The government knows that state schooling needs to improve. In 2009 it passed the Right of Children to Free and Compulsory Education Act (RTE), a law for the national provision of free, child璮riendly education. It says that there should Ebe two teachers for every 60 students and that they should go to work regularly, get there on time, follow the curriculum, assess how well the children are learning and meet regularly with parents.
“What we need to do next is improve accountability(应付责任)” says Ms. Sukhdev. Schools have management committees that are supposed to include parent and local government representatives. “But they don't work or people don't know they exist.” Pratham tries to help local communities and parents drive improvement. “You should see the kind of reaction we get when they realize the teacher is paid but isn't turning up!”says Ms.
Sukhdev. “We can't be everywhere, so we limit ourselves to working in a few districts, where we can create model schools. Then we try to work together with local government to make sure every school in the district or state is raised to that level.”
The Read India programme is an example of what targeted help can achieve. Pratham has created an easy璽o璾se teaching and assessment pack called Learn to Read. It has trained teachers in how ntto use the pack at school and showed community health workers, volunteers and parents how it could support learning outside school. The programme has now run across 19 states, involving 450,000 volunteers and training 600,000 teachers and government workers. Among the 33 million children who have participated, the number of those who can read simple sentences has risen by 20%.
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