If children are able to have the best and the most challenging time of their day inside the classroom learning by doing, every child in the community regardless of girl or boy, background and ability attends, stays and achieves in school.
700 for grade 0 (Infant)- grade II, and 935 for grade III – V active contact hours per year.
Learner-Teacher ratio: 30 : 1
Teaching learning focuses mainly on (i) time management, breaking down literacy hour, and math hour, and science activities into smaller units of time slots letting each learner to be actively engaged in learning by doing, facilitated by a teacher; and (ii) lesson planning based on continuous assessment of the individual learner allowing each to progress according to her/his ability and pace.
Activity based classroom organisation creating opportunity for children to learn by doing and interact and work in small and large groups as well as individually;
Teachers are generally women (89%) from the community with higher secondary level education and trained by GSS;
Focuses on key competencies in language development, math and science divided into age appropriate units broken down into levels combining a range of activities for each level. Curriculum also includes strengthening of content & development of appropriate learning and instructional materials.
This includes training integrating hands-on experience in active learning classroom environment so that the teacher is able to transform her/his own classroom and create the desired learning environment without much difficulty; also includes supervised teaching, studying and some research.
Supervision focuses on (i) continuous teacher capacity building; (ii) Ensuring that the key elements of teaching learning are in place inside the classroom and children are learning; and (iii) encouraging the teacher to think, be creative and build on the innovation.
Individual learner performance is monitored quarterly. The decentralized EMIS helps policy decisions creating space for appropriate intervention both at the central and local levels.
Every child in the community, each girl, each boy and every excluded child (ethnic minority, disabled or drop-out) in the 5 – 11 age-group attends the community based GSS schools known as the Anandaniketon primary school
Unlike the UNESCO norm, efficiency measures in GSS include number of learners acquiring age/grade level competencies, skills and knowledge. As for the norm indictors, overall attendance in GSS schools is 92%, drop-out less than 6% and Repetition non-existent.
The GSS model was scaled up to 700 full primary schools across the country between 1996 and 1998 following recommendations of the donor consortium. More recently during 212 – 2014, the model was adapted to the mainstream framework by Shamse Hasan, Director Education, GSS and also the creator of the model, following a request from the development partners and the Government.
In under two years following enrolment –
US$ 37 per child/year.