GSS schools are widely acknowledged as one of the best models in active teaching learning in the developing world. It is a comprehensive programme addressing children’s differentiated learning needs and incorporates curriculum and material development, teacher education and development, classroom teaching-learning, continuous learner assessment, supervision, monitoring individual learner performance and research. GSS provides an institutional base that would help not only with its sustainability but also in building capacity of other providers. It has already helped the government of the Maldives and is designed to influencing both teacher education and teaching learning inside mainstream school classrooms in Bangladesh.
The beneficiaries include 130,000 learners and their communities, the NGOs who seek teacher education and training from GSS, the INGOs who have expressed interest in partnerships; and finally, the government with whom collaboration is being planned.
Performence
Key Elements
All children, especially disadvantaged children including children in special need
(Active Contact Hour per year)
700 for grade 0 (Infant)- grade II, and
935 for grade III – V
Learner-Teacher ratio: 25 : 1
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.
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;
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.
The principle of assessment in GSS is to capture what the learner learned, knows and is able to do rather than what s/he hasn’t learned, doesn’t know or unable to do.
The purpose of assessment in GSS is two fold:
First, to find out if each child is learning; and
Second, to establish the level of skills and competencies acquired by each learner in the core areas of the curricula i.e., Language (Reading, Creative writing, Math and Science) so that the nature of subsequent intervention could be determined and planned.
In GSS assessment is undertaken at three different levels:
i. Continuous assessment;
ii. Quarterly assessment; and
iii. Annual assessments through exams.
Teachers are mainly women (89%) from the community with higher secondary level education and trained hands-on by GSS;
Teachers