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UDAAN APPROACH. Supported by CARE India. The objectives. Break social and psychological barriers which made girls believe that education is unimportant and irrelevant Provide a competent system equivalent to primary education. Develop independent and critical thinking abilities. - PowerPoint PPT Presentation
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UDAAN APPROACHSupported by CARE India
The objectives Break social and psychological barriers which made girls believe
that education is unimportant and irrelevant
Provide a competent system equivalent to primary education.
Develop independent and critical thinking abilities.
Develop analytical skills and a spirit of inquiry
Equip girls with relevant information, skills and attitudes that would enable them to deal with the world from a position of strength
Provide a joyful learning environment and enhance their interest in continuing education.
AchievementsSince 1999, 15 Udaan camps held (UP, Orissa,
Bihar, Mewat)1500 girls graduatedAll cleared state board exam2010 survey of 195 UP Udaan graduates show
only 10 married80% continued educationMany working as teachers
Follow up on graduatesYear Enrolled Contin
uedPassed grade 5 Grade
6Grad e7
Grade 8
Grade 9 Grade 10
Grade 11 Grade 12 BA I BA II BA III
MA
2000 100 96 91 87 81 74 43 40 31 20 9 9 9 7
2001 100 97 95 80 77 66 37 33 24 22 5 5 5
2002 101 101 98 92 91 85 44 43 28 24 11 11
2003 100 100 98 76 66 59 35 29 17 4 3
2004 103 103 101 83 73 68 47 43 21 20
2005 75 75 71 67 61 58 43 30 19
2006
BHC supported batch
2007 100 98 96 93 87 51 48 complet
2008 103 100 99 95 70 58
2009 103 102 100 85 85
2010 100 100 98 88 91
2011 100 99 99 96
2012 104 103 103
UP
Follow up on graduates
Academic Year
Enrolled Continued Passed Grade V in Govt. system and passed out
Mainstreamed
Kalinga Institute of Social Sciences (KISS)
Schools under SC/ST department
UP Schools under S&ME Deppt
High Schools under S& ME Dept.
KGBVs
Total
2009-10
95 87 86
57 10 14 5
86
2010-11
110 103 103
13 18 2 70
103
2011-12
110 102 102 101 101
ORISSA
Achievement: Impact on Cognitive learningAbility to think, understand, form concepts & ideas in formal cognitive tasks related to language, maths, EVS: comparison between Udaan educated girls & formal school (6-10 grades)counterparts*
Findings: Environment & practices in Udaan, through its curriculum & transactional strategies, provided a strong scaffolding base which helped to enrich cognitive abilities, even after a gap of 1-5 years, specially in language and EVS.
* Ranganathan, N & Jaimini N, 2005, Towards the psychosocial empowerment of adolescent girls: An impact study of Udaan
Achievement: Impact on Cognitive learning
Language: articulation, expression, vocabulary Udaan girls faired above the formal school/non-lierates (fig of speech,
handwriting, letter writing attempted, articulation, vocabulary, grammar, awareness of local context, divergent thinking)
Class VI Udaan girls matched Class X formal school girls performance
Mathematics: computational skills, ease with measurement units, interconversions, handling digits, place values, fractions, decimals, %, area, volume…• Response pattern of Udaan girls class VI girls comparable to class IX in formal
school group• Udaan girls performance in each grade better
EVS: sensitivity to living & non-living resources, interrelationship between objects, environment phenomenon, conservation, relate effectively to physical & social environment• Success rate of Udaan girls higher in discrimination based tasks, reasoning,
factual information, nutrition etc.
Achievement: Academic performance/Psychosocial
Academic Performance
Questioning behaviour: curious/eager to learn moreLearning styles: self directed, inquiry oriented, less dependent on textbooksArticulate & expressive
Psychosocial
•Confidence, boldness, communication skills•Competence in discharging work, deal with issues beyond traditional domain of women•Enhancement in early age of marriage of girls, resistance to dowry
Achievement: Personal Identity•Self & Identify: holistic sense• ambitions, aspirations, personal qualities, career ambitions
•Gender Identity: gender equity, androgynous, positive towards social change, personal satisfaction/meaningfulness rather than desired by others•Group work, work in team, democratic participation, decision making
Source:Ranganathan, N & Jaimini N, 2005, Towards the psychosocial empowerment of adolescent girls: An impact study of UdaanEvaluation of Girls’ Primary Education Project, MWCD.
What Worked!
A careful planning and conception coupled with rigorous
implementation without compromising on any basic principles
made it happen
Key Features Residential bridge course for 11 months
Open to girls between 10-14 years, who have dropped out of school or never been to school
Teacher pupil ratio is 1 : 25 ( 6 teachers for 100 girls)
Fear free environment, practice and behave non-stereotypes
Grade wise accelerated curriculum – Language, Mathematics and science.
Social learning curriculum to enable to make informed decisions, solve problems, think critically and creatively, communicate effectively, build healthy relationships, empathise with others, cope with /manage their lives in a healthy & productive manner.
Active community school engagement Follow up of girls after the camp at school and home
Preparatory activities Safety and security measures for the girls are put in place
◦ A warden and the teachers are expected to stay within the campus.
◦ A system of running the camp with respect to boarding, lodging and other logistics is detailed out and put in place.
Community mobilization and sensitization to the need of educating girls.
◦ enrolment drives, discussions with the community, families, leaders
Around 100 girls are enrolled in a residential camp for 11 months.
◦ girls from the most marginalized communities and poor.
The teachers make visits to the villages to understand the context of these girls, their family and community.
A three-day familiarization exercise conducted in which parents, students, teachers, and organizers participate.
Essentials for effective learningTeaching learning processes
to be • Experiential, building on girls experiences and relevant• Learner centered• Open to learner’s views• Planned mix individual, small group and whole class activitiesto have• Motivated, co-operative, collaborative learners• Teaching as per learner’s levelto get Learners• get a sense of achievement/success• move to self-directed learning• find education useful for their daily lives and future• feel confident about accomplishing “abilities” to handle their future by
themselves in the situation that they live in
……..appreciate the skills they accomplish or strengthen!
•Belief in girls and teachers that All CAN learn• Learning is meaningful, if contextual• Follow Multilevel approach
-Sequential and progressive approach• Follow Activity based pedagogy•Build Social skills •Regular assessment
Complete primary education through bridge course and continue education
Build social opinion & consensus on the need to respect & give voices to girls
Girls get a space for themselves and take positive actions/decisions in their lives
With the Objectives to:
Facilitating Learning
Curriculum Eight hours of planned learning on week days
Language – to use it effectively to negotiate for themselves space for home language, reflective, imaginative and communicative aspects of language built in.
Mathematics – looking at the world quantitatively, enabling tool about discovering relationships, understanding logic, application in real life situation.
EVS – Explore and construct knowledge
Social Learning – Content not dealt in other subjects, within a broad framework of relationships
girls learn about self, family, institutions, ecology and economy themes which lend themselves to promoting the broader objectives of rights and
equality Provide an opportunity to develop a questioning mind.
Local medium of Language
Planning the learningAchieve the essential basic competencies at the end of ANY 5 yrs primary schooling, with inputs spread over 11 months time, following an accelerated learning approach.
2 4 hr lg situation,collective attempt to learning 6 teachers,
100 students, 4 groups
Activity oriented pedagogy
No text books, Curriculum planned as session cards with specified time
Projects built in all subjects(e.g. Camp Dictionary, Election, My
book or budget)
Teachers plan a variety of activities as per
session card2 hour sessions with 4 sessions in a day
General progression in learning, spiraling pattern
Variety of materials e.g. children literature, science kit, news paper, magazines etc
Cycling, sports, students cabinet, Open session, Morning assembly etc optimize on residential situation
Learning with out being heavy
Horizontal linkages across subjects/co curricular
Focus from illustrations to written concepts grow slowly but steadily
Unit cards
Weekly Planning
Whole Day
Planning
Language
Maths
EVS
Social curricul
ar items
Self learning
Girl’s Assessment
Review of week’s
experiences Plan for the
coming week
Week plan for 5 days Planning for Saturday
2 hrs for each
2 hr
s
Every moment is for learning in direct or subtle ways
Last day is totally unstructured for girls and teachers
Methods of Assessment In-built in teaching learning process
Daily observations , recorded on weekly basis
Challenging tasks to those who are learning comfortably, helping those who need to be helped
Game like activities are conducted
Non-cognitive aspects also evaluated
‘Learning is a lot more than passing a few tests’
Teacher and Teachers’ Development A sensitive graduate female candidate from the
community Develop teachers understanding on ◦ background of learners◦ pedagogy and content (theoretical)◦ multiple teaching method with learner centered
approach. Annual 20 days training on curriculum and pedagogy On job support Flexibility to choose teaching methods and materials Regular review and planning meetings Exposure visits to other programs that involves
residential courses
“In Udaan teachers synthesize the roles of mothering, guiding, counseling, teaching, mentoring, and
organizers “
Follow up of the girls after the camp◦school for next level - teachers◦home - parents and community ◦with peers and teachers of Udaan for
sharing, to relive enjoyable experiences - in short-term camps to support admission, motivation and retention;
girls to continue a dialogue amongst each other for peer support; Working with parents, teachers and other members of the community.
Forward linkages/ follow up after the camp
ChallengesIdentification of sensitive & trained local
teacher
Sustainability of teachers
Challenges in mobilizing community