LEARNING THROUGH

INTERACTIVE RADIO INSTRUCTION (IRI)

Programme Monitoring Report 2009-10

Submitted by
SARD
FACT SHEET
MOU between EDC, Bangalore and MCD for IRI Programme
(Pilot Phase: April, 2009 to March 2010 in 3 MCD zones)..............................................................9th January, 09

Contract Signed with SARD as Monitoring Agency

for Pilot Phase................................................................................................................................... July, 2009

Contract Period ....................................................................................................................July, 09 to Mar, 10

Training of SARD Observers by EDC...................................................................................... 23 & 24 August, 09

Effective Monitoring Visits by SARD Observers..........................................................................Sep, 09 to Feb, 10

IRI English is Fun Level-1: Radio Broadcast................................................................Gyan Vani, FM 105.6 MHz

Timings of Broadcast and SARD Observers visit.................................................................. 8.30 am and 3.30 pm

Number of Visits to School (Norm as per EDC)................................................................... 2 visits/month/school

PROGRAMME TEAM

EDC Regional Team (Delhi)

Ms. Swati Parmar, Programme Manager, Delhi
Ms. Roslyn, Coordinator, Civil Lines Zone
Mr. Prabhat Kumar Shaw, Coordinator, West Zone
Mr. Nisar Khan, Coordinator, Najafgarh Zone

MCD Zonal Directors (Deputy Education Officers)

Mr. Jasram Khaim, DEO, Civil Lines Zone

Mr. O.P. Yaduvanshi, DEO, West Zone
Mrs. Krishna Sharma, DEO, Najafgarh Zone

SARD Project Team

Mr. Sudhir Bhatnagar, CEO

Mr. Kapil Jangra, Programme Coordinator
(In addition, 15 IRI Observers)
 LEARNING THROUGH
INTERACTIVE RADIO INSTRUCTION
(IRI)

Programme In School Support Report 2009-10

Submitted by
SARD
Learning Through IRI

Abbreviations
DEO Deputy Education Officer

EDC Education Development Centre

EFA Education for All

HM Head Master

IRI Interactive Radio Instruction

M&E Monitoring and Evaluation

MCD Municipal Corporation of Delhi

MCPS Municipal Corporation Primary School

MOU Memorandom of Understanding

NGO Non-Government Organisation

SARD Society for All Round Development

SSA Sarva Shiksha Abhiyan

TLM Teaching Learning Material

USAID United States Agency for International Development


 Learning Through IRI

ACKNOWLEDGEMENTS
Learning through IRI has benefited greatly from the help and assistance of a very large
number of people, groups and organisations. We wish to acknowledge the funding of the
project by the Education Development Centre (EDC), through the India Country office,
in association with the United States Agency for International Development (USAID), New
Delhi.

Thanks to members of EDC Team, Dr. Victor Paul, Country Director, Ms. Archana Nambiar,
Programme Manager and Ms. Revathi Rugmini, Monitoring & Evaluation Officer of EDC.
Also the EDC Regional Team, without their support and cooperation, it would have been
difficult for Society for All Round Development (SARD) Observers to take forward the intended
activities, therefore special thanks to Ms. Swati Parmar, Ms. Roslyn, Mr. Prabhat and Mr.
Nisar Khan for their day to day coordination and interaction with SARD Team.

The innumerable insights from the Head Office of EDC, Washington were particularly helpful.
We are very grateful to the EDC Team members of the Head Office for their commitment,
time and inputs.

Municipal Corporation of Delhi (MCD) Director, Mrs. Premlata Katariya and School Staff of
the three zones namely, Mr. Jasram Khaim, Deputy Education Officer (DEO) - Civil Lines, Mr.
O.P. Yaduvanshi, DEO - West Zone and Mrs. Krishna Sharma, DEO - Najafgarh providing
assistance in very many ways as did the Teachers of the MCD Schools who were not only the
stakeholders but also made important contribution to the implementation of IRI Programme
in their respective schools. We would like to thank the stakeholder groups who gave so
generously of their time, particularly during the schooling hours.

We are deeply indebted to all the principals, teachers and administrative staff in the
schools providing their full cooperation and extended their support in the IRI Programme
implementation.

The final (and biggest) word of thanks goes, of course, to the children of Grade 1 & 2 in
all the MCD Schools who participated in the IRI Programme intently, initially in their schools
and subsequently in their homes. Learning through IRI would not have been possible without
their interest and involvement.

SARD Monitoring Team


Learning Through IRI

Foreword
As SARD Team Leader, it gives me great pleasure to publish Learning through IRI. This report
presents the In School Support processes undertaken by SARD in 150 MCD Schools
during the implementation of a unique programme for improving English Comprehension &
Speaking Skills among Children of grade 1 and 2.

Learning through IRI is one of the significant in school support process undertaken in
three selected zones of MCD, by tracking the development of schools for at least eight (8)
months.

I am confident that this publication from SARD will prove to be of enormous benefit to both
policy makers and practitioners and will play an important role in the ongoing quest to
improve childrens education in government (MCD) schools.

I would like to thank Mrs. Premlata Katariya Ji, Director MCD and Dr. Victor Paul, Country
Director, EDC Banglore for their support during the programme implementation period.

Most importantly, I would like to thank the 150 school children, their principals, teachers
and Zonal Staff who have generously given up their valuable time to participate and enrich
this programme.

Sudhir Bhatnagar
CEO, SARD


 Learning Through IRI

Contents
Introduction 7

Background & Objectives of Learning Through IRI 8

Interactive Radio Instruction (IRI) 9

The Given Scenario: MCD School Settings 11

Data and Methodology: In School Support Design 12

In School Support Team 13

In School Support Visits 14

Radio Availability 16

Radio in Working Condition 19

Guidebook Availability 20

Reasons For Guidebook Being Not Available 21

Guidebook: Preparations Pre-broadcast) 22

Classroom Observations (During Broadcast) 23

Availability of TLM 25

Pre-broadcast Preperations (Average Time) 27

Follow-up Activities 28

Using Guidebook 29

Key Issues & Inputs Provided by Observers 30

Summing Up 33

Dissemination 37

Annexure 1 38

Annexure 2 40

Annexure 3 41

Glimpses & Voices 45


Learning Through IRI


 Learning Through IRI

INTRODUCTION
Municipal Corporation Primary School (MCPS)
Girls Rajnagri Extension-1. If one could observe IRI
program in this school, they would deduce that school
could be called an ideal school for IRI program. What
makes this school ideal is the enthusiastic teachers,
who believe in the IRI Program, equally supportive
principal and students who like to participate in the
radio program and wait for it every morning.

On visit to school, you get to know about Anshu, a girl

student in Class 2. As her class teacher, Mrs. Seema Kumari narrates, Anshu used to run away from
English when she joined the school. She had problem in pronouncing even Hindi words due to her
native (local dialect) language. The radio program attracted her attention and gave an opportunity
to the teacher to work upon. Now, she can comprehend, speak and pronounce basic English words
in a much better way and likes to learn English through radio.

As you read this report, you would read narrations about many such schools visited by SARD
Observers during their in school support visits. This report provides quantitative and qualitative
details of the in school support processes.

This report presents the descriptive analysis of
the findings from the eight months In School
Support data collection in 150 schools, classroom
observations, interactions with the teachers who have
participated in Learning through IRI - the Interactive
Radio Instruction Programme. The data were
collected between July 2009 and February 2010.
This report attempts describing the background
literature, the IRI approach, format used during the
programme to collect data and the findings of the
Learning through IRI programme.
Learning through IRI tracks the development of
schools, especially 150 In School Support schools
and the classrooms, teachers attitude, behavioral
change and most importantly childrens involvement
in eight months of IRI programme. This report
focuses on the first objective of Learning through
IRI: to describe the pilot phase of IRI Programme
achievements, issues and challenges in MCD schools
of Delhi. It will provide a comprehensive picture of
how the children and schools are faring across the
main domains of their development and their daily
classroom experience. The findings will be presented
for all 150 schools, interesting differences among
schools, three zones and classroom settings through
data. This report is descriptive providing the first hand
views of teachers and a wide range of factors that
may impact on the IRI Programme implementation
in MCD schools. Although report will aim to be as
comprehensive as possible it should be borne in
mind that the amount of data collected in Learning
through IRI is considerable and it is amenable to
much more analysis.


Learning Through IRI
BACKGROUND & OBJECTIVES OF
LEARNING THROUGH IRI
Learning through IRI was commissioned in July
2009. It is funded by the Education Development
Centre (EDC) Bangalore, in association with the
USAID Office, New Delhi. The In Schools Support
is being carried out by a consortium of Observers
led by Society for All Round Development (SARD).
The principal objective of the In Schools Support
of MCD Schools is to describe the status of MCD
schools classroom settings, to establish what is
typical and normal as well as what is atypical and
problematic with respect to the IRI Programme
implementation.
The In Schools Support focused on a broad range
of IRI Programme with a view to documenting how
well children in IRI Classroom settings / environment
are doing. The SARD Observers during the In
School Support facilitated the MCD staff especially
the teachers in establishing norms for IRI Programme
Implementation.
A wide range of perspectives have been included in
the Study with information recorded from teachers,
principals and MCD Administrative Staff, and most
importantly of all, the Child himself or herself.

Learning through IRI has defined objectives which
are as follows:
1. To describe the classroom settings during the IRI
Broadcast Schedule/ Timings in School.
2. To chart the development of school over time, to
examine the progress made by the school.
3. To identify the key factors that, independently
of others, most help or hinder IRI s Programme
Implementation.
4. To establish the effects of IRI experiences and
to map dimensions of variation in classroom s
settings among schools (required if any).
5. To identify the persistent adverse effects that
lead to IRI disadvantages and its effective
implementation.
6. To obtain teacher s views and opinions on IRI
Programme.
7. To provide evidence based data of effective
implementation of IRI Programme.
The tasks entrusted to SARD were to conduct
classroom observations during IRI programs at a
frequency no less than 2 observations per classroom
per month, specifically, in the selected 150 schools,
comprising of IRI experimental schools: 50 schools
per zone in 3 zones. In each school, the following
work was taken up:
Holding discussions with IRI teacher.
Observing of IRI program in action. The observer
was present at the school for the full duration of
the IRI program during the day of visit.
Completing the IRI observation format as provided
by EDC during and after the observation.
Communicating urgent issues to the EDC state
coordinator.
 Learning Through IRI

INTERACTIVE RADIO INSTRUCTION (IRI)

With overcrowded classrooms, chalk and talk
learning techniques, the quality of education in
primary schools across government schools was a
cause for concern. To help tackle this problem, the
Education Development Center (EDC), with funding
from USAID, rolled out a student-centred Interactive
Radio Instruction (IRI) programme.

The identified classes tuned into the English-is-

fun-Level-1 programme which was broadcasted
through Gyan-Vani Radio FM Channel 105.6 MHz
for 30-minute lessons every day twice i.e., 8.30
am to 9.00 am and later 3.30 pm to 4.00 pm.
MCD Administration instructed school principals
to have radio sets available for each classroom.
The 120 IRI English-is-Fun-Level-1 radio lessons
were broadcasted and listened through radio by
providing students and teachers in primary schools
with interactive activities such as songs and games.
The programme went on air from 13th July 2009.
Interactive Radio Instruction (IRI) is a teaching
methodology in which a radio broadcast guides
a teacher and students through the activities of a
lesson. While listening to the radio, learners actively
participate with involvement in the lesson by singing,
reading, writing, answering questions and solving
problems in ways that ensure active learning. English-
is-fun-Level-1 is the name of the IRI program. Each
lesson consists of a 30 minute broadcast, along with
activities that the class completes before and after
the broadcast. The activities for each lesson are
described in a booklet called Teacher's guide.
Teacher's guides support the radio lessons for each
day. Teacher s Guides is a resource that links the
teachers to the daily radio broadcast. They assist
teachers in three ways. Firstly, each guide has a
section that explains how to use the programme.
Secondly, the guide provides teachers with the
words of all the songs, instructions for making
simple teaching aids such as paper-ball, using

FEATURES OF IRI PROGRAMME

Unique interventions that specifically targets dual audience viz. Teachers and students.
Programs are focused on pedagogical principals like child-centered learning, critical thinking and
cognitive & emotional development.
Ensure active learning through well designed program activities and multiple technologies for
Teaching and Learning
Innovative teacher training / learning programmes using media.
Development and adaptation of appropriate teaching learning materials, complementing the lessons
with games, activities etc.
Emphasizing the need for making learning a joyful experience.
Orientation of parents, community and local NGOs on the need for creating a conducive atmosphere
for learning.


Learning Through IRI

Another purpose of the Learning through IRI for MCD

Primary School pilot project is also to train and prepare
Class 1 & 2 teachers to facilitate IRI program effectively
in their classrooms. However, in order to participate
effectively, teachers must be trained in this innovative way
of teaching. Therefore, materials such as teachers guides
were distributed. Teachers conducting IRI in the Class 1
& 2 were oriented to its principles and methodology, as
well as prepared for the type of classroom management
required during IRI broadcasts. During the training, more
than 300 teachers participants from MCD Primary Schools of three zones were trained in IRI techniques
and given teachers guide. During the training days, the Zonal Educational Officer of MCD explained to
the participants the importance of the training and how it can be beneficial to students, particularly in
MCD schools. Trainers and resource persons of EDC explained and demonstrated that IRI is an active
teaching methodology designed to make learning fun. IRI is aimed at Improve educational quality.

classroom settings, and explanations to difficult
concepts. Thirdly, each guide has lesson plans for
each of the 120 lessons including what activities the
learners should do before, during and after the radio
broadcast. Pre-broadcast activities help the learners
to review skill and information from previous lessons
and prepare them for the lesson for the day. Since
air-time is limited, it is essential that teachers follow
up each broadcast with the post broadcast activities
described in the daily lesson plan.
IRI is an active teaching methodology designed
to make learning fun. Children sing, play games,
answer questions, read and solve questions in
ways that ensure their participation actively in the
learning.
Education Development Centre (EDC) and the
Municipal Corporation of Delhi (MCD), under the
memorandum of understanding (MOU) signed in
first week of January 2009 organised the Interactive
Instruction (IRI) programme training for the primary
teachers. The training programme was organized
jointly by the MCD teachers training institute,
shaktinagar and EDC on how to use technology
materials and tools, especially radio in their
classrooms in different batches. It trained all primary
teachers of 150 primary schools of the three zones.

10

THE GIVEN SCENARIO:
MCD SCHOOL SETTINGS
EDC conducted the initial survey of MCD Schools
in the month of Feb/March 2009. The purpose of
the survey was to collect basic data (both qualitative
and quantitative) and to triangulate them on
basic parameters (indicators) for planning and
implementation of the IRI programme effectively;
this included the infrastructure details of the
schools. The preliminary findings of the study
revealed the following salient points regarding MCD
schools enabling environment for IRI Programme
implementation planning and administration.
In Delhi, the MCD primary schools are of varied
sizes, there are schools are of small, medium
and large sizes ranging from 105 children, 300-
600 children and about 1300-1500 children
respectively.
On an average there are about 2-3 sections
among boys schools; about three (3) sections per
school among girls schools and one-each (1) in
combined schools. Therefore, while designing
Learning Through IRI
and planning for the IRI programme it is important
to note that if the delivery of the programme is
through Radio, each school (especially boys and
girls) must have 2-3 radio sets per school so that
all children (sections) could tune and listen to
the programme simultaneously.
The attendance is not an issue in MCD schools,
on an average a good percentage of attendance
(read it as actual head count instead of reported
/ recorded numbers in the registers), above
75% was reported in most of the schools visited
during the survey.
Again required number of teachers or teachers
in position is not an issue among MCD schools.
Most of the school irrespective of the size; small,
medium and/or large have teachers in position
and available for the primary grades.
The electricity is quite regular and constantly
available at the school. It is to be noted that
in Delhi, the norm is now pre-paid electricity
connections.
11
Learning Through IRI

DATA AND METHODOLOGY:

In School Support DESIGN
The sample of 150 schools (50 schools per zone x
three zones) was generated through the list of MCD
primary school of three zones. The representative
sample of 150 schools were primarily based on
three criteria a) proportion of type of schools i.e.,
only Boys, only Girls and Co-educational schools;
b) The type of shift i.e., morning (general) shift and
afternoon shift, generally the morning shifts are
for girls and/or co-educational schools whereas
afternoon shifts are exclusively for Boys only; and
c) the size of school i.e., large, medium and small
based on the number of enrollment in Class 1 &
2. Based on the above criterion, the schools were
selected by EDC team and provided to SARD. The
effective period for In School Support the IRI
Programme by SARD Observers was eight months
as stated below:

Month Number of Remarks

& Year Broadcast during
the Month
July 09 15 Broadcast started from 13th July
From 6th Aug 09; Broadcast begin from Lesson-1; as the initial broadcast
was to prepare teachers & schools with the broadcast timings; arrangement
Aug 09 19 of adequate radio sets; training of teachers on IRI approaches & techniques.
SARD Observers (Team) was oriented and trained on IRI Monitoring Format
on 23-24th Aug 09.
It took almost 7-10 days for SARD Team to get stablised with the Minitoring
Format. Soon the Dashera holidays followed and schools were closed.
Sep 09 14 Also, the finalized list of schools was received from EDC Team after the
views and recommendation of M/s. Vision EIS Team, conducting the
Baseline Survey in same 150 schools.
Oct 09 15
Nov 09 20 Effectively SARD Team had 8 months for In School Support for 150
schools, with a norm of 2 visits must for each of the 150 schools. In other
Dec 09 17
words, 150 schools were visited during the broadcast days which were
Jan 10 18 equivalent to over 1732 visits.
Feb 10 20
Mar 10 6

12
 Learning Through IRI

In School Support TEAM

SARD initially began the In School Support It is important to mention here that the team
visits with 12 observers who were trained by EDC. composition was made keeping the zonal variation
Subsequently, there were observers who left in and the geographic spread of the schools. In
between and SARD had to not only recruited the Najafgarh zone, the schools were very far and
qualified observers but also trained them. The list distances were too much to cover in a day through
of observers given below is mainly those who served public transport. Also, there were very few public
the maximum and were retained till the end. Thus, in transport buses available for commuting in the zone.
all SARD deputed 16 Observers to visit 150 schools Therefore, it was strategically important to have a
with the above caveat. It may be noticed that the male team member with a vehicle (two-wheeler)
number of schools provided below in table are which would facilitate in In School Support visits.
exceeding 150. This happened because of changes It is also important to mention here that the highest
in the list provided earlier and modification taken number of attrition of observers was from this zone.
up later based on EDCs experience with Vision To be precise, in no point of time SARD could get
EMIS baseline survey. Thus the number of schools the full strength of five observers till Oct, 2009, there
visited represent both the initial list of schools and were 3-4 observers i.e., 1-2 observers short for the
the modified list of schools resulting in increase in zone. However, from Nov 2009 onwards, the team
number of schools visited during the over all period. stablised. It is remarkable that inspite of that the
However, currently SARD In School Support is shortage of observers, Najafgarh zone reported the
effective in 150 schools as per the latest revised list good number of visits (608) in the zone is highest
. as compared to the other zones, where the strength
of observers were adequate. In the remaining two
SARD Number Total Schools zones namely, West & Civil Lines Zones, most of the
Observer of Schools Covered in teachers of Class 1 & 2 were female teachers and
Allotted to three Zones thus strategically female observers were entrusted
each Observer the responsibility of classroom observation.
Mr. Fahim 10
Ms. Rashmi 11 5 Observers
for 52 Schools
Mr. Shimile 10
in Civil Lines
Ms. Tulika 10 Zone
Ms. Varsha 11
Ms. Bhawana 12
Ms. Himika 10
Ms. Nisha 12 6 Observers
for 66 Schools
Ms. Priyanka 12 in West Zone
Ms. Madhu 10
Ms. Rajni 10
Mr. Amit 13
Mr. Himanshu 12 5 Observers
for 59 Schools
Mr. Navaldeep 12
in Najafgarh
Ms. Pawan 10 Zone
Ms. Uma 12

13
Learning Through IRI

Old Roshan Pura II: Mr. Dineshwar Tyagi, teacher of Class 1 says, this program is
very good initiative, but it has some drawbacks such as: some lessons were above the
standard of Class 1 students but overall it has many things to learn and good exposure
for children to be bold enough in classroom and also it enhances listening skill of students
when students listen to the instructions of radio characters for the short time and they
concentrate over it .

In School Support VISITS

As mentioned in above sections, SARD Observer
started In School Support visits since inception of
the programme i.e., signing of the contract in July
2009. However, the effective period made available
with SARD Observers for the In School Support
visit was initially for 5 months from October 2009
to February 2010. Thus, the total number of visits
made by SARD Observers was 1732 in 177 schools.
However, this should be read with a caveat that the
maximum number of visits could be made only in the
effective period of 5 months.

From the above table it is evident that almost 2
visits per school per month were made by the SARD
Observers which was the norm set for the In School
Support visits. As per EDCs norm it was mandatory
for the SARD Observer to visit 2 visit per school per
month.
In order to ensure, the observers visited more
schools, instead of routinely visiting same schools,
the number of visits to schools further segregated
by disaggregating the data and analysing, how
many visits were made to each school. The table 2
presents the scenario.

Table 1
Zone Total Number In Number Average Number of Visits
of Visits made of Schools per School in Effective
by SARD period of 5 months by
Observers SARD Observers
Civil Lines 564 (33%) 52 (29%) 564/52/5=2.17 (2)
West 560 (32%) 66 (37%) 560/66/5=1.70 (2)
Najafgarh 608 (35%) 59 (33%) 608/59/5=2.06 (2)
Total 1,732 (100%) 177 (100%) 2 visits per school per month

Najafgarh - 2(G): Ms. Vijay Lakshmi, teacher of Class 2 says, I like this program
because children are taught in the way they like... they like playing, singing, jumping etc.
and this program uses such methods to teach children and helps them to learn.

14
 Learning Through IRI

Madhu Vihar (I) Girls: Ms. Meena Sharma, teacher of Class 1 says, our school had
broadcast problem that is why we could not run program frequently, I observed changes
in students, whenever it is conducted students take interest in the program, I want this
program should be visual also such as: on T.V., so that more efficiently children can take
interest and can learn with more enjoyment. Over all, program is very good.

As per the above observation, SARD Observers had
five effective months for their In School Support visit
and according to EDCs norms one visit per school
per month was mandatory. Therefore, a minimum of
five visits by each observer was ensured by assessing
the data using the following criterion. a) for how
many schools were visited less than five times; b)
for how many schools were visited atleast minimum
5times , and lastly c) for how many schools were
visited more than five times by the SARD Observers.
It can be noticed from the table above that for
almost 119 schools out of 177 schools, as per the
norms given by EDC, 2 visits were made by SARD
Observers each month. For about 38 schools, the
SARD set norm of 2 visits per school per month
could not be achieved. But as mentioned above,
most of the schools which are under this category
are those which either got changed/deleted from the
original list or there were some constraints such as
accessibility to the school. However, from the data,
it was observed optimum coverage as stipulated
were attained by the visits of observers to gauge IRI
program efficiency and effectiveness.

Table 2
Zone Less than 5 Visits More than 5 Total
5 Visits Visits Schools
Civil Lines 8 (15%) 6 (12%) 38 (73%) 52
West 13 (20%) 12 (18%) 41 (62%) 66
Najafgarh 17 (29%) 2 (3%) 40 (68%) 59
Total 38 (21%) 20 (11%) 119 (67%) 177

Najafgarh (I) G: Ms. Sunita Goswami, teacher says, program is good except that we lack
the radios. Otherwise I could have done better . Ms. Tara another teacher says, program
is nice, children have learnt a lot while playing games and in a fun way. Poems were
lengthy and few words were of advanced level according to my students . According to Mrs.
Samyukta Rani (teacher), the program is very attractive to children. If visual element is
added then it'll be even more attractive to the students. The guide book and the time table
of broadcast lessons were very helpful. Each and every step was defined in the Guidebook for
us to follow. Children learnt a lot with fun .

15
Learning Through IRI

RADIO AVAILABility
MCPS Boys Rangpuri, Mrs. Anita Sharma, class teacher and
in-charge of the school stated that, The radio program has
benefited her students by creating a strong attraction towards
learning English. The students are attracted by the unique and
fun way of learning through games, activities, songs and music
which certainly appeals a lot to them.

Having made the visits or in other words, merely principal through School Inspectors to ensure that
visiting schools by SARD Observers was not the each school must have a good functional radio
essential purpose of In School Support, the first set available for the children. The overall scenario
and foremost was to ensure that the radio must be regarding the availability of radio sets during the
available in the school for the programme. Therefore, visits made by SARD observers is presented below
the pertinent question comes, is radio available in in the table.
school?. The answer or response to this question is
not that simple. When we see after the pilot phase Table 3
of IRI programme at the end of broadcast, yes there Visits Is Radio
are good numbers of radio available. But this was Available (Yes)
not the scenario in the beginning. SARD Observers
Civil Line 565 499 (88%)
along with EDC team had to make lot of efforts with
the school administration to ensure the availability West 559 524 (94%)
of radio sets. The key effort was made by EDC Team Najafgarh 608 583 (96%)
by getting the Administrative orders from Director Total 1,732 1,606 (93%)
Education that each classroom must have a radio
available for the programme. Getting administrative It may be observed from the table above that overall
order is one thing, but procuring and ensuring the in 93% of the visits the radio sets were available.
radio are available in classrooms is another. Thus, However this inference must also be read with a
SARD Observers had to make lot of efforts by way caveat, i.e., in a school a radio set could be available,
of persuasion and assisting the school teachers and but was the radio available for all the classrooms

MCPS Boys Sagar Pur West-2, There are total 9 sections of

Class 1 and 2 in the school, but due to scarcity of rooms,
they have to make two sections sit together in a classroom.
During the visits, it was also noticed that there was shortage
of working radios. Observer took up the matter with the
principal, who promised to look into the matter on a priority
basis, and if radios could not be repaired she will buy new
radio sets. She kept her promise and got one radio for each
classroom of Class 1 and 2.

16
 Learning Through IRI

MCPS Girls Indira Park-1: Like many MCD

schools, SARD Observer noticed shortage of
radio sets. Due to shortage of radios, the radio
sets are given to eleven sections of Class 1
and 2 on rotation basis. It meant that no class
could attend all the lessons and therefore each
student would miss the subsequent lessons
before their turn comes the next time. It also
meant that the students were finding it difficult
to follow the lessons as the lessons got a little
tougher, building on the topics covered during
previous lessons.

When SARD Observer met the principal to discuss this issue, was assured that more radio sets will be
procured in coming months. Another month went by and Observer went to remind the principal about
her commitment to buy more radio sets. Observer was told that radio sets could not be procured because
the funds had to be used for more pressing and urgent needs to buy more mats for students to be
used during the winters. Observer could clearly see that students couldn't sit on the cold floor without
the additional mats, therefore radio sets had to wait. But IRI broadcasts won't wait either. So, there was
only one way to change the usage pattern of the available radios. Observer requested the principal to
consider combining two sections at the time of broadcast so that each radio could be shared among at
least two sections. This change would mean that each student would get the opportunity to attend each
and every lesson of the broadcast.

and sections of Class 1 & 2? No, it would be wrong
to state so here. As per SARDs Observers Team, it
took almost 3 months, from July to September 2009
to stabilize as they ensured that each classroom and
section had a radio set available.
From the table above one can also observe that in
West and Najafgarh zone, the percentage of radio
sets availability during the visit was satisfactory.
However, the availability of radio sets at Civil Lines
zones was less in comparison. The reason is though
Civil Line zone was the first zone where the IRI
programme was initiated, a) in the initial stage it
was unclear whether radio sets or CD player or both
combo-pack i.e., radio with CD is to be procured
for the IRI Programme. The Zonal Officer, DEO of
Civil Lines requested teachers to procure CD player
for the school, which later was changed and schools
were requested to procure radio sets with FM
channel. This delayed the process and availability of
radio sets in civil lines zone.
The table below presents the sample scenario before
and after the programme. As mentioned in above
section, at the beginning of programme schools had
none or only 1 radio set, but gradually they bought
the additional / new radio sets.

MCPS Punjabi Bagh, One can generally find principal on rounds across the school when the IRI broadcast
begins. The teachers regularly put on the radio and students wait eagerly to participate. It seems that the
principal and teachers of school have taken upon themselves to self-monitor and implement the program
for the benefit of each student and the school in general. School now owns the program, as the teachers
and principal show willingness to overcome hurdles which can be resolved by them. Rather than making
an issue out of unresolved issues, they take challenges and resolve it amicably within the team.

17
Learning Through IRI

Indra Nagar (I): Ms. Shashi Bala (teacher) says, I found the program very interesting.
Guide book is very helpful, especially because we could use the songs and activities during
games period too. But learning sentences was tough for the students. Words and songs
which were repeated often were learnt easily by the students . She adds, It will be further
helpful if the broadcast time could be revised. The school starts at 8:00 am during winters.
We don't get much time for pre-broadcast activity. We generally do verbal learning after
the recess because children are tired. I think that timing will blend nicely with the radio
program .

Table 4 From the starting, school was having only one

Name of School Number No. of radio and still there is only one radio, program is
of Radio Radio in conducted only in Class 2 but teacher has become
in July October very much regular for the program, he gives up all
2009 2009 of his most important works when he had to conduct
MCPS Burari Boys 1 4 the program. Even, when teacher was late, students
by themselves switched on the radio and listened to
MCPS Jahangiri Puri E-1 0 4
the program sincerely.
MCPS Sangam Park-1 1 4
MCPS Burari Girls 0 4 Program is conducted in principals office, because
MCPS Jagatpur (Boys) 0 2 their classroom does not have switch board to plug-
in. Mr. Brijpal, teacher of Class 2, is very much
MCPS Jharoda Mazra-1 1 6
impressed by the program. According to him this
MCPS Jhanagirpuri H-2 0 2
program enhanced attachment between students
MCPS Samaypur New-1 1 5 and the teacher, program has decreased the gap
MCPS Nathupur-2 1 2 between students and teacher, because this program
contains limitless learning with enjoyment. He quoted
MCPS Model Town II: Initially the school was taking a word for the IRI program romantic program for
IRI program for granted and teachers were of the me. He suggested that this program should be for
opinion that the broadcast clashed with the time of atleast one hour.
recess/break in school, which is why students will not
be gathered in the class and if gathered they will not
take interest.

But adjustments were made to the timings of recess

before the broadcast and teachers were requested
to conduct the program. In the beginning, program
was not conducted frequently for the two months
but frequent visits by SARD observers made teacher
regular and they began to conduct the program
regularly.

Qutub Vihar: According to teacher Mr. Neeraj Singh, children have shown great interest
towards radio programme, they start singing and dancing when the good morning song
comes in radio.

18
 Learning Through IRI

WORKING CONDITION of RADIO

Now the obvious next question comes, if the radios
were available during the visit, were they functional
during the visit? From the table below it is clear
and evident that for almost 95% (1,518 out of
1,606) visits where the radios were available, were
functional too.
The above quantitative scenario again needs to be
read with a qualitative illustration. Though the radios
were functional for almost 95% of the visits, SARD
Observers had to motivate school teachers and
principals to make it happen. In the initial stages
i.e., July to September 2009 visits, there were lot of
issues for making the radio sets functionally available
for the programme, the issues were a) the electric
points were not available or were functional in the
classroom; b) The electric (connecting) wires of the
radio procured were not long enough to connect it
to the electric point; c) The available electric point
needs repair, as it does not have proper earthing ,
Radio Radio in
Availability Working No battery
Condition
Civil Line 499 (88%) 421 (84%)
West Zone 524 (94%) 521 ((99%)
Najafgarh 583 (96%) 576 (99%)
Total 1,606 (93%) 1,518 (95%)
due to which the radio reception is not proper and
gives humming sound; d) Radio procured does not
have FM channel; e) Radio procured is of local brand
(locally prepared) and not of good quality therefore
the reception of programme is not proper; etc. etc.
SARD Observer(s) hand-holding and persuasion
with the school authorities, teachers and principal to
make the radio set functional paid dividends and the
functional radio sets were more or less available in
classrooms from October 2009. Some key steps taken-
up during the process to make the radio sets functional
were a) the local radio sets were replaced with good
branded radios; b) the electric points were repaired
and made functional; c) wherever it was not possible
to make electric point functional, dry cell batteries were
procured to made radio functional; d) Extension cord
was procured to make sure that the radio is placed
either at the centre of the classroom and/or where the
reception of the broadcast was proper.
Table 5
Reason(s) : Radio not in Working Condition
Has Broken Reception Others
Problem
0 0 1 3
2 0 0 0
0 0 0 1
2 0 1 4

MCPS Gujranwala Town II: Since, this school is of 2nd shift and school was facing problem with the
broadcast timings, HM rescheduled the recess time. Ms. Meenakshi, who teaches Class 1, was not
trained for IRI programme. SARD observer oriented her IRI programme and gave her feedback on day
to day lessons on regular basis, with regular interactions with her, she overcome her weakness. Now she
feels confident and coordinates all activities with high interest to draw all students attention.

MCPS Nangloi, One can easily see how the children feel and act during the broadcast and the progress
that they have made over the period. There's growing interest among students towards learning English
and it proves once again that the IRI program is a great initiative to make learning English attractive and
enjoyable while delivering measurable results.

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Learning Through IRI

GUIDEBOOK AVAILABility
The next important component of the programme
was availability of teachers guidebook. Therefore,
the obvious question was it available to the teacher
during the visits. It is to be noted here that EDC
provided the teachers guide prepared for the IRI
Programme English is Fun Level-1 with instructions
in Hindi and distributed to each teacher during the
three day orientation / training programme.

From the table presented below it could be seen that

in almost 70% of the visits made by SARD Observers
the Guidebooks were available.
Table 6

It would be wrong to presume or assume that for the Visits Guidebook

remaining visits the guidebooks were not available Available (Yes)
as they were not provided / given to the teachers. The Civil Line 565 432 (76%)
table below presents the reasons for non availability West Zone 559 340 ((61%)
of the guidebooks during the visits. Najafgarh Zone 608 448 (74%)
Total 1,732 1,220 (70%)

MCPS Aruna Nagar II: Teachers of the school were

skeptical about the programme, initially they used
to listen program themselves instead of running in
the classroom. SARD Observers had to resist many
complaints that students do not come to the class,
radio is out of order etc. Now, the teacher starts the
program regularly in his class, students of his class
draw his attention when the broadcast starts, they
themselves answer the questions asked by the radio
characters. Whenever SARD Observers now visits
the school, teacher asks whether the program will be
broadcasted today.

MCPS Karampura, teacher of Class 2 says, Besides some drawbacks in the program, like inaudible
songs, short activity time, reception of lessons against schedule plan etc., IRI radio program is good. Even
after school hours, I suggest children to listen to repeat broadcast of the lesson. I have observed that our
students are improving. She appreciated one more aspect of the program that it includes instructions
such as: to ask questions from back bencher students, it is very good to encourage students.

20
 Learning Through IRI

REASONS FOR GUIDEBOOK BEING

NOT AVAILABLE
The data sheet as compiled and submitted to EDC
reflects that till Feb 2010, all schools have received
the guidebook. However, the above table should be
read in conjunction that from the initial months i.e.,
from July 2009 and till Feb 2010, the guidebooks
were not available as the guidebooks were
distributed and provided to the teachers in a phased
manner while conducting the two day orientation of
IRI programme for the teachers of grade 1 & 2.
The major reason observed by the SARD Observers
during their visits was guidebook not received ,
i.e., for almost 7% of the visits (126 out of 1,732)
the guidebook was not available. The inference
from the above table should not be drawn that the
teachers guidebook were not given / provided to
the teachers. As stated in the above section, EDC
provided teachers guide to each and every teacher
who participated in the IRI programmes three
day orientation / training programme. Due to the
administrative decisions of the school authority, the
teachers are transferred to other schools and/or
zones, and they have taken the teachers guidebook
along with them instead of submitting / leaving it
with the previous school authorities / teachers.
The above scenario was pointed out and reported
by SARD to EDC Team during the monthly review
meetings in few cases as compiled above.
Three options were considered to resolve the non-
availability of the teachers guidebook; a) provide
additional copy of the guidebook wherever not
available with the teacher; b) request the transferred
teachers to provide the copy of the teachers guide
to the school or teacher from where she/he is
transferred; and c) the school, another teacher who
has the guidebook shares it with the other teacher.
During the monthly review meeting with EDC team,
the merits and demerits of the three options were
considered. Providing additional copies each time
to each teacher was not cost effective and feasible
as there were limited numbers of copies printed
/ available with EDC based on the norm of one
copy for each Class 1 & 2. Asking the transferred
teacher and tracking them was not practical within
the purview of the pilot phase and for the SARD
Observer. Therefore, the last best option of sharing
the teachers guidebook within the school by the
teachers was worked out in most of the schools
where complaints were received and that went well.

Table 8
Visits Reason(s): Guidebook Not Available
Not Available Taken by Other(s)
Received with HM Someone else
Civil Line 565 21 (4%) 2 8 9
West Zone 559 65 (12%) 14 40 27
Najafgarh 608 40 (7%) 3 28 16
Total 1,732 126 (7%) 19 76 52

MCPS Janakpuri Boys School, Ms. Akanksha, teacher of Class 1 says, When the radio broadcast
started, I thought this is another usual pressure over teachers of MCD schools. But as I started to conduct
the program, the interest began, my students learned a lot. I could not expect my students that they would
learn so much English words. She also suggested increasing the timings of the program.

21
Learning Through IRI

GUIDEBOOK:
PREPARATIONS PRE-BROADCAST
MCPS Boys Sagar Pur Old-2, SARD Observer during
his visit asked principal about the IRI program, she
sounded apprehensive and listed issues regarding the
program. The main complaint was that the students
could not understand the new songs being introduced in
the radio program from time-to-time. Observer figured
out that this issue could be solved by providing the IRI
guidebooks to each teacher individually. On subsequent
visits, the guidebooks were given to each teacher after
an orientation, which seems to have solved many issues.
It also helped the teacher in conducting revision of the
lessons learnt on a particular day. One of the teachers said that too many topics in a day were confusing
for the children to comprehend. Now with the availability of guidebook, there is commitment and co-
operation of the school staff making IRI program a success here too.

Similar to radio, availability of teachers guidebook delivery and coordination of the classroom during
is one thing, but using and referring to it is another. the programme.
The table below presents the usage pattern of the
teacher s guidebook by referring to the correct page Table 9
of the guidebook. For almost 81% of the visits Guidebook Referred
teacher guidebook was referred correctly by the Available Correct Page
teachers during the preparation i.e., pre-broadcast. (Yes)
Referring to guidebook by almost 81% itself provides
Civil Line 432 326 (75%)
a positive scenario i.e., Teacher prepare themselves
West Zone 340 307 (90%)
for the programme. The pre-requisite items, TLMs,
content are familiarized by the teachers prior to Najafgarh Zone 448 355 (79%)
the broadcast. This assists and helps them in better Total 1,220 988 (81%)

MCPS Jahangirpuri B I : School is organised and teachers are also concerned about their students.
Initially, when program started it was for Class 2 because radios were short in numbers. Later on request,
HM arranged more radios and program started in Class 1 also. Class teacher of Grade 1, Ms.Usha
Mishra explained other teachers to take interest in the program, she decorated her class with TLMs,
and helped other teachers if they were facing problem in conducting the program. She herself conducts
activities of previous lessons and repeat activities for children using Teachers guide, such as songs
and poems of IRI program. Mrs. Usha Mishra, says, this program has introduced a new way to teach
children apart from traditional teaching. I have improved my teaching skills with the help of this program
and I have come to understand that what children demand to learn. I have seen many changes in many
students in my class since this program started. I use TLMs most frequently to teach children and this is
because of this program. My students have songs on their tips and in the place of movie songs they sing
songs of your radio program in casual setting also .

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 Learning Through IRI

CLASSROOM OBSERVATIONS
(DURING BROADCAST)
Most important aspect of the In School Support As there are various questions asked by the
visit was classroom observations during the various characters during the programme on
broadcast of IRI programme. SARD Observers day-today lessons of the programme, on an
based on the classroom observations used to notice average it is about eight times the teachers used
technical issues which used to be discussed after to pose question to students. There are certain
the broadcast. The practice was so conducive and variations within the zones, such as the number
in such an atmosphere that the teachers do not of questions posed in Civil Lines zones were five
hesitate to share their apprehensions, limitations, as compared to Najafgarh i.e., double (10),
mistakes which they themselves used to share with ten questions being posed by them during the
the observers. programme.
It is encouraging to note that, on an average
The table below presents the overall scenario and about 83% times, the children used to respond
summarized for the classroom observations during to the questions posed by the teachers. In other
the In School Support visits: words, it could be inferred from the empirical
Teachers used to refer atleast once (1) the data that children primarily used to respond
teacher guidebook during the IRI programme. most of the questions during the programme.
Table 10
During Broadcast Civil Line West Najafgarh Total
Zone Zone
Total Visits (a) 565 559 608 1,732
Teacher refers to the Guidebook (in total visits) (b) 716 (1) 995 (2) 820 (1) 2,531 (1)
Teacher poses a question to students (out of total 2,841 (5) 4,406 (8) 6,084 (10) 13,331 (8)
visits) (c)
Students respond to a question posed by teacher 2,179 3,470 5,467 11,116
(out of Teacher poses question to Students) (d) (77%) (79%) (90%) (83%)
Students respond to a question posed by the radio 1,744 (3) 3,608 (6) 3,905 (6) 9,257 (5)
characters (out of Total Visits) (e)
Teacher exercises discipline on the students (Out 1,104 (2) 1,633 (3) 3,035 (5) 5,772 (3)
of Total Visits) (f)
Teacher encourages students to participate in the 1,234 (2) 2,545 (5) 3,477 (6) 7,256 (4)
activities (Out of Total Visits) (g)
Note: Figures in Paranthesis denotes the ratio (average per visit) and/or percentages (as mentioned) which are based on
following analysis
(b = b/a) i.e., example 716 / 565 = 1.26; in other words, teacher referred to guidebook 1 time (once) during the visit in
Civil Lines zone.
Similarly, (c = c/a) i.e., 2841 / 565 = 5.02; in other words, teacher poses questions atleast 5 times to students during the
visit in Civil Lines.
For (d= d/c) i.e., 2179/2841= 77%; in other words, 77% times students respondended to questions posed by the teacher
during the visit in Civil Lines.
For (e= e/a) i.e., 1744/565 = 3.08; in other words, almost three times students responded to the question posed by the
radio characters during the visit in Civl Lines Zone. It may be noted here that in each lesson, there are different number of
questions posed by the radio characters.
For (f= f/a) i.e., 1104/565 = 1.95; in other words, teachers exercises discipline twice on students during the visit in Civil
Lines zone.
For (g= g/a) i.e., 1234/565 = 2.18; in other words, teachers encouraged students twice during the visit to participate in
the activities in Civil Lines zone.

23
Learning Through IRI

Timarpur (I): Ms. Komal (teacher) states, I assume this is just the beginning. These
students will be far better when they would be promoted to Class 2 as compared to the
current Class 2. We try our best in the school but students don't get a proper learning
environment at home . Another teacher and Principal of school, Mrs. Santara Rathee says,
the radio program has certainly benefited the students because earlier students of same
class were limited to big and small alphabets only. But now, these students have learnt to
speak words which are used in daily life .

Many a times instead of teacher asking or posing On an average about 4-5 times teacher had
questions, radio characters Chanda, Raju and/ to encourage Class 1 & 2 young children to
or Mithu (parrot) ask questions directly to the participate in the activities as instructed and/or
children. In other words, teacher do not explain posed by the characters during the lesson.
the question to children but ask directly, in such
cases, again it is encouraging to note that almost
on an average about 5 times in a lesson children
used to respond to these questions directly.
It is only about 2-3 times children had to be
disciplined / cautioned to keep quite in order to
listen or perform correctly during the programme.
In other words, it could be inferred from the data
that children get so interested and engrossed in
the programme that only for few cases / times
they had to be disciplined.

MCPS Ludlow Castle: School staff was aware about the program, they started the program in both Classes
1 & 2 but also in Class 3, as teachers realizes the importance and effects of lessons. Soon they observed
that students of all three Grades began to use English vocabulary and also teachers encouraged students
to listen evening broadcast in the afternoon at home. Students take keen interest in program and discuss
their parents about day s learning of radio program.

MCPS Janakpuri C2, teacher of Class 2

says, This program is really very nice, it is
helping students to learn English through
playing, singing, doing activities etc. Through
participation, I also enjoy with children. This
is a good initiative for MCD primary schools,
where children come from educationally
backward backgrounds and such innovative
program are available for Class 1 and 2.

Ghumanhera (Boys): Ms. Kanta, teacher, says, Students' interest towards English has
grown. Earlier they used to treat learning English like a burden. They didn't want to
read their textbooks but now its fun for them. Vocabulary of students has improved.
Pronunciation has improved too. Earlier the students used to hesitate but now they speak
a few English words among themselves. Infect there's a visible shift in parents' attitude as
well. Parents have started to support their children at home even more. Those who can't
help in their children's homework have started to send them to tuitions. I think they won't
even need to go to tuitions after a while .

24
 Learning Through IRI

Availability of TLM
Every school is provided a good number of Teacher
Learning Material (TLM) for the primary classes
especially, for Class 1 & 2 such as Alphabet, counting,
chart papers etc. which are normally displayed in the
classrooms.
there are large variations in the zones, especially in
Civil Lines the availability of TLMs for the children
during the visits were only about 45% as compared
to other two zones where in for almost 81-87% visits
the TLMs were available among the teachers.

Table 11
Visits TLM Present, Ready
to use
Civil Line 565 253 (45%)
West Zone 559 454 (81%)
Najafgarh 608 529 (87%)
Total 1,732 1,236 (71%)

From the table above, in almost 71% cases i.e.,

during the In School Support vists, the TLMs found
to be available, present in the classrooms. Though

MCPS Indra Vihar: When school was informed about

the radio program, they made arrangement for students
so that teacher does not face any difficulty to conduct
the program. Teacher uses TLMs regularly and specially
encourages all the students to participate. All school
teachers sit around the students. Students wait for their
turn and even fight to answer first. Mrs. Sadhna, teacher
of Class 3 says, because of this program we have come
to know the benefit of the TLMs other wise we had TLMs
in our school but did not use them frequently, but this
program brought frequency of usage of TLMs in our class
for children. I appreciate this program and want this program to continue in the next session also.
My students are very excited for this program and they ask for the reason when sometimes program/
broadcast is off .

Gopal Nagar: As per Ms. Sharda Goel (teacher), Program is really useful. Very effective
for Class 2. Students' response is very good. I find the pause time during the lessons
too short. Children can't follow the activities during that period. Songs are too lengthy
for Class 1. I believe this program should continue. I also like the guidebook. I use the
guidebook nicely and refer to it to define our syllabus too. It has proved to be very useful
for teaching English in Class 1 and 2... very useful .

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Learning Through IRI

PRE-BROADCAST PREPERATIONS
(AVERAGE TIME)
Preparations for the IRI programme, prior to the is at 8.30 am. It is also the time when the school
broadcast are one of the most important tasks for begins with the morning assembly, attendance and
the teacher. A good preparation of the programme other school arrangements. Thus, the teacher hardly
is like half battle won. If the teacher is able to read used to get, spend time in organizing the classroom.
about the lessons to be broadcasted from the Neverthless, from the SARD Observers note sheets,
guidebook and make available requisite TLM before it could be ascertained that teachers used to visit the
broadcast, much time could be saved to look for classrooms prior to the programme to set the radio
requisite TLM during the broad cast and miss some frequency, so that the programme is not missed.
of important portion of the lessons taught. Similarly, Table 12
reading the poem, rhyme or song which is going to
Visits Average Time Spent
be broadcasted during the lesson is very important,
by Teacher on pre-
so that the teacher could pronounce and get
broadcast activities
prepared in advance for the same.
Civil Line 565 5.0 minutes
On an average it is found that teachers spend about West Zone 559 5.0 minutes
5 minutes time for such preparations. It is important Najafgarh 608 5.5 minutes
to note here that the IRI broadcast in the morning Total 1732 5.0 minutes

MCPS Boys RajNagari Ext-2: is one of those

schools where you find many factors in place to
roll-out an innovative idea successfully and learn
one from them in turn. An innovative approach,
like the IRI Program, needs support of several
vital factors for its success. The principal of this
school believes in positive changes. The teachers
respect the principal and enthusiastically follow
under his able leadership. The students are
attracted to the IRI program. This sounds like a
dream beginning for IRI program. And as they
say Well begun is half done .

26
 Learning Through IRI

FOLLOW-UP ACTIVITIES
Follow up activities after the broadcast is equally conduct follow-up activities as instructed and listed
important as it is before and during the programme in the guidebook, whereas in case of the other two
broadcast, especially to ensure that all children zones it is 66% and 54% for West and Civil Lines
who if in case due to paucity of time and/or space Zones respectively.
constraints / limitations could not participate in the
activities. Also, many a times it is difficult to notice Table 13
and observe each child practically whether he/she is Visits Teacher Conduct any
participating in singing the songs/rhymes/poems or Follow-up Activity after
words which are taught during the programme. Broadcast (Yes)
Civil Line 565 305 (54%)
From the table below it is evident and clear that with
West 559 367 (66%)
respect to follow-up activities there are variations
among the three zones. Though in Najafgarh, Najafgarh 608 527 (87%)
almost 87% visits it is found out that teachers do Total 1,732 1,199 (69%)

MCPS Amberhai: According to Mrs. Ved

Dabas, teacher, Starting lessons were very
good. Children learnt a lot. But over the
period of time the lessons became little too
tough. Its a good program but little tough
for the students. Including rhyming words
would make it even better . It may be a small
school in size. There's only one section of
Class 1 and two of Class 2. On interaction
with the teachers, SARD Observer came to
know that the teachers generally liked the
program but they also had a few issues and
opinions. SARD Observer gladly listened
to their concerns every time she visited the
school as its better to have somebody with an opinion rather than somebody with no opinion at all.
The teachers seemed eager to use the guidebook when they gave them the books. Infact this was one
of the schools where the teachers demanded support in the form of guidebooks and training, which is
a very positive indicator of growth. Like any new program, the teachers had some issues regarding the
IRI program too which was quite natural. At times, they found the lessons too advanced to suit their
students. SARD Observer suggested them to teach the keywords if they thought their students couldn't
learn a whole new sentence.

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Learning Through IRI

USING GUIDEBOOK
From the two tables it is encouraging to note that teacher refers to the IRI Guidebook during and after
the broadcast of the radio programme. The overall percentage is about 30% and 40% when the teacher
refers guidebook atleast 1-2 times during and after the broadcast respectively. In addition to the quantitative
information, it is further significant to note that various teachers provided various comments not only about
the usefulness and user-friendly design of the guidebook, but also suggested few ideas to improvise it, such
as providing pictures in the guidebook, etc. as can be read in various case studies mentioned in the report.
Thus, it can be inferred that teacher go use guidebook effectively during and after the broadcast of the IRI
programme.

(DRUING BROADCAST)
Zone Names Visits Guidebook referred by Teacher during Broadcast?
Never 1-2 Times 3-4 Times 5-8 More than Not
Times 8 Times Applicable
Civil Line 565 171 (30%) 118 (21%) 43 (8%) 5 2 18
West 559 193 (35%) 165 (30%) 41 (7%) 1 1 98
Najafgarh 608 211 (35%) 219 (36%) 65 (11%) 9 1 69
Total 1,732 575 (33%) 502 (30%) 149 (9%) 15 4 185

(AFTER BROADCAST)
Teachers Refer Reason(s) for Referring to Handbook after Broadcast
Guidebook 1-2 Times 3-4 Times 5-8 More than Not Applicable
After Broadcast Times 8 Times or None
Civil Line 305 134 (44%) 63 (21%) 2 0 109 (36%)
West 367 121 (33%) 137 (37%) 28 7 69 (19%)
Najafgarh 527 221 (42%) 153 (29%) 48 5 86 (16%)
Total 1,199 476 (40%) 353 (29%) 78 12 264 (22%)

MCPS Jawala Puri, there were challenges in conducting pre-broadcast activities during winters as many
children couldn't reach school on time due to distance and chill factor. SARD Observer decided to
provide more emphasis over the post-broadcast activity. As school implemented post-broadcast activity
using guidebook, they found that the interest of students started to grow towards the radio program and
as started listening with more interest. The growing interest of children had direct positive impact on the
teachers too. Now, it is a nice feeling to visit school during morning hours when radio is on and children
are enjoying along with teachers - learning English is fun.

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 Learning Through IRI

KEY ISSUES & INPUTS PROVIDED BY

OBSERVERS
The summary of issues which were faced by SARD Observer during the In School Support visits are listed
below. Also the inputs provided by them to resolve and/or mitigate the issues, the methodology followed are
presented below.

Key Issues faced by Teachers in Managing IRI Inputs provided by SARD Observer to Resolve
Programme Those Issues
How to manage with the pauses, and explaining Demonstration provided by the Observers explaining
activities the management of pauses after the broadcast in
classroom settings using the broadcast CD.
Radio gets locked with HM, and when HM is not in Resolved amicably by talking to the HM, handing over
school teacher does not get radio. the radio to the concerned teacher.
Programme is conducted in Principal's office, Requested HM and School Administration (School
because the class does not have switch board. Inspector) to assist for the repair and installation
of switch board in the class. In the meanwhile, an
extension cord was arranged on a temporary basis to
conduct the programme in the classroom itself.
Problem in broadcast reception in one radio set. Location of the radio was changed which helped to
receive the broadcast clearly. Also noticed that the
radio was of local brand, requested teacher to replace
the set with a good branded quality radio.
Problem in animal song, pauses are short, difficult Referred to guidebook to understand tough songs,
for students to understand names. demo given to explain the management of pauses,
requested teacher to conduct activities described
in the lesson (using guide book) in post broadcast
activities helping students to learn the tough contents
as mentioned by them.
Teachers of Class 1 & 2 shifted (transferred) to other Discussed with the School Principal to let the teacher
classes, now they face problem of unfamiliarity with conduct programme in same sections, as they are
students. more comfortable and confident of handling these
classes for the IRI programme (only for one hour
during the day). Teacher still continue with the new
sections assigned to get familiarized with the new
children

MCPS Tajpur: Ms. Prem Lata (teacher) narrates, It s a very good initiative to teach
primary school students. Confidence level of my students has really increased. Now they
use as many small English words in the class as possible. Infact, children miss the program
on Saturdays. I really want such a program to be extended and continued from Class 1
till Class 5.

29
Learning Through IRI

Jahangirpuri - E (II): Mr. Amit (teacher) says, Students have learnt a lot. They especially
like and pick the simple songs such as Good Morning song. There's an issue with the
broadcast timing. Children get distracted by the other students plying in the field while
they come back to the class right after lunch. It'd be better if broadcast time is revised.
Also, tenses and sentences are too advanced for Class 1 students. Sometimes, the pause
interval given for activities is too less. Another teacher, Mrs. Ritu Sharma says, This
is a wonderful program which allows teachers to make students learn different concepts
through activities. It also provides an opportunity to each and every student to express
himself in his own way .

Key Issues faced by Teachers in Managing IRI Inputs provided by SARD Observer to Resolve
Programme Those Issues
Non availability of Radio Sets for all classes. School Using the instructions given by Director, Zonal Officers
has three (3) working radios, requirement is of five and School Inspectors support, the school was allowed
(5) radios, 2 class is without radio and difficult to to buy additional radios. Till the new radio sets were
manage the classes. purchased, two sections were combined and the two
teachers together managed the classes.
Most of the times radio does not tune to the Placement of the radio set was checked, the electric
channel due to poor reception of signals while point had problem of earth, instead of electricity, dry
other channels are proper. cell battery used. The broadcast reception received
properly and demonstrated to the teacher. Tuning
the radio to the frequency 105.6 Mhz position was
demonstrated to the teacher.
Teacher complained that programme is on wrong Had discussion with the HM and Teacher, requested
time, children are not supposed to be in class as to slightly shift the timing of the mid-day meal (prior)
it is mid-day meal time. to the broadcast. Amicably resolved and programme
is being conducted regularly.
No teacher in the school is trained, trained teacher Regular visits were made to the school and
got transferred, the existing teacher faces difficulty demonstration class conducted for the teacher to
in conducting the programme activities. understand how to conduct the programme.
Children are too naughty; teacher could not It was noticed that the sound of the radio was weak;
concentrate on instruction to be followed. children were not able to hear the programme properly.
Changed the radio set, once the children heard the
programme, they themselves started following the
instructions. Teacher actively participated along with
the teacher.
Only one room is having electric point, thats why The practice was changed by using the dry cell battery
two classes are merged. for the other available radio set.

Renu Gupta, Teacher of Class 2, MCPS Adarsh Nagar-I says, Along with children, I do
like the Body part song and one little finger song, not only my students, I too egarly wait
for the IRI Programme each day .

30
 Learning Through IRI

New Roshanpura (I): Ms. Rajni (Teacher) shares her views that, It s very good for the
children. They're learning English. But these children don't have a base in English, that s
an issue. If we build a base first and then do this kind of program then the impact will be
greater . Another teacher of the school, Mrs. Sushma says, Children take interest. They've
learnt quite a lot too. They have learnt any new words. Infact children have learnt a few
things which probably we wouldn't have been able to teach at this point of time because
they don't have much base in English .

Key Issues faced by Teachers in Managing IRI Inputs provided by SARD Observer to Resolve
Programme Those Issues
Reception not proper due to heavy electric cable Requested to change the classroom which is slightly
on upper side of the classroom. away from the main electric cable. Also, instead of
electric connection, dry cell batteries used for better
reception.
School is under construction and classroom Changed the School (replaced) with another school
availability is a problem. for the purpose of IRI intensive In School Support
pilot programme.
Program not received due to electricity failure and Arranged another radio set (with proper dry cell
radios battery part is broken. battery part).

Program started little late because the teacher was Till the teacher came SARD Observer took the initiative
late. and coordinated the class, as soon the teacher arrived,
she took over conducting the program.
Program is not managed because the teacher busy For the day, SARD Observer conducted the class. Later,
in some official work. the matter was discussed with Principal and teacher in
a trust building environment to provide one hour of
teachers time for the programme and later she could
attend to her official tasks.
Program was not conducted due to some official SARD Observer with the permission of the School
work and less strength of students. authorities conducted the class.

Program was not managed by the teacher as she Because of pre-occupation of the teacher SARD
was busy with some office work and less strength Observer conducted the program.
of students.
Program started at 8:50 am since it was winter, Talked to the teacher and School Principal, requested if
school assembly going on till 8:50 am the timings of the assembly could be organized in such
a way that the children do not miss the programme.
Amicably resolved.
Teacher just listening the radio program and writing Talked to HM and teacher, made them to understand
in her diary. that no need to write down as everything is provided
in the teachers guide. She started using guide book
on a regular basis.

Swaroop Nagar (I): Ms. Indu (Teacher) says, Children are very active now. Children
know and can speak in English about animal names, body parts, sing poems, etc. One
day there was a Inspection Team visit to our school, Children of Class 1 & 2 sang Good
Morning Song , everybody was surprises and happy to see children singing English Poem.
Thanks to the IRI Programme .

31
Learning Through IRI

Jahangirpuri - E (II): According to teacher, Mr. Rajiv, There's overall improvement in the
students. Earlier the students were apprehensive and hesitant to speak English. But now
they've started using some English words used in daily life, rather than Hindi words . Mr.
Jitender Kumar (teacher) says, It was a very nice experience to conduct the IRI program.
Time of the broadcast should be re-scheduled around 2-2:30pm pr 4:30-5:00pm.
Currently, students happen to be still in the mood to play while the program starts.

Key Issues faced by Teachers in Managing IRI Inputs provided by SARD Observer to Resolve
Programme Those Issues
Too many topics are covered in a lesson. Students Prepared the teacher of the classroom in advance
hardly understand a topic and the next topic starts using the guidebook. Advice given to them to teach
right away. Sentence making too advanced for keywords instead of complete sentences.
these students.
Students were not able to understand sentences Observer explained that iss why a teacher's role
broadcasted in the radio directly to the students is important along with the radio, so as to explain
the content where students could not understand
something.
Pause time was not often enough for explaining Read guidebook before broadcast so that pauses can
lesson to the children. Long sentences get students be optimally utilized
to lose interest.
When radio characters talk in English, the students Explain questions posed by radio characters in local
don't understand anything and can't answer their language, keeping the pause timing in mind. Preparing
questions. Pause interval is less. in advance using the guide book was insisted to help
in optimizing pause time.
Songs Not understood by students. Guidebook Guidebook provided on next visit and songs
Not available. were suggested to be taught using the teachers
guidebook.
Students have come after vacations and forgotten The teachers were suggested to lay stress on pre and
what we taught them before vacations so we need post-broadcast activity for effective revision
to revise again.
Students find it difficult to pick a new song listening Teacher were guided to teach songs in regular class
the radio. using guide book.
Teacher doesn't follow properly radio instructions Suggested her to listen carefully the instruction of radio
of radio, she used to slow down the radio volume & do not slow down the volume of radio every time
in between the program that's why she skips the except pauses time, otherwise various commands will
command. skip.
No proper sitting arrangement for children, noise Requested them to change lunch hours and
of children playing outside. arrangement of the desks before program starts
ensured.

MCPS Sabzi Mandi (Boys) narrates, Programme should be for all classes, why only for
Grade 1 & 2, so all the students get equal opportunity of learning English .

32

SUMMING UP
This is the first substantive report from the empirical
data based on 1,732 visits made by SARD Observers
in five months of effective school visits. SARD Team
during their visit to schools, not only observed the
classroom, but made in-roads with the teachers
and build bonding with the teachers, principals and
children in these months. The value of the Learning
through IRI study lies in its ability to consider how
child outcomes are influenced over time by factors
operating across multiple levels and embracing
individual and school factors as well as characteristics
of the teachers and school administration. These
factors have succinctly been captured and quantified
in above observation report, however, the qualitative
aspects are the highlights of this report with quotes
from nearly most of the schools and other key
stakeholders involved.
The report of Learning through IRI reflects a dynamic
perspective on understanding IRI classroom, which
allows researchers to understand the complex
question of how to improve quality of education in
our schools . The database provided by SARD is a
strong evidence base supporting the potential of IRI
Programme in reaching and improving the standard
and quality of English among MCD school children
of Grade 1 & 2.
There were issues and opinions regarding the
program among all the stakeholders, be it teachers,
principals, school inspectors as this was the pilot
phase and first initiative of EDC in Delhi MCD
schools. For SARD, IRI observer team, it was job
not only to record the observations they had an
additional role of resolving the problems unknown,
which the did successfully and so to say tactfully
without jeopardizing relationship.
Several teachers had issues with the content of the
lessons, saying that the lessons were advanced
for the students. Some had issues with the timing
of broadcast and still some others had an issue
of shortage of radio sets in the school. But some
issues much deep rooted than those. For example,
Learning Through IRI
the teachers had to double up for administrative
work such as, fund distribution for school uniforms,
maintaining accounts, or simply completing official
documentation. They found it hard to conduct the
program when there is a queue of parents standing
outside the classroom for collecting the money, or
there is a deadline to submit a report or document.
There are infrastructure challenges in some of
the schools such as, broken floors in classrooms,
whereas in some of the schools children have to sit
on the mats, or there is simply shortage of rooms.
These challenges posed making children following
strict discipline while listening to broadcast in radio
and related physical expressions/activities.In initial
months (days) there were shortage of radio sets
in a school then the different sections have to be
combined in a single classroom wherever possible.
This was time consuming and had adverse effect on
conducting any pre-broadcast activity. It also leads
to discipline challenges. One could also observe
that in some of the double shift schools, TLMs were
not displayed in the classrooms. They are rather
locked-up in the cup-boards and the teacher can be
seen sometimes struggling to find out the right TLM
to use while the broadcast is going on. The reason
for locking them up in the cup-board rather than
displaying on the classroom walls is that teachers
from on shift are afraid that their TLMs might be lost
or destroyed by the students in the other shift.
The salient achievements other than intended
outcome were:
In addition to regular features like enabling
simultaneous roll-out and classroom
observations, the program also resulted in
bringing out a synergy through multi-agency
participation and convergence of existing
infrastructure from All India Radio.
SARD s overall ability to roll out the efforts
smoothly needs a special mention and also its
value addition in developing supplementary
material for the children to improve their all
33
Learning Through IRI

round skills medium could be considered taking advantage

Improved English comprehension and speaking
skills among children fairly ensured in a cost-
effective manner at primary school levels.
Educational access with quality has been
simplified with use of Information Technology.
Teachers skill set has remained enhanced
towards result oriented teaching.
Similarly the way forward should ideally have the
following aspects:
Observation needs to attempt to capture the
improvements this program has been able
to achieve in terms of the content taught, its
understanding, retention and the levels of its
application/utility in their day-to-day life with
due consideration of their life-style and its
improvements in the long-term.
There has to be an attempt to consolidate current
learning
Possibilities to refine and enhance the current
methodology to keep it more interactive and
inter-responsive through involvement of visual
of recent technological advancement like video
conferencing enable through satellite facilities.
Scaling up and Replication in other zones to ensure
its dissemination and also ensuring access
The broad cast content should bear some
recognition from major institutions like NUPEA,
NCERT, CIE and needs to be mainstreamed
across all schools through an order
Institutionalize the models and approaches with
more value additions
Exploring new digital devices to introduce
various skills and knowledge
Exploring Partnership with govt., bilateral
and multilateral agencies, including leading
corporations/ business forum, etc., to take it
forward nation-wide with inclusion of various
subjects.
Many principals and teachers were extremely
appreciative of the benefits of the radio program.
Infact few of them admitted that their students have
learnt more through the IRI program than what
theywould have probably taught them, thinking that
these students don t' have a base in English. Many

There are some suggestions regarding the lesson content as echoed by teachers, it is upto EDC team to
consider them or not:
There can be separate lessons for Class 1 and 2. MCD Class 1 students have no base at all in
English. Current content seems to be suited for Class 1 student who has already a base in English.
One word Q&A can be designed for Class 1.
Too many new topics confuse the children and at the end of the day, they cannot retain much of it.
Therefore cut the lesson to half, keep the duration to 30 minutes, and repeat the same topics for the
next 3 days through different activities.
It was also observed that many teachers were of the opinion that lessons were a little too advanced
for their children. If this situation persists for a long time, the children might lose interest.

EDC distributed Guidebooks for teachers' reference regarding the IRI program and lessons. We got some
suggestions and opinions.
Many teachers are of the opinion that the Guidebook has defined syllabus which they would like to
follow. The textbooks of Class 1 and 2 were far too difficult for students to understand.
Teachers suggested that some pictures related to the topics/activities covered during the broadcast
can be included in the Guidebook. That will help them and double-up the Guidebook as TLM as
well.
A reader-cum-activity book can be designed and given to each student, which can be used by them
during the broadcast. This book can provide the reading text of the radio lessons with practice
exercises to be completed during the program, as well as afterwards. Illustrated in full colour,
containing simple short text, pictures, using child centered themes these books can be used as
supplementary to induce an attraction not only towards speaking English but also towards reading
and writing.

34

students have given-up the hesitation of speaking
English and have started using English words
instead of some Hindi words. While out observations
indicated that not all students received the same
impact but the evidence clearly indicates that the IRI
program was very successful in teaching English as
a communication language. Many teachers have
expressed their appreciation for the program and
have asked for further support in terms of training
and materials.
Apart from that, there are some generic observations
and suggestions.
Timing of the broadcast is an issue with many
teachers. It can be conveniently re-scheduled so
that children get time to play in the afternoon
and time to settle down properly in the morning.
Currently it s a challenge.
Most of the teachers are of opinion that current
batches of Class 1 and 2 are going to be
better than the previous batches due to the IRI
program.
The program should continue as students are
promoted to the next class. The program should
be extended till Class 5.
Children certainly enjoy the audio effects. It
would appeal more to children if visual elements
are also added.
Teach good manners and hygiene in fun way
along with words/sentences used in everyday
life.
Provide CDs to the schools so that the teachers
can conduct the program incase the transmission
is not clear someday.
Radio club can be formed consisting of schools
who write in to confirm that they are regular
with IRI program. Club activities can include
a newsletter containing ideas for teachers,
learning games and puzzles for children.
Children can participate in monthly quiz based
on radio program broadcasted during the
previous month, and win some prizes. Names of
the winners and their schools/teachers can be
part of the next month's newsletter. This would
help increase teachers' interest in putting on the
radio regularly.
Learning Through IRI
There was enthusiasm shown by the teachers
to receive training for this program. EDC had
conducted two day orientation / training programme
for all the teachers of Class 1 & 2 from the 150
schools selected from three zones. However, some
suggestions based on the opinions given by the
teachers can be developed into useful ideas for
further orientation, trainings being planned for IRI
by EDC in next academic session, such as:
Current training focused on orientation of
teachers and principal towards the importance
of IRI program. Need of the hour is to provide
ground level techniques on how to conduct the
radio program qualitatively. This can include the
techniques to involve the whole class in singing the
songs during broadcast, how to manage combined
classes or over strength, how to manage in case of
infrastructure related issues etc.
Apart from training sessions, a separate forum can
be arranged which will promote the dialogue and
action among teachers and principals by sharing
their experiences, best practices, and examining
strategies. This forum will focus on previously
discussed ground level issues faced by the
teachers and principals and will feature capacity
building sessions, round table consultations. For
this purpose, best performing teachers/principals
can be short listed with the help of IRI observers.
These selected resource persons can act as expert
panelists and share their best practices followed
by Q&A session with the teachers in the audience.
This activity can be done in numbers of up to 200
participants at a time.
After establishing that the IRI program is highly
effective, IRI pilot phase has proved and delivered
its objectives, now it has to increase its outreach
and impact. Further plans should also explore the
possibilities to ensure that the school teachers,
principals and other stakeholders own the program
and feel more responsible for its implementation
and impact.
35
Learning Through IRI

DISSEMINATION
It is important to mention here that SARD took all its
efforts not only in In School Support, but gone an
extra mile to advocate the programme achievements
and impact. Mr. Sudhir Bhatnagar, CEO and
Mr. R. Narendhar, Second Vice-President, from
SARD participated and presented a paper in 13th
UNESCO-APEID International Conference, held in
Hangzhou, China from 15-17 November, 2009 on
ICT in Education. In the 5th concurrent session under
the topic of Designing innovative approaches and
technologies to reach out to children and youth ,
SARD presentation highlighted the IRI programme, its Observers shared the experiences and impact
genesis and emphasized on its delivery mechanism, (result) of IRI programme in three zones with all the
experiences and results among 150 MCD schools stakeholders and visitors who participated and visited
of Delhi. the fair, including children and school authorities.
It gives pleasure and immense satisfaction to get
Lastly, in the month of February 2010, MCD associated with such a programme like IRI, pioneer
organized the Subject Fair in their 12 respective and first of its kind where one noticed the behaviour
zones. SARD along with EDC was given a special and attitudinal transformation among teachers
emphasis and coverage to showcase the experiences and making the quality education possible for
of IRI Programme. During the three day fair, SARD marginalized children of government school.

MCPS Girls Sagar Pur New1, If one enters the school during
morning between 8:30 a.m. to 9:00 a.m., one would find
a serene & calm environment, with all the children in their
respective classrooms. As one walks further in the corridors
of the school, towards the classrooms where Ist & IInd
standard students sit, one would hear the different sounds
& music coming out of their classrooms. These sounds are
reverberated and matched by the enthusiastic students
sometimes clapping, sometimes singing, jumping or simply
laughing. The chirpy voices of the students would tell anyone how the children enjoy their favourite Radio
Program - English is Fun in which they learn English in a very fun way.

Over the period of a month, SARD Observer found out that the road wasn't always smooth and satisfying.
He found that the principal of the school is co-operative and optimistic about IRI program but at the same
time wanted to measure how effective the program was in reality. Observer figured out that the principal
wanted measurable results so that she could make a final opinion. Observer along with the principal
went to a section of Class 2, took out the IRI Guidebook and randomly asked some questions from the
lessons already covered during the previous weeks. As it turned out, the students couldn't answer every
question but the class was able to answer about 60-70% of the questions collectively. Seeing the result,
the satisfied principal promised to get the radios repaired and to buy additional radio sets too. She kept
her promise and children got one radio for each section in the school. After that the program has been
running regularly and smoothly in the school.

36
 Learning Through IRI

Annexure 1: Schools List

MCD SCHOOL LIST; ZONE - WEST
In School Support
SL No. School Name Shift 1 / Shift 2 School Code
1 A-1-A JANAK PURI 1 101
2 A-1-B JANAK PURI 1 102
3 A-4 PASCHIM VIHAR 1 103
4 A-4-C, JANAK PURI 1 104
5 ASHOKA PARK EXTN. 1 105
6 B-1 JANAK PURI 1 106
7 B-2 JANAK PURI 1 107
8 B-3 JANAK PURI 1 108
9 B-3 RAGHUUBIR NAGAR-1 1 109
10 BASAI DARA PUR 1 110
11 C-1 JANAK PURI -1 1 111
12 C-1 JANAK PURI-2 2 112
13 C-2 JANAK PURI 1 113
14 C-4-E, JANAK PURI 1 114
15 EA. TAGORE GARDEN -1 1 115
16 G-BLOCK KARAMPURA 1 116
17 HI BLOCK KARAMPURA 1 117
18 J.J. NANGLOI NO-2-1 1 118
19 J.J.HASTSAL NO-2-2 2 119
20 JANTA QUARTER PASCHIM PURI 1 120
21 JAWALA PURI A-2 2 121
22 JAWALA HERI 1 122
23 JAWALA PURI CAMP NO - 5-2 2 123
24 KAVITA COLONY -2 2 124
25 MOTI NAGAR EAST 1 125
26 MOTI NAGAR WEST 1 126
27 NANGAL RAI -1 1 127
28 NAWADA MAIN -1 1 128
29 NAWADA VILLAGE -1 1 129
30 PEERA GARHI-2 2 130
31 PUNJABI BAGH ROAD NO -66-2 2 131
32 PUNJABI BAGH ROAD NO-66-1 1 132
33 PUNJABI BAGH VISTAR 1 133
34 RAJOURI MAIN 1 134
35 RAJOURI SOUTH 1 135
36 RAMESH NAGAR NO-3 1 136
37 SITE -4 VIKAS PURI 1 137
38 SUDARSHAN PARK-1 1 138
39 SUDARSHAN PARK-2 2 139
40 TILAK NAGAR NO-1-1 1 140
41 TILAK NAGAR NO-4-1 1 141
42 VISHAL ENCLAVE 1 142
43 PASCHIM PURI 2 143
44 NANGLOI J J COLONY NO 3 1 144
45 TIHAR NO. 1 1 145
46 D-1 A JANAK PURI 1 146
47 RAMESH NAGAR (GIRLS) 1 147
48 MAYAPURI (PRESS COLONY) 1 148
49 L BLOCK HARI NAGAR 1 149
50 UTTAM NAGAR (NEW) 1 150

37
Learning Through IRI

MCD SCHOOL LIST; ZONE - CIVIL LINE

In School Support
SL. No. School Name Shift 1 / Shift 2 School Code
1 ADARSH NAGAR I 1 201
2 ARUNA NAGAR I 1 202
3 BURARI (BOYS) 2 203
4 BURARI (GIRL) 1 204
5 DHIRPUR I 1 205
6 G.T.B. NAGAR 1 206
7 GANDHI VIHAR 1 207
8 GOPAL NAGAR 1 208
9 GOPALPUR VILLAGE 1 209
10 GUJRA WALA TOWN II 2 210
11 INDRA NAGAR I 1 211
12 INDRA VIHAR 1 212
13 JAGATPUR (BOYS) 2 213
14 JAHANGIR PURI E E I 1 214
15 JAHANGIR PURI E I 1 215
16 JAHANGIR PURI E II 2 216
17 JAHANGIRPURI B I 1 217
18 JAHANGIRPURI G I 1 218
19 JAHANGIRPURI H II 2 219
20 JAHANGIRPURI K I 1 220
21 JHARODA MAZRA I 1 221
22 KHYBER PASS 1 222
23 LANCERS ROAD 1 223
24 LUDLOW CASTLE 1 224
25 MAJLIS PARK I 1 225
26 MALKA GANJ 1 226
27 MODEL TOWN II 2 227
28 MUKHERGI PARK 1 228
29 MUKHERJI NAGAR (NEWS) 1 229
30 MUKHERJI NAGAR (OLD) 1 230
31 NATHUPUR I 1 231
32 NATHUPUR II 2 232
33 NEHRU VIHAR (GIRL) 1 233
34 NEW POLICE LINE 1 234
35 PERMA NAND COLONY 1 235
36 RAMESHWAR NAGAR 1 236
37 ROOP NAGAR 1 237
38 SABZI MANDI (GIRL) 1 238
39 SAMAYPUR NEW I 1 239
40 SANGAM PARK I 1 240
41 SOHAN GANJ 1 241
42 SWAROOP NAGAR I 1 242
43 TIMARPUR I 1 243
44 TIMARPUR II 2 244
45 VIJAY NAGAR NEW 1 245
46 KASHMERE GATE 1 246
47 INDRA NAGAR (BOYS) 2 247
48 ADARSH NAGAR II 2 248
49 SABZI MANDI (BOYS) 2 249
50 STATE BANK COLONY 1 250

38
 Learning Through IRI

MCD SCHOOL LIST; ZONE - NAJAFGARH

In School Support
SL. No. School Name Shift 1 / Shift 2 School Code
1 TIKRI KALA 1 301
2 MUNDKA NEW 1 302
3 NIZAMPUR (G) 1 303
4 NILOTHI-2 2 304
5 DABRI-1(G) 1 305
6 VASHISTH PARK-1 1 306
7 VASHISTH PARK-2 2 307
8 MANGLAPURI-1 PALAM 1 308
9 MANAVIR ENC. D BLOCK 1 309
10 SAGAR PUR NEW-1 1 310
11 SAGAR PUR NEW-2 2 311
12 SAGAR PUR OLD -2 2 312
13 SAGAR PUR WEST-2 2 313
14 DWARKA SEC-1/2 2 314
15 DWARKA SEC-1/1 1 315
16 POCHANPUR G 1 316
17 PALAM VILL.B 2 317
18 DWARKA SEC-3, PH-1 1 318
19 DWARKA SEC-4 1 319
20 RAJNAGRI -1 2 320
21 RAJNAGRI-EXT-1 1 321
22 INDIRA PARK -1 1 322
23 MADHU VIHAR -1 1 323
24 MADHU VIHAR-2 2 324
25 NANGLE SAKRAWATI-2 2 325
26 TAJPUR KHURD 1 326
27 KUTUB VIHAR 1 327
28 J.J NANGLOI E-1 1 328
29 SWARNPRARK -2 1 329
30 RANGPURI (BOYS) 1 330
31 MAHIPAL PUR G 1 331
32 BAKKARGARH 1 332
33 KAPASHERA B-1 2 333
34 BADUSARAI 1 334
35 KAPASHERA B-2 2 335
36 PANDWALA KHURD 1 336
37 GHUMANHERA B 1 337
38 GHUMANHERA G 1 338
39 NAJAFGARH -1 G 1 339
40 NAJAFGARH -1 B 2 340
41 NAJAFGARH 2-G 1 341
42 NEW ROSHAN PURA -1 1 342
43 OLD ROSHAN PURA -2 2 343
44 GOPAL NAGAR-1 1 344
45 SHAHBAD MOHDPUR BAL 1 345
46 AMBERHAI 1 346
47 DINDAR PUR 1 347
48 MALIK PUR 1 348
49 RAJNAGARI EXT-2 2 349
50 Palam New 1 350

39
40
Annexure 2: MUNICIPAL CORPORATION OF DELHI (EDUCATION DEPARTMENT):
Learning Through IRI

INTERACTIVE RADIO INSTRUCTION (IRI) PROGRAMME SCHEDULE 2009-10

105.6 MHz (Gyanvani - IGNOU; FM Channel)
Date Lesson # Date Lesson # Date Lesson # Date Lesson # Date Lesson # Date Lesson # Date Lesson # Date Lesson # Date Lesson #

13-Jul-09 Intro-1 1-Aug-09 SAT 1-Sep-09 Lesson-18 1-Oct-09 1-Nov-09 SUN 1-Dec-09 Lesson-67 1-Jan-10 1-Feb-10 Lesson-95 1-Mar-10
14-Jul-09 Intro-2 2-Aug-09 SUN 2-Sep-09 Lesson-19 2-Oct-09 2-Nov-09 2-Dec-09 Lesson-68 2-Jan-10 SAT 2-Feb-10 Lesson-96 2-Mar-10 Lesson-115
15-Jul-09 Lesson-1 3-Aug-09 Lesson-14 3-Sep-09 Lesson-20 3-Oct-09 SAT 3-Nov-09 Lesson-47 3-Dec-09 Lesson-69 3-Jan-10 SUN 3-Feb-10 Lesson-97 3-Mar-10 Lesson-116
16-Jul-09 Lesson-2 4-Aug-09 Lesson-15 4-Sep-09 Lesson-21 4-Oct-09 SUN 4-Nov-09 Lesson-48 4-Dec-09 Lesson-70 4-Jan-10 Lesson-66 4-Feb-10 Lesson-98 4-Mar-10 Lesson-117
17-Jul-09 Lesson-3 5-Aug-09 5-Sep-09 SAT 5-Oct-09 Lesson-32 5-Nov-09 Lesson-49 5-Dec-09 SAT 5-Jan-10 Lesson-78 5-Feb-10 Lesson-99 5-Mar-10 Lesson-118
18-Jul-09 SAT 6-Aug-09 Lesson-1 6-Sep-09 SUN 6-Oct-09 Lesson-33 6-Nov-09 Lesson-50 6-Dec-09 SUN 6-Jan-10 Lesson-79 6-Feb-10 SAT 6-Mar-10 SAT
19-Jul-09 SUN 7-Aug-09 Lesson-2 7-Sep-09 Lesson-22 7-Oct-09 Lesson-34 7-Nov-09 SAT 7-Dec-09 Lesson-71 7-Jan-10 Lesson-80 7-Feb-10 SUN 7-Mar-10 SUN
20-Jul-09 Lesson-4 8-Aug-09 SAT 8-Sep-09 Lesson-23 8-Oct-09 Lesson-35 8-Nov-09 SUN 8-Dec-09 Lesson-72 8-Jan-10 Lesson-81 8-Feb-10 Lesson-100 8-Mar-10 Lesson-119
21-Jul-09 Lesson-5 9-Aug-09 SUN 9-Sep-09 Lesson-24 9-Oct-09 Lesson-36 9-Nov-09 Lesson-51 9-Dec-09 Lesson-73 9-Jan-10 SAT 9-Feb-10 Lesson-101 9-Mar-10 Lesson-120
22-Jul-09 Lesson-6 10-Aug-09 Lesson-3 10-Sep-09 Lesson-25 10-Oct-09 SAT 10-Nov-09 Lesson-52 10-Dec-09 Lesson-74 10-Jan-10 SUN 10-Feb-10 Lesson-102
23-Jul-09 Lesson-7 11-Aug-09 Lesson-4 11-Sep-09 Lesson-26 11-Oct-09 SUN 11-Nov-09 Lesson-53 11-Dec-09 Lesson-75 11-Jan-10 Lesson-82 11-Feb-10 Lesson-103
24-Jul-09 Lesson-8 12-Aug-09 Lesson-5 12-Sep-09 SAT 12-Oct-09 12-Nov-09 Lesson-54 12-Dec-09 SAT 12-Jan-10 Lesson-83 12-Feb-10 Lesson-104
25-Jul-09 SAT 13-Aug-09 Lesson-6 13-Sep-09 SUN 13-Oct-09 13-Nov-09 Lesson-55 13-Dec-09 SUN 13-Jan-10 Lesson-84 13-Feb-10 SAT
26-Jul-09 SUN 14-Aug-09 14-Sep-09 Lesson-27 14-Oct-09 14-Nov-09 SAT 14-Dec-09 Lesson-76 14-Jan-10 Lesson-85 14-Feb-10 SUN
27-Jul-09 Lesson-9 15-Aug-09 15-Sep-09 Lesson-28 15-Oct-09 15-Nov-09 SUN 15-Dec-09 Lesson-77 15-Jan-10 Lesson-86 15-Feb-10 Lesson-105
28-Jul-09 Lesson-10 16-Aug-09 16-Sep-09 Lesson-29 16-Oct-09 16-Nov-09 Lesson-56 16-Dec-09 Lesson-78 16-Jan-10 SAT 16-Feb-10 Lesson-106
29-Jul-09 Lesson-11 17-Aug-09 Lesson-7 17-Sep-09 Lesson-30 17-Oct-09 SAT 17-Nov-09 Lesson-57 17-Dec-09 Lesson-79 17-Jan-10 SUN 17-Feb-10 Lesson-107
30-Jul-09 Lesson-12 18-Aug-09 Lesson-8 18-Sep-09 Lesson-31 18-Oct-09 SUN 18-Nov-09 Lesson-58 18-Dec-09 Lesson-80 18-Jan-10 Lesson-87 18-Feb-10 Lesson-108
31-Jul-09 Lesson-13 19-Aug-09 Lesson-9 19-Oct-09 Lesson-37 19-Nov-09 Lesson-59 19-Dec-09 SAT 19-Jan-10 Lesson-88 19-Feb-10 Lesson-109
20-Aug-09 Lesson-10 20-Oct-09 Lesson-38 20-Nov-09 Lesson-60 20-Dec-09 SUN 20-Jan-10 Lesson-89 20-Feb-10 SAT
21-Aug-09 Lesson-11 21-Oct-09 Lesson-39 21-Nov-09 SAT 21-Dec-09 Lesson-81 21-Jan-10 Lesson-90 21-Feb-10 SUN
22-Aug-09 SAT 22-Oct-09 Lesson-40 22-Nov-09 SUN 22-Dec-09 Lesson-82 22-Jan-10 Lesson-91 22-Feb-10 Lesson-110
23-Aug-09 SUN 23-Oct-09 Lesson-41 23-Nov-09 Lesson-61 23-Dec-09 Lesson-83 23-Jan-10 SAT 23-Feb-10 Lesson-111
24-Aug-09 Lesson-12 24-Oct-09 SAT 24-Nov-09 Lesson-62 24-Dec-09 24-Jan-10 SUN 24-Feb-10 Lesson-112
25-Aug-09 Lesson-13 25-Oct-09 SUN 25-Nov-09 Lesson-63 25-Dec-09 25-Jan-10 25-Feb-10 Lesson-113
26-Aug-09 Lesson-14 26-Oct-09 Lesson-42 26-Nov-09 Lesson-64 26-Dec-09 26-Jan-10 26-Feb-10 Lesson-114
27-Aug-09 Lesson-15 27-Oct-09 Lesson-43 27-Nov-09 Lesson-65 27-Dec-09 27-Jan-10 Lesson-92 27-Feb-10 SAT
28-Aug-09 Lesson-16 28-Oct-09 Lesson-44 28-Nov-09 SAT 28-Dec-09 28-Jan-10 Lesson-93 28-Feb-10 SUN
29-Aug-09 SAT 29-Oct-09 Lesson-45 29-Nov-09 SUN 29-Dec-09 29-Jan-10 Lesson-94
30-Aug-09 SUN 30-Oct-09 Lesson-46 30-Nov-09 Lesson-66 30-Dec-09 30-Jan-10 SAT
31-Aug-09 Lesson-17 31-Oct-09 SAT 31-Dec-09 31-Jan-10 SUN
 Annexure 3: Monitoring Tool

IRI Classroom Observation Format

School Name: ________________________________ Zone: _____________________Date of visit: __________ Time arrived at school:__________
Name of teacher being observed: ___________________________ Classes that sit together during IRI Broadcast: ______________________________
No. of teachers involved in conducting the IRI program: __________ Which class the IRI trained teacher is teaching on a regular basis? ______________
1. How many teachers at this school have attended a formal IRI training to date?
2. Has the head teacher attended IRI training? YES NO
3. If this is the first time you are observing this particular teacher - ask if he/she has attended a formal IRI training? If yes, when and
where?
4. If this is the first time you are observing this particular teacher - ask teacher the number of years & months that she/he has been
teaching this particular class.
Section 1. Pre-Broadcast
1. Total student strength in the class: Boys______________ Girls ______________ Remarks:
2. Is the radio available in the school? (Have you seen it?) (circle one) YES NO
2a. If available, is it in a working condition? (circle one) YES NO
2b. If it is available but not working, what is the problem?
1= no battery 2= has broken 3= Reception problem 4= other (specify) ______________________
2c. If not available, why? (circle one)
1 = Has not yet been acquired so far 2 = Has been lost or stolen 3 =Not present today
4 = Under repair 5. Other (specify)______________________
2d. If not procured so far, the reason for the same

3. Is the IRI Guidebook available? (In other words, do you see it with the teacher?) (circle one) YES NO
If it is not available, the reason for the same:
1 = not received 2= available with the HM 3 = taken by somebody else 4 = other (specify) ____________________
4. Has the teacher referenced the correct page in the Guidebook for todays lesson? (circle one) YES NO
5. Are TLMs (Teaching and Learning Materials) present and readily available for the teacher to use (circle one) YES NO
during broadcast?
6. Whether any TLMs relating to IRI activities are displayed in the classroom? (circle one) YES NO
7. Is the broadcast received today? (circle one) YES NO

41
Learning Through IRI

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8. How much time is spent by the teacher on conducting pre-broadcast activities? (for example, reviewing previous material, _________
preparing TLMs, arranging students, discussing about the radio program, etc.) Enter N/A if you arrived immediately before the minutes
start of the radio broadcast)
Learning Through IRI

9. How often does the teacher seem to refer to the guidebook during pre-broadcast activities? (circle one)
1) Never 2)1 to 2 times 3) 3 to 4 times 4) 5 to 8 times 5) More than 8 times 6) NA
Section I. Observation of classroom, teacher and students DURING BROADCAST
During the broadcast, how many times do you observe each of the following behaviors? (Place a tick mark in the space
provided below each of the following items each time that behavior is observed.) Remarks:
1. Teacher refers to the Guidebook
Total
2. Teacher poses a question to students
Total
3. Students respond to a question posed by teacher
Total
4. Students respond to a question posed by the radio characters
Total
5. Teacher exercises discipline on the students
Total
6. Teacher encourages students to participate in the activities
Total

Section III. Observation of classroom, teacher and students AFTER BROADCAST

1. Does the teacher conduct any follow-up activities after the broadcast (either from guidebook or otherwise)? (circle one) YES NO
If yes, how often does the teacher refer to the guidebook after the end of the broadcast (during post-broadcast or follow-up activities)?
(circle one) 1) 1 to 2 times 2) 3 to 4 times 3) 5 to 8 times 4) More than 8 times 5) NA or none
If no, try to understand what is the problem faced by the teacher to conduct the follow up activities
1 = timing issue 2 = children leave immediately after broadcast 3 = teacher has to attend to higher classes
4 = no guidebook available 5 = no cooperation from the authorities 6= Other (specify) ____________________
2. Ask students to show how much they liked todays program by clapping. The more they liked the program, the faster they should clap. The less
they liked the program, the slower they should clap. (circle the strength with which you believe the students are clapping, on the 10-point scale
below)
0 1 2 3 4 5 6 7 8 9 10

2
 Section IV. Reflect on your observations
1. Overall, how well do you believe the teacher used the pauses during the IRI broadcast to(circle one)
Bad-----------------------------------------------------Excellent
a. interact with students? 1 2 3 4 5
b. explain or elaborate upon an activity or concept presented by the radio Bad-----------------------------------------------------Excellent
characters? 1 2 3 4 5
2. During pauses, in which language did the teacher talk to the students? (for example, Hindi Local State English
to explain an activity, ask questions, explain what the radio characters said, etc.) dialect Language
3. Were TLMs (teaching and learning materials) requested or referenced to in todays Yes No Unsure
broadcast?
4. If TLMs were requested or referenced in todays broadcast, how often did the Never---------------------------------------------------Always
teacher make use of TLMs during the broadcast? 1 2 3 4 5

5. Throughout the IRI lesson, how did the teacher distribute the questions that he/she 1) The majority of students were asked a question at least once
posed to students? (circle the option that is most accurate) 2) 5-15 students were asked a question at least once
3) Only 3-5 students were asked all the questions
4) Only 1-2 students were asked all the questions
5) Questions were asked according to the instructions given to
teacher.
6) N/A no questions were posed to students
6. Based on what you observed during broadcast, rate your level of agreement with each of the following statements.
a. The teacher was able to follow the instructions given to him/her by radio Strongly Disagree --------------------------------- Strongly Agree
characters. 1 2 3 4 5
b. The teacher was able to explain content and instructions to the students. Strongly Disagree --------------------------------- Strongly Agree
1 2 3 4 5
c. The teacher was able to speak in the dialect that the children speak. Strongly Disagree --------------------------------- Strongly Agree
1 2 3 4 5
d. The teacher receives significant support from the head teacher. Strongly Disagree --------------------------------- Strongly Agree
1 2 3 4 5

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Learning Through IRI
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Section V. Discussion with IRI Teacher(s)
7. Ask the teacher how effective he/she believed today's lesson was in teaching the content.
(circle one)
Learning Through IRI

1) Not effective at all 2) Not very effective 3)Neither effective nor ineffective 4) Somewhat effective 5)Very effective
8. Ask the teacher to rate today's broadcast reception quality on a 5 pt scale (1 means reception was bad and 5 means reception was excellent)
1) Bad 2)Fair 3)Neither good nor bad 4) Good 5) Excellent 6) No broadcast

9. Ask the teacher if the broadcast was received yesterday? (circle one) YES NO
DID NOT TRY
10. Overall, how much time was allocated today to the IRI lesson (including preparation, listening to the broadcast, and any
follow-up activities with the students)?

Section VI. Follow up actions taken

1. What were the key issues faced by the
teacher in managing the IRI Program today?

2. What are the inputs provided by you to

resolve those issues?

3. Who else did you contact to resolve those

issues?

4. Which issues did not get resolved? Why?

Section VII. Other observations and notes: