| Articles
 Global
trends
NGO
practises
Case
study
Voices
from the field
Research
papers
Global
trends
Education for All Global Monitoring Report 2005
The Education for All (EFA) global monitoring report for 2005 is
out. Titled “The Quality Imperative,” the report stresses that education for all
cannot be achieved without improving quality. In many parts of the world, an enormous
gap persists between the numbers of students graduating from school and those
among them who master a minimum set of cognitive skills. Any policy aimed at pushing
net enrolments towards 100 percent must also assure decent learning conditions
and opportunities.
More
NGO
practices
Developing Sustainable Organizations
Deepalaya, one of India’s leading NGOs in the education sector, shares
some of the elements of what makes an NGO sustainable? Some guidelines from Delhi partner NGO Deepalaya ...
More
Community Participation and Empowerment Community participation
and empowerment are integral rather than incidental components of the education
intervention initiated by SARD. Consequently, SARD promotes active community involvement
at every stage of the program (planning, implementation, monitoring and evaluation).
As for “community empowerment”, SARD visualizes it in terms of community’s
ability to take ‘informed decisions’....
More
Teacher Diaries: Laying the Foundation for Curricular Planning
SARD
believes that quality of learning will be enhanced by regularly reviewing the
daily teaching-learning process; the best way to do this is by going through the
teacher diaries periodically. Each teacher is expected to maintain a diary to
write their experiences in the learning centre. Generally, the experiences are
related to the children, community members, teaching process, teacher’s preparation,
study materials etc..
More
Enhancing Learning with the Creative Arts
In a bid
to make the curriculum more interesting, enjoyable and child-centred, NGO Disha
has used puppetry, theatre, drama, songs, story telling, games and photography
to make subjects such as the environment, heritage, nature, people, festivals,
places, etc., more relevant and meaningful for children in rural areas, urban
slums and tribal areas.
More
Mapping the Neighborhood: Youth Redefining Learning Paradigms
With the advent of the digital era, educational delivery models have
potentials of undergoing dramatic change in terms of quality, relevancy and reach.
Computer-based educational content can be made more attractive and interesting
for young learners, compared to traditional book-based learning. Read about one
such pilot program in the Northern Himalayan state of Uttaranchal.
More
Skipping School and Playing Hopscotch
The Chingrajpara
slum in Bilaspur, Chhatisgarh is the city's largest of nearly 50 slums. Why are
the children not in school? Why is a schooling cost of Rs 318 per year per child
a tall figure for poor parents?
More
Case
Study
Building Model Government Schools: The Himachal
Pradesh Experience
Once, Himachal Pradesh (HP) was considered a backward
state; in 1951,child literacy rates were as low as that of Uttar Pradesh or Bihar.
But a concerted effort by the state over the last many decades has propelled it
to the ranks of one of India’s leaders in the education arena. Today, the
state’s educational policies are touted as visionary and worthy of documentation. How
did this happen, given that Himachal has several factors that make educational
progress difficult? Below, the state’s primary education director details
the reasons behind HP’s success in its educational initiatives as well as
its plans to enhance that position in the future.
More
Role of the Community Based Organization in Children’s Education
Since 2000
SARD has been running an education program for a Meo Muslim
community in a remote area of southern Mewat (Rajasthan) in order to increase
school enrollment and attendance rates as well as the quality of education delivered
by the formal schools.
More
Voices
from the field
Reaching the Uunreached: A Personal
Account
There is a school building in Ollanger, located in
one of the remotest parts of Jharkhand, with gaping holes for doors and windows,
a broken board and a cracked floor, no table, no chair, and no toilet. The women
told us that that the present Government teacher came just once a month to take
attendance. Still, miraculously all the children had ‘full attendance’!
And all pass the ‘exams’!
Read on for an Account
from Partner NGO, CWD.
More
Research
papers
Monitoring Works: Getting Teachers to Come
to School
Can a simple incentive program reduce teacher absence,
and does it have the potential to lead to more teaching activities and better
learning? One study seems to indicate that is the case.
More
Teacher Absence in India: A Snapshot
A
World Bank-Harvard University study has found that 25 percent of teachers were
absent from school, and only about half were teaching, during unannounced visits
to a nationally representative sample of government primary schools in India.
More
More links :
Barriers
to Girls’ Education 
|
