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Way Ahead

Phase 1 of the programme has been completed in S2 & N2 blocks. However, though everybody is keen on continuing with ARP, the exact details on the next steps are yet to be worked out. In the meantime, here are a couple suggestions/concerns expressed by people in the field. It would be worthwhile to sort these before we step ahead.

  • Though the teachers who have implemented the ARP are convinced about its effectiveness, a large majority is still unwilling to take up the ARP responsibility. They would rather sit back and have Akshara volunteers to run the programme. Enrolling these teachers to take up the programme and run it efficiently will be a challenge.
  • Monitoring remains a key concern: how do we ensure effective implementation? BEO S2 suggests – we form a block level committee in each education block where the programme is to be implemented. Prospective members of the committee could include – BEO, an assigned CRP, and an Akshara representative. A joint monitoring committee could meet every 7 days to sort out issues that emerge on field. This would help achieve better results.
  • In this phase, the programme has not been timed correctly – in N2 for example, schools have not been able to complete 45 story cards due to the approaching summer vacations. Hence, teachers, department officials, and even Akshara volunteers strongly feel that the programme should be implemented in the first trimester. This will ensure better participation from the teachers and an eager response from the children as well.
  • As we up-scale, we need to address the issue of children not in the ARP programme. How do we keep them occupied? Teachers and school authorities are extremely troubled about this issue – they believe that the ARP has actually harmed the brighter kids.
  • At the moment, training is one-off. How do we engage with the teachers periodically to enable them to understand the methodology better? Teachers have expressed that a periodic interaction schedule between ARP teachers and the Akshara training team will help. They would like inputs as they begin to run ARP classes.
  • Teachers are apprehensive about dedicating exclusive time (an hour & a half everyday) for the ARP. They fear that their syllabus is getting neglected. To solve this, one of the HM’s came up with two suggestions: 1) could either implement the 45 story card programme from July – Sept. Or 2) make the ARP an hour’s programme implemented for a longer period.
  • ARP teachers have expressed the need to have special time for 0 level children. They suggest that a separate time slot for these children could be incorporated in the daily routine of the ARP class.
  • The accelerated reading technique has been widely acknowledged to be efficient. The ARP has been appreciated by nearly everybody involved in it. But it is still branded as an ‘extra’ or additional programme besides the school curriculum. The biggest challenge will be to integrate the ARP as a part of the curriculum. We will have to work towards a gradual shift in the mindset of teachers and get them to accept the programme as part of routine teaching.
  • In the current form, the ARP is a costly programme to implement for a long duration. How do we minimize the cost?
  • Though the aim of the ARP is to reach out to every child in the state – what is the exact up-scaling plan? Where do we want to start, do we want to go ahead district wise? These questions need to be answered.
  • Indeed a mammoth task. But the results are far too encouraging. The Accelerated Reading Programme is just the beginning. Dreaming of a reading Karnataka, the collaboration between SSA & Akshara Foundation is here to stay.








    An ARP student finds letters in the 'Kagunitha Chart'







    Teacher conducts the ARP class at Government Kannada Higher Primary School, Bapujinagar

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