Avehi-Abacus Project Details
		Project includes: Location of the project: Bombay Municipal Corporation Schools and Non-Formal Education Centres run by other NGOs on the pavements and in the slums of Bombay and D.Ed. Teacher Training Colleges in Bombay. Background: The Avehi-Abacus Foundation Course for Children Abacus is a foundation course for primary school children. The need for Abacus was felt for the following reasons:- The present school curriculum is fragmented and is not always related to the child's every day experience; it does not help the learner to develop sufficient thinking and analytical skills which would equip her/him to make choices in the rapidly changing world, particularly when the child is bombarded with information. The control function of the present-day school is reinforced at several levels: The manifest content and the latent symbolic meaning structures of the curriculum which promote certain values, stereotypes, world views etc. The demarcation of the curriculum in terms of specific subject areas and in the process, the definition of what constitutes, valid knowledge and a compartmentalisation of the realms of knowledge and everyday life. The system of relationships that the school and the classroom situation perpetuates. ABACUS aims at attempting a redefinition in all these three areas. As opposed to alternatives that set up parallel structures outside the school system, on the one hand, and those that undertake reform within the curriculum, on the other, ABACUS adopts a median approach, drawing on elements from each. It seeks to establish a space, within the school system but outside the existing curriculum where alternative curricular and pedagogical strategies are explored. (For more details see: 'Samvaad: Towards a Dialouge' and Session-plans of Food, Water, Education, Earth's Resources & Web Of Life, Production Processes and Change and Progress attached with this document.) The Avehi-Abacus Foundation Course for Teachers The need to 'modernise' both the curriculum and teaching methodology is widely accepted today. There is general agreement on the fact that the rapidly expanding frontiers of knowledge must find reflection in our school curriculum. As important as what is taught, is how this information / knowledge is presented. The disadvantages of the 'lecture' method have been recognised. There is also a recognition that education is more than mere transmission of knowledge; it is the means to shape attitudes and build values; it is a fundamental part of the larger process of social change. This understanding has resulted in more progressive policies that emphasise the need for education to be child-centred and relevant to the child's reality. However, there is a major difficulty in implementing such policies in the classroom. The teacher - who is an essential part of the learning process is not adequately equipped with the attitudes and skills emphasized in the progressive policies. For example, the participatory methodology is based on the belief that children have a valid point of view, that they are capable of solving problems creatively and responsibly. Yet, even in teacher training colleges, teaching methodology is lecture-oriented, allowing little scope for the learners-- the teacher-trainees in this case, to be active participants in the learning process. It is therefore not surprising that the trainee does not internalize the values underlying the 'participatory methodology' when s/he becomes a full-fledged teacher. S/he sees the learners - children - as passive recipients of information. Attitudes of thinking about and questioning the information presented in the classroom are not only not encouraged but are seen as signs of disrespect and indiscipline. It is in this context that Abacus is in the process of preparing a Foundation Course for Teachers. The teacher's role is crucial in making classroom teaching and learning more meaningful. The Foundation Course aims to empower teachers with the skills and attitudes that are critical in implementing progressive educational policies; it seeks to make the teacher an active partner not just in the educational process but also in the larger process of social change. The use of the Avehi-Abacus programme in BMC schools has been seen as an useful intervention. (Enclosure: Evaluation Report, Research Unit, Education Department, BMC). During the current expansion phase, while facilitating Abacus sessions, BMC teachers have been relating to the issues discussed in the Abacus Curriculum and noting the relevance of Abacus material in teaching their regular school curriculum. There have been changes in information, knowledge, values, attitudes and habits. These changes need to be encouraged and sustained, which has not been possible due to a limitation of time allotted for the in-service training workshops. The formulation of a 'Foundation Course' for the teachers will make the Abacus initiative more sustainable and fully replicable. It will also equip teachers to extend the Abacus approach to other subjects. For details about the target group see (Annexure -1). The Outreach: At present the project works with; 25 Bombay Municipal Corporation Schools · Approximately 1600 Children & 35 Teachers 2 Private Schools · Approximately 1000 Children &15 Teachers 35 NFE centres run by 4 NGOs and · Approximately 1800 Children & 35 Teachers 2 Pre-Service Teacher Training Colleges · Approximately 200 Trainees & 30Teacher Trainers Objectives of the project: We give below the phase-wise objectives of the project. June 1990 to May 1995 (Phase I): The Objective during this phase was to develop and test the Foundation Course for std. III to std. VII. Prototype session-plans and supplementary teaching-aids were developed as an enrichment to the existing school curriculum. This was completed as per schedule. This was also evaluated by the Dept. of Education, Tata Institute of Social Sciences (TISS). In light of the suggestions of the Evaluation Report, the prototype was reviewed and modified. June 1995 to May 2000 (Phase II): Production and duplication of the prototype for use in Expansion of Abacus Programme Expansion of the programme to 25 BMC Schools & 35 NFE classes Training of teachers/facilitators External Evaluation Networking with other organisations/ individuals working in the field of education. June 1998 to December 2000 (Phase III): To finalise the session-plans and learning material of all the Eight Learning areas (Std. III to Std. VII) already in use in the BMC schools and NFE centres. To formulate an outline of the teacher training module to be used at the pre-service teacher training level (D.Ed.) To develop detailed sessions and supplementary material for a foundation course for the pre-service teacher training level. To test and finalise the foundation course for teachers at pre-service teacher training level. To carry out external evaluation. To strengthen linkages with the state government/ BMC education bodies at the planning level for integration of Abacus into the mainstream education. To network with organisations involved in innovative strategies in education. January to December 2000 (Phase IV): Completion and creation of print-ready material for all eight learning areas. This will include session plans and supplementary learning material. Activities with specific targets and Outputs: ACTION PLAN: Completion and creation of print-ready material of the Abacus curriculum will be undertaken as follows. Number Description of Topic Schedule Learning Area 1: Our Needs Jan. to March 2000 Learning Area 2: Earth's Resources & Web Of Life Jan. to March 2000 Learning Area 3: Production Processes & Civilisations April to June 2000 Learning Area 4: Impact on Environment April to June 2000 Learning Area 5: Change and Progress July to Oct. 2000 Learning Area 6: Exploring Alternatives July to Oct. 2000 Learning Area 7: Rhythm of Life Nov. to Dec. 2000 Learning Area 8: Who am I? Nov. to Dec. 2000 The prototype developed, tested and evaluated in Phase I, II and III will be reviewed and modified where necessary. Session Plans and background material for teachers will be finalised by Session Plan Writers and Researchers. Supplementary teaching aids and learning material will be evaluated and finalised by the Art Director. All material will be translated into Hindi and Marathi. Expansion: To 25 Bombay Municipal Corporation Schools: From January 2000 to March 2000, 25 BMC Schools will continue to use the Abacus Programme in classes VI, and VII. From April 2000 to June 2000 the expansion work carried out in the academic year June 1999 to March 2000 in the BMC schools will be reviewed. From July 2000, 25 BMC schools will continue to use the Abacus curriculum in class VII with the children promoted from class VI. In July/ August 2000, a two day training programme with teachers of std. VII from 25 BMC schools will be organised. The training programme will cover: Orientation to Abacus. Abacus methodology. Review of curriculum covered in class III, IV , V & VI Detailed discussion of sessions to be taught in class VII. Motivation, self-awareness Communication skills, participatory teaching - learning Other skills (story telling, dramatics, art-craft). January 2000 to December 2000: 4 NGOs will continue to use the Abacus Programme in approximately 35 NFE Centres. Approximately 35 facilitators will use the programme with 1800 children Ashatai Gavankar School & Nandadeep High School will continue to use the programme as follows Class Number of teachers Children III 3 approx. 180-200 IV 3 approx. 180-200 V 3 approx. 180-200 VI 3 approx. 180-200 VII 3 approx. 180-200 Aksharnandan an esteemed innovative school based in Pune has also been using the Abacus curriculum from June 1998 in a manner integrated with their regular teaching and curriculum. Six teachers will continue use the Abacus curriculum with approximately 150 children. Completion of Print-ready Material The prototype of the Avehi Abacus Foundation Course which was developed and tested in one BMC school from June 1990 to April 1995 was finalised and disseminated amongst the users. Avehi-Abacus now has a complete package of widely used and tested material comprising of it's Foundation Course for children between 8 to 13 years. (class III to VII). During the course of 5 years the sessions and the supplementary learning material has been used by teachers and children from 25 BMC schools, 35 NFE centres and 2 private schools. We have received valuable insights and feedback from our users - the children and the teachers/facilitators. All the material developed so far will be reviewed to integrate the feed-back/suggestions and will be brought to a complete and ready-for-printing stage for wider production and dissemination. Following will be the framework for review and completion: Incorporating feedback from children and teachers/facilitators in BMC schools and NFE centres. Incorporating feedback from consultants and other educational organisations. Suggestion for using Abacus materials to enhance existing school curriculum. Additional information and index of reference material for teachers/facilitators. Suggestions for variations and adaptation for use in areas other than the present area of application. (taking into account urban-rural, tribal, cultural, economic, linguistic factors etc.) Training of teachers/facilitators: April 2000: a workshop with the BMC teachers who have used the Abacus curriculum in class VI & VII to review the work done from June 1999 to March 2000. Feedback and suggestions from the teachers will be incorporated in further training and modification of the material. April 2000: Review of work done from June 1999 to March 2000 will be done with 6 teachers of Ashatai Gawankar school, Nandadeep High School and Aksharnandan. January 2000 - December 2000: Orientation/ Training programmes with the facilitators of NFE classes will be held. These workshops will cover: A review of the sessions by the facilitators. Preparations for forthcoming sessions. Self-awareness, communication skills, participatory methodology. Techniques of story-telling and dramatics Art-craft skills, making and using low-cost, easy to use teaching aids. Any other input specifically required by the group. The Development of the Foundation Course for teachers. The work involves: Networking with various teacher training colleges, trainers and educationists. Analysing the existing teacher training curriculum where common links with Abacus are identified and crucial gaps in the existing curriculum are noted. Orientation workshops with teacher trainees are conducted. The Abacus team has made presentations to the State Government Education Dept. and the Maharashtra State Council For Educational Research and Training (MSCERT). The MSCERT positively recognises the Abacus curriculum and material and has recommended the following: That the Avehi - Abacus initiative be translated into pre-service and in-service teacher training in Maharashra, so that the essence of the curriculum and the methodology can be extended to enhance the teaching of all subjects. That the team may also develop manuals to introduce and promote low-cost art/craft materials and other skills such as story-telling, discussion and play-way, participatory activities. Such manuals can be used by teachers already in-service. That the Avehi-Abacus team be a member in the MSCERT committee working on revising the teacher training curriculum. A draft outline of the curriculum and methodology of the foundation course for teachers was developed and submitted to the Deputy Director of Education, Govt. of Maharashtra. The Deputy Director of Education, Govt. of Maharashtra, extended permission to the Avehi-Abacus project to develop and test the foundation course for teachers. Two teacher-training institutions offering D.Ed. (affiliated with the Directorate of Education) were made available by the Deputy Director of Education, Govt. of Maharashtra. They are: Ramabai Navrange Vidyalaya of Seva Sadan Society (120 trainee teachers) and Vaneeta Vinayalaya of the Aryan Education Society (80 trainee teachers). Time schedule for the implementation of the foundation course was worked-out in consultation with the colleges. Since the D.Ed. course is spread-over two academic years the Abacus foundation course is also divided over two years, as follows: 50 hours (25 sessions) per academic year divided into once-a-week sessions of 2 hours each. Total 100 hours ( 50 sessions) spread-over 2 academic years Work towards session-planning and material development began since August 1998. From October 1998 December 1998, the initial 12 sessions were developed and tested with the First year teacher-trainees from both the colleges. From January 1999 to April 1999, the remaining sessions were developed and tried-out in the colleges as per the weekly schedule. From January 1999 to April/May 1999,orientation/training sessions were also held with the trainers of the respective colleges. From May 1999 to July 1999, the work done with the students in first year D.Ed. was reviewed and preparation for Second year was undertaken. From August/ September 1999 to December 1999 and January 2000 to April 2000, the development and testing of the curriculum with the Second year students of both the colleges will continue as per the timetable. Review and finalisation of the curriculum spanning two years of the D.Ed. course will be done from May to December 2000. We give below the details of the Foundation Course for the D. Ed. teacher training course. Curriculum Modules The sessions will focus on four areas: The Child The Teacher The School and the Community The World All modules will be designed to facilitate change in - a) Knowledge b) Skills and c) Attitude Module THE CHILD All About Me Development of the Child as a whole The Creative Child Individual Needs of Children The TEACHER The Role of the Teacher The Integrated Curriculum/Methodology Different Educational Needs Teacher-Parent Interface Planning Project Work THE SCHOOL & THE COMMUNITY Breaking Stereotypes Religion Gender Poverty & Inequity Individual Responsibility THE WORLD The Environment and Resources Energy Population Media Awareness Social Responsibility Goals The curriculum seeks to implement the following goals: To help teacher trainees explore various facets of change and development in our society, and thereby develop a perspective in keeping with sustainable development & social justice. To help trainees relate social issues to classroom teaching of the regular syllabus; to place what is taught/learnt in the larger context of education and society To examine and creatively channelise the fact that the school is integral part of the larger set-up a reflection of the attitudes of the future generation that a change affected here will be lasting. To help trainees reflect on the role of a teacher not just as a communicator of a set curriculum, but as an active participant in analysing and sharing the curriculum. To strengthen trainees' skills enhancing participatory methodology (art and craft, story telling, facilitation, role playing, games, evoking discussion, etc.). To infuse the conviction in teacher trainees that a democratic classroom will bring-in a true sense of responsibility and mutual respect among the young. To motivate the teacher trainees, trainers and policy makers to chanalise education for social change. The Themes to be covered in the curriculum are listed below. Re-examining education: Understanding the place and notion of education within the present trajectory of development. Redefinition of role of teacher. Analysing the values underlying the existing curriculum within a social context. Role of the teacher: moving from mere transmitter of information to participatory teaching-learning. Analysing Social Processes and Structures: Poverty and social inequity Economic growth and notions of development Social Conflicts Gender Issues: Critical reflection on existing roles, access to resources and decision-making Environment Issues: Defining and analysing the use of resources Analysing Media Influences and Messages Examining Alternatives in relation to the above. Methodology The methodology is primarily experiential. Use of projected and non-projected teaching-aids. Supplementary background material as developed by Abacus and compilation of existing material to develop and encourage the habit of reference-work. Project Work- based on field experiences and analysis of data by trainees. Use of Abacus sessions & supplementary learning material as Teaching Aids. A typical session contains the following elements: Introducing the topic Open discussion Activity Collating and sharing the information Reflecting Integrating the module through a follow-up activity. External Evaluation: Department of Sociology of Education, Tata Institute of Social Sciences, Deonar, Bombay 400 088. TISS carried-out a 'Rapid Appraisal' of the work completed till June 1995. Ms. Sudipta Dhruva.(Consultant in personality development and 'Creative Thinking'). 50 Ram Sadan, 3rd Floor, Brahmanwada Road, Matunga. Bombay 400 014. Ms. Dhruva carried-out the evaluation of the Expansion of the project in 25 BMC schools (Std. III) in 1995-96. Research Unit, Dept. of Education, Bombay Municipal Corporation, 3rd Floor, Education Office, BMC, Dadar (E.), Bombay 400 014. Evaluation of the Expansion to 25 BMC schools (Std. III and Std. IV) in 1996-1997 was conducted by the BMC research Unit. Since the Original report is in Marathi, we give below a synopsis of the major findings: 81% of teachers have found the programme useful. 89% also found it relevant to the school curriculum. The learning material and the activity oriented sessions have made learning easier and more interesting for the child. The involvement of the children has increased, and so has their curiosity for learning. It was also observed that absenteeism has been reduced. Networking: Since Phase II there have been concerted efforts to share experiences and resources with organisations in and outside Bombay. Abacus has also strengthened linkages with the Educational Department of Government of Maharashtra and the current work with the two D.Ed. Colleges is a result of this process. The details for networking are as follows: To convene a meeting of organisations and individuals involved in education. The agenda of the meeting will be to consolidate efforts of different organisations towards basic, common goals. Continue to network with organisations working with BMC. The objective behind this is to streamline the work done by all of us and to learn to plan in a co-ordinated manner. This will help the organisation/s as well as the BMC. Abacus team members will visit various organisation. Some of them are: BODH & Digantar in Jaipur Akshar Nandan, IIE, SCERT in Pune. Eklavya in Madhya Pradesh Eklavya Foundation, Ahemadabad Shaishav, Bhavnagar Pacchasaleya run by the Deccan Education Society, Zahirabad, Andhra Pradesh. The Abacus team will also participate in seminars/workshops organised by others. There will be workshops/discussions held with the government Teachers' Training institutions and curriculum planning/research/policy making bodies affiliated with the government. Project Sustainability: To ensure sustainability of the Project, the Avehi- Abacus Project envisages the following: trengthening linkages with State Govt. to initiate the spread of the project in and outside Maharashtra.(by dissemination of the material, In-Service and Pre-Service Training of teachers etc.) Encouraging more NGOs to use the material. Mass-Production and dissemination of the material for wider educational use. (The Avehi-Abacus Project will continue to remain in consulting capacity for all the above possible processes). [Avehi-Abacus Project Main Page]
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