER

(%)

1 Are the students who cannot recognise 1-2

digit numbers and at

beginner level sitting together for the class

53 33 8 6

2 Does the teacher use activities from

“Kuch Masti Kuch Parhai “with children?

48 48 3 1

3 Are the students who can recognize numbers

but cannot solve subtraction sitting together for

the class?

57 25 8 10

4 Does the teacher use Sankhya chart to teach

students at number recognition level?

56 38 3 3

5 Does the teacher use the Teeli/straw to teach

students basic concepts of numbers

formation/ addition/ subtraction/ division?

56 38 3 3

6 Does every child in the class have his/her

copy of “Hamara Ganit”? (Applicable only

in case of classes 6-8)

38 53 8 1

7 Does the teacher of this class receive “Cue Card” regularly?

78 18 2 2

8 Has this teacher received training for “Mission Buniyaad”?

80 19 1 0

9 Does this teacher have his/ her copy of

“Teacher’s Manual”?

74 23 3 0

67

Some noteworthy observations from the table above are:

i. Almost 80% of the teachers received training for Mission Buniyaad. 19%

did not receive training. Further, 74% of the teachers had their own copies

of the “Teacher’s Manual”; 23% did not have the copy. Less than 40% of

the students had their own copies of “Humara Ganit”

iii. 56% of the teachers used apt teaching-learning materials to teach students

at Number Recognition level, and conducted activities to teach

Mathematical concepts.

11.2.3. Observation of students in Reading and Math classes

Observation of students in Reading classes

S.No

.

Parameters No (%) Few (%) Most (%)

1 Participation of students in the class 3 40 57

2 Initiatives taken by the

students in the class

15 53 32

3 Questions asked by the

students in the class

41 51 8

4 Students are expressing their views

confidently

14 57 29

5 Attention paid by the students on the

content taught.

4 45 51

6 Participation in group

activities

28 51 21

7

Sharing their expression

(thoughts) in the group

37 50 13

68

Observation of students in Math classes

i. The tables reveal a stark contrast in the number of students who felt

confident enough to ask questions, express views and participate in group

activities in both classes. While only 8% of the students asked many

questions and 51% asked a few, in Reading class, 50% of the students

asked many questions in Math. Further, only 29% of the students expressed

their views confidently in Reading class, as opposed to 57% of the students

in Math class.

ii. This can be linked to the learning level achievement of students in classes

6 to 9, wherein the number of students who were at Advance story level in

Reading (grade- level reading) during post-test grew by 15%. Additionally,

the number of students who were able to perform Division (grade-level

numeracy) increased by 20%. Therefore, students’ participation in class by

asking questions and taking initiative, coupled with appropriate teaching-

learning materials, helps students learn better and move to advanced levels

of academic achievement.

S.No Parameters No (%) Few (%) Most (%)

1 Participation of students in the class 1 54 45

2 Initiatives taken by the students in the

class

17 32 51

3 Questions asked by the students in the

class

38 12 50

4 Students are expressing their views

confidently

11 32 57

5 Attention paid by the students on the

content taught.

5 44 51

6 Participation in group activities 25 25 50

7 Sharing their expression (thoughts) in

the group

30 23 47

69

11.2.4. Observation of teachers in Reading and Math classes

Observation of teachers in Reading classes

S. No.

Parameters No

(%)

Few

(%)

Most

(%)

1 Interaction with the students 2 48 50

2 Encouragement of teachers to students during class 14 48 38

3 Conducting activities as per training 34 43 23

4 Asking questions related to the content 11 52 37

5 Innovative teaching methods during class 45 38 17

Observation of teachers in Math classes

S.No. Parameters No (%) Few (%) Most (%)

1 Interaction with the students 5 51 44

2 Encouragement of teachers to students

during class

10 62 28

3 Conducting activities as per training 30 50 20

4 Asking questions related to the content

13 54 33

5 Innovative teaching methods during class 55 30 15

i. From the tables, it can be seen that only 38% of the teachers in Reading

and 28% in math made diligent efforts to motivate students. Others

motivated students sometimes. Further, 55% and 45% of the teachers used

either few or many innovative teaching methods in Reading and Math,

respectively.

ii. Only 37% of the teachers in Reading and 33% of the teachers in Math

pushed students to participate in class by asking specific questions

pertaining to the content. 52% Reading teachers and 54% Math teachers

70

asked students some questions to check understanding of topic(s) taught.

iii. Thus, it can be seen that teachers made efforts to engage students in the

classroom by using some or many new ways of teaching and monitoring

their comprehension through content-specific questions.

71

12. FINDINGS AND INFERENCES

The section below contains the following:

a) Results derived from the achievement shown by the students in Mission

Buniyaad from pre-test to post-test

b) Outcome from the insights from all the stakeholders of the study- students,

parents, teachers, SMC members and principals

c) Findings from the observation data of classroom and students.

12.1. Findings from learning levels achievement data

a. District:

Students have been able to achieve higher levels of literacy and

numeracy owing to Mission Buniyaad. The number of students who

were at initial learning levels of Beginner, Character and Words in

Reading, during pre-test, reduced in both, primary and secondary

classes during post test.

b. Gender wise:

Even though the learning outcomes of girls and boys in the district are

almost at par, boys have relatively shown more improvement than

girls.

12.2. Findings from understanding of key stakeholders’ data

12.2.1. Students

a) District:

Most students were aware of the purpose of going to school during

their summer break. They observed activities being conducted to teach

Reading and Math, which helped most students build their confidence

and motivation towards learning. Consequently, most students said

that they felt joyful about going to school. However, most students did

not have access to a library for reading.

72

b) Gender wise:

Gender wise analysis revealed that while more female students had an

understanding of Mission Buniyaad and purpose of summer school,

both females and males were almost at par on the other parameters,

with regard to their responses

12.2.2. Teachers

a) District:

Most teachers had a sound understanding of the program and its

objectives. They also had the materials required to teach and used

them in alignment to the program’s objectives in the classroom. Most

teachers also used new and innovative methods to teach the students.

b) Gender wise:

Gender wise analysis revealed that teachers from girls’ schools had

less understanding of the program, did not receive adequate training

and did not have and/or use the materials required to teach students.

On the other hand, most boys' schools’ teachers were more equipped

with understanding regarding the program, received training and

possessed/used the required materials in the classroom, along with

innovative methodologies to teach the students.

12.2.3. School Management Committee (SMC) Members

a) District:

Most SMC members saw positive shifts in the school after the

program's intervention and thought that the program was useful and

required initiative to build the confidence and motivation of children

towards learning. However, efforts made by SMC members to raise

awareness about the program and participate in it were limited.

b) Gender wise:

Gender wise analysis showed that even though majority of SMC

members from both girls’ and boys' schools had attended the Mission

Buniyaad training, more members from boys’ school seemed to be

73

aware about the program, how to use the booklet and contributed

further towards spreading awareness about the program and

participating in it.

12.2.4. Parents

a) District:

Very few parents had full understanding of Mission Buniyaad and

their roles towards their child's learning & education.

However, most parents observed a positive shift in their child's

confidence and motivation, and saw them engaging in discussions

about what they learnt at school, at home. They also saw their children

using materials given from school to study at home.

b) Gender wise:

Gender wise analysis showed that more than 50% of boys’ parents had

an understanding, but only 20% of the girls’ parents knew of the

program and its objectives. Moreover, more than 50% of the parents of

boys reported to seeing their child improve significantly (level ‘3’) on

the other parameter while the number was lower for parents of girls.

12.2.5. Principals

a) District:

Most principals had some understanding of the program and the roles

and responsibilities of various stakeholders. They also ensured the

presence of materials in the school for teachers and students to use.

However, support extended to the teachers was not adequate.

b) Gender wise:

Gender wise analysis showed that principals of girls’ schools had

lower understanding of the program, while more than 60% of the

principals of boys’ schools had a good understanding. Also, principals

of boys’ schools provided more support to their teachers, had a

wholesome understanding of their role to ensure a conducive learning

74

environment, involved multiple stakeholders, and ensured availability

of materials for students and teachers.

12.3. Findings from Observation data

Except in Math classes for 6-9, most students were not confidently

asking questions in the class and/or sharing their views in all Reading

classes, and Math classes for 3-5.

Further, though majority of the teachers received training, most of

them used some or different methods to teach in the class. This

corroborates the data accrued from teachers’ voices, where nearly 44%

of the teachers in the district reported to be using new teaching

methods in class.

Inferences

Mission Buniyaad definitely improved literacy and numeracy skills of students.

Very few students remain at Beginner levels in Reading and Math after the

program’s intervention. Thus, teaching at the right level helps students develop the

foundational skills they need, and opens doors for more learning.

However, the students who still remain at Beginner levels must be assessed for any

learning disabilities, and/or their attendance must be tracked and improved.

75

From the findings, it can be noted that while students observed activities being

done in the classroom, and claimed to feel more confident, data from classroom

observation showed that not many children took initiatives confidently in class to

ask questions and express their views.

Interviews of parents and SMC members reveal that while they believed that

programs such as Mission Buniyaad are useful, many had no idea of their role in

it.

Therefore, an alignment of all stakeholders is required as well as the need to

motivate them to fulfill their responsibilities. The entire ecosystem around each

school must function coherently to ensure that the students are learning and

preparing for a better future for themselves, their families, and their communities.

76

13. RECOMMENDATIONS & CONCLUSION

13.1. Recommendations

The program has shown positive results in both, Reading and Math, across

classes and genders. Nevertheless, the following recommendations can be

useful in further improving the learning levels.

13.1.1. Since nearly 90% of students in class 6 of Delhi Government schools

come from MCD schools, dedicated focus on children from class 3-5

should be a priority. Although the three Municipal Corporations too

implemented Mission Buniyaad in their schools last summer, they

followed their own approach and did not assess the progress of

children consistently. Therefore, it is recommended that a structured

approach of Mission Buniyaad be followed for students of classes 3 to

5 in all schools of the three Municipal Corporations and the

Directorate of Education.

13.1.2. There is a need to focus on building early literacy and numeracy

abilities in students so that they are able to access grade-level texts as

well as learning materials in all subjects in subsequent years. Thus,

foundational learning skills should become a regular part of teaching

and learning in early grades.

13.1.3. Students who are unable to progress beyond Beginner levels post the

intervention must be assessed for learning disabilities. Moreover, their

attendance must also be tracked and improved in cases of prolonged

absenteeism.

13.1.4. There is a need to strengthen the ecosystem around the girls’ schools-

ensuring that all stakeholders are aware of their roles in ensuring

student outcomes, and play an active part to ensure the same.

77

13.2. Conclusion

Students make improvements towards achieving higher levels of outcomes

when they are taught at the right level. Instilling foundational literacy and

numeracy skills in students lays the base that they require to succeed across

subjects in all grades. It enables them to reach their full potential and shine

bright. Such efforts must be made at a young age so that the child is able to

reap its benefits in his/her later years of schooling.

Moreover, there is a very popular saying, “it takes a village to raise a child.”

Therefore, it’s crucial that all stakeholders including parents, teachers,

principals and SMC members who have the ability to positively impact the

learning outcomes of a student, do their bit to ensure that no child is left

behind.

78

79

80

14. ANNEXURE

14.1. Material were created for Teachers, students and their parents and

used during Mission Buniyaad

For Teachers

Instruction manuals for teachers and copies of students’ learning material

have been shared with teachers during the training. Each Teacher who

participated in the training organised by SCERT, Delhi was given:

• Shikshan Pustika- Maths

• Shikshan Pustika- Bhasha

• Kuch Masti Kuch Parhai- Activity booklet for teachers

For Children

Further, child wise material was printed and distributed by Delhi Bureau of

Textbooks (DBTB) to all students covered under “Mission Buniyaad”. These

materials were:

• Classes 3 to 5

➢ Kahaniyan hi Kahaniyan (Hindi and Urdu)- compendium of short stories

➢ Number Card

• Classes 6 to 8

➢ Kahaniyon ka Khazana (Hindi and Urdu)- compendium

of stories in progressively higher order with worksheets

➢ Hamara Ganit- activity booklets with mathematical problems

• Class 9

➢ Learning Enrichment Material

All materials (Instruction Manual and Students learning material) are also

available-at

http://www.edudel.nic.in/welcome_folder/mission_buniyad_2018.htm under

the heading “Mission Buniyaad”.

81

For Parents

Parental workshop was organized on Saturdays during the second phase of

the campaign. Each workshop was on a particular theme. The themes of the

workshop are:

➢ Theme 1: देखो क्या सीखा

➢ Theme 2: बच्ोों की आदतोों की प्रशोंसा

➢ Theme 3: बच्ोों की पसोंद न पसोंद

➢ Theme 4: बच्ोों की सुरक्षा

➢ Theme 5: बच्ोों का वार्षिक कैलेंडर और अन्य सुर्वधाएों

➢ Theme 6: कार्िशाला समापन व आदशि पालक पररर्ोजना

82

14.2. Pre-Test andPost-Test

14.2.1. Pre-Test for Reading (Classes 3 to5)

14.2.2. Pre-Test for Math (Class3)

83

14.2.3. Pre-Test for Math (Class 4 &5)

14.2.4. Post-Test for Reading (Classes 3 to5)

84

14.2.5. Post-Test for Math (Class3)

14.2.6. Post-Test for Math (Class 4 &5)

85

14.2.7. Pre-Test for Reading (Classes 6 to 9)

14.2.8. Pre-Test for Math (Classes 6 to9)

86

14.2.9. Post-Test for Reading (Classes 6 to 9)

14.2.10. Post Test for Math (Classes 6 to9)

87

14.3. Interview Schedule for Perception of Students and its Rubric

14.3.1. Interview Schedule

S

NO.

QUESTIONS FOR STUDENTS

Std 1 Std 2 Std 3 Std 4 Std 5

1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

1

Do you know the purpose of coming to

school during summer

vacation?

2

Did you observe any activities done

during the class and was it beneficial?

-Name few activities which were

done? (READING + WRITING)

(READING)

3

Did you observe any activities done

during the class and was it beneficial?

-Name few activities which were

done? (READING + WRITING)

(MATH)

6 Do you get a chance to discuss

and participate during the class?

7

Do you visit the library regularly?

-Can you find the books of your

interest in the library?

8

Do you think the materials

provided were useful?

-How were they useful for you?

9

Do you go to school willingly?

(YES/NO)

Do you feel joyful about going to

school these days?

TOTAL

88

14.3.2. Rubric

Student's Rubric For Mission Buniyaad Scale

Parameters (1)

No aspect is

present

(2)

Some aspects are

present

(3)

All the aspects are

present

Students

Purpose of coming to

school during summer

vacation

cannot tell the

purpose of coming

to

school

can tell the purpose

but not very clear

can tell the

purpose clearly

Activities

(What all activities

were done when you

went to school in

summer holidays?)

observed no

activity was done

in order to

effective learning

observed some

activities were

done but not

effectively and

cannot name

them

observes proper

activities were

done effectively

and can also name

them

Behavioural

changes

(Confidence +

Motivation)

(Reading)

is not confident

and motivated

is not confident

but motivated

is confident and

motivated

Behavioural

changes

(Confidence +

Motivation)

(Writing)

is not confident

and motivated

is not confident

but motivated

is confident and

motivated

Application

(can he/she apply the

learning in real life?)

cannot apply the

learning in real

life

can apply the

learning in real life

with teachers and

parents

support

can apply the

learning in real

life

independently

participation in class does not participate

and unable to

speak

in class

does participate but

unable to speak in

class

does participate

and is able to speak

in class

Library

(Can you find the books

of your interest in the

library?)

cannot find the

books in the

library

can find books but

not of his/her

interest

can find books of

his/her interest

89

Usefulness of the

materials provided

(Useful or not and

how?)

thinks the

materials were not

useful and cannot

explain

the usage

thinks the materials

were useful but

cannot explain

the usage

thinks the

materials were

useful and can

explain the

usage

Effect on studies (on

observing the change

in the behaviour of

teachers, principal

and school)

is forced to go to

school

is on task in the

classroom

is passionate and

joyful regarding

school n studies

90

14.4. Interview Schedule for Perception of Teachers and its Rubric

14.4.1. Interview Schedule

S

no.

QUESTIONS FOR

TEACHERS

Tch 1 Tch 2 Tch 3 Tch 4 Tch 5

1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

1

What is your understanding of

Mission Buniyaad?

-Name few objectives of

Mission Buniyaad?

2 Did you havetraining?

-who did youtraining?

3

Do you think the training

given was useful and

effective?

4

Do you have all the materials

available with you?

-Can you name some of the

materials?

5

Do you use the materials

provided?

-Do you use the materials in

alignment to Mission

Buniyaad's objectives?

6

Did you use any new

methodology in order to

teach?

-Can you name the new

methodology you followed?

TOTAL

91

14.4.2. Rubric

8

Teacher's Rubric for Mission Buniyaad

Parameters

Scale

(1)

No aspect is

present

(2)

Some aspects are

present

(3)

All the aspects are

present

Teachers

Understanding of

teachers on the

program

have no

understanding and

cannot tell

the objectives

have some

understanding and can

tell few

objectives

have full

understanding and

can tell all

the objectives

Training training was not

done and cannot tell

about the

trainer

training was done but

cannot tell about the

trainer

training was done and

can tell about the

trainer

Effectiveness of

training feels no effective

usage of the training

given

feels some parts of the

training were effective

and

useful

the training as a whole

was very effective and

useful

Availability of

Materials

did not receive

any materials

and cannot

name them

did receive the

materials but cannot

name them

did receive the

materials and can

name them

Usage of material

and its alignment

with Mission

Buniyaad's

objective

did not use the

material and

cannot align with

the objectives of

Mission

Buniyaad

used the materials but

cannot align with the

objectives of Mission

Buniyaad

used the materials

aligned to the

objectives of Mission

Buniyaad

Usage of new

methodology

did not use any

new

methodology and

can not

name them

did use a new

methodology with

some understanding

used new

methodology to

ensure learning

and can name

them

92

14.5. Interview Schedule for Perception of School Management Committee (SMC)

Members and its Rubric

14.5.1. Interview Schedule

S

no.

QUESTIONS FOR SMC

MEMBERS

Mem 1 Mem 2 Mem 3 Mem 4 Mem 5

1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

1

Did you attend the training given

for Mission Buniyaad?

-Do you think it was

effective?

2

Did you receive the Mission

Buniyaad's booklet?

-How did you use the

booklet?

3

Did you observe any

changes in school?

-What are some changes

did you observe?

4

What were your efforts for

Mission Buniyaad?

-spreading awareness in the

community

-participation in the school

activities for Mission Buniyaad

(Storytelling, role play, Alphabets

and

Counting)

5 How do you feel about the Mission

Buniyaad Program?

TOTAL

93

14.5.2. Rubric

SMC Member's Rubric For Mission Buniyaad

Parameters

Scale

(1)

No aspect is

present

(2)

Some aspects are

present

(3)

All the aspects are

present

SMC Members

Training did not attended the

training

did attend the training but

was not effective

did attend the

training and was

effective

Mission Buniyaad

booklet

did not receive the

booklet

received the booklet but

cannot tell how they used

it

received the booklet

and can tell how

they

used it

Observation of some

change in the school

environment?

observed no

change and

cannot tell

observed some changes

but cannot tell

observed significant

amount of changes

and can

tell them

What were your efforts

in order to bring

Mission Buniyaad's

children to school?

did not do any efforts

and not participate in

the activities

did some efforts but not

participated in any

activity

worked hard and

participated in all the

activities

Feeling towards Mission

Buniyaad Program

considers it to be bad

program with

noeffective

implementation

considers it to be an OK

program, like other

considers it to a

good program

giving hopes for

future

94

14.6. Interview Schedule for Perception of Parents and its Rubric

14.6.1. Interview Schedule

S

NO.

QUESTIONS FOR

PARENTS

Parent

1

Parent

2

Parent

3

Parent

4

Parent

5

1 2 3 1 2 3 1 2 3 1 2 3 1 2 3

1 What is your understanding

of Mission Buniyaad?

2

What is your observation about

your child?

-Confident? Motivated?

3

Do you see your child

learning continuously at

home also?

4

What do you understand about

your role in your

child's learning?

5 Did you see the material

given for studying?

-DO you think it was

useful?

6 What is your observation

about the teacher towards the

children in school?

7 Is there some kind of

communication between you

and the teachers?

-What do you discuss

during your

communication?

TOTAL

95

14.6.2. Rubric

Parent's Rubric for Mission Buniyaad

Parameters

Scale

(1)

No aspect is

present

(2)

Some aspects are

present

(3)

All the aspects are

present

Parents

Understanding of

Mission Buniyaad have no

understanding

have some

understanding

have full

understanding

Observation of cannot observe

motivation and

confidence in

the child

can observe can observe

behavioural changes in motivation but no motivation and

the child confidence in the confidence in the

child child

Learning at home observe

learning and

discussion at

home

can observe some

discussions around

what learned at

school

See curious

discussions

around what

learned in the

class

Understanding of their feel that they have feel that they have a

role in the child's feel that they some role in their major role in their

learning have no role child's child's

learning learning

Review on the

Material received material is not

helpful

material is

somewhat helpful

material is very

helpful

Observation of

teachers towards

students

Observed no

Change

teacher’s

behavior

towards

Observed some

change in teacher's

behavior towards

children

observed

significant major

change in teacher's

behavior towards

children

children

Communication of

parents and

teachers

(Progress reports +

behaviour issues +

interests + strengths

and

AOD's)

feel there is no

communication

between them

and teachers

feel there is some

communication

between them and

teachers

feel there is

proper

communication

between them

and teachers

96

HOS Questionnaire

Q1. Why is there a need for Mission Buniyaad?

Q2. What were your efforts in implementing the objectives of Mission Buniyaad?

Q3. What were your efforts in implementing the objectives of Mission Buniyaad with respect to

children? (Bringing them to school, motivation given, etc.)

Q4. Did you receive the material for Mission Buniyaad in the school?

a) If YES, how did you make ensure that the material is available in class and teachers are

using it-

b) If No, how did you arrange the materials-

Q5. How did you motivate the teachers for the success of Mission Buniyaad?

Q6. Mission Buniyaad involved children with less achievement levels, how do you view this program?

14.7. Interview schedule for perception of Principals and its rubric

14.7.1. Interview schedule

14.7.2. Rubric

Principal's Rubric for Mission Buniyaad

Parameters

Scale

(1)

No aspect is

present

(2)

Some aspects are

present

(3)

All the aspects are

present

Principals

Need for

Mission

Buniyaad

cannot state the

need

has some

understanding of the

need

has full understanding of

the program need

Efforts in

implementing the

objectives ofMission

Buniyaad

did not put in any

extra effort

put in efforts as and

when required

put in extra efforts

97

efforts in

implementing the

objectives of

Mission Buniyaad

with respect

to children

did not put in any

extra effort for

children

put in efforts when

demanded by

children

put in extra efforts for

higher results

Availability of

materials and its

usage for Mission

Buniyaad

did not ensured the

availability of the

materials

ensured availability of

the materials but not

properly used

ensured availability of the

materials with properly

usage

Motivation

towards

teachers

did not motivate

the teachers

motivated as and

when required

put in extra efforts to

motivate teachers

View for this

program has no clear

view

has some views

about the program

has a clear view

about Mission

Buniyaad

98

14.8. Check List for Observation during Reading Classes

99

14.9. Check list for Observation during Math Classes

100

14.10. Observation Schedule for Students

14.10.1. Questionnaire

PARAMETERS NO CHILD FEW CHILDREN MAX

CHILDREN

Participation of students

in the class

Initiatives taken by the

students in the class

Questions asked by the

students in the class

Students are expressing

their views confidently

Attention paid by the

students on the content

taught.

Participation in group

activities

Sharing their expression

(thoughts) in the group

TOTAL

14.10.2. Rubric

Parameters

Scale

(1)

No aspect is

present

(2)

Some aspects are

present

(3)

All the aspects are

present

Surveyor

Confidence of

Students-

-Participate and takes

initiative

-asks questions

-able to express

his/her views

confidently

did not observe

any confidence

in the student

Observed some

confidence

Observed

significant levels of

confidence

101

Student's

behaviour in the

classroom-

-attention towards the

content

-active participation

in group activities

observed no

interest of the

student in the

classroom

activities

Observed some interest

in classroom activities

observed

significant

amount of

interest in the

classroom

activities

-able to share his/her

expression (thoughts)

in the group

102

14.11. Observation schedule & Rubric for teachers

14.11.1. Questionnaire

Parameters No

Child

Few

Children

Most

Children

Interaction with the students

Encouragement by teachers of

students

Activities as per training

Asking questions related to the

content

Innovative teaching methods in class

14.11.2. Rubric

Parameters

Scale

(1)

No aspect

is present

(2)

Some aspects

are present

(3)

All the

aspect

s are

present

Surveyor

Teacher's behaviour

in classroom-

-interaction with students

-encouragement by teachers

of students

observed no

interaction

and

motivation

given to

students

Observed some

interaction and

motivation given

to the students

observed

proper

interaction

and

motivation

given to

the

students

Teaching learning

initiatives taken by the

teacher in the classroom

-activities as per training

-Asking questions related to

the content

-innovative teaching methods

did not take

any

initiative

took some

initiatives with

some

effectiveness in

the classroom

took many

initiatives

and were

effective in

the classroom

103

15. BIBLIOGRAPHY

1. Chunauti Circular No. 2/Guidelines for group-wise teaching learning activities inclasses VI

to VII from October 2017 onwards

2. Roles, reporting and review system for Mentor Teachers for the Academic Session2018-20

3. Summer Camp under Mission Buniyaad Campaign in all Govt. Schools (exceptRPVVs and

SOE)

4. Workshop for Facilitators/Mentor Teachers/Teacher Development Coordinators

Guidelines for implementation of Mission Buniyaad

5. Mission Buniyaad to ensure all children reading grade- appropriate text and solving basic

Math operations in DoE schools

6. Assessment of all students of classes II to IVFinal assessment

7. All Heads of Govt. Schools under DoE to implement Chunauti 2018 in its truespirit

8. Result of Chunauti 2018

9. ASER 2018 report

10. National Achievement Survey, 2017