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
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
An ARP student finds letters in the
Teacher conducts the ARP class at
Government Kannada Higher Primary School, Bapujinagar