Pratham (Deeper Study)

Excellent video! Must watch! INTRODUCTION & THE ORIGIN OF PRATHAM https://www.youtube.com/watch?v=27iNhkfwGbE 0:00 - 2:39 Pratham was officially established in 1995, with the name chosen by the speaker to reflect the focus on primary education and the pioneering nature of the initiative. \----------------- THE STATE OF EDUCATION IN THE EARLY 1990s https://www.youtube.com/watch?v=27iNhkfwGbE&t=160 2:40 - 5:10 Education was not a widely discussed issue in society or the media at that time. In 1992, computers were rare, and mobile phones had not yet emerged. The concept of universal primary education was not a major concern for industry or business leaders. \----------------- THE "WEAPON IN HAND" PHILOSOPHY https://www.youtube.com/watch?v=27iNhkfwGbE&t=311 5:11 - 8:33 The speaker shares an analogy about problem-solving inspired by a story of Akbar and Birbal. \----------------- EARLY PRATHAM INITIATIVES - THE BALWADI PROGRAM https://www.youtube.com/watch?v=27iNhkfwGbE&t=515 8:35 - 10:27 Pratham’s first major initiative was the Balwadi program, which aimed to establish early childhood education centers in Mumbai’s settlements. It involved training young local women with minimal education to run these centers and providing simple teaching materials and encouraging interactive learning through play and songs. \----------------- BAALSAKHI PROGRAM https://www.youtube.com/watch?v=27iNhkfwGbE&t=689 10:28 - 13:08 The Balsakhi program involved identifying young women who had dropped out of school or were in college and training them to assist struggling students in schools. It ensured children received extra learning support, which helped them to progress. This model, like Balwadi, was cost-effective and easily replicable, leading to its expansion in multiple cities. The BALSAKHI program was useful but insufficient in addressing the broader issues of children's education. \----------------- LEARNING TO READ PROGRAM https://www.youtube.com/watch?v=27iNhkfwGbE&t=750 (Important 13:20) A realization emerged that the focus should be on ensuring children learn how to study effectively, leading to the creation of the L2R program. Reports came in from different regions—Patna, Delhi, Maharashtra—showing that children quickly picked up reading skills through the program. Teachers observed that children started reading as if they had "caught a ball of magic from the air," which reinforced the effectiveness of L2R. The program showed that students from 3rd to 5th grade, who previously struggled, could learn to read within a month. \----------------- MATHS https://www.youtube.com/watch?v=27iNhkfwGbE&t=845s \----------------- A CHARACTERISTIC OF PRATHAM https://www.youtube.com/watch?v=27iNhkfwGbE&t=870 \----------------- FUNDING https://www.youtube.com/watch?v=27iNhkfwGbE&t=1405 \----------------- SIMPLICITY OF ASER TOOL https://www.youtube.com/watch?v=27iNhkfwGbE&t=1017 \----------------- READ INDIA PROGRAM https://www.youtube.com/watch?v=27iNhkfwGbE&t=1623 \----------------- GOVT'S SUPPORT HELPS https://www.youtube.com/watch?v=27iNhkfwGbE&t=1678 \----------------- SUMMER CAMP WORKED REALLY WELL https://www.youtube.com/watch?v=27iNhkfwGbE&t=1823 \----------------- FUNDING https://www.youtube.com/watch?v=27iNhkfwGbE&t=2011 \----------------- PEHLE PADO FIR PAISA https://www.youtube.com/watch?v=27iNhkfwGbE&t=2182 \----------------- 564, 786, 1052, 1148, 1338, 1810, 1642 #$#

How Pratham started - Donation, teacher training, resistence from corporate and ngos. Pratham was co-founded by Madhav Chavan and Farida Lambay in 1995. Rukmini Banerjee joined in 1996. She is the current CEO.

Literacy problem at primary level is kind of sorted or atleast we know some solutions. Solutions need to be implemented in better and better ways. Now, we want to find out what will children do once they are have the foundation skills? Focus is on 11 to 16 years age group.

There was a change in Pratham's Leadership from Mr. Madhav Chavan to Rukmini Banerji. Chavan became the President and Rukmini became the CEO. This video talks about that.

We crossed a new milestone by working with more than 290,000 volunteers across Uttar Pradesh, Madhya Pradesh, and Bihar in our summer camps as part of the…

Winner of Wise Award and the co-founder of Pratham, a societal mission, Dr Madhav Chavan tells us how we can improve/change the education system in our country. Subscribe to our YouTube channel Support Pratham, Donate here: http://www.pratham.org/Donate.aspx Like us on Facebook: https://www.facebook.com/PrathamEducationFoundation Follow us on Twitter: https://twitter.com/Pratham_india

3min mark or 4.45 to 13:15 In starting of Pratham (00:05-01:58) Introduction: Rukmini Banerjee, CEO of Pratham Education Foundation, is introduced as the keynote speaker. The introduction emphasizes the importance of her work in improving children's education in India. (01:58-02:50) Banerjee begins her speech, acknowledging the importance of community engagement in addressing educational challenges. She emphasizes the need to focus on children who are in school but not learning effectively. (02:50-04:48) Banerjee discusses the early days of Pratham's work, focusing on understanding the specific needs of children in different contexts, particularly in rural areas. She highlights the importance of adapting approaches based on local needs and challenges. (04:48-06:39) Banerjee shares a personal anecdote about a village report card project. This story illustrates the challenges of engaging community members and building trust in the data collection process. (06:39-09:54) Banerjee describes the process of conducting the village report card, highlighting the importance of community participation and the initial resistance she encountered from the village leader. (09:54-10:59) Banerjee emphasizes the crucial role of community engagement in understanding the problem and generating local solutions. (10:59-13:13) Banerjee discusses the key lessons learned from the village report card experience: The importance of engaging people in the data collection process. The need for simple and easy-to-use data collection tools. The importance of connecting individual stories to the overall picture. (13:13-16:01) Banerjee explains how these lessons informed the development of the Annual Status of Education Report (ASER), a large-scale assessment of children's learning levels in India. (16:01-18:19) Banerjee presents data from the ASER report, highlighting the significant proportion of children in grades 3-5 who cannot read fluently. (18:19-21:09) Banerjee introduces the concept of "teaching at the right level," which involves grouping students based on their learning levels rather than their age or grade. (21:09-22:18) Banerjee discusses the importance of identifying and addressing specific challenges within the education system. (22:18-23:21) Banerjee concludes her speech by emphasizing the importance of adapting and sharing best practices across different contexts. (23:21-24:40) A discussion follows, where Banerjee elaborates on the simplicity and effectiveness of the ASER assessment tool. (24:40-26:26) Banerjee discusses the process of implementing "teaching at the right level" within the government education system, highlighting the importance of training and supporting local leaders. (26:26-28:22) Banerjee shares her experience of adapting the ASER methodology in other countries, emphasizing the importance of local ownership and contextualization. (28:22-31:06) Banerjee discusses the challenges and successes of implementing these approaches in different countries, highlighting the importance of collaboration and knowledge sharing. (31:06-32:12) Banerjee emphasizes the importance of adapting approaches to local contexts and fostering local ownership of solutions. (30:01-31:06) Scaling Up Interventions: Explains the challenge of scaling up successful interventions within a large government system like Uttar Pradesh, which has over 100,000 schools. Describes the approach of training government officials as "leaders of practice" to implement "Teaching at the Right Level." Highlights the significant improvement in student learning outcomes observed within 45-60 days of implementing this approach. (31:06-32:12) Global Adaptation of the Approach: Discusses how the "Teaching at the Right Level" approach has been adapted in other countries, including East Africa, Pakistan, Nepal, and Senegal. Emphasizes the importance of local ownership and contextualization of the approach in each country. (32:12-33:45) Cross-Country Learning and Adaptation: Describes how countries like Kenya, Uganda, and Tanzania adopted the core principles of the ASER methodology while adapting it to their specific needs. Highlights the value of sharing knowledge and learning from successful implementations in different contexts. (33:45-34:59) Global Comparisons and the Role of ASER: Discusses the limitations of existing global assessments like the Trends in International Mathematics and Science Study (TIMSS) and the Progress in International Reading Literacy Study (PIRLS)1 for measuring foundational learning levels in low-resource settings.   Emphasizes the unique value of ASER in providing a simple and accessible method for assessing foundational literacy and numeracy skills in diverse contexts. (34:59-36:05) The Importance of Simple and Accessible Assessments: Argues that assessments like ASER, which are simple and easy to understand, are crucial for promoting widespread participation and ownership in improving education quality. (36:05-37:40) Beyond Education: Applying ASER Principles to Other Sectors: Discusses the potential for adapting the ASER methodology to other sectors, such as water and sanitation and nutrition. Emphasizes the importance of developing simple and accessible tools to engage communities in identifying and addressing critical issues in these sectors. (37:40-38:15) Addressing Gender Equity in Education: Acknowledges the importance of addressing gender disparities in education, particularly in terms of access and learning outcomes. Shares a personal anecdote about the importance of listening to and respecting the perspectives of women in the community. (38:15-40:26) The Importance of Community Ownership: Emphasizes the importance of involving community members in the data collection and problem-solving process. Highlights the need to shift from a "survey" approach to a more participatory approach that empowers communities to identify and address their own challenges. (40:26-41:49) The Broader Applicability of ASER Principles: Discusses the potential for applying the principles of ASER—community engagement, simple data collection, and local ownership—to address a wide range of development challenges. (41:49-45:44) "What is Your Tiger?": A Call to Action: Encourages participants to reflect on their own "Tigers"—the specific areas where they believe they can make the most significant impact in their work. Emphasizes the importance of identifying and focusing on specific, achievable goals. (45:44-46:28) Conclusion: Concludes the session by emphasizing the importance of community engagement, local ownership, and simple, accessible solutions for addressing critical development challenges.

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