To assist the decision makers of the state to divert their best resources for the betterment of education, Akshara Foundation, through it's Karnataka Learning Partnership project(www.klp.org.in), has presented the MPs and MLAs of selected constituencies with three accurate, well-researched reports over the last eight months, one building on the other. It started with the first report on fundamentals – school and anganwadi demographics that throw light on the broad educational profile of the constituencies. The team followed this up at three month intervals with a report on the funds schools receive and their allocation, and another on infrastructure shortages in schools and anganwadis.Read this report to know the feedback of the Elected Representatives
Sarva Siksha Mission and Primary Education in Kolkata: Changes and Challengesinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Centre for Civil Society (CCS) is a think tank seeking to advance social change through public policy, by promoting choice
and accountability. The organization conducts research and advocacy, primarily in the education and livelihoods sector,
with pilot projects for these in Delhi, Rajasthan and Maharashtra. CCS also focuses on creating future leaders in public
policy through trainings and seminars for students, journalists and young professionals.
Aleutia solar container classroom presentationoliviergarcia
The document provides background information on a project to design ICT classrooms in Ghana. It discusses the collaborators involved, including an architecture design team, educational NGO, and computing manufacturer. It then summarizes Ghana's culture, economy, health, and literacy levels. The government is working to preserve culture while modernizing and addressing issues like corruption through open government initiatives and technology programs. The report aims to provide context and research to guide the classroom design process.
This report presents findings from surveys of social enterprises conducted in Bangladesh, Ghana, India, and Pakistan. A total of 1,026 organizations were surveyed, of which 633 met the definition of a social enterprise. The study aims to provide an initial estimate of the size and scale of the social enterprise sector in each country. It also assesses existing policies supporting social enterprises and the extent to which higher education provides social enterprise education, to serve as a baseline for the British Council's impact evaluation and tracking sector growth over time. The authors acknowledge limitations given the nascent stage of social enterprises in most countries, but hope this work provides a better understanding and allows others to build on in the future.
Established in 2004, the Association for the Development of Pakistan (ADP) is a volunteer-driven, engaged philanthropy organization that funds high impact development initiatives run by promising non-profits in Pakistan. ADP’s vision is to promote an engaged society that transforms lives by working with non-profits delivering strong results.
This document discusses public-private partnerships (PPPs) in the Indian education system. It examines existing PPP models in India, including aided schools, the Punjab Adarsh Model school scheme, and school adoption programs. It outlines challenges faced, such as initial distrust of private sector involvement, infrastructure issues, and tensions with existing teachers. It also profiles some private organizations involved in PPPs, such as the Naandi Foundation, Bharti Foundation, and Educomp. The document concludes that while PPPs aim to leverage private sector resources and expertise to improve access and quality of education, various models face ongoing challenges in implementation and sustainability.
This document provides an education status report for Gujarat, India. It discusses literacy rates in Gujarat which have increased significantly over time but remain lower for females, Scheduled Castes, and Scheduled Tribes. The administrative structure and organizations involved in primary education in Gujarat are outlined. Budget allocations for education in Gujarat have increased but remain lower than many other Indian states on a per student basis. Key findings from annual education surveys in Gujarat are also summarized.
Sarva Siksha Mission and Primary Education in Kolkata: Changes and Challengesinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
Centre for Civil Society (CCS) is a think tank seeking to advance social change through public policy, by promoting choice
and accountability. The organization conducts research and advocacy, primarily in the education and livelihoods sector,
with pilot projects for these in Delhi, Rajasthan and Maharashtra. CCS also focuses on creating future leaders in public
policy through trainings and seminars for students, journalists and young professionals.
Aleutia solar container classroom presentationoliviergarcia
The document provides background information on a project to design ICT classrooms in Ghana. It discusses the collaborators involved, including an architecture design team, educational NGO, and computing manufacturer. It then summarizes Ghana's culture, economy, health, and literacy levels. The government is working to preserve culture while modernizing and addressing issues like corruption through open government initiatives and technology programs. The report aims to provide context and research to guide the classroom design process.
This report presents findings from surveys of social enterprises conducted in Bangladesh, Ghana, India, and Pakistan. A total of 1,026 organizations were surveyed, of which 633 met the definition of a social enterprise. The study aims to provide an initial estimate of the size and scale of the social enterprise sector in each country. It also assesses existing policies supporting social enterprises and the extent to which higher education provides social enterprise education, to serve as a baseline for the British Council's impact evaluation and tracking sector growth over time. The authors acknowledge limitations given the nascent stage of social enterprises in most countries, but hope this work provides a better understanding and allows others to build on in the future.
Established in 2004, the Association for the Development of Pakistan (ADP) is a volunteer-driven, engaged philanthropy organization that funds high impact development initiatives run by promising non-profits in Pakistan. ADP’s vision is to promote an engaged society that transforms lives by working with non-profits delivering strong results.
This document discusses public-private partnerships (PPPs) in the Indian education system. It examines existing PPP models in India, including aided schools, the Punjab Adarsh Model school scheme, and school adoption programs. It outlines challenges faced, such as initial distrust of private sector involvement, infrastructure issues, and tensions with existing teachers. It also profiles some private organizations involved in PPPs, such as the Naandi Foundation, Bharti Foundation, and Educomp. The document concludes that while PPPs aim to leverage private sector resources and expertise to improve access and quality of education, various models face ongoing challenges in implementation and sustainability.
This document provides an education status report for Gujarat, India. It discusses literacy rates in Gujarat which have increased significantly over time but remain lower for females, Scheduled Castes, and Scheduled Tribes. The administrative structure and organizations involved in primary education in Gujarat are outlined. Budget allocations for education in Gujarat have increased but remain lower than many other Indian states on a per student basis. Key findings from annual education surveys in Gujarat are also summarized.
Making Quality Education Accessible in Pakistan: A Social Accountability Appr...Muhammad Sohaib
The project titled “Making Quality Education Accessible in Pakistan -- A Social Accountability Perspective” was designed to promote the idea of participatory school governance. The project, in its targeted areas, advocated for people’s right to free
education, and the importance of education, especially the girls’ education. It also trained communities, revived School Management Committees (SMCs), and formed accountability committees. The idea behind these interventions was to bring communities closer to co-own, co-design, and co-create a learning-friendly environment in the schools.
Under the project, public schoolteachers and district education officials were trained on ‘intraadministrative accountability’. This was done to make teachers realize their rights & responsibilities, and how to deal with intra-administrative conflicts. The project encouraged the community and local leaders to play their role in improving enrolments and lowering dropouts. The project also sought the community members to serve as accountability committee members so as to monitor the working of schools and teachers’ absenteeism.
MANTRA's School Transformation and Empowerment Project(STEP) - October 2014 B...Anoop Erakkil
1) STEP aims to improve the quality of education in low-fee private and government schools through a multi-stage school improvement framework.
2) In stage 1, a needs assessment was conducted at 9 schools which identified gaps in areas like vision/mission, teaching methods, and parent engagement.
3) In stage 4 private schools, activities focused on developing school leadership and improving instruction, while government school activities centered on processes, tools, and community engagement.
The document provides guidance on planning and implementing advocacy and social mobilization projects for education in Pakistan. It discusses key concepts like advocacy, lobbying, and community mobilization. It outlines steps for developing goals and objectives, implementation methodology, and monitoring and evaluation. Guidelines are provided for issue identification, analyzing stakeholders, framing messages, and selecting advocacy tools. The overall aim is to equip readers with knowledge and strategies for effective advocacy and social mobilization initiatives to promote education rights and access in Pakistan.
HP has partnered with Akshara, an Indian educational NGO, to use big data analytics to improve education outcomes in India. Analyzing multiple data sources on schools, teachers, and students, HP identified key factors influencing literacy rates and student retention. Results showed the top performing initiatives and districts. Visualizations of the findings help Akshara and officials target resources to scaling initiatives that work best. The partnership aims to positively impact India's future through education.
The document provides information about the State Resource Centre for Adult Education in Uttarakhand, which was established in 2000 by the Ministry of Human Resource Development. It aims to provide technical and academic support for adult literacy programs. It has infrastructure like video conferencing facilities and a library. It conducts training programs for literacy functionaries and stakeholders. It develops learning materials and monitors literacy programs to study their quality and impact. It also supports the basic literacy examination process.
Presentation on State Resource Centre, UttarakhandScorpio 009
This presentation is related with State Resource Centre, Adult Education based in Dehradun, Uttarakhand. It has the detailed information about SRC. SRC works in the field of Adult Education programme. SRC provide academic and technical resource support to the Saakshar Bharat programme in Uttarakhand..
The public education system in India is facing major challenges. While physical access to schools has improved, the quality of education remains poor. Many schools lack basic infrastructure like drinking water, separate toilets for girls. Learning levels are very low, with many children unable to read basic texts even after 5 years of schooling. Issues like teacher absenteeism, large class sizes, irrelevant curriculum and lack of community involvement have negatively impacted the quality of education. Marginalized groups face greater barriers in accessing effective education. There is a growing preference for private schools among parents due to these deficiencies in the public system. The Right to Education Act aims to address some of these issues through provisions for infrastructure development, reduced class sizes and enhanced roles for
Asha for Education is a non-profit organization focused on education that was founded in 1995 in Boston by students from India. It supports over 10,000 students across 60 projects in India. This document provides updates on several of Asha's current projects, including:
1) The Vigyan Vahini project which uses a mobile science lab and kits to bring hands-on science experiments to schools that lack proper labs.
2) The Kamalakar Memorial Trust project which partners with Pratham to provide teacher training and materials to help reduce learning deficits for students in classes 6-7.
3) Ways for readers to get involved with and support the work of Asha through donations, volunteering
PRIA is an international center for learning and promotion of citizen participation and democratic governance. Since 1982,
It has focused on the empowerment of the poor and excluded by consistently working on issues of citizens’ access to rights
and entitlements through knowledge, capacity building and advocacy. While it has field offices in five states, it works with
around 3,000 partner non-profits in 23 states to deliver its programs on the ground
BRIDGE is a non-profit organization that drives collaboration within the education sector in South Africa to improve teaching and learning. This newsletter highlights BRIDGE's activities in the third quarter of 2015, including hosting the annual Axis Education Summit, facilitating Principal Communities of Practice, presenting at education conferences, and convening various stakeholder groups to collaborate on issues like teacher development pathways. BRIDGE also continues its partnership with Cliff Central Radio to produce a weekly leadership show and has moved offices to share space with other education organizations.
The Open Society Initiative for Southern Africa (OSISA) is committed to promoting democracy, human rights, and open societies in Southern Africa. OSISA's Early Childhood Development and Education Programme works to improve early childhood services in at least seven countries in the region. The program seeks to increase access to quality early education, especially for marginalized children, through multi-level interventions like granting funding, capacity building, networking, advocacy, and research. It aims to strengthen decision-makers and services, raise public awareness, boost training opportunities, enhance research, and foster collaboration around early childhood development.
Lalit Kumar has over 11 years of experience in skill training, education, health, and livelihood projects to promote socioeconomic development in villages. He currently works as a regional CSR anchor for IL&FS, implementing education, skill development, and health initiatives in Jharkhand. Previously he has worked with NGOs on women's empowerment, health, livelihood, and education projects across 11 districts of Jharkhand. He has successfully trained and placed over 1500 youths in various skills and helped improve education and health services for over 100,000 villagers.
Impact of Pre School Education Program of Icds on Children in Rural Punjabinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
3 Promoting early childhood development for children with disabilities in Mal...The Impact Initiative
This document discusses promoting early childhood development for children with disabilities in Malawi. It notes that until the late 1990s, there was little progress on equitable access to early childhood development services, but that the government has since focused on providing access through Community Based Child Care centres, especially for vulnerable groups in rural and urban areas. It also describes various stakeholders involved in early childhood development in Malawi and outlines the objectives and approach of a project called Anthrologica, which aims to promote inclusion of children with disabilities and measure child development through inter-sectoral collaboration.
The document discusses issues with special education in India compared to Western standards, focusing on Kerala. It notes that while India has established many special schools and laws to support people with disabilities, the reality is that many children do not receive proper medical care, parenting guidance, education, or support to reach their potential. Barriers like stigma, lack of trained investigators, and reluctance to report disabilities also mean the true number of people with disabilities is likely higher than reported. The document calls for a shift in focus from sympathy to empowerment, inclusion, and harnessing human potential for development.
social welfare management presentation by aasim ur rehmansalvat123
The students were placed at JKASW for their field work placement. JKASW focuses on child rights and works in several districts of Jammu and Kashmir. The students conducted a baseline survey across communities in 3 districts to assess dropout rates and reasons for dropouts. They found the main reasons were poverty, lack of interest, distance to schools, and child labor. Based on this, one of the students proposed a project for JKASW to minimize dropout rates in 5 communities in Bandipora district through awareness programs, vocational training, child activity centers, and advocating for education provisions.
Harish Kumar has over 15 years of experience in the development sector working on projects related to citizen empowerment, governance, and monitoring of government programs. Some of his roles included conceptualizing digital tools for citizen monitoring of programs like Swachh Bharat and managing citizen empowerment projects in India, Nepal, and Sri Lanka focused on public service delivery. He has extensive experience managing studies, conducting training workshops, and engaging with stakeholders in government.
Children are important because they are Citizens of Today and Voters of Tomorrow. All elected representatives represent them too. All children need political social and economic commitment. As adults in the making, this is the time to determine their and the country’s future.
The National Policy for Children 2013 emphasizes that “rights of children are interrelated and interdependent and each one of them is equally important and fundamental to the well-being and dignity of the child”. It is time to translate documents into action so that we can make a significant change in the lives of our children.
What children need are effective institutions, equitable services and adequate resources, combined with political will and accountable leadership. This is what political leaders can promise them.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
The document discusses India's plan to conduct a nationwide school census to assess over 11 lakh government and government-aided schools. Over 73,000 surveyors will visit schools in September to collect data on infrastructure and other quality indicators. The census aims to verify states' self-reported school performance data and identify areas for improvement. Surveyors will use a mobile application to submit their findings, which will help the government evaluate school quality and develop targeted improvement programs.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
Making Quality Education Accessible in Pakistan: A Social Accountability Appr...Muhammad Sohaib
The project titled “Making Quality Education Accessible in Pakistan -- A Social Accountability Perspective” was designed to promote the idea of participatory school governance. The project, in its targeted areas, advocated for people’s right to free
education, and the importance of education, especially the girls’ education. It also trained communities, revived School Management Committees (SMCs), and formed accountability committees. The idea behind these interventions was to bring communities closer to co-own, co-design, and co-create a learning-friendly environment in the schools.
Under the project, public schoolteachers and district education officials were trained on ‘intraadministrative accountability’. This was done to make teachers realize their rights & responsibilities, and how to deal with intra-administrative conflicts. The project encouraged the community and local leaders to play their role in improving enrolments and lowering dropouts. The project also sought the community members to serve as accountability committee members so as to monitor the working of schools and teachers’ absenteeism.
MANTRA's School Transformation and Empowerment Project(STEP) - October 2014 B...Anoop Erakkil
1) STEP aims to improve the quality of education in low-fee private and government schools through a multi-stage school improvement framework.
2) In stage 1, a needs assessment was conducted at 9 schools which identified gaps in areas like vision/mission, teaching methods, and parent engagement.
3) In stage 4 private schools, activities focused on developing school leadership and improving instruction, while government school activities centered on processes, tools, and community engagement.
The document provides guidance on planning and implementing advocacy and social mobilization projects for education in Pakistan. It discusses key concepts like advocacy, lobbying, and community mobilization. It outlines steps for developing goals and objectives, implementation methodology, and monitoring and evaluation. Guidelines are provided for issue identification, analyzing stakeholders, framing messages, and selecting advocacy tools. The overall aim is to equip readers with knowledge and strategies for effective advocacy and social mobilization initiatives to promote education rights and access in Pakistan.
HP has partnered with Akshara, an Indian educational NGO, to use big data analytics to improve education outcomes in India. Analyzing multiple data sources on schools, teachers, and students, HP identified key factors influencing literacy rates and student retention. Results showed the top performing initiatives and districts. Visualizations of the findings help Akshara and officials target resources to scaling initiatives that work best. The partnership aims to positively impact India's future through education.
The document provides information about the State Resource Centre for Adult Education in Uttarakhand, which was established in 2000 by the Ministry of Human Resource Development. It aims to provide technical and academic support for adult literacy programs. It has infrastructure like video conferencing facilities and a library. It conducts training programs for literacy functionaries and stakeholders. It develops learning materials and monitors literacy programs to study their quality and impact. It also supports the basic literacy examination process.
Presentation on State Resource Centre, UttarakhandScorpio 009
This presentation is related with State Resource Centre, Adult Education based in Dehradun, Uttarakhand. It has the detailed information about SRC. SRC works in the field of Adult Education programme. SRC provide academic and technical resource support to the Saakshar Bharat programme in Uttarakhand..
The public education system in India is facing major challenges. While physical access to schools has improved, the quality of education remains poor. Many schools lack basic infrastructure like drinking water, separate toilets for girls. Learning levels are very low, with many children unable to read basic texts even after 5 years of schooling. Issues like teacher absenteeism, large class sizes, irrelevant curriculum and lack of community involvement have negatively impacted the quality of education. Marginalized groups face greater barriers in accessing effective education. There is a growing preference for private schools among parents due to these deficiencies in the public system. The Right to Education Act aims to address some of these issues through provisions for infrastructure development, reduced class sizes and enhanced roles for
Asha for Education is a non-profit organization focused on education that was founded in 1995 in Boston by students from India. It supports over 10,000 students across 60 projects in India. This document provides updates on several of Asha's current projects, including:
1) The Vigyan Vahini project which uses a mobile science lab and kits to bring hands-on science experiments to schools that lack proper labs.
2) The Kamalakar Memorial Trust project which partners with Pratham to provide teacher training and materials to help reduce learning deficits for students in classes 6-7.
3) Ways for readers to get involved with and support the work of Asha through donations, volunteering
PRIA is an international center for learning and promotion of citizen participation and democratic governance. Since 1982,
It has focused on the empowerment of the poor and excluded by consistently working on issues of citizens’ access to rights
and entitlements through knowledge, capacity building and advocacy. While it has field offices in five states, it works with
around 3,000 partner non-profits in 23 states to deliver its programs on the ground
BRIDGE is a non-profit organization that drives collaboration within the education sector in South Africa to improve teaching and learning. This newsletter highlights BRIDGE's activities in the third quarter of 2015, including hosting the annual Axis Education Summit, facilitating Principal Communities of Practice, presenting at education conferences, and convening various stakeholder groups to collaborate on issues like teacher development pathways. BRIDGE also continues its partnership with Cliff Central Radio to produce a weekly leadership show and has moved offices to share space with other education organizations.
The Open Society Initiative for Southern Africa (OSISA) is committed to promoting democracy, human rights, and open societies in Southern Africa. OSISA's Early Childhood Development and Education Programme works to improve early childhood services in at least seven countries in the region. The program seeks to increase access to quality early education, especially for marginalized children, through multi-level interventions like granting funding, capacity building, networking, advocacy, and research. It aims to strengthen decision-makers and services, raise public awareness, boost training opportunities, enhance research, and foster collaboration around early childhood development.
Lalit Kumar has over 11 years of experience in skill training, education, health, and livelihood projects to promote socioeconomic development in villages. He currently works as a regional CSR anchor for IL&FS, implementing education, skill development, and health initiatives in Jharkhand. Previously he has worked with NGOs on women's empowerment, health, livelihood, and education projects across 11 districts of Jharkhand. He has successfully trained and placed over 1500 youths in various skills and helped improve education and health services for over 100,000 villagers.
Impact of Pre School Education Program of Icds on Children in Rural Punjabinventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
3 Promoting early childhood development for children with disabilities in Mal...The Impact Initiative
This document discusses promoting early childhood development for children with disabilities in Malawi. It notes that until the late 1990s, there was little progress on equitable access to early childhood development services, but that the government has since focused on providing access through Community Based Child Care centres, especially for vulnerable groups in rural and urban areas. It also describes various stakeholders involved in early childhood development in Malawi and outlines the objectives and approach of a project called Anthrologica, which aims to promote inclusion of children with disabilities and measure child development through inter-sectoral collaboration.
The document discusses issues with special education in India compared to Western standards, focusing on Kerala. It notes that while India has established many special schools and laws to support people with disabilities, the reality is that many children do not receive proper medical care, parenting guidance, education, or support to reach their potential. Barriers like stigma, lack of trained investigators, and reluctance to report disabilities also mean the true number of people with disabilities is likely higher than reported. The document calls for a shift in focus from sympathy to empowerment, inclusion, and harnessing human potential for development.
social welfare management presentation by aasim ur rehmansalvat123
The students were placed at JKASW for their field work placement. JKASW focuses on child rights and works in several districts of Jammu and Kashmir. The students conducted a baseline survey across communities in 3 districts to assess dropout rates and reasons for dropouts. They found the main reasons were poverty, lack of interest, distance to schools, and child labor. Based on this, one of the students proposed a project for JKASW to minimize dropout rates in 5 communities in Bandipora district through awareness programs, vocational training, child activity centers, and advocating for education provisions.
Harish Kumar has over 15 years of experience in the development sector working on projects related to citizen empowerment, governance, and monitoring of government programs. Some of his roles included conceptualizing digital tools for citizen monitoring of programs like Swachh Bharat and managing citizen empowerment projects in India, Nepal, and Sri Lanka focused on public service delivery. He has extensive experience managing studies, conducting training workshops, and engaging with stakeholders in government.
Children are important because they are Citizens of Today and Voters of Tomorrow. All elected representatives represent them too. All children need political social and economic commitment. As adults in the making, this is the time to determine their and the country’s future.
The National Policy for Children 2013 emphasizes that “rights of children are interrelated and interdependent and each one of them is equally important and fundamental to the well-being and dignity of the child”. It is time to translate documents into action so that we can make a significant change in the lives of our children.
What children need are effective institutions, equitable services and adequate resources, combined with political will and accountable leadership. This is what political leaders can promise them.
HAQ: Center for Child Rights
B1/2, Ground Floor,
Malviya Nagar
New Delhi - 110017
Tel: +91-26677412,26673599
Fax: +91-26674688
Website: www.haqcrc.org
FaceBook Page: https://www.facebook.com/HaqCentreForChildRights
The document discusses India's plan to conduct a nationwide school census to assess over 11 lakh government and government-aided schools. Over 73,000 surveyors will visit schools in September to collect data on infrastructure and other quality indicators. The census aims to verify states' self-reported school performance data and identify areas for improvement. Surveyors will use a mobile application to submit their findings, which will help the government evaluate school quality and develop targeted improvement programs.
Similar to Akshara foundation : An interaction with MPs and MLAs (20)
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
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Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
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MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...
Akshara foundation : An interaction with MPs and MLAs
1. An Interaction with MPs and MLAs
Interaction with Elected Representatives - Pushing for Change in
Education
Turning the Focus on Education
For long has education managed with little. Anganwadis without space or amenities – children
cramped in dark, air-tight places which have neither light nor ventilation, neither toilets nor
drinking water. Schools that make do with niggardly provisioning – overcrowded classrooms,
unimaginative teaching, absentee teachers, no sports facilities, often no basic necessities. For
long has education delivered by government compromised on quality.
• Education is a mammoth endeavour. Bangalore alone has 1772 ICDS-run anganwadis
and over 32,000 children in the 3-6 age group; 1420 government primary schools and
approximately 225,000 children. Government alone can be the principal actor here, the
primary doer. Akshara’s is at best a support role. It can energise and activate, set
directions. Get the ball rolling, do part of the doing.
Akshara Foundation has started an attempt to clear the deadwood in government-
sponsored education in Bangalore and propel active participation in problem-
solving by the elected representatives of the people. Only their writ can ultimately
encompass and work.
Akshara’s District Facilitator, Srikanth, and a team of Project Coordinators are at
the helm of an interaction with Members of Parliament (MPs) and Members of
the Legislative Assembly (MLAs), driving a dialogue and pushing for change.
Trying to overturn political preoccupation, sometimes a lack of will and ennui,
and turn the focus on the pressing issues in education. It is after all the
cornerstone of a nation.
--------------------------------------
“Our Aim is that there Should be Quality Education”
Srikanth, Tasmiya, Bhagya, Anuradha and Mahadeva Nayak are vigorously trying to capture the
attention of political players in parts of Bangalore and inform them of the state of education in
their constituencies, its state of deficit and disrepair, and the urgent need for action.
“We are doing this so that MPs and MLAs get a holistic idea of the anganwadis and
schools in their areas, and their problems,” says Srikanth, District Facilitator. The team
hopes to establish a communication channel with people’s representatives so that it can
be a messenger of both good tidings and bad, highlighting the odd successes, pointing out
www.akshara.org.in Akshara Foundation www.klp.org.in
2. An Interaction with MPs and MLAs
the flaws that need to be fixed. “Our aim is that there should be quality education in
schools,” says Srikanth.
The team has presented the MPs and MLAs of selected constituencies with three
accurate, well-researched reports over the last eight months, one building on the other. It
started with the first report on fundamentals – school and anganwadi demographics that
throw light on the broad educational profile of the constituencies. The team followed this
up at three month intervals with a report on the funds schools receive and their allocation,
and another on infrastructure shortages in schools and anganwadis.
It is part of a continuing series, a strategy for the long haul, of communicating, convincing and
appealing for action.
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The KLP Database – The Source of Information
Where does the team get the information for its reports from? The Karnataka Learning
Partnership’s (KLP) database is the source. KLP is a project incubated in Akshara, but it
is a public forum open to organizations to post, share and use data. It is a global concept,
an idea Akshara hopes will eventually stand on its own as an independent platform of
sharing and exchange.
In the last six years KLP has amassed a wealth of data on education essentials. A
structured and systematic build-up. The reports draw strength and calibre from this
carefully compiled body of information, which is renewed at least once every year. It also
serves as a handy tool when the team has to pull out specific details in a hurry to silence
skepticism.
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A Conversation with KLP
Gautam John, Head, Karnataka Learning Partnership, gives an account of what it is all
about.
Q. What is the Karnataka Learning Partnership?
A. The Karnataka Learning Partnership started as an internal (internal to
Akshara) effort to capture geographic, demographic and educational data on a
child-by-child basis and use that data to bring in remedial interventions early
in the academic progression of children and accelerate their learning
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3. An Interaction with MPs and MLAs
outcomes. This information technology based method allows us to monitor
and analyse the impact of these interventions in a timely manner, measure the
effectiveness of the interventions and host a publicly accessible website to
disseminate the information to all stakeholders.
As of today, we have, directly or via the government primary school system,
worked with approximately 800,000 primary school students in about 22,000
schools and with approximately 50,000 pre-schoolers in approximately 2000
preschools across Karnataka.
The Karnataka Learning Partnership project has and continues to demonstrate
its commitment towards showing specific, quantifiable and significant
benefits along with demonstrated innovation and verifiable proof of
accomplishments and improved educational outcomes in the public pre-
primary and primary education sector in Karnataka. The societal impact of
this has not been formally measured, but in general, strengthening the 3Rs –
Reading, Writing and Arithmetic – ensures that children stay in school longer
and leave the system with essential skills.
The KLP project has grown manifold since its original roll out in 2006. The
project has been unique in its approach for multiple reasons.
First, by design, the project was able to track and analyse the educational
outcomes of large numbers of children and measure programme and
organizational efficiencies from the ground up. Second, it was conceived as a
partnership and not as a single organization working alone, which means
many organizations serving the same set of beneficiaries get the benefit of
Akshara’s early efforts. Third, it has created a common database and our
vision is to have a platform for multiple organizations working within
multiple verticals to pool their data to better analyse correlations across
programmes and geographies.
Finally, in an ongoing effort it allows for the formation of communities around
the schools and normalizes traditional information asymmetries to allow
stakeholders to hold the system accountable and push for changes from the
ground up.
Q. What is the objective of storing data on education?
A. The KLP project has given us a platform and methodology to fix ambitious
long-term goals supported by realistic planning and sufficient medium-to-
long-term budgetary allocations based on data. It helps us to: ensure
educational progress; support equity for girls, disadvantaged groups and
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4. An Interaction with MPs and MLAs
under-served regions by using granular data and not hypothesis or
assumptions as the basis for targeting programmes and budgets; raise quality
while expanding access by monitoring educational outcomes and functioning
as a partnership; ensure that all children attending primary school for at least
4-5 years acquire the basic literacy and numeracy skills that they need to
develop their potential by monitoring and assessing their competencies year
on year. The project has helped us develop an overall capacity to measure,
monitor and assess education quality.
Q. Does KLP have data on all anganwadis and schools in Bangalore? Does it cover
the whole of Karnataka? The private sector?
A. As of now, the database is complete for all preschools and primary schools in
Bangalore. Outside of Bangalore it has details on government schools and
preschools where Akshara works or has worked. It does not, as of now,
include the private sector but there is no limitation on that. The database does
have SSLC data for secondary schools across the state.
Q. What kind of data does KLP have?
A. We have essentially three kinds of data. We have geographic data (where an
institution is; what kind of institution it is and within what boundaries it falls);
demographic data (which children are in which schools, what their
demographic characteristics are); and assessment data (how they performed in
programme assessments). We also have some amount of infrastructure data.
Q. What is the source for KLP’s database?
A. Most of the data has been collected by us. Some of it comes from government
and other partners.
Q. How often do you update this information?
A. At least once a year.
Q. Was it a painstaking process collecting all this information?
A. Yes, it was.
Q. How many years has it taken you to reach this far?
A. Six years.
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5. An Interaction with MPs and MLAs
Q. What do you feel about KLP’s database being the principal source of
information in this interaction with MPs and MLAs?
A. I think it’s fantastic! This is exactly why we have been collecting this
information and we are happy to see it have effect.
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“I want to make Mine a Model Constituency”
Tasmiya, Bhagya, Anuradha and Mahadeva Nayak are Project Coordinators, all making
purposeful headway, going ahead with a repertoire of skills in communication, persuasion, tact
and pressure-building. It is not always that their strides are smooth. The going is often uneven
and success not always an easy acquisition.
• Tasmiya, whose portfolio includes 10 MLAs, has been forging her way through to the
offices of K.J. George, MLA, Sarvagna Nagar constituency, and Prasanna Kumar, MLA
of Pulakesi Nagar, places that are full of people, the women in the crowd a mere
smattering. “I felt alone,” she says, but it did not stop her short.
On her second visit she noted that K.J. George had followed up on the anganwadis in his
area and was determined to lobby for enhanced infrastructure. He perused the second
report intently to know how funds are being spent in schools, and the third report on
infrastructure had him express profound satisfaction with Akshara’s work. He constituted
a one-person task force from his team for anganwadis in Tasmiya’s presence, spurred
them to action, and told her, “I want to make mine a model constituency.”
Prasanna Kumar visited anganwadis in his constituency to assess for himself the issues
that daunt them. His office called for a comprehensive list of anganwadis – 43 in his area
- and the problems afflicting them and informed Tasmiya that they were appointing an
engineer to look into infrastructure concerns.
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A Big Success
On the 13th of July Tasmiya had a surprise in store for her. In what turned out to be a
coup, she had a call from Roshan Baig, the MLA of Shivaji Nagar constituency, a leader
of power and influence. Tasmiya had been to his office with the reports and all three
times he had not been available. She had left the reports with his Personal Assistant (PA),
and her visiting card.
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6. An Interaction with MPs and MLAs
Roshan Baig told her that he had read the reports and wanted to do something. He
requested her for a meeting at his home office the next morning. Tasmiya’s efforts had
not been in vain. She sat up into the night preparing and brushing up on data pertaining to
anganwadis and schools in Shivaji Nagar. “So that I could talk to him with authority. I
concentrated on anganwadis. I called all seven anganwadi teachers and ascertained from
them their problems.”
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The Meeting
At her meeting Tasmiya informed Roshan Baig about Akshara’s work, its preschool
programme, the training of Bal Vikas Samithi members who are external support groups
of anganwadis, and showed him Akshara publications like the Bengaluru Report Card on
the status of education and the report on Urdu medium schools in the city. He
commended the nature and scope of Akshara’s work and the impact it seeks to create.
Tasmiya gave Roshan Baig anganwadi data pertaining to his constituency from the KLP
website and it tallied completely with the details his office had. “Our data is never
wrong,” she declared. “It is absolutely authentic.” Tasmiya then made him aware of the
grievances in anganwadis and the redress he could initiate. As an example she talked
about the small, shrunken space in K.G. Bydarahalli Anganwadi which squeezes 60
children.
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“We will do Something”
There were questions Tasmiya fielded and the occasional doubter whom she confidently met
head-on.
How does Akshara get funds for its programmes, asked Roshan Baig? Tasmiya told him
of Dell’s three-year donor support for the preschool programme.
The MLA’s two PAs cross-examined her on the impact that preschool teaching-learning
material can have on children so young. Tasmiya flipped open her laptop and
demonstrated to them the characteristics of the Akshara kit. She instilled in them the
importance of preschool education.
“Why don’t you provide the space for the anganwadis?” they persisted. To which
Tasmiya retorted with unruffled composure and the accompaniment of much good-
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7. An Interaction with MPs and MLAs
natured laughter, “You are the government. You must provide for your anganwadis.
“Where do we find space?” said one PA helplessly.
“We will do something,” assured Roshan Baig. He asked for a comprehensive listing of
the six anganwadis in Shivaji Nagar and Tasmiya personally visited some of them to get
precise information, which she then mailed to his office, replete with the challenges they
face and the anganwadi teachers’ mobile phone numbers.
Roshan Baig further cemented this association with Akshara when he invited Tasmiya, as
its representative, to the Iftar he was hosting in connection with the holy month of
Ramzan. She attended and, at the function, requested him to visit Akshara.
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Sidelights of the Engagement
• Says Tasmiya, “People are always petitioning Roshan Baig for one thing or
another – some personal gain or benefit. ‘Give, give….’ is the refrain. There I
was, on Akshara’s behalf, requesting him to take care of the anganwadis in his
constituency.”
At a Circle meeting of the ICDS Tasmiya attended recently word had got around of her
role as spokesperson for anganwadis. Anganwadi teachers clustered, clamouring with her
to advocate on their behalf. “They caught hold of me and said, ‘Talk to Roshan Baig
about the spatial constraints in our anganwadis also.’”
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Taking Forward the Dialogue
Bhagya takes forward the dialogue she has started with eight elected representatives, one
of whom is a Member of Parliament, Ananth Kumar from Bangalore South.
She could meet only 3 MLAs with the second report on fund allocations to schools – M.
Krishnappa, Bangalore South; Priya Krishna, Govindaraja Nagar; and Satish Reddy,
Bommanahalli. They wanted to know the financial dispensations, what is set apart and
what actually gets disbursed for infrastructure, and said that they would discuss the
matter with the Block Education officers (BEOs). The other MLAs were all busy and
Bhagya had to be content with presenting the report to their PAs, who are considerable
influence-wielders themselves.
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8. An Interaction with MPs and MLAs
Bhagya had better success with the third report. By then Akshara’s perseverance had
begun to carve inroads and make an impression. Its message was getting across and most
MPs, MLAs or PAs identified with its cause and wished to promote it.
Ravi Subramanya, MLA, Basavangudi, and Satish Reddy gave her the opportunity for a
candid appraisal of the chronic troubles of an anganwadi. With her were three anganwadi
workers and that made her commentary all the more forceful. Ravi Subramanya called up
the engineer in his team to initiate some action. Both MLAs were unaware that such
problems existed, but Bhagya says they are votaries of education, keen to do something.
The PA to R. Ashok, MLA, Padmanabha Nagar, commented that education is a huge
arena and requested Akshara’s support in the overall effort.
“How accurate is your report when you say 60% of this or 40% of that?” questioned
Ananth Kumar’s PA. Bhagya said, “Come with me to these schools and anganwadis and I
will give you proof.” No further convincing was necessary.
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“Please keep me Informed about the Problems in my Area”
Anuradha interacts with 2 MPs and 6 MLAs, but she was unable to meet any of them
with the third report as many of them were away in Delhi in connection with the change
in leadership in the Government of Karnataka. The PAs were supportive and appreciative
of Akshara’s work and underscored the importance of the reports.
The PA to Veerappa Moily, MP, Chikballapur District, and Minister of Power and
Minister of Corporate Affairs in the Central Government, suggested a convergence
between Akshara and Vedanta Foundation, which also has a large programme in
anganwadis. “We can all meet up and discuss problems,” he said.
Krishna Byregowda, MLA, Byatarayanapura, averred that he would visit anganwadis and
promised action. “Please keep me informed about the problems in my area,” he requested
Anuradha.
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“We will Take Action on the Basis of your Reports”
Most of the MLAs in Mahadeva Nayak’s ambit of operations were unavailable; the PAs were,
and they assured him that promptness in delivery would be the goal.
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9. An Interaction with MPs and MLAs
But in one high-profile instance when Mahadeva Nayak met P.C. Mohan, MP, Bangalore
Central, he came to know that the first two reports had not reached him at all. The third
report was handed over directly to the MP who took down Akshara’s website address and
Mahadeva’s mobile number and said, “We will take action on the basis of your reports.”
The PA to Narayanaswamy, MLA, Anekal Taluk, informed Mahadeva that the MLA had
read all the reports though he was too busy to grant him a direct interface. The PA to
Ramalinga Reddy, MLA, BTM Layout, told Mahadeva that all the three reports came in
for appreciation and said that he had been instructed to take down Akshara’s contact
details in case he needed more clarity or clarification.
Dinesh Gundu Rao, MLA, Gandhi Nagar, has established a tradition of visiting schools
and anganwadis in his constituency, an effort that he has redoubled after reading
Akshara’s reports, making it a point to strengthen his understanding of the concerns they
iterate.
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What are the Team’s Challenges?
“Our challenge is that when we go to the offices of elected representatives they are not
there,” says Srikanth. “Or sometimes we encounter their helplessness. ‘Why have you
come?’ they ask. Or, “Why are you giving this to me? What can I do?’”
“We had encouraging reactions too, as with the first and second reports when they
thanked us for bringing such facts to their notice and appreciated the quality of our
communication material.”
“But when we presented the third report, at some offices they asked us for the previous
two. It is discouraging when that seriousness is missing.”
But now it is making a comeback. Tasmiya’s successful meeting with Roshan Baig is an
example.”
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Action on the Ground
“The next step will be to get our MPs and MLAs to take action. Only they can do that,”
says Tasmiya.
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10. An Interaction with MPs and MLAs
• MLAs like B.N. Vijaykumar of Jayanagar constituency, R. Ashok and Ravi
Subramanya are an emerging ray of hope, proactive leaders of the people, with
Akshara’s list of anganwadis in hand, seeing what they can do, how they can
make an impact, an imprint, in education.
• Ravi Subramanya has initiated the construction of a building for Srinagara
Anganwadi from his MLA’s fund.
• Whether it is change ushered in by Akshara’s reports Tasmiya does not know, but
new anganwadis are in the offing in Kacharkanahalli and Satyam Nagar in K.J.
George’s constituency.
How long before this trickle of change becomes a wave of concerted action? Says
Anuradha, “My feeling is it is not yet time for that kind of action.”
The thing is to keep up the momentum and the spirit, be tireless, and not let challenges
baulk the flow. “Every month we should take MPs and MLAs to visit at least two
anganwadis and show them what needs to be done,” says Anuradha.
“We have to follow up,” says Srikanth. “Keep at it. Put a small amount of pressure.”
Akshara is invested in the effort. The third report is not the end. “We are planning the
next one.”
Says Srikanth, “We have to understand that they are all busy people, they have other
work also. But we have made an entry. The door is half open and we already have a
foothold.”
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