Student Learning Assessments
GYAN SHAKTI (in association with Learning Links Foundation)
In 2008-2009, Project Gyan Shakti was targeted to develop a sustainable and scalable model for capacity building and school improvement in the private budget schools in Hyderabad. It had two components: in-school programme and community outreach programme. EQFI was responsible for administering student learning outcome assessments in English, Mathematics, and Science. Happy with the assessment methodology and result analysis, EQFI was involved further with the Gyan Shakti Project in other states in the subsequent years.
GYAN KA PITARA FROM EDUCATE GIRLS (Educate Girls)
Educate Girls is a project of Foundation to Educate Girls Globally. It focuses on enrolment, retention and learning of marginalized girls by leveraging on existing government and community infrastructure. EQFI has partnered with Educate Girls to measure the change in the learning levels of students of classes 3, 4 and 5 in the schools supported through “Gyan Ka Pitara” sessions in Rajasthan and Madhya Pradesh and to understand the base level of class 2 students in Hindi, English and Mathematics.
TEACHER TRYSCIENCE (in association with IBM)
From 2014-2018, with the support of the partner organisations Agastaya International Foundation, EZVidya (now known as Chrysalis), Learning Links Foundation, SRF Foundation and Vikram Sarabhai Community Centre, IBM worked to improve STEM quotient with design-based learning methodology in classrooms. EQFI was responsible for conducting the impact assessment of the programme. The study explored different areas of impact by the partner organisations for the 5-year period, taking into account the differences in approach and the geographies of intervention.
HYBRID LEARNING (in association with Pratham and Vodafone)
This is a tablet based digital intervention programme for children. In its current form, it is used by community based groups of children in three rural locations in Maharashtra, Uttar Pradesh and Rajasthan. The program encourages learners to navigate their own learning pathways. EQFI was responsible to test the effectiveness of the group-based learning methodology. EQFI studied how children interacted with digital content, how parents, and other members of the community supported this interaction and above all how teachers perceived such curriculum for further learning.
Audit of teaching-learning processes
WHOLE SCHOOL AUDIT (standalone programme)
In 2015-2016, EQFI conducted Quality School Assessment in schools spread across eight cities. The schools were assessed on school enrolment, academic excellence, staff development, administration and school leadership. The whole audit process followed three clear steps: assessors’ training, school visits, and report preparation and presentation. The audits were conducted in a very congenial atmosphere and the school authorities were open to suggestions for improvement and openly welcomed the listing of the strengths.
TECHNOLOGY AUDIT (standalone programme)
In 2014-2015, EQFI conducted technology audit aimed to showcase how technology support can help transform learning. It also focused on innovative ways of collecting and understanding the learning outcome data that emerges from effective technology implementations. This project lent itself in assisting national and state-level education leaders by providing insights about the impact of education technology on learning, society, and the economy. Sample of 212 students with similar socio-economic backgrounds from 8 schools in Delhi were studied for the audit.
TEACHER SKILL AUDIT (standalone programme)
In 2015, EQFI undertook the task of conducting teacher skill audit in 1 school with a purpose to overhaul the school system and improve teaching-learning practices along with creating a culture of peer learning. By 2018, carrying forward our learning from our very first Teacher Skill Audit project, we have been able to successfully conduct audits in more than 25 schools across the country. The school management has demonstrated positive approach with our Teacher Skill Audit findings and are undertaking the recommendations to further improve the processes in their respective schools.
Content development, CPD and Civic engagement
QUALITY ASSESSMENT AND ACCREDITATION (in association with CBSE)
EQFI in 2012 was empanelled as an accreditation agency by the CBSE for its Quality Assessment and Accreditation (SQAA) framework. SQAA focussed on seven domains including scholastic processes, co-scholastic processes, infrastructure, human resource, management and administration, leadership, and beneficiary satisfaction. As part of the process, EQFI collected the situational analysis document from the school, checked evidences during on-campus visits, interacted with stakeholders and drew up the strengths and areas of improvement vis-à-vis the criteria laid down.
CONTENT DEVELOPMENT OF SOFT SKILLS
EQFI in 2018 designed 30 soft skills modules demarcated into five sections: Learning to learn, Communication, Team work, Problem Solving, and Values and Culture. The modules were developed by a team of experts in the specified areas of soft skills. The module was supported by development of facilitators’ notes, participants’ handbooks and PPT for each of the 5 areas of soft skills modules. EQFI follows content-based, goals, priorities and needs aligned approach to develop content that support professional development of multiple stakeholders along with helping the educators in exploring various possibilities in a particular area that would be of value to them.
Continuous professional development
LEADERSHIP TRAINING WORKSHOPS (in association with CBSE)
EQFI in 2015 conducted leadership training workshops in Delhi and Bangalore for school heads. The workshops covered areas like opportunities and challenges faced by CBSE schools, 21st century skills and the changing role of the school leader, creating dynamic school spaces, mentoring and monitoring new staff, CBSE initiatives, citizenship, school administration, professional development, and SQAA. Most of the sessions were tackled keeping in mind the actual problems and issues faced in schools and the need to handle situations arising out of the changing scenario in schools today.
EQFI since its inception has believed in supporting schools through professional development training of teachers. With our rich expertise in different subject areas, we have shared our knowledge and experience through academic workshops focussing on pedagogical interventions. Some of our major intervention areas are teaching of languages and mathematics. The team at EQFI has provided regular academic support in the English Access Microscholarship Programme sponsored by the American Centre where English is taught to underprivileged students between the age group of 13-20 years.
PROJECT CITIZEN (in association with Learning Links Foundation and American Centre)
Between 2008-2013, EQFI implemented Project Citizen—a portfolio-based civic education program that promoted competent and responsible participation. It actively engaged students in learning how to monitor and influence public policy and encouraged civic participation among students, their parents, and members of the community. As part of this project, EQFI undertook training of teachers in Bihar, Kerala, Orissa, and West Bengal. In all these states, EQFI organised showcasing of the projects which was attended by a large number of school children.
PHYSICAL EDUCATION CARDS (in association with Learning Links Foundation and British Council)
The Physical Education Cards programme was implemented in 58 schools in Delhi, Mumbai, and Chennai in 2010. The sample for pilot included both government and private schools which are following the CBSE curriculum. The objectives were to observe the implementation process of the PEC cards in all schools for assessing the engagement of primary school teachers in the programme, identifying areas which may need improvement and assessing the sustainability of the same. Based on these objectives, the questionnaire to take feedback from the principals of schools consisting of open- ended and close ended questions were administered.