Phases of
Roshni

Pilot Project

In the first stage of Roshni, the project began as a pilot program in four schools. Union LP School, Thrikkanarvattam, Government LP School, Ponnurunni, Government UP School, Kandanthara, and Government High School, Binanipuram The schools were selected based on the following parameters:

Roshni Pilot Project

In the first stage of Roshni, the project began as a pilot program in four schools. Union LP School, Thrikkanarvattam, Government LP School, Ponnurunni, Government UP School, Kandanthara, and Government High School, Binanipuram The schools were selected based on the following parameters:

  • Schools with the highest number of migrant children
  • Schools from different regions of the district
  • Schools with students from diverse linguistic backgrounds
  • Representation from Government and Aided schools
  • Representation from Lower Primary, Upper Primary and High Schools
  • Representation of schools from rural, urban and semi-urban regions
  • Schools with Educational Volunteers appointed by SSA

From the selected four schools more than 110 students underwent the special package for language acquisition for five months.

While Roshni project was in action a group of seasonal migrants with their children camped near Union LP School, Thrikkanarvattam. The issue got raised in a review meeting and actions were taken to bring 25 children from the group to school. This resulted in the preparation of an adapted curriculum and the appointment of a special volunteer solely for them. The students were given free learning aids along with uniforms and bags. By the time the migrants moved to another location their children were given basic trainings in language skills and personal hygiene.

The success of this pedagogical intervention motivated the District Administration, Ernakulam to extend the project to all the schools in the district where more than twenty students are studying.

To evaluate the impact of the project both quantitative and qualitative analyses were carried out both at the beginning and on the completion of the project. Pre-tests and post-tests were conducted on all languages to check all the four competencies of the learners. The performance of the students in these tests shows that more than 70% of them have learned to use the language and are competent in listening, speaking, reading and writing. Similar progress is visible in the comprehensive reports of different terminal examinations on different subjects including their skills in scholastic and non-scholastic areas.

Qualitative advancement of the learners is evident in the analysis based on the portfolio of each student. The discourses they produce as part of their syllabus meets the academic standard expected at their respective levels.The students have become confident to participate in the classroom activities and be a part of classroom transaction. They partake and showcase their skills in class PTAs, corner PTAs and ‘Mikav Ulsavam’ (programs meant for social auditing and performance outside classrooms and to be an assessment come interaction among students, teachers and parents). The enthusiasm they got out of these performances and classroom participation motivates them to come to school everyday without fail. The migrant students are now at par with the native students and in some classes migrant learners top the continuous evaluations and terminal examinations.

The pilot project got Bronze medal in the prestigious Skoch Award.

The pedagogical concept behind this project evolved from an attempt of a research team of a school where more than 50% of the students are migrant children. This project takes its essence from the latest educational theories like Social Constructivism, Innate Theory, Experiential Pedagogy, Multiple Intelligence etc.