Enhancing Reading & Writing Skills of Lower & Higher Primary School Students in Koppal district, North Karnataka
Funded by – Bayer vegetables
Sampark’s intervention in 10 Government Higher Secondary School in Koppal district for a period of 3 years (June 2009-March 2012) and (child resource centers in 5 villages from June 2012-March13) has revealed that 50% of the class 8 students lack basic learning skills. During the impact assessment of the project proved that in the primary school the students are promoted to the higher classes, though they lack the basic learning skills like reading and writing as per the Governments order on compulsory education till class 7. Students of classes 1-3 have no practice on reading or writing skills as the programme Sarva Sikshana Abhyan has been followed which does not allow children to be forced to read or write. 80% of the students of classes 4-5 are able to read and only 60% are able to write. Sampark has realized the importance of having a good academic base in students of primary classes which can be inculcated easily and more effectively in higher classes.
Objectives of the project
- To develop special fast pace reading skill improvement program of 12 to 14 weeks for students of class II, III, IV and V in 10 selected schools of Koppal district, Karnataka state.
- To train teachers (support teachers) to implement the program and to conduct base line and terminal evaluations to evaluate the program.
- To adopt STAG – Skill Target Academic Growth a fast pace program for educating educationally backward children, for educating left out or dropped out under privileged children. The curricular frame work in STAG covers four basic areas:
- Using the primary faculties of learning: – train to harness ones eyes, mind (memory) hand and reflecting – i.e., developing reflexes.
- Acquire skills in local school languages (reading and writing).
- Mastering the elementary arithmetical processes.
- Developing spoken and written English.
The aim of this project implementation is to improve academic skills of slow learner students from class 2-6. The baseline survey in 10 primary schools revealed that 60% of the students are not able to read or write in local language, the reason being that their parents are illiterate and are unable to assist children in their work, hence the project intervention is a must.
Education for Every Child
Project on reducing drop-outs & education support programme in
Government High Schools in Koppal Project
Funded by- Stichting Nunhems Foundation India
The project was initiated in the year 2009 by Sampark & Stichting Nunhems Foundation with an overall objective of reducing the dropout rate in the high schools located in Koppal District of Karnataka, where it is high due to various reasons. The project also has a focus on education support to the schools to increase the quality standards of the schools. As part of the program, initially a baseline was conducted in 10 schools of the District and based on the outcome of the baseline, school development plans were prepared with a focus on the following components:
- Raising awareness among the parents about the importance of education, child rights and providing better opportunity for children’s future.
- Improving the relations between the teachers and children as well as developing the capacity of teachers through qualitative teaching and learning materials
- Motivation and career guidance to the children on regular basis to improve the education level
- To develop the educational infrastructure for the school to improve the quality of teaching and learning
- Strengthening of implementation and monitoring plan with involvement of all stakeholders such as teachers, parents and government departments.
Dropout rate is the prime and foremost objective of the project. The project area is quite typical as the communities do not tend to continue the studies of their children. There are several socioeconomic and cultural factors for dropping the children from education. Hence the dropout rate is fluctuating every year. The project has made its efforts to the core to reduce dropout rate but the impact was not so remarkable as the other factors at community level are not addressed. The focus of the project was on the schools rather on the communities.
|Class||Drop out Percentage(2009-10)||Drop out Percentage(2010-11)||Drop out Percentage(2011-12)|
Project has successfully addressed the issue of low pass percentage amongst the children. As the ECs are placed in the schools, they could develop excellent rapp children and teachers. All the ECs are well qualified and were able to handle all the subjects in which the children were poor. The continuous effort of the project team in collaboration with the school teachers has improved the pass percentage of the children in the last two years i.e., 2009-2010 & 2010-2011.
|Class||Pass Percentage(2009-10)||Pass Percentage(2010-11)|