A Road Map on Quality LEP, Elementary Education in Andhra Pradesh – A Vision “Creating democratic and attractive classrooms ensuring freedom from fear, anxiety, and discrimination, with a total participation of children, interesting and thought-provoking learning activities;
Teachers playing the role of facilitators, continuous and comprehensive assessment of children’s performance, dynamic community participation, effective onsite support to the teachers for all-round development of children”.
Rajiv Vidya Mission, A. P., Hyderabad realized the multidimensional efforts to be taken up to bring quality improvement in learner achievement. The result of this has led to the conceptualization of the “Learning Enhancement Programme (LEP)” in Andhra Pradesh and the same is being implemented in the schools in the State from the year 2009-10. LEP programme is being implemented as follows:
A CONCEPT NOTE ON QUALITY LEARNING ENHANCEMENT PROGRAMME
LEARNING ENHANCEMENT PROGRAMME:
Learning Enhancement Programme (LEP) is a comprehensive programme. It aims at bringing about qualitative changes in children at the elementary level with a robust framework touching the critical academic areas of elementary education as they are.
- ensuring children to achieve Class-specific, subject-specific essential learning competencies, attainment of Expected outcomes (as per Academic Standards prepared by SCERT).
- improved Teaching-Learning Processes through 100% utilization of learning time and engagement of children by Time-on-task.
- improved Assessment Procedures which are based on specific Academic standards, by adopting different means such as Oral & Written, Performance, pupil products, child portfolios, projects, teachers observation in harmony with Continuous Comprehensive Evaluation (Formative and Summative) procedures.
- setting Performance Indicators for Institutions and Individuals making Teacher and Head Master accountable with role clarity and increasing transparency in the system.
- improved participation of parents by making an SMCs is functional and vibrant. The community participates in school matters, demonstration of the performance of the children to SMC members.
All the states are focusing on Pedagogical changes based on a national framework and the road map of MHRD. The focus is on, A Road Map on Quality LEP
- Objectives and Learning Indicators;
- The methodology of assessing learner achievement; and
- The pedagogic measures to be taken up to achieve the learning objectives.
According to the 18th JRM recommendations, we have developed a road map on quality education in Andhra Pradesh to build a democratic classroom based on
- Collaborative teaching-learning strategies
- Discussion centered classrooms
- Respect and protection of Child Rights as a part of School Ethos
Road Map for quality education in AP and T State:
As suggested by MHRD, on the pedagogical changes on hand, it is essential to modify the Learning Enhancement Programme to Quality Learning Enhancement Programme. It is the need of the hour to design a road map for Quality Education in Andhra Pradesh by implementing the following
Road Map for quality education in AP and T State
- Academic Standards – Revised textbooks developed by SCERT
- Learning Indicators – Designed by SCERT
- Implementation of Continuous Comprehensive Evaluation
- Quality Learning Enhancement Programme
- Pedagogical measures
1) Academic Standards :
SCERT, A.P., Hyderabad (the State Academic Authority) has developed class-wise and subject-wise academic standards and designed the revised textbooks accordingly. The books are child-centered, activity-based, project-oriented and promote self-learning. The revised textbooks are introduced from Classes I to IX by 2013-14.
2) Learning Indicators:
SCERT has designed class-wise and subject-wise learning indicators to attain prescribed academic standards by children. A Road Map on Quality LEP
3) Continuous Comprehensive Evaluation (CCE):
The CCE is designed by SCERT and introduced in all schools during 2013 – 14 based on the academic standards to assess children continuously through formative and summative tests.
4) Quality Learning Enhancement Programme – 12 Academic Aspects:
1.ensuring children to achieve Class-specific, subject-specific essential learning competencies, attainment of Expected outcomes (as per Academic Standards prepared by SCERT).
2.improved Teaching-Learning Processes through 100% utilization of learning time and engagement of children by Time-on-task.
3.improved Assessment Procedures which are based on specific Academic standards, by adopting different means such as Oral & Written, Performance, pupil products, child portfolios, projects, teachers observation in harmony with Continuous Comprehensive Evaluation (Formative and Summative) procedures.
4.setting Performance Indicators for Institutions and Individuals making Teacher and Head Master accountable with role clarity and increasing transparency in the system.
5.improved participation of parents by making SMCs is functional and vibrant. The community participates in school matters, demonstration of the performance of the children to SMC members.
6.subject forums at different levels are formed. In this direction, RVM (SSA) has to launch Mathematics Forum at the state level.
7.academic activities such as Wall Magazine, School Postbox, Honesty Box, Children Clubs, Children Diary etc., and innovative activities such as Weather Station, Compost Pit, Free Plastic zone, Talent Search Activities in the schools etc are being implemented.
8.all important national and international festivals are celebrated in all the schools.
9.an innovative programme known as READ programme is being implemented to develop reading habits among the children using the children literature available in the school. One period is provided in the school time-table for reading.
10.implementation of inclusive practices – to achieve equity & equality in the classroom capacity building programs such as orientations and training were conducted for teachers. The model School concept is developed for implementation of the inclusive practices and to improve teaching-learning outcomes.
11. School Leadership Development Programme was conducted for effective implementation of school leadership practices and to enhance the school and class leadership among the teachers and stakeholders.
12. Monitoring – State Level, District Level and Mandal Level Monitoring Teams are constituted for conducting Academic Monitoring in the state.
5) Pedagogical Measures:
- Recommendations of 18th JRM are being implemented towards pedagogical measures as follows
- Training programs in two levels are designed (State and Block level) instead of three levels.
- District Academic committees are established to select the Resource Persons at the district level for conducting training. The committee has selected a group of team experts @ 12 R.Ps for each subject.
- The participatory approach through hands-on experience is practiced in all the training programs at the state and block (Mandal) level.
- The concept of the training programmes and trainers packages are based on revised textbooks of IV & V classes and Continuous Comprehensive Evaluation.
- The total methodology of the training is child-centred approach making the teacher acting as a facilitator.
- The methodology of the teaching is designed enabling divergent thinking by children, project orientation, activity-based and self-learning.
The monitoring mechanism is designed at three levels i.e., State, District and Mandal levels. The quality monitoring tools suggested by NCERT are modified and communicated to all the districts to collect the data on a quarterly basis and to enhance the academic monitoring to improve the quality of education.
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