Pudumai Palli Project

‘Pudumai Palli Project: Developing Innovative Schools in Chennai (P3DISC)’ aims to improve the livelihood prospects of students, particularly girls, in socio-economically marginalized urban communities in Chennai by enhancing their 21st century  skills, including English, ICT, Enterprise and Leadership skills. Funded by the MacArthur Foundation, the project will be implemented as a pilot in 70 secondary schools run by the Corporation of Chennai and impact 70 head teachers, 140 teachers, 560 student leaders and at least 14,000 students over three years.

The projects aims to ensure that secondary level students, especially girls, from schools run by the Corporation of Chennai stay in school longer and acquire 21st century skills that will enable them to find meaningful employment and contribute positively to their community.  Additionally, it aims to build a sustainable system to support in-service teacher education, continuing professional development and the ongoing support for teacher and student learning; this project will also provide a replicable model for urban school systems in India.


Expected Impact And Legacy Outputs

  • 50% of students attending clubs are able to use 21st century skills to an agreed standard (at least 80% of this total should be girls)
  • 50% of students attending clubs are able to reach an agreed standard of English proficiency (at least 80% of this total should be girls)
  • 80% of employers interviewed state that students demonstrate 21st century skills required
  • 80% of schools have school development plans which reflect CPD and club activities
  • P3DISC Handbook for implementing school improvement processes in Corporation is in place

Expected Outcomes

  • A cadre of Teacher Educators are able to conduct training, mentor and support teachers through teacher clubs and other CPD activities as per agreed quality standards
  • Teachers apply classroom methodologies that develop English and 21st century skills and demonstrate professional practices outlined in the British Council CPD Framework for Teachers in their everyday classroom practice
  • Teachers are able to facilitate 21st century club activities that support the development of English and 21st century skills
  • Head Teachers in schools demonstrate effective leadership skills that further change management processes in their schools
  • Head Teachers are able to provide support for implementing, managing and sustaining students clubs and CPD of teachers
  • Student peer leaders demonstrate effective facilitation skills which motivate and influence their peers to attend and participate in 21st century clubs

Planned Project Reach

  • 70 head teachers from 70 secondary schools will undergo training with focus on whole school development and orientation to specific challenges for girls
  • 30 Teacher Educators will be recruited and trained in language skills, classroom methodology, ICT, 21st century and mentoring skills
  • 140 Teachers  will undergo extensive training in school club facilitation, gender equity and inclusion, English language teaching, ICT and 21st century skills and use of digital resources
  • 560 student peer leaders (80% girls) will be trained on facilitation and leadership skills to run clubs and social enterprise projects
  • 14,000 Students (Grades 9-12) will actively participate in school based 21st century clubs which will equip them with skills for the job market                   

Key Activities

  • Leadership development course for 70 head teachers culminating in the development of change management action plan
  • Capacity building training and workshops for 30 Teacher Educators
  • Teacher training on English and 21st century skills (blended model, via day-release)
  • Establishing 280 student clubs that support development of 21st century skills, for students of classes 9 – 12
  • Training to student peer leaders on club facilitation and activities
  • Awareness workshops for parents and managing committee members
  • Establishment of teacher clubs at cluster level
  • Continuous monitoring and evaluation of learning for key project stakeholders, leading to an impact study at the end of the three-year pilot