We at AGRINI are working to evolve a new model for public pre-schooling which works with the existing government pre-K school (anganwadis) infrastructure. We have developed a model of multimedia learning, using discarded old computers to deliver fun and engaging multimedia curriculum packages we develop in-house. We have installed our systems and trained teachers in two villages Binjhawada and Darasi Kala located at tribal areas of Southern Madhya Pradesh, India.

Our goal is to reach children that would normally never have exposure to this type of technology in the classroom, leaving them at a disadvantage as they move through their schooling with low ICT skills and a substandard education.

We train Anganwadi workers that are usually poorly trained and low-qualified to operate a computer and run our simple curriculum programs on the computer to teach children,which has the following impact:-
1. Teachers and children come more regularly to the anganwadi, since the multimedia curriculum attracts and keeps the children’s and teacher’s interest, making the classroom more interactive.
2.It encourages the community to care more about their child’s education.
3.We use donated computers and develop our own materials targeted to the children we work with, keeping costs low.

Problem

Substandard government pre-schooling system is a big problem in India. It is not a standalone problem, but is compounded by problems like malnutrition, poverty, and lack of access to multimedia teaching technologies that will prepare kids to engage in educational settings in a fun and encouraging way. Eleven million children attend government-run pre-schools in India, and another ten million will enter the government educational system from 2013-2016. One of the the biggest problems in rural pre-k centers (anganwadis) run by the government, is lack of skilled teaching staff, as skilled teaches prefers to move to urban areas. Another problem is that using technology for education is still not widespread and unavailable to those living below the poverty line and in rural areas. There are some cutting edge examples of using ICT in education such as smart classes, interactive boards etc. , but those schools/schools are so expensive that it cannot reach a majority of Indian students who lives in villages, or belong to that community of urban population which cannot afford private schooling. In the same community, some students may be studying using latest techniques, expert faculty, internet, animation videos, big screens instead of blackboards.Other students don’t even have a teacher that shows up regularly to the classroom. .

Solution

Our solution targets the ineffectiveness of most pre-k teachers by: 1. training angandwadi teachers to use a computer 2. creating world class, interactive multimedia currcula that negates the substandard training of most anganwadi workers, allowing marginalized children to have access to the best learning techniques in an interactive atmosphere. 3. Introducing toys, games, puppetry and other fun methods to engage the children in learning along with the multimedia curricula packages 4. Create a creative, interactive, interesting environment for rural and tribal pre-k children to learn in no matter what socio-economic status they have. 5. Engaging the community at large in dialogue about their children’s education 6. Works with the existing government infrastructure and staffing of the pre-k centers to keep costs low and reach the children that cannot afford better, private education. 7. Create an easily scalable and implemented solution that can reach the 11 million children across India currently enrolled in government-run pre-k schools.

Example

For development of every center, the total approach is divided into four different stages. STAGE ONE: one week - identification and study of a center to understand its specific needs, challenges and successes. - parent interviews to assess their awareness level - An interactive test is done with the children to identify their learning level. - assessing competency of the local teacher - technical assessment to install a computer. - securing computer donation for the center time needed: one week STAGE TWO: one month - computer installation - Agrini staff/volunteers begin screening of video-based study material and teacher training simultaneously for approximately 1.5 hours.day - local teachers attend screenings and learn the teaching methods by observing the methodology - Introduce pictures, animation and audio content (comparatively less interesting than videos) - Local teacher provides feedback to create and customize the study material. - Local teacher begins teaching, assisted by Agrini staff/volunteers. STAGE THREE: two months - technical training on computer operations for teachers including how to maximize use of the curricula packages (i.e. pausing the curriculum slideshow for emphasis, etc.) - Agrini staff/volunteers encourage the teacher to lead the multimedia classes by themselves a few times a week until the teacher is comfortable on their own. STAGE FOUR: ongoing evaluation After initial center ramp-up time of three months we analyze center performance. We track the following targets to evaluate center performance: - Improvement in child’s learning level as per test reports. - Overall improvement in children attendance. - Parents attendance in meetings. - Involvement of panchayat in Anganwadi process.