There are schools but no education: Is Education For All a distant ambition?

The Indian Constitution marks the Right to Free and Compulsory Education as a fundamental right of every child between the age of 6 to 14 years. SARVA SIKSHA ABHIYAN – flagship programme of government of India to achieve the goal of Universalization of Elementary Education. The foremost challenge is to achieve enrolment and participation of all children in the age group. Low level of enrolment and participation is prevalent among – girls, children of migrant populations in urban areas (slums, children on the street and working children), children from marginalized and minority communities. THE NEED

THERE ARE PROVISIONS…THEN WHY OUT OF SCHOOL? Children can’t be enrolled directly into schools. The schools take children into age appropriate classes. The never enrolled and dropped out children in the older age group (7-13 years) need time for preparation to get mainstreamed in respective classes as per their need.

THE SOLUTION HPPI provides a platform on the foundation of engaging pedagogy, targeted curriculum and teaching practices. THE CONCERN How to plug gaps for drop-outs and non school going children? The programme provides accelerated learning through condensed course.

AN ACTION INITIATIVE Plug learning deficit of up to 5 grades Provide age appropriate learning Mainstream to formal education institutions Evolve strategies for teacher’s skill building OUR REACH About 12,000 out of school children in Indian states  Haryana  Rajasthan  Madhya Pradesh  Tamil Nadu GIRL CHILD TRIBAL POPULATION URBAN SLUMS

THE LEARNING MODEL-KEY FEATURES Duration: 11 months Goal: Plug the learning gaps of a varied age group within the same classroom Strategy: Blend formal education curricula with life skills Approach: Student and teacher to be on the same side of the learning platform

MULTI-GRADE MULTI-LEVEL CLASSROOMS A blend of cognitive development through subject based competencies and social development through skill building. To address both the domains, the programme has been designed as an amalgamation of 10 Steps and Theme Learning. The 10 STEPS are listed as a progressive organization of competencies to be developed in languages, Math and environment awareness. Each pair of steps are planned to fill in a gap of 1 academic year. Theme Learning addresses the life skill building component and provides opportunity to build positive attitudes and behaviours.

OUR TOOLS Curiosity and interest generating exercises Variety of buddy tasks, thinking based activities real life application of concepts Student Book Progressive list of competencies to be developed as per formal curricula Serves as a learning guide and a checklist Cross Book Addresses life skill building component and build positive attitudes and behaviours Theme Book Strategies for active learning Teaching tips and activities Teacher ManualAssessments BaselineMidlineEndline

The Programme drives the learning process, not the teacher. Teacher removes obstacles...

…children peddle their own learning.

THE PROCESS Apart from developing these competencies, teaching-learning process in Step - Up emphasize on making education enjoyable and interesting and enhancing children’s natural abilities of observation and thinking. The programme also aims at incorporating value systems in the students so as to help them become good citizens. The learning process and themes expand each child’s capacity and establishes relationship with their respective communities allowing penetration of knowledge to daily lives. The assessments and evaluations are carried out through continuous monitoring. The channel is effective yet not demanding or judgmental. The focus is on learning and productivity, therefore no categorization is done on the basis of marks or grades.

Local Educated persons Capacity building through training Group interactions Practicing pedagogical techniques Education Volunteers

The EVs (Education Volunteers) are provided training on motivational skills, extra- curricular activities and teaching learning processes. They are required to keep a regular and close contact with the families and children so as to ensure attendance, participation in activities and thereby enhancing the possibility of mainstreaming in the near future. Employment of local teachers ensure a natural rapport with the learners organized in the ratio of 1:25.

Driven by desire to learn... …we acquire skills and confidence.

IN THE HOPE OF A BETTER FUTURE Thank You