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Sparsh: Access To Quality Education In Rural Madhya Pradesh

Campaign by MERA GAON MERI DUNIA

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Story

Need

  • 96%, 8-10-year-old children from government schools can’t read Std 2 level text in rural Mahidpur Road cluster, 2021
  • Ownership of the community and local government is missing in the public system at the village level. Parent attendance is significantly and consecutively low in parent-teacher meetings with the average being around Less than 3%
  • The schools in rural areas lack basic infrastructural requirements (90% of government schools are without drinking water taps and 40 % without electricity - Unified District Information System for Education (UDISE) Plus Report. 
  • Teachers need training for effective classroom practices. 6 out of 10 teachers have not attended a single professional development session over the course of one year.
  • Absence of peer learning among students even in villages where the community is very close and small.
  • Absence of local education experts in the villages
  • Early drop-out of female students (more than 25 per cent in the age group 14-16, 2019-2020). One of the Highest in India

Sparsh is a project run by MGMD for transforming government schools in the villages led by local edu leaders. In this program, one youth from one village (supported by other volunteers) takes ownership of the whole school transformation in the villages. In the first year, the local youth leaders started by directly teaching primary-grade students and building that space into a model classroom to demonstrate more holistic pedagogical ways of teaching. First-year also includes preparing parents and the community to contribute to the growth of children and for the betterment of government schools.

The second year's focus is to lead some designed and need-based interventions in the government school with the support of children and school staff. Building subject-specific deep understanding through subject groups and designing effective pedagogy for the same is also a focus area of the second year. In 2 nd year parents take the project for school development to make a better environment for learning for children in the villages.

In the third year focus of the program is whole school transformation, which includes capacity building of teachers, school leaders, student leaders, and parents to identify needs and take the initiative to make school a learning space for children and the village as a support system for the students. Some part of 2nd and 3 rd year also includes supporting other youth for the program and building their capacity for the same.

  • The age-appropriate learning outcome for primary school children
  • Building capacity of 20 youth to lead education transformation in government schools.
  • Peer learning space for 1000+ children in villages
  • Improvement in ownership of the community and local government in 20 villages
  • Improving quality learning experience for 5000+ Students
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Impact within 09 months

1. Significant shift in Hindi and Maths and an average level of shift in English subjects. Students who were at the beginning level proficiency in English reduced from 37.90 5 to 1.67%. Now, 57 percent children can read a story in Hindi (std 2 level text) which was earlier only 18 percent.. Also, more than 38% of students can now solve a division problem  which was below 8 percent before our intervention.


2. Parents' involvement in education and participation in PTM increased. Attendance in PTMs have increased from 3 to 58%. Most of the parents started contributing their time to the education of their child. 


3. Team's involvement in the classroom and with the YTs can be seen as - 24 weekly trainings (On leadership, education, and teaching in the classroom), 04 On-Ground trainings ( In classroom, learning by co-leading and co-planning), 30 focused PTM  (Parents need to work), 60 Community visit, Utsav ( Celebration of learning and making things with local resources) in  10 villages. 


4. More than 90 percent of classrooms are with designed visual changes and 80 percent of the time teachers pre-plan for the classroom, and 70 % of the classroom( observed)  included various inclusive teaching techniques. 


5. 92 percent of classes observed classroom 75 - 100 percent children engaged as compared to only 50 percent in the last quarter.

Organisers
MERA GAON MERI DUNIA

MERA GAON MERI DUNIA

Beneficiary Charity

Nageshwar Panchal

Nageshwar Panchal

Organiser

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