Highlighting Accountability Initiative

I have been watching the social sector for quite sometime now and that includes the policy space. A while ago, I chanced upon Accountability Initiative (AI) and I find myself thoroughly impressed by the work they are doing. So impressive is their work that it actually go me to restart blogging after eons! :). But of course I did post about it briefly it in ThinkChange India

I am usually shy of talking about women in entrepreneurship in itself as an achievement as it makes me feel that the very statement lends support to the notion that men are better entrepreneurs at women. But I must confess that the first thing that made me stop and notice AI is that it is all women at the helm. Somehow. I have a psychologically driven belief that organizations founded and led by women are honest and purposeful than otherwise!

The second thing that interested me was the fact that 3 out of 5 of these women have a common background of education in London School of Economics, which probably means that they have trashed some plum job offers, came to India and focused on development.

AI is primarily interested in finding ways to institutionalize transparency and accountability in all government programs. Their flagship initiative is called PAISA (Planning, Allocations and Expenditures, Institutions: Studies in Accountability) which works towards developing tools to track fund flows right from the top all the way till the grassroots level to understand where and how implementation deviates from the intention. This is accompanied by a parallel capacity building initiative to empower stakeholders in education (like teachers, principals, parents, students). They have visited a village (called Sehore) and conducted awareness-drive of sorts on their entitlements and responsibilities under SSA by means of comics-like posters etc, and documented the lessons they have learnt.

To kick-off PAISA they have done an extensive expenditure track by means of sample surveys on SSA across the country. Their finding paints a very breathtakingly grim picture of planning, implementation, administration.

The PAISA exercise tells me that even if we assume no corruption, the current trend of planning, implementation of fund allocation is toothless and ineffective. The exercise highlights that decision making protocols that estimate the funds needed are short-circuited, definitions of roles and responsibilities at different hierarchies of administrations are confusing, funds often reach the school too late to be of any use and frequently teachers and grass-root level stakeholders often don't even understand the purpose of the fund that arrives at school. Sometimes stakeholders don't even know that they are stakeholders. Worse of them all, there is no formal grievance redressing system and the Parent Teachers Associations that are supposed to raise concerns back to the government don't meet.

What I understand from this is, the very fact that AI is going through with this exercise offers some hope but the is a long, long, long, long way to go before we see the light at the end of the tunnel,and the only way is to help organizations like AI build informed citizenry that raises as much hell as the trade unions do when they don't get Diwali bonus.

Going forward they plan to expand and replicate their efforts out of SSA into other government programs (like NREGA etc). Accountability Initiative's work appears to me to be extensive, purposeful, addresses an urgent need and reaches out to all stakeholders (government, schools, parents). Simultaneously, their presentation is simple, clear and transparent (which it better be :) )

Now the question is, do people like you and I have it in us to take time, stop and take a look at what they are doing and help them?

Met an old friend!

I invited TR Deepa, an old friend from school, her husband and her cute son Shashank home. She had been here in Hyderabad since 2003 and me since 2005, but haven't met up till last saturday. Had food at a nearby restaurant. It was a lot of fun meeting her with her family. Her son is an active young man and am sure is going to attract a lot of girls when he grows up (if he already doesn't! :D). Such a smart looking fellow. But for some reason, I found that he is fond of Mehendi! :)

Had a lot of fun trying to recall what we used to do during school and exchanged knowledge about what Xth-friends are doing currently. Special thanks to Girija, another school-time friend of mine, who sent X-std class pictures. We went over it once again. My wife especially laughed @ how I looked then.

Meeting with old friends sure is a lot of fun. Especially when they have toddlers! Not every thing is so happy though.There is one that I still can't digest. Deepa is still taller than me! :(

Taking the plunge

After taking a stab at various way of social intervention it seems that the way ahead seems to get slowly and clearer.

I have a school near my work that is looking for teachers.
I have my idea of doing the teaching with as much demonstration as possible.
I have the rickety infrastructure that the team at my office prepared once and gathering up dust.
I have a new set of 25 DVDs dedicated to physics demonstrations (thanks to the sincere belief in social and educational change of a few executive level managers of Synopsys!) that I have not yet started watching.

May be it is time to set aside an hour of my mornings to start teaching science. This is in a way going back to where it all started. The first of my thoughts on social change was to teach and teach at schools.

For now though, this thought has to remain as just another thought and the extent to which it fructifies over the next year hinges upon how much hit my conviction can take over the next couple of months! All the best to me!

Is targeting the poor alone always efficacious?

With my on and off involvement with centers close to social development, I find one attitude that may have to be changed for better efficacy of social initiatives. Let me have the first stab at defining the attitude.

"A social initiative will produce a better impact when it is targeted towards the economically poorer sections of the society. The richer the beneficiaries are, the lesser social impact it has.."

While in general this point has a validity, it has to be revisited for every specific case. Here is an example. A team of my friends and I conducted a science demo in a private school nearby. When I talked about this, "Don't you think your initiative would be more useful to students of government schools?" was one question that popped up universally. My answer is "In my case doing it in *this* private school is likely to have a higher social impact" . Why?

1. This private school doesn't have a lab infrastructure in spite of the students paying a nominal school fee (Rs. 200/- per month).

2. The students here do have a capability to read, listen to and understand English, Telugu and Hindi which provides us flexibility in our implementation. So, it gets easier for us to get more students to start "thinking and reasoning science" - a better success rate at our initiative. On the other hand, a government school on which we are working on the ability to grasp English is lesser providing us with challenges (lesser number of teachers from our office)

Much more importantly, access to better education sure is relatively much more difficult for the poor. However, schools that fall in the economic category of the one that we are working on also face problems faced by government schools (non-availability of teachers, labs etc.). In addition to that they also suffer the ignorance of NGOs that rush to help poor quality government schools. It is almost as if these students are paying Rs. 200/- per month to be ignored!

Thankfully, in our case, we need to ignite as many minds to think and reason (in science and others..). In our eyes, whether the students have the ability to pay Rs.200/- or not, if their inclination to reason is lacking, they are equally poor! Only the former is equipped with a skill (English language) that offers flexibility for us to make a better impact.

A society, apart from being categorized into economically richer and poorer, can also be categorized into rich and poor based on other criteria. And the economically richer need not be richer (or have better opportunity) in all the other categories. Social upliftment, one must remember, is not only the upliftment of the economically poorest, but the upliftment of the society as a whole.

Laptop for school kids

A recent post in ThinkChange India made me squander much of my work time into this post. But what the hell!

When the news comes out, it sure does come out in bulk! :) This is not the only laptop for education story I came across within the last week. Here is Classmate from Intel and ICT's research initiative on a computer for Rs. 400. This sure seems to be another emerging trend that will change the future forever. But is it for good or for the worse? Here is my take.

Positives:
1. The three laptop initiatives put together, laptop should reach the bottom of the pyramid faster. I have my doubts about XO and classmate, but if ICT's initiative is a success, Rs.400 laptop should be affordable to anyone who is rich enough to afford school books.

2. "meant for education", probably means that it allows parents worried about the darker side of the internet such as adult content to breathe easy.

3. About "expensive laptops vs. reading, writing", I think reading and writing wouldn't suffer a loss that can't be compensated by improved creativity, skill and understanding that current book-oriented education suffers from.

Negatives:
The idea of bringing technology right into classroom sounds amazing, but I wonder if this initiative is taken because of a clearly identified necessity in the academia that such laptops can address (looking at it from the govt's perspective rather than OLPC or ADAG). It is one thing to use a laptop for an academic purpose and it is another to modify the academia for using a laptop! Currently, I don't see any resource that talks about this. So, while I don't see this as a definite negative, I doubt if the state cares enough to architect an educational model that includes the laptop to serve its purpose rather than model itself for using the laptop.

Another concern is, cheaper laptops is likely to translate into more laptops, quicker obsolescence and more wastes...and that with already bad waste management system and a proven slow and reactive (as against proactive) government, the future of waste management doesn't look too good. But, this may be the catalyst that pushes the govt. to do something about wastes.

On the whole, I find that the negatives such a improving the curriculum, waste management are a few things that have to be done regardless of the"laptop for education", but a computer with the purpose of making education entertaining, creative and productive would be a big leap forward at best and a small leap forward at its worst. So, Go laptop!

Hitting the Road: Teaching module - Draft 1

Idea generated for schools so far

• Teach kids to make their own notebooks.
  

How does this help?

• non-availability of free notebooks @ govt schools
• potential means to earn

• Teach kids of appropriate age about technologies related to clean energy like solar energy
• How tap solar energy
• How the market is growing etc

How does this help?

• creating experts in a market of demand for the future
• All the soft-skills appreciated in a corporate environment
• committing to a task of reasonable difficulty and completing it on time
  
• being regular with work taken up and establishing proper communication about updates/possible delays

How does this help?

• time-management, probably study better while being good at extra-curricular
• develops proper attitude and work-ethics and improves job-prospects
• Safety
• Basic fire-safety
• First-aid and emergency response
• Details of phone numbers, addresses of hospitals in vicinity.
  

How does this help?

• Duhh......!
• Community activity
• Some kind of an activity that sensitized them

• Community activity
• Some kind of an activity that sensitized them to importance of sanitation, public health, environment etc.
  

Hitting the Road:Teaching module - Draft 1

Idea generated for schools so far

• Teach kids to make their own notebooks.
• Teach kids to make chalk piece

How does this help?

• non-availability of free notebooks @ govt schools
• Relevant vocational training
• potential means to earn

• Teach kids of appropriate age about technologies related to clean energy like solar energy
• How tap solar energy
• How the market is growing etc

How does this help?

• creating experts in a market of demand for the future
• All the soft-skills appreciated in a corporate environment
• committing to a task of reasonable difficulty and completing it on time
  
• being regular with work taken up and establishing proper communication about updates/possible delays

How does this help?

• time-management, probably study better while being good at extra-curricular
• develops proper attitude and work-ethics and improves job-prospects
• Safety
• Basic fire-safety
• First-aid and emergency response
• Details of phone numbers, addresses of hospitals in vicinity.
  

How does this help?

• Duhh......!
• Community activity
• Some kind of an activity that sensitized them

• Community activity
• Some kind of an activity that sensitized them to importance of sanitation, public health, environment etc.
  

Access to notebooks at govenment schools

I was in conversation with an active member of India Sudar, an NGO working on the education for students from the lower-economic section of the society.

I came to know from him that while the government provides textbooks and uniforms for free, they don't have the capability provide notebooks. This unsurprisingly turns out to be a severe limitation to learning. When inquired, the government officials respond,

"Even the government has limited resources. To offset our limitations we have empowered the school's headmasters and senior teachers to partner local NGOs and philanthropists to receive the relevant aid".

Makes sense doesn't it? But I think, and the India Sudar member agrees, that this is not a sustainable model. So, what do we have? Even when ills like hunger and child-labor are removed from poor kids' way to the school, the good work is undone by the absence of guaranteed access to something as trivial as notebooks. I think this is a good idea for social entrepreneurship. Notebooks are available everywhere. Can be made from recycled paper too! Making notebooks is a good small-scale business. All it needs is an entrepreneurial idea that takes care of the economics and connects the demand and supply. Are you aware of any already existing models? (not donation of notebooks of course). Do you have any idea yourself?

Why private education is supply-driven? And why is none talking?

It is a known fact that access to education for the people in the lower economic strata is a big problem. But at least it has got considerable visibility is partially addressed by NGOs and social entrepreneurs. But how about education for the middle class? Indian middle class gives great importance for education. This demand for the so-called quality education makes running a private school a lucrative business. Currently, private education is heavily supply-driven (schools), and the demand (parents) has very less say.

For example,
- Fees are high and increasing. And the donation, the need for which the school explain.
- Parents have very limited say on curriculum or the method of teaching they would prefer.
- one-dimensional education system (academics and rote-learning..bad/no sports program or arts program like learning music etc).

A few schools like DPS are exceptions at least in terms of quality of infrastructure. But it is still not a participatory model which includes parents. For example, I came to know from one of the parents (my aunt) that DPS doesn't even allow parents to enter the school premises during regular hours. Parents can't contact teachers at any time other than the scheduled parent-teacher meetings. In schools like DAV, an important selection criterion for kindergarten kids is the educational qualification of parents. What is the reasoning behind such rules? Why discriminate against a child for the ostensible fault of his/her parents?

I have never heard of a school that advertises "We provide a complete package of education, not only academics, but also community & environmental awareness and sports program." Nor can parents ask a school principal "Can you please tell me why your school is better than the rest?". But come to think of it, isn't that how it is supposed to be? After all, education is our constitutional right. Besides we are paying the schools, not the other way round.

Part of the problem lies with the parents. They liken teachers to medical doctors and assume that teachers know the best about the needs of their kids and they themselves are ignorant about it. However, the change in their mentality would be of little use if the absolute power of the schools doesn't change.

Currently, this absolute power is a problem precisely because because no one, especially parents, is considering it as a problem, let alone do anything about it! No one seems to be talking about it. I think that is where the change should begin.

The Wonders of Physics

Remember those days at school? Understanding how things work was an option as against a necessity. To put it correctly, it was relegated to being an option because of another necessity. Scoring! I remember my teacher standing under the blackboard and actually telling us "If yo u don't understand, Memorize!". That clearly defined the priority for us. To make things worse, we had a live example in the rank-holder. Irrespective of his/her understanding of the subject, he/she universally memorizes. Besides, we are left at the mercy of diagrams in science books that leave much to our ability to imagine, and the lab experiments that don't relate to what we study in the classroom to understand. In many ways, understanding was not even an option. Further still, which other subject apart from, may be, mathematics had any content to be understood?

English, Tamil: A bunch of poems to be memorized. For prose, the answers to the questions were always a couple of paragraphs..and some grammar to be remembered. Done!
Social studies: Memorize! Its a collection of stories, dates and names anyway.
Science was cat-on-the-wall. Some you understand, some you don't. But never mind. Go the social studies way!

Such an attitude bothered me even as a kid though I didn't know what to do to understand other than read the book again. Honestly, I really didn't think about how "understanding" is really going to help me in the future! I never had a future beyond the upcoming exam then! :) Looking back, the worst feeling I have is, I didn't even realize that science can actually be understood deeply.

Now, after reaching a stage when all those years of "darkness" won't matter anymore, (not to mention the lamenting so far...) it is still gratifying to know that someone is working to bring science in its natural form right to the people who needed it the most. Kids!

"The Wonders of Physics" is a series of demonstrations on various concepts of classical physics like light, sound, pressure, heat. The credit for this initiative goes to Professor Clint Sprott of The University of Wisconsin-Madisson. The videos taped during his demonstrations buffers for free online! You don't really need to have a kid who is struggling with understanding science to watch these videos! You can wash your sins that you were forced to commit in your school days even now. Its never too late! :)