Improving learning outcomes through the government school system in India

Evaluation of the CCE and LEP programmes in Haryana

Speaker: Shobhini Mukerji, executive director, Abdul Latif Jameel Poverty Action Lab (J-PAL) South Asia at IFMR
Date: 19 May, 3-5 p.m.
Venue: Conference Room 1, India International Centre, New Delhi
Discussants: Dr Santosh Matthew, joint secretary, Ministry of Rural Development, Government of India
Yamini Aiyar, director, Accountability Initiative at the Centre for Policy Research

Download presentation (700.4 KB)

Despite gains in primary school enrollment in India over the past decade, learning levels are stagnating. This 3ie-supported impact evaluation analysed the student learning outcomes of two programmes introduced by the Government of Haryana – the Continuous and Comprehensive Evaluation (CCE) programme which aimed at restructuring teaching-learning and testing practices, and an innovative group-based approach to teaching children according to actual learning levels rather than a prescribed syllabus (termed as Learning Enhancement Programme, LEP by the Haryana government).

The LEP teaching methodology innovated by Pratham, a non-governmental organisation, has shown to be effective when implemented by community volunteers outside of school. This experiment evaluated the impact of the model when integrated into government schools and implemented by teachers under a state-led monitoring structure, with and without the inclusion of CCE.

Findings showed that while the CCE programme did not have any effect on test scores, LEP, which focused on basic literacy and numeracy, significantly improved Hindi test scores, especially for students with low learning levels. The study concluded that the methodology can be effective in improving basic reading scores when children are grouped according to initial learning level, the teaching focuses on basic skills and there is sufficient institutional support for implementing the methodology.

The study attribute part of the success of LEP to careful monitoring and mentoring support for teachers. The CCE, on the other hand, faced implementation challenges, indicating that the design of the scheme may need to be reviewed and made less complex.

This seminar will focus on how to mainstream and scale up innovative models such as LEP that have been found to be effective, within a government system, and designing the optimal administrative architecture to embed and scale up such models, the effects of which are long-lasting.

Read more

Scroll to Top