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OUR PARTNERS
To meet the challenges of UEE, the convergence of all
resources is important. A number of NGOs are working in different
areas of education. The experiences of NGOs are being elicited by
involving them as active partners in various fields of education.
The details of the partners working in the state to achieve the
goals of SSA are given below:
(1) MV
Foundation
Mamidipudi Venkatarangaiya
Foundation (M.V.Foundation) is providing support to RSK in
identified districts for identifying, bridging and mainstreaming of
Out of School Children with mobilization as a major strategy. For
this M.V. Foundation conducted intensive training and mobilisation
activities in the districts Trainings were organised for BRCs,
CACs,Sarpanches and PTAs in the blocks. Exposure visits were
organised as part of the training programme and the importance of
community mobilisation was explained to them. M.V.Foundation
provided support for setting up of Kasturba Gandhi Balika Vidyalay,
Balika hostels and NRBC.
(2)
Microsoft- Project Shiksha
Government of Madhya Pradesh School Education
department in collaboration with Microsoft is working in the area of
computer training. This programme is known as Project Shiksha. The
main objectives of the project are to empower
teachers and student to make optimum use of potential of ICT by
providing greater access to latest technologies. Deliver high
quality ICT literacy and development skills in for teachers to
enable them to use ICT in education. Under project Shiksha Programme
an IT
Academy will be established in Bhopal at Science Kit Workshop,
Berasia Road, Bhopal. Building has been identified and handed over
to Microsoft. 7 Regional level computer training centers have been
identified. Training will be conducted round the year.More than 2000
teachers were trained during the academic year 2006-07.
(3)
Activities of UNICEF
UNICEF
is working in four districts of M.P viz. Guna, Shivpuri,Bhind &
Jhabua intensively to promote better implementation of interventions
under SSA. UNICEF is supporting development and implementation of
quality package to help address issues in the area of teacher
effectiveness, school - community linkages and school environment
with main focus on reducing gender disparities. Some of the major
areas where UNICEF is working closely are:
School - community linkages
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Development and printing of
training module for PTAs across the state.
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Development and printing of
handouts/manuals for PTA.
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Support training of PTA in
four districts
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Development and printing of
module for microplanning.
Teacher Effectiveness
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Study cum training visit
for 45 teachers from Guna, Shivpuri, Bhind & Jhabua to Rishi
Valley, Andhra Pradesh for introducing Multigrade and Multilevel
teaching in classrooms.
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Development of material
based on the textbooks for MG&ML teaching situations.
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Development of software for
teacher training.
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Motivation camps for
teachers in focus districts (four)
School Environment
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Development of model
schools in four districts in all aspects.
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Development of activity
booklet for promoting hygiene education in schools.
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Sanitation and hygiene box
for girls enrolled in RBC, KGBV and Girl's Hostel.
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Strengthening
infrastructure in KGBV, RBC, DIET and BRCs which includes
white/green board, games and sport materials etc.
Monitoring and Evaluation
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Introduction of CRC tool
and quality mapping tool in four districts.
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Development of cohort
software for State and printing of Students Attendance -
Achievement Register for four districts.
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Development of child
friendly assessment tools.
Girls Education
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Life skills education for
children of RBC, KGBV and Model Cluster Schools.
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Development of materials as
well as implementation of school readiness programme in selected
ECE centers.
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Planning and execution of
state wide enrolment drive in the state with focus on girls'
education.
(5) SAMAVESH:
Community Based Participatory Programme for strengthening
Elementary Education.
Samavesh
Society for development and Governance is running a project titled
Community Based Participatory Programme for strengthening Elementary
Education in two blocks each in Dewas and Harda districts of Madhya
Pradesh. The specific objectives of the programme is to evolve a
support programme covering around 50 villages to provide good and
effective education. On a more extensive basis, to strengthen the
overall education system, i e strengthening the BRCs of two blocks
and training and monitoring of CRCs.
The components of the
programme are:
·
Participation
of the community
·
Improve the school and
classroom environment
·
Strengthening
of school management system at block level by providing inputs for
strengthening of BRC and CRC teams which will include workshops,
exposures and training of the BRC to improve the quality.
·
50 teachers
were trained through Bal Mitra.
·
With the help
of school teachers, identify 35-40 children who are academically
weak in class II, III and IV.
·
The Bal Mitra
will work with the Shiksha Protsahan Group for strengthening their
basic skills in reading, writing and arithmatic.
(6) Naandi Foundation:
Ensuring Children Learn
Naandi
Foundation is working with the Sarva Shiksha Abhiyan to improve the
quality of education and girls’ education in Sheopur district and
provided resource support for this purpose. They trained 114 school
teachers for quality improvement. They created a dynamic youth force
called al Mitra', made open Black boards, organized regular village
meetings, formed a group of children called 'Sandesh Vahini' and and
also formed Mahila Jagrati Manch for empowering women. Besides
these foundation is also working on early childhood Education.
Their strategies for the coming academic year 2007-08 are as under:
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Scale up operations to 220
schools
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Measuring learning levels
of students
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Teachers motivation &
capacity building with use of multimedia training package
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Summer camps for children
-for extra curricular activities
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Capacity building of PTAs
in 220 schools & increased interaction with Shiksha Sangam
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State level seminar on
status & direction of primary education scenario
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Motivational songs for
teachers and children
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Training teachers to handle
multi-grade situations
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Capacity building of BEO/BRC/BAC/DIET
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Increasing numbers &
involvement of Baal Mitra
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Follow up by district
Education Department
(7) Madhya
Pradesh Consultancy Organization Limited
MPCON
is a consultancy organization established in the year
1979Geographical Information System (GIS) is recognized as
one of the most useful tool in evaluating data having spatial
relevance, as is the case with data collected by the department
having geographical relevance in terms of location of Schools,
Hostels etc. Therefore RSK has been in need of advanced tools like
GIS for better comprehension and representation of massive data,
regularly collected by the department.
The RSK GIS project will
encompass various components such as Field Survey, Data Collection,
Data Entry, Application Software Development, Customization of the
software for each group of users as per their requirement & position
in organizational hierarchy (RSK, ZSK, JSK), Training, AMC of
Software, Maintenance of help desk etc. There would be seven
modules, which will be covered under the RSK GIS project and under
each of these modules following will be dealt with:
1. Civil Works
2. Village Education Register
3. District Information on
School Education
4 Alternative Innovative
Education
5. Ashram Schools (Girls
Hostel, KGBV)
6. Cluster Operational
Monitoring
7. Cluster Financial
Monitoring
(8) Pratham:
After working in joint
coordination with Rajya Shiksha Kendra, Govt. of MP to improve basic
learning skills (reading, writing and arithmetic) through “Learning
to Read (L2R)” program Pratham has proposed the action plan for the
proposed partnership with the Govt. of MP. The four pronged
strategy has been suggested by Pratham. The scope of the work plan
varies from state wide intervention to creating model blocks for
English Learning to intervention in 13 districts, which are below
the state learning level average, based on ASER report.
I) State-wide
intervention:
1. Learning
to Read (L2R) program for Std. I and II (Language, Arithmetic and
English).
2. Reading
cards – to improve reading skills
II) Interventions in
13 districts to improve basic learning skills.
III) Model Blocks (7
district’s 7 blocks): English learning program
Learning to
Read (Reading Writing Campaign) for Std. I and II.
· Pratham
is working RSK for developing module of reading writing campaign for
training of teachers of class I and II to be held in summer
vacations of 2007.
· Pratham
will be involved in training of resource persons (DRGs, BMTs) and
will facilitate the training of teachers at the blocks levels.
· Pratham
will participate in the workshop for creating reading material
(reading cards) and will coordinate the creating art work, layout
designing etc. of the reading material.
· Pratham
will work in joint coordination with the external evaluation agency
appointed by the Govt. to evaluate the L2R program.
· The
duration of the program will be academic year 2007-08.
·
Development of
Reading cards – to improve reading skills
Interventions
in 13 districts to improve basic learning skills:
ASER
2006 – MP report indicates that 13 districts in the state are below
the state average in reading, writing and arithmetic skills.
Pratham with consulting RSK has proposed to work in these
districts. The basis of the work plan is almost like L2R Program
undertaken by the State, two years ago. The program is to be
implemented for the children studying in Std. I to V. Period: 6
months.
Model Blocks:
English learning program
Pratham
has proposed to create model blocks (7) for English Learning in the
state. It is proposed that Pratham will create a team of master
trainers at the block level. The block level master trainer will
implement the program for around 3 months and then will replicate it
in the respective blocks. Period: One academic year.
9) Education
Development Centre (EDC)
The EDC has been chosen to
execute the dot-EDU T4 project in India, in cooperation with the
Government of India and the various State Governments. T4
interventions are directed at creating and consolidating the
necessary enabling mechanisms in this direction through the
following:
· Multiple
technologies for Teaching and Learning
·
Innovative
teacher training/learning programmes using media
· Development
and adaptation of appropriate teaching learning materials,
complementing the lessons with games, activities etc.
· Emphasizing
the need for making learning a joyful experience
· Orientation
of parents, community and local NGOs on the need for creating a
conducive atmosphere for learning
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