QUALITY LEARNING ENVIRONMENT ASSESSMENT REPORT

Background

The social cost of poor quality school education is therefore enormous and can leave its footprint across generations. In acknowledgment, the Government of India legislated the landmark Right to Education Act 2009, which purports to give every child an opportunity to have quality schooling. Save the Children is committed to ensuring that the RTE Act gets translated on the ground both in letter and spirit. We bring in resources, practices, and processes to help schools excel in imparting scholastic and life skills. Save the Children intervention into school education has three key drivers namely;

• Quality of Learning Environment (QLE),
• Improved Learning Outcomes for students,
• Improved enrollment

In pursuit of this commitment, Save the Children in collaboration with Hempel Foundation has launched a project for Quality Education in 22 elementary schools in Nashik., Maharashtra The Save the Children QLE assessment framework has been used to inform programming in children’s emotional, psychological, physical wellbeing, learning levels, and community participation.

Intervention

The Qle framework defines the quality of learning environment in schools to be comprised of four core principles namely i) Emotional and Psychological Protection, (ii) Physical Protection, (iii) Active Learning and (iv)Collaboration between School & Parents/Community. Each of the dimensions comprises of a number of measures, which help to score each school on the extent each quality dimension is in place. The assessment methodology aggregates the data of the responses given for individual measure(s) by the respondents to calculate aggregate achievement scores for the quality dimensions.

Services

The assessment followed the standard methodology for doing QLE which has been used by a number of Save the Children Programs across the Globe. Both quantitative and qualitative data were collected from the field. The data collection was followed by data entry, cleaning, and analysis required for the preparation of the guiding principle scorecard for the project schools. The results were documented and recommendations suggested thereof.

Reports