Please enable JavaScript.
Coggle requires JavaScript to display documents.
Challenges in achieving expected quality during MV Program implementation
Challenges in achieving expected quality during MV Program implementation
Lacking encouragement from Government official
BRCs
Engaged in frequent training of teachers
Lacking academic support due to insufficient BRC members
No proper transport facility to staff
Intensified post-training follow up is lacking
CRCs
Teachers not adopting innovative teaching methods
Shortage of teachers
Insufficient capacity building programmes for CRCCs
Lack of job knowledge for proper performance of duties
Lack of interest in job
Lack of frequent training and proper post-training follow up activities
Lack of stringent monitoring; supervision
Overloaded with the admin responsibilities
Not acquainted with the Technology
Common
Top-down aggressive followup
Inadequate no./Unbalanced ratio
Leadership Skills
Lack of Hand-holding
Influence of Teacher Union
Teacher Willingness
lacking curiosity to learn and tryout
Lack of acceptance
Redundancy of Practices
Ignorant of uniqueness of the MV
Poor Quality of Training Delivery from MT and Prerak
Lack of Motivation
Experiences
Age
Service (Retirement/Transfer/Substitute)
Males are not taking up equally
Not-included in Time table (yearly school plan)
Poor Quality of Training Delivery from MT and Prerak
MV is not quantifiable
Not convinced with the importance of Values; lacking conceptual understanding
No Accountability about the MV
Couldn't acknowledging schools enough
Lacking platform for the appreciation of teachers
Followup from SMF
MT
Lacking the mentoring of MTs
Less clarity about the Responsibilities
Lacking people management skills
Resource mapping is not proper
Assessment of TCs need to be done fairly
Not able to motivate TCs
MTs are not empowered for this
Ad-hoc responsibilities
Lacking commitment to quality
MTs are playing Multiple roles at the same time (District head, Trainer,)
Clarity of MV Program
Lacking proactive decision making capacity
Insecurities are making them present the good picture
MTs feel the data collection as their own evaluation
Lacking informal meetings at the district level
TC
Skills of conducting MV activities
Lacking quality supervision
Raising the bar and communicating to TCs
Additional responsibilities (Trainings/Evaluation study/other data collection/attending guests) are not letting TCs focus on Taluka
Mode of transport
Less clarity about the Responsibilities
Lacking dialogue with HM
Lacking commitment to quality
Insecurities are making them present the good picture
Data is not authentic
Intermediate approval mechanism lacking
TCs feel the data collection as their own evaluation
HO
Sporadic Review meetings (monthly)
MTs not getting clarity from PO
Clarity from M&E
Regular presentation of the Data
MTs/TCs need to get the clarity of Tools
Lacking form updates mechanism
Data Representation is not appropriate
Hasty scale up plan
Quality insights/guidelines not clearly spealt
Goal posts/milestones are not defined and communicated to MTs
KRAs based regular/quarterly appraisals
Most of the time Reactive measures are taken
Lacking appreciation and recognition
Lacking delegation of authority and work autonomously in the given geographic region
Lacking alert mechanism
Work allocation is not considering capability
Lacking informal meetings at the HO Dept level
Insufficient on-call support/Helpline
Gap in communication at all levels
No accountability of the communication
Lacking defined communication channels
Grapevine/informal flow of information
Lacking healthy communication
Official platform for the communication with stakeholders
Quality of Training Delivery
Inadequate number of trainers at HO and Government
Inadequate training resources/requirements
Lack of Skill and Knowledge of MT/Preraks
Selection of Trainers (MTs/Preraks) not appropriate
Activities are designed without trying out with children
Philosophy of the content/changes not communicated to MTs
Multiple NGO Interventions
Attitude: Demotivating
Repetition of content
Burden
Teachers' don’t have sufficient time for Program implementation
Academic Workload/Syllabus
Unavailability of teacher for the MV implmentation
Other Responsibilities
Administrative Responsibilities
Lot of holidays: 180 instructional days not achieved
Multi grade Teaching
Lack of Strategies
Teacher Practices
Conceptual understanding of teachers
Teachers conduct activities robotically
Training delivery issues
Preraks are not good trainer
Roadblocks
Children gives the same answer
Not enough time given in the training for Question Skills
Handling special children
Children did not understood the stories
Teachers are not able to generate the activities by themselves
Curriculum links are not established with LOs specifically literacy
Giving opportunity to children, respecting the thought
"Teaching is reflective practice"
School climate
Value-based planning
Participatory decision making
Psycho-social positive
Deliberately trying for the Opportunity to children
Teachers Behaviour Change
Not enough inputs during the training
Teachers are judgemental about the Trainers
Trainers are not able to give that impression of good trainer