As part of the course 'Designing a New Learning Environment ', our group tried to conceptualize a model for teaching English to students in the secondary school in rural India
2. The challenge
Most of the education in rural India is done in
the vernacular/local language
On the other hand, most of the competitive
examinations (higher education &
employment) require English as medium of
Examination
This leads to students from the rural
background being at a disadvantage in the
examination and thus growth
3. Reasons for the challenge
Vernacular language is spoken and is in
common use
Teachers are ill-equipped on teaching English
The student teachers ratio is high leading to
ineffectiveness
The rural atmosphere also does not provides
students the opportunity to speak and learn
English – mostly first generation learners
4. Objective
To help rural students in the secondary level
(6th to 10th grade) to learn English to be at par
with the urban students for competitive
examination
The secondary objective is to help adults in
the villages also to learn and speak English
5. Required Areas of Learning
Vocabulary
Writing Grammar
English as
Second
Language
Speaking Reading
Listening
7. Designing The Environment
ANSWERS “WHY?”
MOTIVATE CONSTITUENCIES
IGNITE PASSION
NURTURE VALUE
CATALYZE
APPLICABLE
PEDAGOGY
CONTEXTUALIZED
CONTENT
ENABLING AGENT
TECHNOLOGY
NEW POSSIBILITIES
Must continue to evolve VCEE
From -Prof Paul Kim's Presentation
9. Technology- Challenges
Electricity/power supply is erratic/ non-
existent
Require low energy consumption equipments
Connectivity to urban centers can be a
challenge
Need a system which can ensure even material
available without connectivity of internet/wireless
Large number of learners
Need a system to cater to even group learning
10. Technology- Power Scarcity
Still a challenge in rural areas
If feasible , look at the option of using
solar panels /other renewable sources
Solutions like ‘Husk Power Systems’
can be used as they use the local
available material for energy
generation
Would be costly so cannot be used only
for this project
Will require support of the Gram
Panchayat (village committee)
Low energy consumption will be
preferred Non-conventional energy:A husk power
plant in Champaran.
http://www.huskpowersystems.com/index.php
11. Technology- Group Learning
For Group learning and for the teachers to provide
interactive discussion, Community Computer, K-yan
can be the answer
K-yan combines the computing power of a computer
with an appropriate high luminosity, high resolution
and large screen projection system
Low cost as compared to a PC
Attachable to a variety of power sources, Solar
Panels, UPS and Car Batteries
Consumes less electricity
http://www.k-yan.com/product_intro.htm
12. Technology – Individual
Learning
Group learning may provide the initial momentum
but individual learning is also required
Mobile/wireless technology can be a help in this
Low cost Aakash Tablets can be provided to students
Challenge of low battery backup is there
Mobiles can be a good alternative
More penetration in rural market
BSNL work on low cost mobiles with AIL, Nokia etc can be
a good help
BSNL- Bharat Sanchar Nigam Ltd, a govt. owned telecom provider
13. Technology – Individual
Learning
Mobiles /tablets in itself may not be sufficient
Mobile Assisted Language Learning solutions will
be used
For ESL (English as Second Language) some
applications are
English Seekho ,a voice based learning solution
Somewhat costly as charged based on usage)
British Council Applications like LearnEnglish
Grammar, MyWordBook etc
Will lack local customization
http://enterux.com/en/english-seekho
http://learnenglish.britishcouncil.org/en/apps
14. Technology- Infrastructure
There needs to be an environment in the
village specific for learning
The School premises can be used .
In case require some modification for self paced
learning , the same needs to be done
Chaupal (the village community space) can
also be used specially for adult learning
(secondary objective)
15. Technology- Accessibility
For people with vision problem , we can use
open source screen reader software
NonVisual Desktop Access (NVDA)-http://www.nvda-project.org/
For people with locomotive
disability, changes in the education place(
school) would be done through help of expert
NGOs
Visual representation will be available for all
material for hearing disability
17. Content Requirements
Can help in learning from basic to advance
Should have the capability of customization
to local needs
Also should be available in digital format as
most of the instruction is planned on
computers and hand held devices
18. Content
Material from Local content creators like
Pustak Mahal can be used
All book titles mean ‘Rapidex English Speaking
Course ’
eBooks are also available
19. Content
Alphabets
Customized solutions like used
on ‘National Literacy Day ‘
Customization to rural culture
For people with some viual
disability, the words can easily
be spoken
20. Content
Vocabulary & Grammar
Some material is available for learning them with
the help of vernacular language
Example for the national language HINDI
British Council material /apps can also be of use
LearnEnglish Grammar
MyWordBook 2
Vocabulary Fun Games can be added
Hangaroo- http://games.ncbuy.com/hangaroo/
21. Content
Reading
Many books providing the opportunity of reading in
English are available
Books of Indian Authors
Reading can be improved through material which can
provide a local context.
News and other websites bearing local issues can be a
good learning source
Google Translator can help in converting vernacular in
English and vice-versa
Available for both PC and Mobile
http://translate.google.co.in/
22. Content
Listening
Shows on All India radio like `English is fun’ can be a
good starting point.
British Council material can be added
http://learnenglish.britishcouncil.org/en/listen-and-watch
Localizations would be a challenge
Listening to folk stories translated to English can be
an added advantage
Sahitya Academy Publications have done translation of
some such stories- http://learnenglish.britishcouncil.org/en/listen-and-watch
Their recording can be done to improve English Listening
24. What is good Pedagogy
Taking care of even Teacher’s learning and
evaluation
Focus on Learning rather than Teaching
Long Term Memory (LTM) should be the focus
Stress from simple to complex,
From known to unknown
Understand Student Learning needs
Has practical usage
Adopted from Basic Principles of Pedagogy for Making Instructions Effective-
http://blog.gimt.edu.in/ExpertLectures_Student_Professional_Development/2011/03/26/1301112240000.html
25. Teacher’s Learning
All participating teachers would be required to
take a test of English (Like TOEFL or IELTS) to
get an idea of the current status of their
understanding
Based on the scores , they will be provided
training
Sponsorship of CELTA (Certificate in Teaching English
to Speakers of Other Languages) can be created as a
motivator
Teachers will also be trained on special
education to ensure accessibility
26. Lessons in Class
All the required material needs to be digitalized
The teacher can then explain the material to
students
Students can have the material on their mobile
/tablet
The focus should be on Learning not just
teaching
Depending upon grades, the students will be
required to complete specific skills i.e. reading
etc
27. Plan/Sequence for Learning
Vocabulary including
Alphabets (if
meaning in Grammar
required)
vernacular
Listening to Reading a text first
Reading Text only in
conversations in in the vernacular and
English and
English and then translated in
understanding
understanding English
Speaking In English- Speaking In English-
Writing in English
Facts Analysis
28. Self Paced Learning
After class , students can use their
mobile/tablets for learning.
Power supply/battery backup should be
sufficient.
The student will be able to measure his/her
progress
Self paced tests
Fun Games
Games with peers
29. Self Paced Learning
Once the student clears the listening
part, teacher and peer feedback becomes
important
Debate and Allocution contest between
students can be a good method
Group discussion moderated by teacher can
also help
Essay wetting competition will help in
feedback on writing skills
32. Value is important
There are other stakeholders also (not just
students and teachers)
Parents
Local Business
Local community
Value to all these stakeholders matter for a
successful ecosystem
33. Stakeholder Management
Regular meetings with stakeholders to
explain the rational and take their feedback
Modification of curriculum based on the
needs of the local economy
If it is rice growing area, an example of corn may
not be suitable
Some practical communication tips for the
desired profession may be added (spoken or
written English)
34. What’s for stakeholders
Parents
An opportunity for their loved one to compete with
urban students and get good jobs
May be a CEO of a company from your village
Local Business
Need employable people with good communication
skills
May be a fertile ground for future employees
Community
Voice of the village at district and other forums ( Public
servants from the village)
Setting an example for growth of the village ( joining
private sector and thus funding of development
through social responsibility
36. The Implementation Plan
Initial launch in Make necessary
Digitalization of
10 villages of changes based
all material;
identified district on feedback
Scaling up in 4-5 Preparation of Application of
districts of the material in other the concept iat
state languages all India Basis
37. Estimated Cost (per village)
Initial Cost
K-yan 75,000
Teacher's Training (2) 100,000
50 Tablets @Rs.4000 each 200,000
Infrastructure cost (addiition) 50,000
Study Material 100,000
Total Initial Cost 525,000
Recurring Cost
Teachers Salary (2) 500,000
Electricity charges (KAS or others) 60,000
Recurring material cost 10,000
Other incidental 20,000
Total recurring cost (Annual) 590,000
All are estimates based on internet and experience. Actual may differ
38. The Business Model
The initial and running cost is high
With scaling up and passage of time , the
cost may go down due to
Reduction in material cost
Less requirement of teacher’s training
Change in technology and thus cheaper
alternatives in technology
A hybrid model is thus a better alternative
with more funding in the initial years and
revenue support at the later stage
39. The support mantra
Non- Profit- For Profit-
Funding Revenue
Education Foundations –
Natural extension to primary User fees- on the lower end
education support
Advertisement revenue for
CSR support of corporation brands- penetration to rural
market
Govt. Subsidies for Selling owned study material in
disadvantageous people the upper end market
User fees would be based on pay as per capacity model as used by Aravind Eye
Care, Madural - http://en.wikipedia.org/wiki/Aravind_Eye_Hospital#Methodology
40. Some Questions?
•The proposal tries to cover all the areas of English Learning and thus tries to be as much
educationally sound as possible
Is it Education Sound? •Also with the inclusion of Teacher’s training and stakeholder management , it has tried
to cover all possible grounds to make it a success
Does it engage the •With the inclusion of games in learning and self assessment , the model tries to engage
the leaner
•As a social human being,, student wants to engage with other learners . The system with
learner? the inclusion of debate etc besides group learning provides that opportunity
Is it accessible to DA •With provision of screen reader, accessible infrastructure and all visual content , the
system tries to make the learning as much accessible as possible
learners ? •Special education training of teachers also tries to ensure that no learner left behind
•Initially with high cost , it does not seem to be scalable
Is it Scalable? •With some success stories on pilot site, it will provide the right communication to
foundations for their philanthropic needs and business for their employee need and thus
can become scalable
41. Key Risks
Challenges with initial funding due to long gestation
period before tangible results
Availability of power at required times
May be some material needs to be there in physical format
also
Availability of good teachers ready to be a part of
rural education mission
Volunteers may not be feasible due to long gestation
period
Proper communication to stakeholders about value
Require a good understanding of local needs to tailor-made
the communication
Scalability due to diversity in languages in India
455 languages with 29 spoken by a million or more people (
Wikipedia)
Lack of objective periodic assessment
43. References
Exploring Smart Applications for Effective
Mobile-Assisted. Language Learning- Heyoung
Kim & Yeonhee Kwon, Chung-Ang University,
Rural Entrepreneurship Models for Cellphone-
Based Language Learning in India- Matthew
Kam
TEACHING ENGLISH AS A SECOND LANGUAGE
IN INDIA – A REVIEW -MURALI.M
Insights and Innovations in Teaching ESL for
Rural Students - A Case Study - C. S. U. Abhijit
and K. Sasidher