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1 | School Improvement | Environment | Child experience | Definition of SI | Problem statement/Challenge | Alignment with child experience | Impact/Visibility | Scale of Impact | Time reqd to implement | Effort | Resources reqd | Sustainability | NEP (Reference) | NCFSE (Reference) | NCFFS (Reference) | SQAAF (Reference) | Other Insights from Secondary research | Insights from Primary research | SLDP Areas of capacity building (Reference) | Flow of Implementation | Intended outcomes | Solutions | Other resources | Status | Report, if any | Associated SIs |
2 | (qualitative) | (how many students can you reach) | (low<month,a month to 3 - med, more than 3- high) | (knowledge, skills reqd) | (people, infra, materials, budget, time for prep) | (Policy, Budget, other research, experts) | ||||||||||||||||||||
3 | School Clubs and Cabinets | School | Children have spaces to develop and showcase their overall development (Opportunities to take responsibility, showcase leadership skills and, participate in school development initiatives). Children get to experience, appreciate and live democratic practices and other constitutional principles (equity, equality, non-discriminatory, etc.). | School Clubs and Cabinets are means for students to develop skills within and beyond academics. They allow students to participate and engage in school-level initiatives that are designed to build students' 21st Century skills while also improving their learning outcomes. The 'Student Clubs and Cabinets' School Improvement enables schools and the stakeholders working within and with it to form and sustain Student Clubs and Cabinets in schools. | According to UNICEF, in India, 53% of students will pass out of senior secondary schools without acquiring 21st century skills and hence will struggle to find a decent occupation. According to the Center for Monitoring Indian Economy (CMIE), the unemployment rate in India stands at 8.45% and this is not likely to improve if measures are not taken to remedy the schooling scenario. Students lack sufficient opportunities to develop critical 21st-century skills, and schools tend to deprioritise their development due to the high focus on academic learning outcomes. Thus, Clubs and Cabinets in schools end up being underutilised. While state governments have mandated the formation of clubs and student cabinets in schools, schools seem to be unfamiliar with how to effectively establish, sustain, and integrate these clubs into the curriculum in a way that fosters skill development and enhances learning outcomes. This gap hinders the full potential of clubs and cabinets to contribute to students' academic and personal growth. | High | Medium | Medium | High | Medium | Medium | High | The NEP states that it is "increasingly critical that children not only learn but, more importantly, learn how to learn. Education, thus, must move towards less content and more towards learning about how to think critically and solve problems, how to be creative and multidisciplinary, and how to innovate, adapt, and absorb new material in novel and changing fields. Pedagogy must evolve to make education more experiential, holistic, integrated, inquiry-driven, discovery-oriented, learner-centred, discussion-based, flexible, and, of course, enjoyable. The curriculum must include basic arts, crafts, humanities, games, sports and fitness, languages, literature, culture, and values, in addition to science and mathematics, to develop all aspects and capabilities of learners and make education more well-rounded, useful, and fulfilling to the learner. Education must build character and enable learners to be ethical, rational, compassionate, and caring while at the same time preparing them for gainful, fulfilling employment." The NEP also mentions schools supporting students with different talents through clubs. It states: "Teachers will aim to encourage students with singular interests and/or talents in the classroom by giving them supplementary enrichment material and guidance and encouragement. Topic-centered and Project-based Clubs and Circles will be encouraged and supported at the levels of schools, school complexes, districts, and beyond. Examples include Science Circles, Math Circles, Music & Dance Performance Circles, Chess Circles, Poetry Circles, Language Circles, Drama Circles, Debate Circles, Sports Circles, Eco-Clubs, Health & Well-being Clubs/ Yoga Clubs and so on. Regarding student activity and participation, the NEP also mentions that "Students are the prime stakeholders in the education system. Vibrant campus life is essential for high-quality teaching-learning processes. Towards this end, students will be given plenty of opportunities for participation in sports, culture/arts clubs, eco-clubs, activity clubs, community service projects, etc" | It aims to nurture children into well-rounded, skilled citizens with diverse sensitivities. In Section 2.2: Curriculum Associated Processes 2.2.2 NCFSE mentions establishing student clubs such as sports clubs, art and culture clubs and health and wellness clubs as part of the school's processes so that they engage with their inner talents and enhance their skills. It has also mentioned engaging students in school cabinet activities to enhance the students' democratic participation, skills of cooperation, communication and community involvement. " Every school must encourage the formation of student committees and forums (Bal Sabha, Bal Panchayat, and other student forums) to involve students in school activities and create a sense of ownership and responsibility among them. By participating in activities of different committees, students learn cooperation, teamwork, proactiveness, taking initiative, leadership, and conflict resolution. Some of these committees take care of school-level tasks, such as ensuring cleanliness, managing Mid-day meals, or organising cultural events. Some schools also have committees that work at the community level. Health committees, sports committees, eco clubs, and music clubs can take up activities within the community with guidance from the Teacher. Through these forums, students learn and develop respect for different kinds of work." | This policy does not explicitly state much about Clubs and Cabinets as it caters to the foundational stages of learning. | Domain 1: Curriculum, Pedagogy and Assessment 1.3.3. The school provides facilities for the students to participate in activities that enhance Literary and Reading Skills, Creative and Critical Thinking Skills, Scientific Skills, Communication Skills, and Leadership Skills and ensures mandatory Digital, Financial, Citizenship, Information and Media, Environmental and Health Literacy. Based on Domain 1.1.3, a school at level 3 should have an Annual Curriculum and Pedagogical Plan that reflects enhancement in 21st-century skills, Values and Ethics, Health and Physical Education, Visual and Performing Arts, Vocational Skills, etc. and is integrated with different aspects of learning. Based on Domain 1.3.3, a school at level 1 provides for different activity clubs. The school maintains records of activity clubs. A school at level 3 has projects, clubs, and subject enrichment activities focused on enhancing the students' different skills and competencies. Additionally, a school at level 4 of this subdomain has students engaged in providing innovative solutions to problems related to self, school and the community. Domain 3: Human Resources: 3.3.1 Student engagement is fundamental to schooling outcomes. As per this subdomain, a school at level 4 must provide students with an opportunity to exhibit their leadership skills and take on responsibility and accountability for age-appropriate practices in the school. 3.3.1 Subdomain- Human resources: In a level 1 school, Students participate in academic and non-academic school activities. The School has a student council selected from the senior school and has defined roles and responsibilities. Domain 6: Leadership: 6.3.3 According to this subdomain, teachers in a school at level 1 Teachers facilitate the application of knowledge to real-life situations and develop critical and creative thinking skills in students. Additionally, a school's timetable at level 4 should reflect time for engaging students in DIY activities focusing on creativity and innovation. Domain 7: Beneficiary Satisfaction: 7.1.1 Based on this subdomain, students at a school at level 4 should be involved in the decision-making process and encouraged to give their opinions/ views/ suggestions on the policies or the programmes/activities of the school. | According to the Life Skills Collaborative, Only 4/10 youth today have heard of the term life skills or 21st Century skills. Their survey also shows that school teachers are unclear about what life skills consist of. For example, 6/10 surveyed teachers believe that life skills, soft skills, and moral education are the same thing. School clubs serve as a vital tool in bridging the educational gap created by the limitations of the traditional high-school curriculum, offering students opportunities to engage in activities with significant social and educational value. These clubs empower learners by developing critical life skills such as communication, decision-making, problem-solving, resilience, and self-awareness, which are essential for academic success and personal growth. Participation in school clubs has been shown to improve academic performance as students develop time management, teamwork, and organizational skills that support their studies. Moreover, clubs foster healthy habits by encouraging physical activity, reducing screen time, and promoting a safe, supervised environment that protects children from harmful behaviours. The extracurricular activities provided by clubs also contribute to the development of social networks and build social capital, motivating students to remain engaged and connected with their educational institutions. Additionally, clubs help students recognize and internalize valuable employability skills, such as communication, teamwork, and problem-solving, which are highly valued by employers and essential for future career success. Through these various benefits, school clubs play a crucial role in nurturing well-rounded, responsible, and confident individuals. | - Leadership opportunities have nurtured qualities such as responsibility, time management, confidence, and teamwork, positively influencing their behaviour and academic engagement. Major challenges: - Limited teacher resources, inconsistent documentation, and a lack of structured planning for activities are common issues. - Insufficient teaching staff to support the activities effectively (e.g., schools with only 4 teachers). - Absence of proper documentation to track student growth or the impact of activities systematically - Over time, some students lose interest in repetitive activities, treating them as chores. - Lack of structured timelines or calendars for club activities, leading to sporadic implementation. | Leading Improvement Achieved through the Clubs and Cabinets Manual, the suggestive flow of implementation, and the attached solutions that enable School Leaders to conduct school improvement-specific observations and staff meetings. Developing Self Achieved through building knowledge and skills in Clubs and Cabinets during the orientation session and through the structure and process of observations and Feedback. Improving Teaching and Learning Achieved through the 21st Century Assessment tool that helps teachers conduct need-specific activities, Clubs and Cabinet Observation and Feedback tools, and quarterly staff meetings that help teachers identify and use strategies to enhance academic and nonacademic learning outcomes. Engaging Community Achieved through ensuring parents are aware of club and cabinet initiatives and engaging them either through Club activities or during the Annual showcase of Clubs and Cabinets Developing the Organization Achieved by forming and sustaining Clubs and Cabinets in schools that bring hands-on democratic practices to students and build 21st-century skills in them. Structures and Processes - Student Cabinet - Monthly Cabinet review meetings - Club and Cabinet Activity Observations | Flow of implementation | Intended outcomes | Solutions | Primary Research Findings Secondary Research Findings | Partially Implemented |