Education has 3 pillars—students, teachers & community. If we do not connect the community to education, then we cannot ensure all-round development of students.
The inspiring story of Head Teacher KD Sharma who believes that the classroom is the core of a magnetic field.
The focus on the tribal communities in choosing a right balance between tradition and modernity is because they are at the threshold of what can be termed as `modernity’ and these choices can be crucial for them.
Residential schools for children of fisher families would prevent their exposure to the vocation of their parents. What is are the options for their schooling?
“The government is not a monolithic organisation. An appropriate characterization of it would be a `multi-headed hydra’ or `Ravana’, based on Indian mythology.” SC Behar highlights the challenges NGOs face in working with the government.
It may not be desirable to advocate for a separate curriculum for tribal children. Instead, teaching should be localised to achieve the objectives of the present curriculum.
There will be a greater demand for and willingness to use alternative sources of power in Kerala in the future. How should ANERT transition to meet these?
A look at the work of Quest Alliance with the government schools in Samastipur district, Bihar. This intervention was started as part of the SDPP program, funded by USAID.
Some changes in behaviour that are needed to address certain well-known issues of underdevelopment in the country.
Bhutan’s achievements in terms of access to education are remarkable. There is nearly 99% enrolment in the primary grades, and hardly any difference between boys and girls in this regard.
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