Feedback from NGOs on the Draft for School Adoption Program (2)

Public Private Partnership for Total Adoption of Government Schools

1.0 Background (add background info from the green book to build the perspective of the current scenario) add in SSA information from narangs sheet

This document tries to seize the opportunity provided by the governments initiative of allowing private partnerships with the objective of complete school adoption in government run primary, middle and high schools.

Significantly, from 1999 to 2006, the number of students in MCGM schools has declined from 636448 to 474037 (over 25%).

2.0 Information Regarding Government Schools

Sr. No.	Language	Schools	Students
1	Marathi	448	156537
2	Hindi	235	136501
3	Gujarathi	106	14618
4	Urdu	205	114538
5	Tamil	48	15595
6	Telegu	45	7119
7	Kannada	45	6338
8	English	47	22791
9	Total	1179	474037

Source: Department of Education, MCGM (2006)

3.0 Defining Public and Private entities

For the purposes of this document Public refers to the Municipal Corporation of Greater Mumbai (MCGM) schools, the teachers and the administrators; and Private refers to companies, organizations and individuals operating in the education arena of the not for profit sector.

4.0 Selection of School

It is necessary for the private entity to adopt a school building (including the school complex) not an individual school.

If that school is already partly adopted, those people will be asked to shift to another school or be integrated into the existing project if the school committee and other party so wishes.

4.1 Accountability through the School Committee

4.1.1 Composition

The school committee should comprise 5 members the school head, a school teacher, two representatives from the private sector and a parent.

4.1.2 Quorum

The school committee should follow a quorum of 3, with at least one representative from the private sector present. The committee must meet at least once a month.

4.1.3 Roles and Responsibilities

The School Committee should:

· Draw up and finalize an activity and a financial annual plan (including a budget) for the school. The annual financial plan will be sent to the education department for release of MCGM funds. The activity plan will be sent to the MCGM for information purposes only.

· Conduct a baseline study on the criteria in 4.4 below using an independent authority.

· Post all rules and systems in the HMs office.

· Meet every month to assess progress against the annual plan.

· Have a system of incentives and rewards for all teaching and non-teaching staff.

· Take action against any party not delivering on the above by writing to the steering committee.

· Ensure independent assessments of students are done every year.

· Take action against teachers violating the no hitting/humiliation and tuitions clause by referring these teachers to the steering committee.

· Ensure the same team of leadership and teachers stays at the school and is not transferred out for the duration of the five years.

· Ensure the same corporate and NGO can continue to adopt the school for an additional five-year term if progress is made in the school.

· Ensure that government budgeted resources reach the school and is well-used.

· Have the authority to give permission for all school programs, events and activities.

· Conduct an school audit every six months, to determine how the school stands against the model school criteria in 4.4 below. This should be verified every year by an independent authority.

In the event that a NGO or corporate adopt multiple schools in the same building, the HMs should coordinate scheduling of activities and physical infrastructure should be shared.

5.0 Implementation

5.1 Structure

A not for profit, funded by an established corporate would adopt an existing school with the students, administrators and teachers. The school would be advised on all aspects of functioning and growth by a school committee with representatives from the government, the corporate and the NGO. The existing teachers and the administrators will continue to be paid by the government, while the NGO staff will be paid through the funding corporate.

5.2 Functioning

Add in quality of each of these

General Category	Specifics	Role of MCGM	Role of Corporate/Organisation
Infrastructure and Materials
	Classrooms for every 40 students	Build additional classrooms
	School Atmosphere		Paint the school in bright colors, put up display boards for student work
	Toilets	Build toilets for girls and boys separately
	Drinking water	Provide safe drinking water
	Furniture	Provide all basic school furniture (desks, cupboards, chairs, etc.)	Provide additional furniture if required
	Library	Provide room for library	Provide books, system for categorizing books
	Computer Lab	Provide room, computers, electricity and basic furniture	Provide additional computers and internet connection Maintenance of computers
Can we fit in a telephone per school	AV equipment	Provide TVs, DVD, over-head projector, CD players, sound system including intercom system	Request MCGM to provide AV equipment Supplement AV equipment
	Art and Craft	Provide room and basic furniture	Provide art supplies and teacher
	Counseling/Sick Room	Provide small room for one-on-one counseling with two beds for students who are sick	Provide fully-equipped first aid kits
	Text books/notebooks and stationery	Text books to be provided by the MCGM	Notebooks and stationery to be provided by the corporate
	School Hall and Playground	To be provided for by the MCGM	To be used by the NGO for student activities and programs without needing permission each time.
Mid-day Meal
		To be provided by the MCGM. MCGM to use one of the service providers on the accepted list (i.e. Iskon)	To be supervised/supplemented by the corporate and NGO. NGO to supervise both quality, distribution of food and how it is disposed of.
	Maintenance of Infrastructure	To be done by the MCGM. This includes: · Water-proofing prior to the monsoon · Plumbing and electrical work · Provision of cleaning materials · Attending to other areas needing attention as per the school level committee	To be supervised by the school committee
Can we specifically add during Vacations	Provision of Space to NGO	MCGM to freely allow NGO to use all school spaces before, during and after school hours for school activities.
	Commercial use of school space	No school spaces to be given out commercially. All spaces to be used for purposes of education only.	No school spaces to be given out commercially. All spaces to be used for purposes of education only.
note	Infrastructure report prepared by the High Court Committee can be referred to
Administration
	Private Public Office space	Provide a room for the school adoption coordinator and private public team to use	Equip and maintain the office room
	School Records	All administrative requirements of the MCGM to be met by the MCGM team at the school Provide computers to HMs that are linked to a central office All school records to both the school level committee and the BMC	Corporate should design efficient systems and processes including computerization of school records. Efforts should be made to cut out all non-essential administrative systems that divert teachers attention from teaching. Corporate to appoint an independent 3 person committee to check student attendance, drop out and student performance at least once a quarter. NGO to keep independent track of all metrics they are working on.
	Information updates	MCGM to inform school level committee on all education notifications	The private/ngo parties must inform the MCGM of any changes/information they need to know
Pre-school (Balwadis)
	Setting up	MCGM to provide classrooms and furniture	Corporate to provide materials for pre-school, as per list developed by NGO
	Teachers		NGO to staff pre-schools with certified or un-certified teachers trained by the NGO
	Funding		Private sector to provide all funding for Balwadis
Enrolment and Attendance
	Recruitment of students		NGO social worker to help in recruitment process and ensure all students in the community are enrolled in a school
	Attendance	MCGM teachers to inform Social wker of children with high absenteeism.	Social worker to follow up on cases with low attendance School level committee to recommend bus service where required, the costs of which can be covered by students
Staffing
	Teachers/volunteers	Appoint one MCGM teacher per 40 students	Appointment of additional volunteers to enable a teacher student ratio of 1:20 in order to optimize learning. Research has shown that class size is one of the top factors affecting student achievement. These volunteers may be certified or uncertified but must be trained by the NGO.
	ECA Teachers	Appoint ECA teachers in upper primary sections	Appoint art and craft, PT, computer, librarian, music teachers in all primary schools and in secondary schools where required
	Counselor/special educator		Corporate to hire a school counselor for every 250 students or one per school (the lesser of the two)
	Social Worker		Corporate to hire a qualified social worker for every 250 students or one per school (the lesser of the two)
	Doctor	MCGM should arrange for a doctor/s to come in once a quarter and check each student	NGO social worker/s should help with the check ups and supervise medical check ups as well as ensure medical follow ups are done Corporate to provide an emergency medical fund for students Doctor to focus on teaching preventive health messages to students and staff
	School Adoption Coordinator		Appoint a full-time school adoption coordinator to supervise all school activities and work directly with the school head
	Support Staff		Appoint support staff where required to lessen the administrative burden on teachers, enabling them to be in class teaching
School Culture
	Creation of a strong school culture	MCGM to ensure that the school is safe, following the disaster management plan.	NGO to ensure that the school is safe and nurturing and encourages learning. NGO to ensure fire extinguishers are in school, school doors are not locked and other safety precautions are taken.
	Create a culture of achievement		NGO to cultivate a culture where each student has the potential to achieve
	Create a culture of service		NGO to encourage students to take care of their school (job roles), engage in community projects to help their families and communities.
	Create a culture of listen, think, ask, observe		NGO to train all teachers on using this methodology
Teaching
	Training of teachers	MCGM to conduct their regular training as per norms. All in-school training must be made compulsory for MCGM teachers to attend.	School level committee should decide an annual training plan. NGO to train teachers (topics: starting class right assemblies, class management routines and processes, planning including differentiated planning, class organization, delivery a range of teacher tools to improve delivery, assessment regular checking for understanding, teaching as leadership regaining respect for the importance of this profession, stress management and balance, content strategies ways to explain fundamental concepts) Corporate to provide funding for training
	Curriculum		Development/selection of text books that would be used by the teachers to teach the state prescribed curriculum and objectives
	Interest, teach, apply Teaching Methodology	Minimize rote learning MCGM teachers to learn and implement new teaching methodology	NGO to train all teachers in new teaching methodology
	Teaching through Projects		Ensuring lessons/projects are relevant to the students lives
	Fun Learning	MCGM teachers to adopt fun, interactive methodology	NGO to work towards making learning fun and interactive for each student
	Differentiated learning	All teachers to shift from teaching a class to teaching individual students in a class
	Class Management	Ensuring corporal punishment and humiliation of students is strictly prohibited and action is taken against teachers using it by issuing written warnings to teachers and written complaints to the steering committee and the education department.	Implementation of class management strategies that ensure that students build self-esteem and confidence
	First language teaching	Provide regular class teacher	NGO to provide additional teachers to ensure language learning happens in the childs first language
	English language	Provide regular class teacher	NGO to provide English language teachers and materials for English language teaching Corporate to fund teachers
	Math	Provide regular class teacher	NGO to provide math teachers to help MCGM teachers Corporate to fund teachers
	Student Assessments	MCGM teachers to use more regular informal assessments	All teachers to check understanding after every activity and do regular written and oral assessments NGO to provide systems of regular student assessment
	Private tuitions by school teachers	Ensure school teachers do not give private tuitions to students and action is taken against them if they do	Ensure students who are experiencing difficulty in learning are taught during school hours in smaller groups
	Monitoring teachers	NGO team to be observed and given feedback by MCGM team	MCGM teachers to be observed and given feedback by NGO team
	Performance Appraisal system	All teachers and school staff to be appraised by school committee twice a year	All NGO teachers and NGO school staff to be appraised by school committee twice a year
	Highlight good performance	MCGM to recognize good teaching	Corporate/NGO to recognize good teaching
	After-school help	MCGM to provide space for after/before school activities	NGO staff to spend additional time before/after school hours bridging achievement gaps with students
Extra-curricular Activities
	Existing resources	MCGM to make available existing grounds, auditoriums, halls, venues for educational trips as well as teachers and trainers for extra-curricular activities	NGO/corporate to ensure things in the school are used by the students (i.e. lab equipment, books in the library)
	Curriculum		Development of extra curricular curriculum in the arenas of sports, fine arts and performing arts to aid in the holistic development of the student
	Scheduling of activities		Ensure every student has 2 hours per week for each extra-curricular activity
	Training		NGO to train extra-curricular teachers on linking activities to learning
School committee to have authority for permitting children to leave school premises for such activities. Consent letter from parents essential	Field Trips	MCGM teachers to provide transport for field trips and teachers to go on trips with students	NGO to plan and take all students on field trips once a quarter, ensuring they are linked to learning Corporate to provide funding for field trips where required
	Festivals and Important Days		NGO to ensure all festivals are celebrated equally and linked to learning
	Annual Day		NGO and MCGM to plan a really inspiring annual day program that reflects all the students have learned through the year
Community Participation
		MCGM teachers to hold compulsory monthly parents meetings and share individual progress of students with parents twice a year	Building a strong parent community through parents meetings and community involvement by hiring people in the community to improve school infrastructures and as school assistants. Use educated community youth as role-models for students.

5.3 Metrics that Define Success – Model School

An MCGM Model School must achieve the following targets:

· 80% student attendance

· Under 5% dropout

· Academic Achievement as per goals set by the concerned school committee

· Academic performance of the students in the state prescribed examination

· Participation in extra-curricular activities

· 70% attendance in parents meetings

· One teacher per 20 students (including volunteers)

· Every class should have a teacher physically in each classroom

· No student hit/abused/humiliated

· Every student has at least 4 special events/field-trips per year, including cultural activities and an annual day

· Above-average Teacher performance as per performance appraisals as per the norms laid down by the school committee

Schools that achieve this should be highly recognized by the MCGM, the NGO and the Corporate.

6.0 Prohibitive measures

Both for MCGM and NGO

7.0 Recommendations

1. It is recommended that this new policy be started from next academic year (2007-8) as a pilot program in a few schools.

2. The partnership should be given for a minimum period of five years.

3. In terms of funding this is a partnership between the government and the corporate. It is important the government budgeted money reaches the school and that the corporate is not funding the project independently.

4. It is recommended that both the corporate and NGO be selected carefully against a set of norms laid out by the steering committee. It is important to remember that every corporate will not add value, and every NGO does not have the capacity to effectively add value to a school. These norms, for the private sector, should include:

a. direct experience in the field of education for a minimum of 5 years

b. 3 years audited annual accounts

c. a detailed proposal including what the private sector wants to achieve in the school

d. agreement to participate in an intensive workshop before starting

(Should we include non political and secular??)

5. It is recommended that we work towards covering all MCGM schools, but start in a thoughtful, in-depth, phased manner (about 10 schools at a time), learning what it takes to truly transform a school and then feeding these best practices back in to a successful model.

6. Importantly, as all of the above are dependent on the steering committee, we recommend that the composition of the steering committee be 3 corporate leaders engaged in education reform and 3 NGO leaders who have had direct experience within the school system.

About School Social Work :

School Social Work aims at improving the quality of life and education
for children.

School Social Workers help STUDENTS:
1. Achieve maximum benefit from their educational opportunities
2. Understand themselves and others
3. Improve interpersonal relationships
4. Cope with stress
5. Develop decision making skills

School Social Workers help PARENTS :
1. Participate effectively in their childrens education.
2. Understand and meet their childrens socioemotional needs.
3. Understand programmes available to students with special needs
4. Use school and community resources effectively.

School Social Workers help SCHOOLS:
1. Understand factors (cultural, societal, economic, familial and health)
that affect students abilities to make maximum use of their school
experience
2. Utilize their resources in meeting the educational, social and
emotional needs of students
3. Promote a safe and conducive school environment

School Social Workers help COMMUNITIES:
1. Understand school policies, programmes, and practices
2. Minimize those environmental factors which inhibit learning
3. Develop resources to meet the needs of students and families.

Reforming The Existing Public School System In Mumbai-

A Joint Effort Via Public Private Partnership

Defining Areas of intervention & Roles of All involved Partners

Sr. No	Area of Intervention	Role of
		MCGM	NGO	Corporate	The client group (comprising of the student body, parents and the community at large)
1	Physical Infrastructure	Provision of School Building with Adequate number of class rooms (determined by the strength of the student body, i.e. 1 classroom per 50 students) Facility for Drinking Water Adequate number of Toilets (separate for boys and girls) and Washrooms Electricity and Electrical fittings (should include Intercom, sound system and audio visual equipment as per resources available ) School Hall Play area MCGM should consult with partner NGO / Corporate while introducing additions/ changes as and when resources for the same are available. Maintenance of infrastructure provided · Waterproofing prior to monsoon, if necessary · Keeping all plumbing and electrical appliances in the school functional and safe for use by the children · Provision of cleaning materials, viz. brooms, dust pans, swabs, detergents, phenyl, bleaching powder, dustbins, etc. Attending to areas needing attention as and when intimated by team in the school Provision of space to partner NGOs for extra curricular activities	Value Addition to infrastructure provided by MCGM · NGO team to consult with funding partner in this case the Corporate and the client group and make suggest ways making the school atmosphere appealing, stimulating and conducive to learning · Implementing the same Intimating concerned MCGM authorities of areas of physical infrastructure needing attention as and when the need arises, expecting early an adequate action.	Value Addition to infrastructure provided by MCGM · the Corporate to consult with NGO partner and the client group suggest ways making the school atmosphere appealing, stimulating and conducive to learning · Fund the implementation of the recommended measures Corporate to follow up, if timely action is not taken by concerned MCGM Department, in regards to maintenance and repair of infrastructure in adopted school.	Representatives of the Student body and the parents to be consulted
2	Human resources	Allocation of adequate essential staff: – Head master / mistress – 1 class teacher for 50 children – 1 art or music teacher – 1 janitor / sweeper for every floor	Introduce a Supportive team in the adopted school comprising of a coordinator, teaching staff, counselors, an art or music teacher, depending on which one has been deputed by the MCGM.	Encouraging staff to volunteer for activities, help prepare materials, share skills and mentor students.
3	Administration	All administrative requirements of MCGM schools to be met by MCGM team in the school. To maintain records, especially attendance & performance related, accurately without fearing reprisal This is very important, as if improvement is to be sought and persevered for the real status should be known first.	A need assessment exercise to be undertaken before the school adoption project for the concerned school is designed. A detail plan and budget for the year to be put in place he Once parameters of the project to be undertaken school are defined and an MOU is signed, NGO should not be required waste precious time and energy in getting permission for each activity to be conducted in the course of the year. NGO to maintain records of activities / services undertaken by them and the same to be shared with MCGM and corporate	After close discussion with NGO to finalise plan of work for the academic year, prepare a document to be submitted to MCGM detailing the same and clarifying mutual expectations. Set up system of networking, reporting, accounting with NGO and help to keep it on track.	Childrens representatives to form committees and given responsibilities.
4	-School Enrollment (& Preparation for) – facilitating access to school	Allot space for balwadis to be conducted on school premises. Fit the room with appropriate furniture, etc. Use available resources (SSA) to equip Balwadi with teaching learning material Allocate funds for the balwadi	Run Balwadis of the relevant language mediums on the schools premises in the space allotted by MCGM. Teachers / helpers to be recruited and trained by NGO Create awareness of these Balwadis in the neighbouring communities Conduct an enrollment drive in the neighbouring communities at the start of every academic year. Organising a bus service, to fetch and drop children	Fund the recurring expenses of Running a Balwadi Provision of bus- Rental or make available corporate owned buses	Plan strategies / events that would involve the present client group in spreading the message Rope in services of parents who walk their children to school to also bring along others from their neighbourhood
5	TeachingIt is very essential that the childrens use of language be developed as it affects learning in general. – It is essential that they learn that language they are comfortable with and use in their daily lives – It is also essential that English be strengthened as a second language for those who are studying in other language mediums	-Teachers, allocated by MCGM 1 per class of 50 students, to function as class teachers – Funds allocated for teacher training to be utilized as per need, in consultation with NGOs. -Recognition of good work based on NGO recommendation	-Organising Teachers training and following up on its implementation. Topics for training would be decided based on felt need. – Day to Day accountability to the School Committee / NGO – Supportive and Supplementary Teaching activities, e.g. extra coaching for children facing difficulties with academics, and curriculum related workshops to be conducted	– Supplementing funds for teacher training as per need – Salaries of supportive teaching staff recruited by NGO
For all round development of students			Recruiting and training staff — teachers / facilitators Supplementing resources provided by MCGM to fully equip the library, Laboratory (Activity Room that can be used for practical activities in Science, Math, Geography), Computer Centre. A years schedule can be prepared for each of the above mentioned incorporating a variety of learning initiatives.	Provision of funds for these activities/ programmes. Corporates have a wealth of human resources by way of skilled personnel who would have a significant contribution to make in these areas	Interested children to come forward to take responsibility and facilitate small group activity. Educated youth from the community who would make suitable role models for the students can be involved in some these activities.
6	Co curricular Educational Excursions, Library Laboratory (Activity room) Computer Laboratory	Provision of space, Equipment / books and manpower as per resources available
7	Extra Curricular Sports, Music, Art Dramatics, communication, Personality Development, Cultural Program, Health Awareness & First Aid, etc	Making available existing resources such as sports grounds, auditoriums, venues for educational excursions, etc., as well as special teachers, trainers that come under the jurisdiction of MCGM	Inviting suitable resource persons for conducting these activities, as regular classes or as a series of workshops

Some Suggestions

– For the School Adoption Project to be truly effective all the school in a selected building should benefit from the project. Many of the cluster schools are one of many in a building.

– The role and decision making powers of the school committee needs to be carefully defined

– There is more to the Mid Day Meal than supplying it. The quality of what is served, how it is served and how the remains are disposed off all need a lot of attention.

— Current MCGM efforts are administratively time consuming and have negligible impact, therefore if health is to be a mandatory component of the school, the program should be revamped

From-

Door Step School, Mumbai

mumbai@doorstepschool.org