The aim of the CLIx intervention in high schools – to offer scalable and sustainable quality in teaching and learning – necessarily involves a significant implementation component to establish the project’s relevance and viability and to demonstrate its ability to contribute to teaching-learning processes within the formal education system, and at scale. This implementation on the ground is being achieved through the collaborative efforts of TATA Trusts, Tata Institute of Social Sciences (TISS), Massachusetts Institute of Technology (MIT), with the state-specific teams and local implementation partners
CLIx is based on a blended, cyclical approach where field experiences inform research, and the research feeds back into the field activities. In the initial years, the focus of CLIx is to enhance learning in Mathematics, English and Science as well as to nurture values and professional competencies among students at the high school secondary level. In addition, continuous Teacher Professional Development (TPD) of in-service teachers in the project states and schools is an integral part of the initiative, with a view to capacity building.
Integration of technology, and an ecosystem approach for sustainability – these two aspects are at the core of the CLIx implementation approach. Through such an approach, we envision processes whereby communities build and share knowledge with each other. Capacity building of local students, student-teachers, teachers and educators would be an integral part of the sustainability plan. CLIx has partnered with locally invested institutions and groups to utilise their experience and existing resources in optimal ways.
The intervention areas
For the initial three years, the CLIx offerings are focused on specific geographies (Rajasthan, Chhattisgarh, Mizoram, Telangana) where identified learner groups (teachers and students) will use the resources. The selected geographies represent the focus communities of the CLIx initiative. These are youth from underserved and marginalised areas, largely within the government educational system. Curricular offerings are in the form of courses/modules. Courses are from two to three months’ duration each, while individual modules span from two to three weeks. CLIx Mathematics and Science are aligned with the existing school curriculum, whereas CLIx English is focused on Communicative English, outside of the school curriculum. At least two full academic cycles of curricular offerings will be integrated into the existing school curricula.
Technology is an integral part of CLIx and it is being thoughtfully used to design the curricular offerings (modules/courses). For some components of the CLIx offerings, Information and communications technology (ICT) infrastructure is essential. In almost Indian states, most government high schools and higher secondary schools have received such infrastructure through the ICT@Schools scheme. CLIx is using the existing infrastructure wherever feasible, and trying to build on it, as needed, through support from state and other agencies.
Implementation partners for CLIx
Through TISS we have partnered with the state governments of the four selected states, for CLIx to achieve maximum scale and impact. We have signed MoUs with the state governments of Rajasthan, Mizoram and Telangana, and have a formal understanding with UNICEF, Chhattisgarh.
We have also signed up with local implementation partners in the four states. In Rajasthan, we have the Centre for Education Research and Practices (CERP) on board; in Telangana, it is the State Council of Educational Research & Training (SCERT); Mizoram University (MZU) in Mizoram; and, in Chhattisgarh, UNICEF, Eklavya and TISS. All these organisations bring to CLIx years of experience of working in different capacities with the state education departments. In this way, a combination of partnerships unique to each state is leading the CLIx implementation.
CLIx in Action News
Training and interaction with the Jawahar Navodaya Vidyalaya teachers Dhamtari (01.09.17 – 03.09.17)
September 22, 2017 / 0 Comments
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