EDUCATION | Human Resource Development>>>Establishment of Non Formal Education Centres
 

At the same time, Badlao Foundation set up 15 Non Formal Education (NFE) centres in the villages around Kewatjali. It was envisaged that these centres would become forums for educating children and illiterate adults. Simultaneously, these would act as forums for informal learning and discussion. Here people would become aware of their relationship with the government, the powers and responsibilities of the government, various government programmes, gain an understanding of the eco-system around and man’s relationship with it. Health, formal education, and sanitation would also form part of this education process.

Although Government primary schools existed in the vicinity, the tribals did not feel enthused to send their children to those schools. For Badlao Foundation it was clear that economic and social upliftment was only possible when people became educated, especially when female education became a serious priority among the marginalised tribals of this area.

Earliest intervention took the form of NFE centres where volunteers taught for 2 hrs without any fixed curriculum. In addition, Bal Valvatika or pre-schools were started among the Paharias around Kewatjali.
The aim was to create an enabling environment for schooling & to mainstream children from NFE centres to Govt. Primary schools.
The deliberate efforts to enrol at least 60% girl children have had its affect. Today most parents are willing to send their girl children to school & enrolment of girls has increased enormously.

Towards the end of 90s, Badlao Foundation started developing locally appropriate primers in Hindi/Santhali & Paharia dialects for school-classes in order to systematize curriculum. Free education was gradually replaced by education through yearly contribution & 50% of payment for books.

Later it came to the notice of Badlao Foundation that its efforts at mainstreaming were leading to dropouts from the government schools. The irrelevance of existing curriculum, monotonous way of teaching, unsympathetic behaviour & irregular attendance of teachers were all causes for promoting dropouts from their schools.

To counter these ill effects & to cater to people’s increasing demand for a relevant education, Badlao Foundation set up three Adarsh Prayogik Vidyalayas or experimental schools in Jamtara, Machkol & Domdih. Care was taken to set them up in predominantly tribal villages where there were no other educational facilities & from where middle or higher schools were far off. Although the original plan was to have classes 4-8 in these schools, the absence of any other educational facility within the village, necessitated starting classes 1-8 in these schools. The location of these schools is such that it can cater to demonstration for higher education from 8-10 Lok Shikshan Kendras.
 

 


 

A Number of Innovative features were introduced in these Schools

  • Lesson planning was systematized & taken up continuously for every new entrant.

  • A child profile was prepared which consisted of his /her family background & the child’s progress or to counsel / provide special inputs to the child in case of unsatisfactory progress.

  • Monthly progress reports keep the parents informed about the child’s progress.

  • A three monthly “Jan Mulyankan” or People’s monitoring where block-level educational authorities, teachers of other schools & guardians of the child pose questions from the given curriculum is another innovation. In addition to boosting the child & teacher’s confidence and providing a means of transparent monitoring, it is also intended to provide as a Model to the government educational authorities.

  • The Badlao Foundation’s Educational Resource Team is engaged in preparation of a locally relevant curriculum for classes from 1-8.

  • These schools have been affiliated to the National Institute of Open Schooling (NIOS) till class 8. Badlao Foundation has already applied for affiliation for Matric and Higher Secondary level.

  • At every level, a period in school time-table is kept aside for skill development in a locally relevant trade.

  • The foundation has also introduced the concept of performance based pay for the teachers who are exposed to special training programme by the organisation. For every child taught in these schools, the foundation pays Rs.25. In this way, the school teachers make special effort to attract and retain the maximum number of students to get better pay.

  • In all these three schools, the parents have begun to contribute towards the payment of schools teachers’ salary. This ranges from Rs.5 to Rs.10 per child and is decided through a resolution in the Mahila Sabha.

  • The school holidays are decided according to the local need. Usually children are left off in the agricultural reason on order to help their families. The Mahila Sabha in conjunction with the “Shiksha Sadasya” (education member) decides about such issues as the teachers availing excess leaves.

  • Every year, inter-school sports & cultural meet is organised for all schools (LSK & APV as well as Government schools). Not only does this imbue a competitive spirit in children but it also acts an exposure visit & encourages interaction and exchange amongst the local children

  • All national days such as Independence Day, Republic Day is celebrated to imbue children with a national spirit & feeling.

  • A three monthly Health Check-up ensures better health monitoring of these growing children.

  • Special inputs & remedial classes are organized for the weaker students at every level.
     

 

WHAT WE DO

Women Empowerment and Gender Justice

Sustainable Rural Livelihoods Programme

Agriculture

Health, Nutrition and Sanitation





# Mahila Sabha Mutual Benefit Trust
# Mahila Sabha on Women Empowerment
# Mahila Sabha at a glance
# Bank linkage and Revolving Funds
# Training and Skill Building

# Promotion of Food Security Through System of Rice Intensification

# Promotion of Vegetable Cultivation (Potato & Tomato)

# Promotion of Micro Irrigation Scheme (DRIP)

# Promotion of Tasar, Spinning, Reeling & Weaving Training for Leaf Plate Making

# Vermi Compost and Organic Manuring

# Natural Resource Generation
# Sustainable Cultivation
# Wadi Programme
# Farmers Club
# Early Interventions
# Millennium Development Goals (MDGs)
# Health Status of Tribal People
# Health Insurance
# Baseline Survey
# Community Health and Nutrition
 
  ** Maternal and Child Health Care
   
** School Health Programme
   
** Awareness Generation
   
** Capacity Building of TBAs and Local
        Practitioners




Advocacy and Lobby

Education

Building Institutions

Human Resource Development Strategy





  #Human Resource Development
  **Awareness Building
  **Establishment of Non Formal Education 
Centres
#Impact of Education
#Major Intervention in Education
#Greenwood Public School
#Strategy and approach
   
Child Development      
         
       

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