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
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
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
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.