Education Quality Foundation of India researched and developed the criteria for performance excellence in education, placing the primary focus on teaching and learning through a survey conducted in six cities of India - Delhi, Chennai, Kolkata, Pune, Hyderabad and Chandigarh.
The objectives of the research were to assess how schools across the country view and respond to the quality parameters of leadership in terms of governance; responsibility and ethics; strategic planning process; stakeholder needs; knowledge management and resource utilisation and further develop the survey to record the strengths and effective teaching practices adopted by the sample schools.
The assessment was carried out in 24 schools with 7,376 students in classes 8 and 9 for Maths, English and Science.
EQFI and Learning Links Foundation conducted an evaluation in 58 schools across Delhi, Mumbai and Chennai to observe the implementation process of physical education at the primary stage, identify areas which may need improvement and assess sustainability of a programme.
The evaluation also focused on strengthening the delivery infrastructure through Physical Education Cards (PEC), a Teachers Manual and a PEC equipment bag as teaching aids.
To measure the impact, a questionnaire consisting of open and closed-ended questions was developed to get feedback from principals of schools, and discussions were undertaken on some of the responses gathered from the questionnaire in the form of focused group discussions and interviews. Total data collected in terms of quality and quantity were analysed and findings were submitted through a report.
The report reflected success of the programme as a disciplining strategy to develop teamwork and leadership skills in students. Students who were slow in academics performed extremely well in Physical Education classes.
EQFI developed, moderated and reviewed research questionnaires, focused group discussion questions, interview questions for a study conducted to bring out the success stories of ICT integration in classrooms.
The objectives of the study were to understand the quality of and access to technology infrastructure in schools; challenges faced by all stakeholders in integrating technology in schools; attitude and training that facilitate adoption of technology; motivation towards using technology; difference in use by ethnicity, gender and socio-economic status (urban and rural schools); financial roadblocks that could impede adoption and use of technology and measuring learning outcomes as a result of technology integration.