SARD

Project Theme

Education

Target Group

Children

Project Period

01 Apr 2014 - 31 Mar 2015

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Introduction

Society for All Round Development (SARD) is a non-profit organization established in 1996, which aims at increasing the participation of minority and disadvantaged communities in mainstream development processes.

In Delhi SARD is implementing many educational projects in the area of improving the learning level of children through remedial support, inclusive education, safer school approach, in close coordination with various funding and bilateral agencies.

The main goal of the present project is to improve the quality of education through creation of CCE modules for children in MCD schools and to model that activity in 8 schools.

Impact by partner
  • Meetings with school administrators and principals of MCD schools were conducted on formation and functioning of School Management Committees and on the establishment and implementation of the School Development Plan (SDP). Discussions of teachers and students on their vision of a good school have been conducted in preparation for the development of a school development plan. We identified shortcomings in the implementation of the SDP.
  • SARD equally became part of SMCs in almost all intervention schools, which allows monitoring of the committee’s actions and participation in the meetings. A module on SMC was distributed to ensure the proper functioning of the committee.
  • Teacher trainings/Capacity building workshops on pedagogical skills in mathematics and Hindi and use of TLMs were conducted and model classes for MCD teachers were held.
  • A workshop on Continuous and Comprehensive Evaluation (CCE) was held in November to discuss and subsequently develop a module on CCE. Shortcomings of the CCE scheme and the difficulties of its implementation were identified, like lack of evaluation parameters of CCE patterns, lack of understanding amongst MCD teachers of CCE, difficulties of implementation of CCE because of student-teacher ratio of approximately 1:50 in government schools and poor attendance of government teachers.
  • Initiation of formation of Child Protection Committees in all 16 intervention schools. Monthly meetings of CPC and meeting with Child Group members to discuss issues of child protection. Sensitization of the community took place through these meetings.
  • Regular meetings of Children Groups allowed the participation of children on all levels.
  • Selection of 10 % of last year’s C grade students for remedial support was conducted. 1140 children are supported by our remedial classes to improve their learning level outcome. The baseline survey showed that their learning level is better than compared to last year’s assessment which shows the impact of the remedial classes. Strong and weak skills were identified by the SARD teachers with the help of MCD teachers and focus during remedial classes was laid on the weak skills of the students.
  • Creation of friendly environment for government school children by screening of movie on good touch & bad touch for students, as well as for parents.

Case Study

Case Study- Kajol is back in school

Kajol, studies in 4th standard of Nigam Pratibha Balika Vidyalaya. Her father is an alcoholic and use to beat her mother every day. One day he decided to send Kajol and mother back to their village. Kajol was hurt by the fact that in the processes she will have to drop out from the school. She went to the academic facilitator and shared her agony. The SARD teacher went for a home visit and met Kajol’s father who did not listen to her. Kajol joined the Children’s group in the school. There the academic facilitator found out that she had an uncle who was very influential in the family and went and met Kajol’s Uncle. He was educated and the whole issue was shared with him. He agreed to meet Kajol’s father and influence him to retain Kajol in school and not send her to their native place. He also promised to take more interest in Kajol’s studies.

Kajol is now back in school and is an active member of the children’s group. She has found other children who she could relate to and play with.