The status and conditions of children, their growth and socialization in Rajasthan are significantly determined by familial contexts, cultural practices, belief systems, community linkages and social forces. The attitudes to children and experiences of childhood vary significantly by caste, class, religion, gender, ethnicity and regional locations. While the lives of children born into poverty can be exceptionally vulnerable as they face further inequalities in access to crucial resources, leading to exclusion and marginalization. Also the state of Rajasthan has certain distinct features, which have bearing on the conditions, status and well being of children. Its feudal-historicity, strong patriarchy, cultural heritage, diverse ecology, relative isolation, cumulative traditions, and typical institutional practices like child marriage; female infanticide; and purdah challenge the issues and strategies for children in a big way.
Enhancing the quality of education is inextricably linked to children’s learning achievements. Focusing on what children have acquired from the learning process has emerged as a critical challenge as well as priority. Getting children to school without focusing on their completion and achievements unravels the efficiency and effectiveness of resources and efforts devoted to ensuring children’s access to schools. As we sharpen efforts towards ensuring that children master the skills and values that enable them to address the challenges and choices in their lives, there has been an increasing demand for information and resources on how best to do it. In particular, it sheds light on how learning opportunities and resources can be translated into meaningful and effective learning experiences and outcomes for children. In particular, it calls for the alignment of curriculum goals, content, teaching learning methodology, assessment measures and teacher support to meet the learning needs of the individual learner – girl and boy. VANI has played a critical role in the teaching learning, curriculum development, development of training modules for teachers, training of master trainers in education pedagogy, conducting studies and organization of workshops for quality inputs. VANI has worked on these issues with the support of UNICEF, save the Children (Bal Raksha Bharat) and SSA.
Teachers are the primary agents in translating child centered teaching learning in the classroom. Teachers must have mastery of both their subject matter and pedagogical skills. Teachers also require support to develop the understanding and skills for child centered teaching learning. Furthermore, opportunities for upgrading knowledge and skills of teachers are important for teachers to continuously meet the diverse learning challenges of students. VANI has undertaken “Support to Teacher Education” with the support of UNICEF. The main areas of focus for the project include.
We had undertaken the study with the random sampling of 200 PS and UPS scattered in five Blocks in Dausa District. We had proportionately covered all categories of PS and UPS including KGBV, Sanskrit Schools, Madarsas etc. The tools and sample size were finalized for the study in consultation with SSA and DIET, Baswa. After that, we collected qualitative and quantitative data from the schools through participation of students, parents, teachers and head masters. The draft report were prepared and presented before the District Resource Group. The suggestions received were incorporated in the report and final report was submitted to SSA and DIET, Baswa.