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UNESCO launches its ‘State of Education Report for India-2021 – Teachers, Teaching and Teacher Education’
Prepared by the Centre of Excellence in Teacher Education at the Tata Institute of Social Sciences, Mumbai and commissioned by UNESCO New Delhi, the report provides comprehensive information on the teaching sector in our country, its achievements, areas of concern, and recommends steps to be taken by policymakers in improving the industry. The report also analyses the effect of Covid-19 on the teaching profession, and how teachers’ autonomy and professional conduct enabled them to find local solutions that work.
Areas of concern include – shortage of teachers in the north-eastern states of India, low provision of school libraries, low usage of Information and Communications Technology (ICT) infrastructure, the profound disparity in the education levels of students in rural and urban areas, lack of programmes to prepare teachers in vocational education, arts and music, etc., shrinking level of admissions in Master of Education (M. Ed.) programme, among others.
Authors:• Padma M. Sarangapani• Bindu Thirumalai• Anusha Ramanathan• Ruchi Kumar• Mythili Ramchand
Access the full report on this link.
On April 6, 2022, we launched the Marathi version of the 2021 State of the Education Report (SOER) for India: “No Teacher, No Class” in Mumbai. The event was attended by dignitaries who shared their insights on the revelations of the report.
Watch the report launch program video below:
Impact of the COVID-19 Pandemic on Education and Teaching in Asia-Pacific: Future of Work in Education
This study investigates the first-hand experiences of the workforce in the education sector in the Asia Pacific region who have been at the frontline during the pandemic. Primary data was collected between 15 July - 6 August 2021 from educators through member organisations of Education International (EI) through quantitative survey and qualitative interviews. The findings are based on 1862 responses to the online survey from 22 countries and qualitative interviews with 16 respondents from 9 countries across the region. The study was a collaboration between Education International Asia-Pacific and the International Labour Organization Regional Office for Asia and the Pacific.
Meera Chandran, Poonam Sharma, Emaya KannammaWithAnusha Gajinkar, Aksa Mariam Paulose
Access the executive summary on this link.
Mainstreaming Child Labourers in Schools – Issues, Challenges and Alternatives Mainstreaming Child Labourers in Schools – Issues, Challenges and Alternatives
Funding Agency: National Human Rights Commission
This study on mainstreaming child labourers in schools and identifying the issues, challenges and alternatives funded by ‘National Human Rights Commission’ (NHRC), was conducted by a team of faculty/researchers from CETE. The main objective of the study was to investigate the issues and challenges of pathways of mainstreaming child labourers in education, and explore field level alternatives and solutions for improving the mainstreaming process. The study adopted a qualitative approach. Data from the District Project Offices of the selected districts on the enrolment and status of special training and mainstreaming was collected. Qualitative data was gathered directly from key respondents identified at the field sites. Content analysis of the special training curriculum used in select districts was also conducted in order to determine the quality of the material used. A nested sample design and a combination of tools were used to collect data from different respondents. Level 1 was a purposive selection of the districts; level 2 was purposive sampling of three special training centres within the district; and level 3 was the selection of the teachers and the coordinators of the special training centres. It was conducted in 3 child labour hotspot districts namely - Thane, Gaya, & Ranga Reddy. 3 special training centres in each of the 3 districts and corresponding 3 schools where children get mainstreamed from the selected special training centres, was the field of data collection
The study revealed mixed findings about the working of the special training centres and the mainstream schools. While one approaches these issues through the systemic, situational or the area-based perspectives, one can identify both opportunities and challenges in mainstreaming of child labourers in schools. Poverty, migration, societal, cultural and traditional worldviews, gender differences, rigid schooling system amongst many other challenges advance and promote the issue of child labour on one hand, whereas, on the other hand, there are a few success stories and good practices, that can be emulated and implemented to attain the objective of reducing child labour in our country. The study provides suggestions and recommendations for optimizing the process of mainstreaming child labour from the special training centres to the formal schools.
Access the full report on this link.
Ajay Kumar Singh, Archana Mehendale, Gomathi Jatin Shah
Survey on the Impact of the COVID-19 Pandemic on Education and Teaching in Asia-Pacific :A Future of Work in Education.
Funding Agency: Education International - Asia Pacific
Objectives of the research study are to investigate the following:
Study duration: June - November 2021
Status: Draft report submitted to Education International - Asia Pacific
Dr. Meera Chandran (Faculty, CETE-TISS), Poonam Sharma (Faculty, CETE-TISS), Emaya Kannamma (RA, CETE-TISS)
Impact Evaluation and Content Review of Library Educator's Course run by Parag
A review of the Library Educators Course (LEC) run in Hindi by Parag under the education initiative of Tata Trusts collaboratively by the School of Education and the CETE faculty.
Aims and Objectives:The aims of this research project at the programme level included
Study Duration: March to November 2021
Prof Disha Nawani (SoE, TISS), Dr Anusha Ramanathan (CETE, TISS),
Ms Richa Pandey and Ms Paavana Burman (Research Scholars, TISS)
UNESCO GEM Report: The Role of Non-State Actors in the Teaching Profession and Teacher Education in South Asia
This report investigates the role of Non-State Actors (NSA) in teacher education and teacher professional development in South Asia. Through a cross-country study of Afghanistan, India and Nepal, the report discusses the nature of presence of NSAs in teacher professionalising activities, the programs they conduct, and their intervention in informing policy in the sector. Structured as a descriptive, interpretative study, we use mixed methods to understand the successes and challenges of NSAs in revitalising the space of pre- and in-service teacher education and ICT preparedness of teachers. Drawing on these findings as evidence, we recommend modifications in existing practices that can better synergise the faculty of NSAs with the government to achieve the aims of teacher professional development.
This study was undertaken by the team of researchers at CETE, commiosioned by UNESCO, Paris as part of its larger Global Education Monitoring (GEM) study in the South Asian region. The final report has been submitted for review and is expected to be published in July 2022.
Duration: December 2020 - October 2021
Ajay Singh, Nishevita, Poonam Sharma, Manshvi Palan, Diksha Rehal, Shivani Sondhi, Utkarsha Chowdhry, Reema Goel
Making EdTech Work for Secondary School Students & their Teachers - Research Findings from CLIx Phase I
CLIx phase 1 (2015-2020) seeded by the Tata Trusts and led by Tata Institute of Social Sciences, Mumbai, India, and Massachusetts Institute of Technology, Cambridge, MA, USA was implemented in the states of Chhattisgarh, Mizoram, Rajasthan and Telangana across 548 schools, reaching 76226 students and 3509 teachers and 244 teacher educators. This report presents findings from three major research studies conducted on CLIx on matters of Adoption and Impact of CLIx in phase 1: (i) Monitoring and Evaluation of CLIx Design and Intervention Study, (ii) Baseline-Endline Study and (iii) Innovation Diffusion and Process Documentation Study. These were conducted over a three year period involving mixed methods design. Some key findings highlighted in the report include:
COVID-19 Ground Assessment Study
Are you a teacher or student-teacher? We would like to hear about your concerns, needs and challenges in the current Covid times? Please click on the link relevant to your work or profile and convey your thoughts and opinions.
This is part of our own ongoing research initiative to listen to principals, teachers, teacher educators and student teachers to get a sense of field realities. This can inform interventions that are working with these critical stakeholders of school education. Please keep visiting to get a perspective of the ground realities. Findings from these surveys will be posted on a regular basis.
Findings from the Assessment of Ground Preparedness for EdTech
Round 3 Report is here
Round 2 Report is here
Round 1 Report is here
For more details on our COOL initiative please click here
India Education Outcome Fund: A Case Study
This case study showcases the design and the process of establishing a catalytic platform, the India Education Outcome Fund (IEOF) of Social Finance India (SF-IND), aimed at providing sustainable and innovative funding at scale to deliver educational outcomes. The study was undertaken in order to contribute to the open access course materials on the subject being curated and pooled by NORRAG. This was part of a three-year SUDAC-COFER supported collaborative project on Innovative Financing in Education, in which Tata Institute of Social Sciences, Mumbai played an active role. (INSERT LINK FOR SUDAC-COFER supported collaborative project on Innovative Financing in Education: https://www.norrag.org/innovative-financing-for-education-and-development-project-update/). The project included preparation of Teaching Notes and multi-media material to accompany the case study.
Persons involved: Profs. Archana Mehendale and Ajay K. Singh
Duration: October 15, 2019 to February 15, 2020
Online link to podcast: https://soundcloud.com/norrag/india-education-outcomes-fund
N for Nose – State of the Education Report for India 2019: Children with Disabilities
Description: This report was first of its kind in India and aimed to fill the gap in understanding about what has been done to fulfill and protect the right to education of children with disabilities and what needs to be done for a full realisation of the right. Based on extensive research of national and international literature, this report provided comprehensive, accurate and granular information on the current status of education and provided evidence on achievements, challenges and gaps. It used case studies and field stories collected from diverse locations in India and thereby provided rich narratives on what works and what does not. The report was a constructive, balanced and a forward-looking document carrying detailed recommendations and plans of action that key stakeholders can consider and act upon
Persons involved: Archana Mehendale, Bhagyalaxmi Velugu, Mythili Ramchand, Sonia Sawhney
Funder: UNESCO New Delhi
Duration: 15 February 2019 to 30 June 2019
Additional collaterals prepared by funder: https://en.unesco.org/news/n-nose-state-education-report-india-2019-children-disabilities
State of School Management Committees: The study of SMCs in 4 States of India
The objective of the study was to assess the effectiveness of school management committees in schools where interventions of Save the Children organization are taking place. The study sought to engage in detail with the selected schools and capture the diversity in the provisions, roles and functioning of SMCs in different schools. It also identified the best practices of SMCs in the intervention schools and recommends ideas or strategies for the improvements of SMCs. The study also attempted to bring out the differences in the functioning of SMCs in control schools and intervention schools.
In-service Teacher Professional development: Perspectives and Possibilities
The report has been compiled by Dr. Ruchi S. Kumar and Dhwani Bafna.We acknowledge the support and notes of the seminar provided by the Ambedkar University Delhi students and faculty (Dr Prabhat Rai, Dr Devika Sharma, Prof. Manish Jain and Prof. Sunita Singh). We are thankful for support of Dr Amina Charania and Prof. Padma Sarangapani in guidance in organising and bringing out this report.
The State of Education in India 2019 – Children with Disabilities (Phase 1)
This report collated the developments in India pertaining to the right to education of children with disabilities. The report provided a summative analysis of the legislation, policies, programmes, schemes that have been adopted and implemented in India to strengthen the realisation of the Sustainable Development Goals (SDG) and the rights enshrined in the UN Convention on Rights of Persons with Disabilities (UNCRPD). It was based on a synthesis of available literature and data on the subject, particularly a desk review of secondary data, five thematic studies and a synthesis report commissioned by UNESCO, New Delhi in 2017.
Persons involved: Archana Mehendale and Bhagyalaxmi Velugu
Duration: 30 August 2018 to 31 December 2018
Centrally Sponsored Scheme on Teacher Education (CSSTE)
The Centrally Sponsored Scheme on Teacher Education (CSSTE) is a unique contribution of the 7th Plan (1985-92) of the Government of India, following the National Policy on Education 1986. The scheme aims to strengthen and upgrade teacher education through the development of Teacher Education Institutions (TEIs) and to enhance the quality of teacher education at all levels for pre and inservice.Read More
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