A Study On Effectiveness of The Training by Pratham On Primary School Teachers of Anand District

Department of Social Work , S.P.
University ,
V.V.Nagar.
A study on Effectiveness of the Training
By Pratham on primary school teachers
of Anand District.
Agency Supervisor:
Mr. Nitin Suthar.
Project Guide: Project

By:
Dr. Bigi Thomas. Nirav H
Bhavsar
1
PREFACE :
The destiny of India is now being shaped in her classrooms.
Education Commission, 1964-66.
This is how the Education Commission described the role of education in social and
economic transformation of India. While the development planners rightly recognized
that expansion of educational facilities has to be accompanied with significant
improvements in quality and relevance of education at all levels, the outcome is quite.
At the international level, the development experience in social sectors shows that a
literate society has enormous gains over an illiterate society and no illiterate society
has ever been able to modernize and progress. We are now transiting to a knowledge
society where the quality and relevance of education would play a crucial role in
economic development. Poor quality of teaching learning and systemic level
inefficiencies affect the learners as well the society in many ways. The long-term
implications include lower productivity levels of the perspective workforce,
resistance to modernization and perpetuation of inefficient production systems where
cost benefit ratio adversely affect the economic sustainability of production processes.
For the promotion of the education & to improve the Quality of education in India
Pratham NGO started a movement in 2006 in whole the part of the India. It calls
“READ-INDIA MOVEMENT”. In that they started training for primary school
teachers & anganwadi workers. So that they can provide quality level of Education to
the students for that Pratham Developed New techniques and methods for to give
education to the students, so that students can be interested in it and can become able
to read fluently and can count speedily. So to Find out it’s effectiveness, this study
can become very helpful to improve the content of training and also the quality of
training.
Nirav H Bhavsar.
___________________________________________________
ACKNOWLEDGEMENT :
2
___________________________________________________
For the project ‘A study on effectiveness of training by Pratham to primary

School Teachers.’ I specially thanks to Department of social work, S.P.University,
V.V.Nagar & The dean Dr. Bigi Thomas, Who provided me opportunities for study
and also for moral courage for the project. Dr. Bigi Thomas also encouraged me to
take up a project & in selection of subject and for its success.
I also specially thank to the Pratham, Which also provided me the platform for
the study and to the project officer Mr. Nitin Suthar, who helped me very much for
the tools & for the universe of the study .The field worker of the Pratham Mr.
Sureshbhai , Mr. Amratbhai , and Mr. Bhanubhai ,who helped me to contact with the
teachers & Cluster Research Coordinator.
I really thank to the Primary schools teachers, who willingly supported me to collect
data of them for the study.
Nirav H Bhavsar.
___________________________________________________
CONTENT :
3
NO. CONTENT PAGE.NO.
1 Preface 2
2 Acknowledgement 3
3 Content 4
4 Introduction 5
5 Research Methodology 16
6 Data Analysis & Interpretation 26
7 Findings 37
8 Suggestions 39
9 Annexure 40
10 Bibliography/Reference 43
4
Introduction:-
___________________________________________________
 Operational Definitions :
 Training:
• Training is a process of Learning a sequence of programme behavior .It is an

application of knowledge .It gives people an awareness of rules and procedure to
improve their performance on current job or prepare them for an intended job.
• activity leading to skilled behavior
• Training refers to the acquisition of knowledge, skills, and competencies as a
result of the teaching of vocational or practical skills and knowledge that relates
to specific useful skills. ...
• Training or entrance training refers to coastal structures built to constrain a river
discharging across a littoral coast so that it discharges only where desired. ...
• In meteorology, training is when a successive series of showers or thunderstorms
moves repeatedly over the same area,
• To make proficient with specialized instruction and practice.
 Effectiveness
• Ability to achieve stated goals or objectives, judged in terms of both output and
impact.
• The extent to which actual outcomes are achieved, against the outcomes planned,
via relevant outputs or administered expenses
• Degree to which an activity or initiative is successful in achieving a specified
goal; (b) degree to which activities of a unit achieve the unit's mission or goal.
• A measure of the accuracy or success of a diagnostic or therapeutic technique
when carried out in an average clinical environment
5
• The ability of a vaccine to produce the desired beneficial effect, i.e., to protect
against a disease.
• The achievement of targeted results and the ability to raise targets.
• a measure of the benefit resulting from an intervention for a given health
problem under usual conditions of clinical care for a particular group; this form of
evaluation considers both the efficacy of an intervention and its acceptance by
those to whom it is offered, answering the question ...
 Development
Development is a related process. It covers not only those activities, which improve
job performance, but also those activities, which bring growth of personality, help
individual in their progress towards maturity & actualization of their potential
capacity. So that they become not only good employers, but better men and women.
Training Policy :
Training policies are necessary
• To provide guidelines for to make able to the teachers to teach students

effectively.
• To provide environment to bring out teachers internal skills & ability in Training.
• To Provide platform to the teacher , so that they can share & exchange their ideas,
skills and abilities.
 Need of Training:
Good communications and consultation are essential for efficient operation in any
organization. However, their impact is often diminished by a lack of skill or
knowledge on the part of the participants. It is important, therefore, to provide both
managers and employees with training in the skills and techniques required for
communication and consultation.
6
Training can help employees better understand the information they are given and can
encourage them to play a fuller part in the way the organization conducts its affairs.
Training courses in particular can be a useful way of giving employees factual
information about their employment because they necessarily include a substantial
element of explanation and provide opportunities for questions to be answered.
Managers have an important role to play in communicating and consulting and good
training can enable them to:
• become more aware of the importance of good communication and consultation

practice
• understand their roles and responsibilities as communicators
• Support those who are less outspoken and improve their ability to communicate.
• Training is particularly important for supervisors who have important
communications responsibilities but often limited experience. Communication
and consultation skills should have a place in any development programme for
them as well as for other managers.
 Why Teachers needs Training ?
Many teachers lack the confidence and skills to implement government plans to
extend language learning to all primary schools, research suggests.
Quelling concerns
"Class teachers' confidence in teaching languages remained fairly low," the report
said, "despite the majority having obtained some form of qualification."
"Training addressing linguistic competence as well as methodology was found to be

vital in addressing this aspect."
Adequate resources were crucial for all teachers to ensure the success of language
teaching, the report continued.
7
The report, carried out by Pratham to the government, emphasized the importance of
teacher subject knowledge and confidence.
In the pilot schools, languages were most often taught by non-specialist teachers.
But the report said where there was adequate staffing for teachers to be supported by
a native speaker or specialist from a secondary school, this can work well.
By trying to raise interest in language learning at an earlier age, ministers are hoping
to quell concerns that students leave school with inadequate language skills.
Language learning beyond the age of 14 ceased to be compulsory in September.
The guidance is a framework for teachers of learning objectives and teaching

activities, focusing on key skills such as speaking, reading and writing.
 Need of Training in Teaching:
Training is not something that is done once to new Teacher: but it is used
continuously in every well-run-establishment. Further technological changes,
automation require up-dating the skills & knowledge. As such organization has
retrained the old employees.
Specifically the need for training arises due to following reasons:
1) Inadequate time (a four year undergraduate program is not enough)

2) Fragmentation
3) Uninspired teaching methods
4) Superficial curriculum
5) Traditional views of schooling
6) Inadequate and unsupervised school-based experience

7) Poor quality of many teacher candidates
8) University faculty inexperienced in the schools
8
Recent studies offer compelling evidence that confirms what parents have always
known – the quality of a teacher is one of the most critical components of how well
students achieve. Studies in both Tennessee and Texas found that students who had
effective teachers greatly outperformed those who had ineffective teachers. For
example, in the Tennessee study, students with highly effective teachers for three
years in a row scored 50 percentage points higher on a test of math skills than those
whose teachers were ineffective.
 The Challenge of Improving Teacher Quality
• Teacher Preparation: Many new teachers do not feel ready for the challenges of
today’s classrooms. Fewer than 36 percent feel “very well prepared” to implement
curriculum and performance standards, and less than 20 percent feel prepared to
meet the needs of diverse students or those with limited English proficiency.
• Teacher Retention: New teachers are often left to “sink or swim,” not receiving
the nurturing and support they need. Not surprisingly, about 22 percent of new
public school teachers leave the profession in their first three years.
• Mastery of Content: Teachers in 35 States are required to pass a test of subject
area knowledge. Often the passing scores are set so low that a candidate can pass
the test by getting fewer than half of the test items correct. Low expectations such
as these do not address the realities of higher academic standards. Research has
demonstrated a clear connection between a teacher’s subject matter preparation
and student academic achievement. Teachers with strong preparation in the
subject matter they teach have the knowledge and ability to help their students
meet the challenges of new and more rigorous standards.
• Teacher Recruitment: Over the next decade, school districts will need to hire 2.2
million additional teachers. But States and school districts face the challenge of
attracting a greater quantity of people to the teaching profession while also
increasing teacher quality. While States and educational organizations have begun
to pursue different ways to recruit high quality individuals into the field of
9
teaching, more help is needed. Starting Early. Research has shown the
importance of children acquiring pre-reading and innumeracy skills early on in
life. The more prepared children are when they enter school, the more likely they
will be able to read and perform on grade level by the end of the third grade.
Teachers need specific training to enable them to successfully teach young
learners.
 What is Teaching ?
"Teaching is the activity of facilitating learning."
If we ask university students to identify their best teacher, there is a high chance that
they will pick out the most popular teacher. Who is an excellent teacher? What is
excellent teaching? How do we distinguish excellent teaching from competent or
merely satisfactory teaching? When does teaching become unsatisfactory?
It is true that if we focus on what the teacher does in the classroom, excellence can
result from many diverse activities. There is no single definition of excellent teaching
in terms of what the teacher does.
Defining teaching as facilitating learning implies that while considerations of

knowledge transfer are no doubt important, they are valuable only in relation to the
quality of learning that they trigger. If the teaching activities do not result in learning,
there has been no teaching. Likewise, if the learning is lacking in quality, the teaching
is unsuccessful to that extent. Finally, there are modes other than that of knowledge
transfer which can play a more effective role in the triggering of learning. Hence, an
excellent teacher needs to go beyond excellent lecturing or excellent knowledge
dissemination
 Approach and methods in Teaching
• The most important aspect of the approach is the attitude of the teacher, which
should be that learning is a form of play which fosters the blossoming of the
10
child’s natural development. Learning should and can be made interesting,
enjoyable, fun.
• A large portion of the teaching materials are produced at the school by the
teachers, who customize their teaching aids to suit the interests and knowledge
levels of the students.
• First attention is given to the health and nutrition of the children to ensure that
they have the physical energy and natural attention span needed for learning.
Nutritional and medical supplements are provided to under-nourished children
from low income families. Free exercising and play are encouraged to build
strength and stamina.
• Children learn spontaneously when their interest and curiosity are awakened.
‘Teaching’ is confined to brief periods according to the natural attention span of
each child, which is normally 15-30 minutes daily during the first two years. It is
never extended beyond the child’s span of interest.
• The student-teacher ratio is kept very low to enable the teacher to work with small
groups of children at a time while others are absorbed in learning games or
recreational play. The most effective ratio is 10 students per teacher during pre-
school, LKG and UKG and twenty five students per teacher during standards 1 to
5. However, since the teaching methods are intense, each student actually needs to
attend only 2½ to 3 hours of class per day, enabling each teacher to effectively
handle double the number of students.
• The act of teaching consists primarily of presenting sensory images, objects and
information to the child in a pleasant and interesting manner and permitting the
child to observe and inquire about the subject, without compelling the child to
memorize. Colored flash cards with large images are utilized as convenient, low
cost teaching aids.
• Rapid acquisition of basic reading and verbal skills in multiple languages occur
naturally by exposing the child to whole words as objects repetitively for very
brief periods. In this manner at a young age even children of illiterate parents
learn several languages as effortlessly as they normally learn to speak their native
tongue.
11
• Story telling is used to make learning fun and to communicate basic values of
goodness, beauty, harmony, responsibility and right conduct. Information on
people and other living things, places, history, geography, and other cultures are
presented to the child in the form of stories, pictorial information and
explanations combined together to present facts in a living, integrated context
rather than as a series of separate divorced subjects.
• Rapid acquisition of basic math skills is achieved through the use of number line
method which enables the child to physically experiment and act out different
combinations of addition and subtraction.
The range of professional duties performed by teachers is wide and extensive. At the
heart of a teacher's role is the promotion of learning for all pupils.
 What skills do teachers need?
Teachers need to:
• know how to employ the most effective teaching and learning strategies to
enable children and young people to make progress
• be able to assess what their pupils know, understand and can do, and then use
this assessment to plan future teaching and learning activities
• have high expectations for all their pupils, of whatever class, race, gender or
ability
• Know how to motivate their pupils - to do this, they need to be effective role
models for the pupils they teach.
If you choose to study at Kingston we will help you acquire the knowledge and
confidence to apply these skills effectively in the classroom.
12
 What do trainee teachers have to achieve?
The Training and Development Agency for Schools (TDA) has set out the standards
which all trainee teachers have to meet in order to be awarded Qualified Teacher
Status (QTS).
The standards cover three areas:
• professional values and practice

• knowledge and understanding
• Teaching.
 For the promotion of the education Government of India

also gave many programme.
 Elementary Education
According to the Constitution of India, elementary education is a fundamental
right of children in the age group of 6-14 years. India has about 688,000 primary
schools and 110,000 secondary schools. According to statistics two third of school
going age children of India are enrolled in schools but the figures are deceptive as
many don't attend schools regularly. At least half of all students from rural area
drop out before completing school. The government has rolled out many plans to
increase the percentage of elementary education. The plans such as 'Sarva Siksha
Abhiyan (SSA), District Primary Education Program (DPEP), Operation
Blackboard, Mid Day Meal have been successful to great extent.
 Sarva Siksha Abhiyan (SSA)

The main goal of this program is that all children of 6-11 years of age should
complete primary education by the year 2007 and all children of 6-14 years of age
should complete eight years of schooling by 2010. This plan covers the whole
country with special emphasis on girl education and education of Schedule Caste
(SC) and Schedule Tribe (ST) children and children with special needs. The SSA
13
centers are mainly opened in those areas, which do not have any school or where
schools are very far off. Special girl oriented programs include:
• Girl education at elementary level.

• National Program for Education of Girls at Elementary Level (NPEGEL)
• Kasturba Gandhi Balika Vidyalaya (KGBV)
• Mahila Samakhya Scheme
 District Primary Education Program

This program was launched in 1994 with the objective of universalization of
primary education. Its main features are Universal Access, Universal Retention
and Universal Achievement. It aims that the primary education should be
accessible to each and every child of school going age, once a child is enrolled in
school he/ she should be retained there. The final step is achievement of the goal
of education. The main components of this program are:
• Construction of classrooms and new schools

• Opening of non-formal schooling centers
• Setting up early childhood education centers.
• Appointment of teachers.
• Providing education to disabled children.
The program has been successful to the large extent as 1,60,000 schools and 84,000
alternative schools have been opened under this program. And work is going on for
the construction of new buildings of 52,758 schools. 4,20,203 disabled students have
been successfully enrolled into the schools.
 Operation Blackboard
It was started in 1987-88. The aim of this program is to improve human and
physical resource availability in primary schools of India. According to this
program every primary school should have at least two rooms, two teachers and
14
essential teaching aids like blackboard, chalk, duster etc.
 National Bal Bhavan

The National Bal Bhavan was opened with the aim of developing overall
personalities of children of all strata of society irrespective of their caste, creed,
religion and gender. It supplements school education by helping children to learn
in play way and natural environment.
Other important endeavors taken up by Indian government for the development of
education in India includes:
• Navodaya Vidyalaya Samiti
• Kendriya Vidyalaya Sangathan
• Integrated Education for disabled children
• National Council of Educational Research and Training
___________________________________________________
15
Research Methodology:
___________________________________________________
 Title:
“ A Study on Effectiveness of Training by Pratham on Primary School

Teachers.”
 Objective of study:
(i) To Study the Effectiveness of Training.
(ii) To Study the Attitude of Teachers towards the Training programme.
(iii) To find out the Loopholes of the Training programme.
(iv) To know that Training become helpful to Teachers to understand the Level
of the Students or not.
 Hypothesis:
Training Helped Teachers to Acquired Technical Skills & Knowledge to

understand Student’s needs and requirements in Teaching.
 Significance of Study:
The need for Training for the Sake of the Educational as well as teachers
personal Development is felt strongly at every time and at every place. And in
teachers there are needs for Training to enhance skills, Communication. Computer
Literacy and building competency leadership, teamwork. In schools Teachers are
practicing same methods from very long time and they are practicing very complex &
rigid techniques, which can not be applicable on child for primary education. So for
to Teach new Techniques and skills for teaching. Pratham Comes front to the Society.
It provides Training, but is it effective on teachers or not? Is it Providing proper
technical knowledge & skills to Teachers or not? Is there any loophole which affects
16
the effectiveness of Training? So to find out answers of these questions these studies
can be helpful to Pratham and also to other NGOs related to Education to Improve the
Quality of Training for the Teachers.
 Universe:
All the Primary school Teachers of the whole Anand taluka.
 Sampling Method:
From the total number of teachers of the universe a total of 50 respondents

were selected through Stratified random sampling method.
 Tools of Data Collection:
For the Collection of data Interview Schedule, which Consist of close ended
Questions are used.
 Limitation of Study:
(i) Because it is the new programme, There is not studied by any one so I can’t get
Review of literature.
(ii) The result of this study may not highlight upon the real loopholes of the training
programme.
(iii) Many of the respondents were not clear about the concept relating to training.
(iv) The respondents might not have come out with real facts.
(v) The time period of Data Collection was very less.
___________________________________________________________
17
Research Settings:
___________________________________________________
About Pratham
Pratham started in the slums of Mumbai in 1994, as a result of the vision of a couple
of committed individuals! The two, after much deliberation, decided to tackle the
problem of education headlong. They could see only one way of correcting this
problem and that was to involve the people of Mumbai to help the government in its
quest of universalizing primary education. UNICEF parented the birth of Pratham and
continued fostering it for the next three years. A Public Charitable Trust was
accordingly formed by the Commissioner of the Municipal Corporation of Greater
Mumbai together with the association of several prominent citizens of the city.
Today, the parental role of Pratham has been taken over by the ICICI Bank, a leading
private sector bank of India. Pratham activities have spread to 21 states; assistance
has come from the local governments, leading corporate houses and the local citizens.
Many local trusts and governing bodies have been formed to oversee the smooth
operations of Pratham activities; committed individuals from every walk of life have
chipped in with their bit.
Friends of Pratham have started Pratham chapters in the USA, UK and the Middle
East, to promote and support the Pratham cause in India. Overseas funding agencies
such as the OXFAM NOVIB, NPL, AIF have also been sufficiently impressed by the
work of Pratham, to start funding certain Pratham activities in a few states.
Since inception the goal of the Pratham team has been to ensure that "every child is in
school ….. And is learning well". Over this 9 year period Pratham has reached out to
a million children. An accelerated learning method, in which an unlettered child starts
reading and computing basic mathematics in 3 weeks, has been in use since late 2002
and has taught over 160,000 children since then to become literate.
18
In 2000, The Global Development Network Award, sponsored by the World Bank /
Government of Japan was awarded to Pratham. Pratham was named as one of the top
three "most innovative development projects".
Four key elements make Pratham's work unique. Comprehensive Geographical

Outlook, All Encompassing, Replicable and Strong Foundation.
Pratham takes a total geographical approach, be it a city, a rural block or a taluka. The
"complete coverage" approach, coupled with close links and co-operation with the
government, distinguishes it from other non-governmental organizations.
The organization is based on a triangular partnership: the government, the corporate

sector and the citizens. In each city, the corporate leaders have taken the lead, the
government has responded by opening its school and sharing its facilities, and the
community volunteers, mostly young enthusiastic women from slums, implement the
Pratham programmes.
The model is simple to implement and easily replicable. No immovable assets are
acquired unless a donor specifically requests and the need is clearly established.
Administrative costs are kept low. Consequently, Pratham Network has spread to 21
states across India.
The extensive network in the slum area enables Pratham to layer other activities, such
as health and computer education, at a minimum additional cost of delivery. It also
gives the researchers and academicians an opportunity to collect primary data.
While over 93% of the 180 million children are enrolled in schools, half the children
in Std V cannot read a Std II text or solve division sums. The number of children
reaching adulthood without the basic skills of reading, writing and basic arithmetic is
a staggering 60 million. Unless we act now.....
19
Pratham has launched the Read India movement, an accelerated learning program to
help over 60 million children read, write and do basic arithmetic.
The Problem:
A survey to assess the current Status of Education (ASER 2006) was conducted in 28
states in India in the months of October and November. One of the key findings of
this survey was that in Std V, 47% children could not even read a Std II text fluently.
Specifically,
• In Std I, 38.2% cannot read alphabets and 53.7% cannot identify numbers
• In Std II, 76.7% cannot read Std I text, and 75.0% cannot do subtraction
• In Std V, 47.0% cannot read Std II text, and 54.6% cannot do division.
ASER 2006 indicates that half of all children in the country start lagging behind in
Std I and continue to lag behind in the achievement of expected competencies in Std
III, and Std V.
The Solution:
Pratham has launched the Read India campaign aimed at achieving reading and
arithmetic proficiency for all children in the country within and outside the school
system. The focus will be on:
• Std I-II : alphabets/words and numbers/place value level

• Std III-V: fluent reading, writing and solving arithmetic problems.
Higher standards are not excluded, but will not be the primary focus.
For one’s success five important factors could be attributed; (1) scientific Principles;
(2) Technical Information; (3) Intellectual Ability; (4) Imagination; (5) Action. The
First two are available in market .Last Three need to be acquire/achieved by one to
apply those two & Pratham is working for that three needs Which are acquire/achieve
by teacher.
20
Other Programmes :
 Balwadi Pre-School Program

Universalization of pre-school education is an important strategy for achieving
universalization of primary education. If every child can avail of some kind of
early childhood education, the chances are high that the child will go on to regular
school. Moreover, the pre-school exposure will enhance and strengthen the child's
subsequent school performance, in terms of achievement and attendance.
• Targets pre-school children in the 3-5 years age group
• Aims at exposing unreached children from low-income families to early
childhood education
• Located either at a municipal school, community space, place of worship or a
teacher's home
• Each class has around 18 children with an instructor from the local community
and runs for 2-3 hours a day
 Bridge Course Program
The Bridge Course program was designed with the assumption that a "bridge" needs
to be built to prepare and support out-of-school children (of primary school age)
socially and academically to enter or re-enter the formal school system.
• Targets children in the 6-12 years age group who have never attended school
or have dropped out
• Aims at using informal methods of education, gradually moving towards a
structured set-up and then placing the children in a formal school
• Classes generally start in the community and move to the local municipal
school building if space is available
• Comprises of around 15-20 children with a teacher from the local community
who has a minimum Std X education
 Balsakhi Remedial Education Program
21
This program is designed to help children who are identified by their class teachers as
lagging behind academically. With a little extra help and encouragement, children can
make substantial progress in basic math and language skills within two months or
less.
• Targets municipal school children from Std II - IV bordering on illiteracy

• Aims at helping these students achieve literacy and numeracy skills of Std II level
• The Balsakhi - child's friend - normally works with 20-30 children identified by
the school teachers
• Balsakhis are sent to schools on the request of the head masters and they work
under the supervision/ guidance of school teachers
• The Balsakhi must be at least Std XII, from the local community with ample
enthusiasm for working with children
 Akhar Setu Program
The difficulties in mainstreaming children who are working or supporting their

parents economically and therefore unable to attend school, older children who
cannot be admitted to there age specific class, and for children who have no schools
nearby gave birth to the concept of Akhar Setu. Pratham Jaipur conceptualized the
program with active support from Janshala Rajasthan.
The model has been devised to address the specific need of the given area. The salient
features of the model are as follows:
• Children in Akhar Setu are formally registered in a nearby Government School

with the rights and privileges similar to that of children regularly attending that
government school.
• Regular Classes are held in the community itself (as in the case of Bridge class)
by Balsakhis.
• Children are allowed to participate in all the extra curricular activities of the
school.
22
• All the children are required to take the exams conducted by the school and get
their certificate from the school.
• The Head Master of the school to which the Akhar Setu is affiliated is required to
make a periodic and/or random visit to this class and verify attendance once a
month.
 Outreach Program
The outreach program provides educational opportunities to child laborers, street

children, pavement dwellers and children in conflict with law. Teaching and learning
happens in places of work, on streets, pavements, railway platforms - wherever
children want to learn. Unlike the other Pratham programs, the outreach program
includes several sub-activities, as follows:
• In contact: Child meets Pratham activist a few times a week for conversational
contact
• Contact Class: The instructor meets children at or near the children's work place
individually, or in small groups to teach for about 30 minutes.
• Hobby class: Group meets to draw, do handicraft, play- over 3-5 hours
• Study Class: The working children are taught at their work place in groups for 1-2
hours.
Starting with a 'contact class' where a Pratham person develops a casual contact with
children, the program moves to hobby classes where children meet regularly. Many
members of the hobby class then move to more serious 'study class'. In 2001, over
300 children from such classes in Mumbai were mainstreamed into schools and
appear to have stayed on there.
 Health Programme
Pratham Health was started in Mumbai in August 1999, to tackle some of the most
wide spread health problems among the Balwadi children namely anemia, worm,
infestation and Vitamin A deficiency. An early pilot study of 250 children revealed
23
that over 90% were anemic, over 70% were malnourished and over 50% suffered
from vitamin deficiency. Based on these findings, Pratham Health drafted a simple
program of micronutrient intervention, which was adopted by the Niramaya Health
Foundation (NHF). NHF was founded in June 2001 to expand and manage the health
activities of the Pratham Mumbai Education Initiative. NHF continues to implement
Pratham's health interventions in Mumbai.
Subsequently, in response to the felt needs of the communities served, NHF

introduced two programs for older children - Reach Out Program and Adolescent
Family Life Education. NHF is also very active in providing health education to
parents of Balwadi children, children in the "Reach out" program and to Balwadi
teachers. Special Nutrition Education with cooking demonstration and importance of
locally available produce is imparted to the mothers in improving the malnourished
status of their children.
A programme for Balwadi children is also being implemented Delhi, funded by

ICICI, with the aim of assessing, among others, the effect of a medical intervention
delivered through preschools on the educational outcomes, including preschool
attendance rates, primary school entry rates, and academic test scores. The salient
features of this programme are:
• Basic health interventions through Balwadis for children whose parents agree to
participate
• Each child is checked for weight and height every 3 months
• Children given Vitamin A, iron supplements, and de-worming medication in 3-
month cycles
• The medication is given by the pre-school instructor, under the supervision of a
Health Trainer Monitor (TM)
• Health TMs are periodically trained in matters of general health and are now
beginning to focus on issues of reproductive health.
 Pratham Education Center
24
Pratham Education Centers are organized where there no schools or the schools are
already over-crowded. PECs bring together five bridge course classes in one location
usually in a rented building with five bridge course teachers one of whom takes some
additional administrative responsibilities. Currently, PECs operate in Patna (under a
NOVIB-funded program). There is a need to start such centers in Delhi and probably
in other cities as well.
 Computer Assisted Learning
Pratham’s CAL Program aims to make the advantages and benefits of early exposure
and familiarity with computers available to a wider cross section of society and level
the playing field across geographical and socio-economic boundaries.
Objectives
1. Bridge the digital divide in government and government aided schools and enable
children to experience technology and computers
2. Use computer technology to positively impact children’s learning levels.
3. Impact children’s learning in competencies like math and language skills as well
as in domain knowledge like science, history, geography etc
4. Expose school teachers to computer technology and train them in its potential
usages
5. Increase parental and community interest in computer technology and its uses in
school education.
6. Use IT to help in school management.
7. Train community youth in computer technology (after school hours).
________________________________________________________________________
DATA ANALYSES & INTERPRETATION :
___________________________________________________
25
Table.1.1 showing the sex wise distribution of the respondents.
No. Sex Frequency Percentage

1 Male 6 12%
2 Female 44 88%
Total 50 100%
From above the table it can be analyse that Majority of the respondents are
Female & only 12% respondents are male, which one or other way affects the
training.
Table.1.2 showing the age wise distribution of the respondents.
No. Age Frequency Percentage

1 21 to 30 Years of Age 3 6%
4 51 & above Years of Age 11 22%
Total 50 100%
From above the table it can be analyse that Majority of the respondents are
belongs to between the Age of 41 to 50 Years of Age, and 26% respondents are
belongs to the age between 31 to 40 Years, when 22% respondents are belongs to the
Age of 51 & above, But only 6% respondents are belongs to the age between 21 to
30.Which also becomes a factors affecting training.
Table.1.3.Showing the Educational Qualification of the respondents.
No. Educational Qualification Frequency Percentage

1 S.S.C. 4 8%
2 P.T.C/ “Buniyadi Abhiyan Pravin” 43 86%
3 B.A. 3 6%
Total 50 100%
26
From above the table it can be analyse that majority respondents done P.T.C/
“Buniyadi Abhiyan Pravin” course, and 8% respondents done S.S.C. when only 6%
respondents got the degree of B.A. This affects the understanding level of the teachers
in training.
Table.2. Showing the feelings of the respondents about training.
No. Answer Frequency Percentage

1 Yes 38 76%
2 No 5 10%
3 To some Extent 7 14%
Total 50 100%
From above the table it can be analyse that majority of the respondents feels
that Training was best, and 14% respondents feels that training was good to some
extent, but 10% respondents feels that training’s content was not good.
Table.3.Showing the view of respondents about the planning of training.

1 Yes 30 60%
2 No 4 8%
Total 50 100%
27
From above the table it can be conclude that 60% respondents believes that
training was well planned , and 32% respondents believes that training was not much
well planned, but 8% respondents believes that it was not planned, Trainers came to
give training without planning.
Table.4. Showing the view of the respondents about the time of training

1 Yes 22 44%
2 No 19 38%
Total 50 100%
From above the table it can be analyse that majority of the respondents
believes that training was of sufficient duration, but 38% respondents believes that it
was not sufficient duration, Training was very long to give attention in it. While 18%
respondents believe that it was sufficient duration to some extent.
Table.5.Showing the view of respondents about trainer gave training seriously.

1 Yes 40 80%
2 No 6 12%
Total 50 100%
From above the table it can be analyses that Majority of the respondents
believes that trainer gave training seriously, but 12% respondents believes that trainer
was not much able to provide training because he was not confident about training.
When 8% respondents believe that trainer was not much confident about training
though he gave training good.
28
Table.6.Showing the view of respondents about trainer gave right kind of climate to
know new things.

1 Yes 35 70%
2 No 4 8%
Total 50 100%
From above the table it can be analyses that Majority of the respondents
believes that trainer provided right kind of climate to the teachers to implement new
ideas & methods to acquire so that they can be helpful to students in learning process.
When 22% respondents believes that trainer was not much able to provide the right
kind of climate to the teachers. And 8% respondents believe that trainer was not able
to provide that type of environment to the teachers so they can exchange their new
ideas & new methods in teaching.
Table.7.Showing the view of the respondents for acquiring technical skills &
knowledge from training.

1 Yes 32 64%
2 No 6 12%
Total 50 100%
From above the table it can be analyse that Majority of the respondents
believes that from that training they could acquired technical skills & knowledge for
teaching, when 24% respondents believes that they couldn’t learn much more things
from the training. Because the methods which was taught by trainer, they already are
applying in the classroom. And 12% respondents believe that it was very old methods
which they were applying in the classrooms.
29
Table.8.Showing the view of the respondents the training is helpful to new comers.

1 Yes 31 62%
2 No 13 26%
Total 50 100%
From above the table it can be conclude that majority of the respondents
believes that training can help to new comers to acquire new techniques and methods
for teaching .But 26% respondents believes that training can not be helpful to new
comers, because new comers are so much capable for teaching that they don’t have
the need of training. And 12% respondents believe that training can be helpful to new
comers to some extent.
Table.9.Showing the view of the respondents that training helps to bring out own
weakness & Strengths.

1 Yes 27 54%
2 No 12 24%
Total 50 100%
From above the table it can be conclude that Majority of the respondents
believes that training became helpful to teachers to overcome their own weakness &
to improve their strengths, when 24% respondents believes that training can’t became
helpful to them to overcome their weakness & to improve their strengths, But 22%
respondents believes that it became helpful to teachers to overcome their own
weakness & strengths to some extent.
Table.10.Showing the view of the respondents that it helps in analyse student’s

problems and potentialities.

1 Yes 30 60%
30
2 No 8 16%
Total 50 100%
From above given table it can be analyse that Majority of the respondents
believes that training helps to teachers to diagnosing & analyzing student’s problems
and their potentialities. When 24% respondents believe that it did not much become
helpful to teachers to diagnose & analyse student’s problems and their potentialities.
But 16% respondents believes that training was not like that it helps to teachers to
diagnose & analyse student’s problems and potentialities.
Table.11.Showing the view of the respondents that training was relevant to their
developmental needs & work.

1 Yes 33 66%
2 No 5 10%
Total 50 100%
From above given table it can be analyse majority of the respondents believes
that training was very much relevant to their developmental needs & their day to day
work, But 24% respondents believes that it was not so much relevant to their needs &
day to day work, while only 10% respondents believes that it was not relevant to their
needs & work because the methods & techniques are so much old, which they already
applied in classrooms.
Table.12.Showing the view of the respondents that they are able to transfer their
learning in classrooms.

1 Yes 32 64%
2 No 7 14%
Total 50 100%
31
believes that they became able to transfer their learning in the classrooms which they
acquired from the training, But 22% respondents believes that they are not much learn
from the training, but what they learnt from training they can apply in the classrooms.
While 14% respondents believe that they are not able to transfer their learning in
classrooms because of the long duration of the training.
Table.13.Showing the view of the respondents that training helped them to understand
their job in better way.

1 Yes 27 54%
2 No 8 16%
Total 50 100%
believes that training helped them to understand their job in better way, But 30%
respondents believes that it was not much became helpful to them to understand their
job in better way, While 16% respondents believes that it can’t helped to them for to
understand their job.
Table.14.Showing the view of the respondents that training improved quality of

attitude in teaching methods.

1 Yes 29 58%
2 No 13 26%
Total 50 100%
From above given table it can be conclude that Majority of the respondents
believes that training improved quality of attitude in teaching methods, but 26%
respondents believes that it can’t become helpful to improve the quality of attitude in
32
teaching methods. While 16% respondents believe that training became helpful to
teachers to improve the quality of attitude in teaching methods to some extent.
Table.15.Showing the view of the respondents that it improved quality of teaching

pattern.

1 Yes 28 56%
2 No 13 26%
Total 50 100%
From above given table it can be analyze that Majority of the respondents
believes that training became helpful to the teachers to improve their quality of
teaching pattern, but 26% respondents believes that it can’t become helpful to
teachers to improve their teaching pattern, while 18% respondents believes that it
helped them to improve their teaching pattern to some extent.
Table.16.Showing the view of the respondents that it increases their efficiency in day
to day work.

1 Yes 32 64%
2 No 10 20%
Total 50 100%
From above given table it can be analyze that majority of the respondents
believes that training became helpful to them to increase their efficiency in their day
to day work, but 20% respondents believes that it can’t became helpful to them in
increasing their efficiency. While 16% respondents believe that it helped them to
some extent to increase their efficiency.
33
Table.17.Showing the view of the respondents it helps to be able to discover their
hidden potentialities.

1 Yes 30 60%
2 No 11 22%
Total 50 100%
From above given table it can be analyse that majority of the respondents
believes that training became helpful to them to discover their hidden potentialities,
but 22% respondents believes that it can’t became helpful to them to discover their
hidden potentialities. While 18% respondents believe that it helped them to discover
their hidden potentialities to some extent.
Table.18.Showing the view of respondents that it is helpful to school.

1 Yes 34 68%
2 No 7 14%
Total 50 100%
From above given table it can be analyse that majority of the respondents
believes that training can become very much helpful to the schools, but 18%
respondents believes that it may be become helpful in school’s growth and
development, While 14% respondents believes that it can’t become helpful to school
in their development.
34
Table.19.Showing the view of the respondents that the materials given by Pratham
can be helpful to make student to be able to read.

1 Yes 42 84%
2 No 0 0
Total 50 100%
From above given table it can be analyse that majority respondents believes
that the materials given by Pratham can be very much helpful to increase their interest
in reading and to make them to able to read , But 16% respondents believes that it
may be helpful to the students to become able to read.
___________________________________________________
FINDINGS :
___________________________________________________
35
(1) Majority of the respondents like the training and also majority of them also
believes that it was well planned and of sufficient duration.
(2) Majority respondents also responded that Pratham’s trainer gave training
seriously, so that the teachers can maintain interest in the training and get proper
knowledge from it.
(3) Majority of the respondents believes that Pratham’s trainer provided right kind of
climate for to implement new ideas & methods to the teachers and also for to
exchange their own ideas and methods.
(4) Majority of the respondents believes that training help teachers to acquire
technical skills and knowledge for teaching. So it can conclude that training
provided proper knowledge, skills and techniques to teachers.
(5) Majority of the respondents believes that training provide an excellent

opportunities for new comers to learn comprehensively about teaching. it improve
and provide techniques of teaching to new teachers.
(6) Majority of the respondents believes that training help teachers to overcome their
weakness and to improve their strengths & also help in Diagnose and analyse
student’s problems and their potentialities.
(7) Most of the respondents think that training is relevant to their own developmental
needs and their day to day work.
(8) Most of the respondents are become able to transfer the learning in the
classrooms, which they they collected from the training.
(9) Majority of the respondents believes that training help them to understand their
job in better way, so that they can provide which there is need of students.
(10)Majority of the respondent believes that training help them to improve the quality
of attitude in teaching methods & also improve the quality of teaching pattern.
36
(11)Majority of the respondents believes that training became helpful to teachers to
increase their efficiency in their day to day activity by providing new knowledge
and skills.
(12)Most of the respondents believe that training helped them to be able to discover
their own hidden potentialities, So that they can properly teach to the students.
(13)Most of the respondents believe these training can become helpful to the schools
for quality of education. So that teachers can improve the quality of education in
schools.
(14)Majority of the respondents believes that the materials developed and distributed
by Pratham to the school teachers can definitely become helpful to the 1 to 5th
standard of students to improve their reading and counting level.
(15)The hypothesis becomes proved through these findings. From these it can be
analyse that training helped teachers to acquire knowledge, skills, and techniques
for teaching , to understand student’s needs and capacity . And also the training
was very effective to the primary school teachers.
___________________________________________________
SUGGETIONS :
___________________________________________________
37
(1) Training should be well planned and of sufficient duration not more or less. So
that teachers can get interest in training.
(2) In training, trainer should give knowledge, which is related to only the topic of
training, not more than that.
(3) Many teachers replied that these techniques and methods they are already applied.
If Pratham has new techniques and methods than training should be organize.
(4) Training is not more relevant to teacher’s developmental needs and works, so it
should be relevant to them.
(5) Trainer must be capable and confident for training and can face the questions of
the teachers, and he/she can handle the group of the teachers.
(6) Training not helped to improve the quality of teaching methods and pattern. So
training should be providing new ideas, Knowledge, Technical skills and
techniques for teaching.
ANNEXURE
38
A Study on Effectiveness of Training by Pratham to the Primary
school Teachers.
(1) Personal Information :
(I) Name :
(II) Sex : Male/Female.
(III) Age :
(IV) Designation :
(V) Educational Qualification :
(2) Do you like training?
(a) Yes . (b) No. (c) To some Extent.
(3) Do you think that training is well planned?
(4) Do you think training is of sufficient duration?
(5) PRATHAM, who sponsored for training gave the training seriously or not?
(6) Do you think that PRATHAM’s trainer provided the right kind of climate to
implement new ideas and methods acquired by you?
39
(7) Are you helped to acquire technical skills and knowledge through training?
(8) Does training provide an excellent opportunity for new comers to learn
comprehensively about teaching?
(9) Would training help you to overcome your weakness and to improve your
strengths?
(10) Does training help in Diagnosing and Analyzing the student’s problems and their
potentialities?
(11) Was the Programme relevant of your Developmental needs and in day to day
work?
(12) Have you been able to transfer your learning in classrooms acquired from
training?
(13) Was training helped to understand your job in better way>?
(14) Does training improve the quality of attitude in teaching methods?
(15) Does training improve the quality of teaching pattern?
40
(16) Is training increasing your efficiency in your day to day activity?
(17) Have you been able to discover your hidden potentialities?
(18) Are these training programmes Helpful to School?
(19) The materials given by PRATHAM , is it interesting to students to make them

able to read?
BIBLIOGRAPHY/REFERENCE :
___________________________________________________
41
(1) Becoming a better teacher, by. S.Seetharam, Academic Staff College, university of Madras.
(2) http://www.dpepmis.org/downloads/quality1.pdf
(3) http://www.mapsofindia.com/india-education.html
(4) http://www.smilefoundationindia.org
(5) http://www.worldbank.org.in
____________________________________________________________________
_
42

A Study On Effectiveness of The Training by Pratham On Primary School Teachers of Anand District

Hochgeladen von

Dokumentinformationen

Originalbeschreibung:

Originaltitel

Copyright

Verfügbare Formate

Dieses Dokument teilen

Dokument teilen oder einbetten

Freigabeoptionen

Stufen Sie dieses Dokument als nützlich ein?

Sind diese Inhalte unangemessen?

Copyright:

Verfügbare Formate

A Study On Effectiveness of The Training by Pratham On Primary School Teachers of Anand District

Hochgeladen von

Copyright:

Verfügbare Formate

Department of Social Work , S.P.

A study on Effectiveness of the Training

By Pratham on primary school teachers

Project Guide: Project

The destiny of India is now being shaped in her classrooms.

Education Commission, 1964-66.

For the project ‘A study on effectiveness of training by Pratham to primary

6 Data Analysis & Interpretation 26

• Training is a process of Learning a sequence of programme behavior .It is an

Training policies are necessary

• To provide guidelines for to make able to the teachers to teach students

• become more aware of the importance of good communication and consultation

 Why Teachers needs Training ?

"Training addressing linguistic competence as well as methodology was found to be

Language learning beyond the age of 14 ceased to be compulsory in September.

The guidance is a framework for teachers of learning objectives and teaching

 Need of Training in Teaching:

Specifically the need for training arises due to following reasons:

1) Inadequate time (a four year undergraduate program is not enough)

6) Inadequate and unsupervised school-based experience

 The Challenge of Improving Teacher Quality

"Teaching is the activity of facilitating learning."

Defining teaching as facilitating learning implies that while considerations of

 Approach and methods in Teaching

 What skills do teachers need?

Teachers need to:

The standards cover three areas:

• professional values and practice

 For the promotion of the education Government of India

 Sarva Siksha Abhiyan (SSA)

• Girl education at elementary level.

 District Primary Education Program

• Construction of classrooms and new schools

 National Bal Bhavan

“ A Study on Effectiveness of Training by Pratham on Primary School

(i) To Study the Effectiveness of Training.

(ii) To Study the Attitude of Teachers towards the Training programme.

(iii) To find out the Loopholes of the Training programme.

Training Helped Teachers to Acquired Technical Skills & Knowledge to

All the Primary school Teachers of the whole Anand taluka.

From the total number of teachers of the universe a total of 50 respondents

 Tools of Data Collection:

(v) The time period of Data Collection was very less.

Four key elements make Pratham's work unique. Comprehensive Geographical

The organization is based on a triangular partnership: the government, the corporate

• Std I-II : alphabets/words and numbers/place value level

 Balwadi Pre-School Program

• Targets municipal school children from Std II - IV bordering on illiteracy

The difficulties in mainstreaming children who are working or supporting their

• Children in Akhar Setu are formally registered in a nearby Government School

The outreach program provides educational opportunities to child laborers, street

Subsequently, in response to the felt needs of the communities served, NHF

A programme for Balwadi children is also being implemented Delhi, funded by

 Computer Assisted Learning

DATA ANALYSES & INTERPRETATION :

No. Sex Frequency Percentage

Table.1.2 showing the age wise distribution of the respondents.

No. Age Frequency Percentage

Table.1.3.Showing the Educational Qualification of the respondents.

No. Educational Qualification Frequency Percentage

Table.2. Showing the feelings of the respondents about training.

No. Answer Frequency Percentage