Age and Grade Appropriate Training - CARE India

Age and Grade Appropriate Training for Preparing Out-of-School Children

for Entry to Schools: Issues, Challenges and Possible Solutions

A Framework

July 3-5, 2012, New Delhi

Organized by

This is based on

(i) a background paper prepared by Jyotsna Jha and Seema Rajput1

(ii) presentations and discussions that took place in the seminar on this issue organised by CARE India,

Stockholm University and UNESCO in New Delhi in July 2012

This is expected to act as a discussion paper and a tentative framework for planning of Age and grade

appropriate special training programmes for Out of School Children, as mandated by the Right to Free and

Compulsory Education Act 2009 (RTE) in India

1 Jyotsna Jha is currently the Director of Centre for Budget and Policy Analysis, Bangalore and Seema Rajput is a Technical Specialist working with CARE India in New Delhi.


for Entry to Schools: Issues, Challenges and Possible Solutions

A Framework

Preface

hat education is important in the lives of all children cannot be negated by anyone. The existence of out of school children has been recognized by our government although their numbers are debatable. The official figure points out at an 8 million figure. The issue is not only to bring all these children into the domain of education

but also provide them with quality education so that they get opportunities to learn and emerge as empowered individuals.

If we consider this as a true figure, even then planning for 8 million out-of-school children is a large scale exercise, requiring a firm vision to provide shape to this plan, recognizing the diversity in terms of age and needs of these children. Locating the children, catering to their diverse backgrounds, recruiting, training and retaining sensitive teachers and social mobilization are some crucial issues which need to be incorporated in the plan to integrate them into education, which may mean that they first need to be bridged as per their age and grade norms and then mainstreamed. We need contextualization of the education for out-of-school children. Smooth and warm acceptance of children in schools will enhance their knowledge and lead to more productive learning.

CARE has been passionate about the cause of the out of school children and has been committed to providing them education. With the enforcement of the Right to education act, the need to address their mainstreaming issue becomes a matter of concern and thus a need was felt to have an intellectual discourse, both involving theory and practice to identify way forward. An international seminar, jointly organized by CARE India, Stockholm University, and UNESCO provided such a platform.

The output of this seminar is common principles that are detailed out in the main document.

To set the tone of the seminar and undertake background work for focused deliberations, a concept note was prepared and shared with all participants before the seminar, and they were invited to contribute to the discussions.

The conclusions from the seminar have been used to add to the discussion paper and a tentative framework for planning of age and grade appropriate special training programmes for Out of School Children, as mandated by the Right to Free and Compulsory Education Act 2009 (RTE) in India.

This framework has outlined the emerging common principles in relation to age and grade appropriate education. These are neither exhaustive, nor do they provide solutions for all the challenges; however the purpose of presenting them is to provide a range of possible answers

in a manner that it helps in planning and developing the most appropriate approach in a given context.

Thus the framework may be useful for those who are planning and implementing the special training component in the states.

Dr. Suman SachdevaTechnical Director, EducationCARE India

Foreword

ll children regardless of gender, wealth, location, language or ethnic origin should have the right to care, security and a good up-bringing, enough to eat and safe place to sleep, the right to express themselves freely, the right to be not exposed from abuse of any form and from any person, the right to understand and speak

in their own language, the right to access to free healthcare, and education (etc.). In 1989, the Convention on the Rights of the Child was the first legally binding international instrument integrating the full spectra of human rights (civil, cultural, economic, political and social rights). Now, in 2012 the current International Seminar hosted by CARE India and jointly organized by Stockholm University and UNESCO has continued to champion the cause for children’s rights to equitable, quality education, successfully setting Children’s Rights at the top of the agenda, bringing an international perspective and raising global awarness.

CARE India’s International Seminar on the theme of “Age & Grade Appropriate Training to Prepare Out-Of-School Children for Schooling: Issues and Challenges” provided an intensive and often challenging learning experience for participants. Highlighting and elaborating the importance of addressing the excessive number of out-of-school children estimated at more than 8 million in 2009 and the related challenges facing both children and educators. Challenges such as the implementation of grade and age appropriate learning; various approaches to the identification and mapping of out-of-school children; lessons and good practices / successful cases learned from curricular and teacher related issues, management of special training programmes, and community engagement; and the necessity to address the psycho-social support needs of children in these special programmes.

The strength of the International Seminar were the partners present, experts in the field who exposed the progress, achievements and remaining shortcomings in addressing the challenge of providing adequate, quality age-appropriate education for out-of-school children. Their findings and recommendations all point to address the issue more effectively and with the child as the focal point. As absenteeism and drop-outs remain high and children who do attend school often are not in the age-appropriate grade, accelerated learning programmes have been explored, while the call for management, teachers and communities to be appropriately prepared ahead of time to accommodate the specialized nature of out-of-school children (such as trauma, abandonment, homelessness, abuse, prostitution etc.) was viewed as essential. Programmes need to be aware of the need to be individualized and ready to include if necessary: therapy, counselling and life-skills education (ex. sex/health-education, alcohol and drug prevention etc.). Throughout the presentations and discussions common themes arose specifically addressing the move away from formal assumptions of “teaching” or “schooling” to a more “education” and “learning” paradigm

(Kaul; Chinapah etc.). The importance of understanding children’s psycho-social development and the need for teacher and management preparation to encourage and develop an inclusive environment where children can succeed is highly recommended. The rights of the child and the recognition of the contextual and individualized background of the child is vital to the success of any education programme. In order to achieve effective age and grade appropriate education for out-of-school children there needs to be first understanding of the situation, second an appropriate, feasible and effective “plan of action” and finally the commitment to follow through. The following goals compiled from the recommendations and discussions from the collective experts reflect this call for a “plan of action,” compliment the Rights of the Child and are necessary for any hope to succeed at providing age and grade appropriate education for out-of-school children.

Developing of the whole child: psychologically and physically healthy, well-nourished, • motivated students

Well-trained teachers and active learning techniques: inclusive of relevant curricula, and • individualized goals that can be taught and learned in a local language

Adequate facilities and learning materials/ resources •

An inclusive learning environment, which is gender-sensitive and safe•

Systems for assessing and monitoring out-of-school children learning outcomes, including • knowledge, skills, attitudes and values

Participatory governance and management•

Respect for and engagement with local communities and cultures•

Professor Vinayagum ChinapahInstitute of International Education (IIE)Department of EducationStockholm University, Sweden

Contents

Age and Grade Appropriate Training for Preparing Out-of-School 7 Children for Entry to Schools: A Framework

Challenges and the Emerging Common Principles: A Summary 27

Agenda of the Seminar 31

Participant List 34

AGE AND GRADE APPROPRIATE TRAINING FOR PREPARING OUT-OF-SCHOOL CHILDREN FOR ENTRY TO SCHOOLS: A FRAMEWORK

Age and Grade Appropriate Training for Preparing Out-of-School Children for Entry to Schools: Issues, Challenges and Possible Solutions

7


for Entry to Schools: A Framework

1. The ContextThe Right of Children to Free and Compulsory Education Act or Right to Education Act (RTE), which was passed by the Indian parliament on 4 August 2009, describes the modalities of the provision of free and compulsory education for children between 6 and 14 in India under Article 21A of the Indian Constitution. India became one of

135 countries to make education a fundamental right of every child when the act came into force on 1 April 2010.

The Act provides for age appropriate admission to classes I to VIII. Section 4 articulates the provision of special training for the children who are above age six and have never been to school or have dropped out at any grade before completing the cycle of elementary education. Such children would be provided special training for accelerated learning to be able to be admitted in the class appropriate to their age. The Act also provides for additional support to such students even after they have been admitted to regular classes till they are fully integrated to the school. The revised guidelines for Sarva Shiksh Abhiyan (SSA), the main programmatic vehicle for attaining RTE goals, spell out the maximum time period for the child to receive such special training: two years. It envisages the School Management Committee (SMC) or the local authority having the duty of identifying such children by undertaking household survey and neighbourhood school mapping and ensuring that all children are sent to school. Such agencies shall ensure that no child is subjected to any bias or discrimination based on class, caste, religious or gender related issues. The Act also lays down, as a duty, the responsibility of every parent or guardian, to admit his or her child or ward to an elementary school.

The provision for such special training is especially relevant for India as it is the country with the largest number of out of school children in the world. It has more children of school age than China with relatively lower attendance rates despite large-scale efforts. More than 8 million children are estimated to be out of school in 2009 (source: IMRB survey). The number of children who are not in age appropriate grades is also high. The situation persists in spite of recent increases in primary and secondary school participation. As per the latest DISE results, the average GER for primary level was 118.62 as against the NER of 98.9 for 2009-10 indicating an overall grossness of about 20 per cent points. This however does not tell us about the presence of under-age or over-age children for single grades; this number could be much higher than what appears to be the case when we take level wise data alone.

Sarva Shiksha Abhiyan (SSA), Government of India’s flagship scheme for universalizing elementary education in India launched in 2001 with the goals of enrolling and retaining all children (6-14

8AGE AND GRADE APPROPRIATE TRAINING FOR PREPARING OUT-OF-SCHOOL CHILDREN FOR ENTRY TO SCHOOLS: A FRAMEWORK


8

years) in school by bridging gender and social category gaps and increasing the learning level of all children by providing quality education, is also the main vehicle for attaining RTE and ensuring that all eligible children are able to exercise this right. The provision for special training in the Act has its genesis in the experiences initiated by a number of non-government programmes and later adopted by a large number of state governments supported largely through SSA in the form of alternative schooling centres and bridge course strategies. However, the responsibility of expanding such training through appropriate approaches to all parts where the out of school children are present is a huge challenge. A number of issues related with age appropriate special training and their integration to regular schools are important for the functioning of regular schools, especially from the perspective of inclusion and quality. Therefore, this paper is significant from that perspective as well.

2. The SeminarCARE India in collaboration with Stockholm University, Sweden and UNESCO organised a three day seminar to understanding this challenge better to be able to develop appropriate approaches and deliver them effectively. The seminar was organised with the belief that collective wisdom of those who have implemented such programmes, those who have thought through these issues and those who are facing the challenges will lead to a range of probable answers that are difficult to arrive at individually. The specific objectives of the seminar were:

1. To develop a shared understanding of the rationale behind age and grade appropriate schooling

2. To discuss the challenges pertaining to age and grade appropriate training, especially in the light of the needs of the children coming from marginalized and disadvantaged contexts

3. To discuss the learning emerging from the analysis of the experiences of a number of organisations/states and their work with regard to efforts relevant for age-grade appropriate training

4. To start the process of developing a flexible yet comprehensive framework defining Basic Principles, Necessary Preconditions, and Dos and Don’ts of a high quality special training programme

The seminar aimed at and succeeded in bringing together the state government implementing agencies, NGOs and academicians together/ This paper is based on the background paper that was prepared to steer the discussions and summarises the challenges that were highlighted in that paper as well as the pointers that emerged from the presentations and discussions in the seminar.

3. Few Known experiencesAs mentioned earlier, the very provision in the Act has its genesis in the few known experiences – some successful and well proven; some not really well-proven. The following matrix provides some basic details about a few of these experiences:

Name of the organi-zation/NGO

Target group Age group

Approach/model

Duration of the

program

Area of working

Speciality

MV Founda-tion

Child labour/urban deprived children

6-14 years

Bridge course/ motivation centres

Short term/long term

Andhra Pradesh

Social mobiliza-tion/child rights



9

CARE India Girls 11-14 years

Udaan (a resi-dential camp)/ Accelerated bridge course in KGBVs

11 months

5-6 months

UP, Bihar, Orissa, Gujarat, Haryana

Accelerated curriculum based on qual-ity & equity/social learning curriculum

Mahila Sa-makhya

Girls belonging to disadvantaged section

11-14 years

Kishori samooh/KGBVs

6-8 months In several states

Gender sensi-tive curriculum/vocational skills

Pratham Migrant children/ children in slum

6-10 years

Bridge course program (non- residential)

As and when they become ready to mainstream

Delhi/Mum-bai

Emphasis on teaching basic competencies in language and Maths

Doosra Dashak/Sandhan

Rural children belonging to tribal, Dalit and Muslim com-munity

11-13 years

4 months resi-dential camp by adopting bridge course strategy

Short term camps

Immedi-ately after completion

Remote and un-developed area of Rajasthan

Social map-ping, Adoles-cent and life skill educa-tion along with physical, psychological and emotional health issues

CINI Asha Street children, children living on railway platform, children of sex workers

6-14 years

Bridge courses/residential camps

As and when they become ready to mainstream

West Ben-gal

Counselling

AIF Migrant children, UDC, children of sex workers

6-14 years

Bridge course After completion

Several parts of Gujarat, Delhi,

--

Prayas Street children, 6-14 years

Night shelter and Day care through Alter-native Education Centres/ Reme-diation courses/

Bridge Courses

-- Bihar, Jharkhand, AP, Gujarat, Haryana, Assam, Delhi

Observation home for chil-dren in conflict with law

AMIED Muslim, SC, OBC 6-14 years

Residential and Non residential bridge courses

4 months Alwar, Rajasthan

Community mobilization

State SSA Migrant children 6-14 years

Across year Gujarat, Ut-tarakhand, Andhra Pradesh, Tamilnadu,

Migration mapping, development of software for migration,

Delhi, SSA Street children

Children in slums

6-14 years

AIE centre 10 -11 months

South, New & Central Delhi

Mobile Bus

State SSA Out of school children

6-14 years

Child tracking survey

- Rajasthan, Jharkhand, Maharash-tra

Mapping of out of school children



The programme details and evaluations studies for majority of these programmes are not readily available in public domain. We have included here only those programmes for which more details are accessible.

MV Foundation The MV Foundation (MVF), a private, charitable Trust in Andhra Pradesh, has developed a model that uses education as a means of tackling child labour. MVF’s uncompromising agenda is that every child out of school is a working child, and ensuring access to education is the only real answer to tackling the problem of working children. The main thrust of MVF’s work has been to bring bonded child labourers and working children into the ambit of school education. The age group of children varies from the very young to adolescents. The objective is not to setup new schools, but instead pressurize the community to work with the system to utilize and expand existing schools.

MVF uses a set of strategies and systematic efforts to put working children into the school system. It runs short and long-term residential camps, which help the children to go through the difficult process of withdrawing from work and preparing for school. Parents are also oriented to adjust to the schooling of their children. While young children are encouraged to join school directly, the older ones, mostly first-generation learners, are conditioned to the process of schooling in long-term camps. One of the key features of MVF’s intervention is the reliance on the formal, regular Government schools to provide for the education of hitherto working children. MVF has established that the Non- Formal Education (NFE) Centres for working and over-age children, by offering flexible timings and a compressed curriculum, do not really help to break the child labour cycle, and formal schooling is the only long term solution. MVF designed residential camps primarily to ensure that children do not relapse back to work. MVF also developed the unique concept of the bridge course to help working children come at par with the school going children so as to join the appropriate grade in formal schools.

Social mobilization and awareness building among communities and parents is the mainstay of MVF’s work. In many villages where State support has fallen short of the school requirements, MVF has intervened to mobilise the community to contribute to teacher salaries, building and furniture costs. MVF program has been one of the main inspirations behind many bridge course initiatives all over the country.

CARE IndiaCARE India in the end of 1990s came up with an approach towards bringing children in schools and to provide quality education to all children with special focus on girls and marginalized. Though inspired by the MVF model, it developed an approach that eventually came to be known as Udaan model where never-enrolled and early dropout girls in the 9 – 13 year age group were kept in a residential setup and provided intensive inputs for completing class 5 level primary-education in a period of 10-11 months only. This is well recognized as a successful example of accelerated learning approach keeping the concern of equity and quality of education as the central core of the program. The curriculum relies on using a lot of time by recognising play-time, managing the residence time, etc. as learning time and the design focuses on building social skills as much as other academic skills. The emphasis is on imparting skills of learning to learn which helps them later in their further studies and other endeavours of life. The program started with one facility for 100 girls in Uttar Pradesh where it has completed 11 years of its implementation, and is now also operational in three more states namely Bihar, Orissa and Haryana.



11

After completing primary education in this mode, the girls are encouraged and supported for admission to upper primary in regular schools/KGBVs and a variety of measures are taken to ensure that they do not drop out before completing their upper primary level schooling. Follow up measures include developing an alumni network of girls where they can be in touch and support each other to provide strength, organisation of events where they could come together and share their post Udaan experiences and engagement with formal school teachers teaching upper primary classes.

In order to address the needs of girls enrolled in KGBVs in class 6 onwards, CARE has designed a special curriculum that helped the enrolled girls to reach age appropriate grades. This support to KGBV has resulted in the Government of Uttar Pradesh, Gujarat, Orissa and Bihar formalizing a bridge course within KGBV, which has enabled never enrolled and drop out girls to complete primary education curriculum before starting grade VI curriculum. CARE’s work is largely based on the assumption that once students develop basic skill in language and mathematics, a scientific temper and some relevant computer skills, they would be better equipped to benefit from the learning opportunities in life, be able to question disparities and negotiate a better space for themselves in society. A number of researches/evaluations provide useful details and feedback about the CARE approach.

Mahila SamakhyaMahila Samkakhya (MS) started and continues as a women’s empowerment programme supported by the Ministry of Human resource Development (MHRD). It established close linkages with various aspects of girls’ education including running centres for women, adolescent girls and children. Now, in a number of states, State MS Societies are running Kasturba Gandhi Balika Vidyalayas that are formal, girls’ residential schools funded under the SSA programme as well as implementing the National Program for Education of Girls at Elementary Level (NPEGEL) for direct support to girls education in educationally backward blocks in many states. Mahila Samakhya also provides resource support to the SSA programme in terms of gender related issues and also helps in the training and development of textual materials in some states.

The Mahila Sanghas, women’s groups which are the main mechanism for MS functioning, ensure that the education system is sensitive to the needs and interests of girls. This is attained mainly through monitoring and ensuring accountability in village schools by addressing various issues such as teacher absenteeism, MDM implementation and quality, etc. Mahila Samakhya has demonstrated the possibilities and practicable ways of creating and using gender-sensitive curriculum, classroom pedagogy, teacher training and life-skills. Sangha women are often members of village level committees, and play an important role in SSA implementation and monitoring. MS also ran Mahila Shikshan Vihars/Kendras, for girls and women who had missed the opportunity of schooling to provide a rounded curriculum based education for one year in a residential setting. MSV/MSKs have demonstrated MS’s ability to run bridge courses and to develop gender responsive curricula and teaching-learning arrangements. They could make an important contribution in conducting programmes for children who get admitted to age appropriate classes but require preparatory courses to keep pace with other students.

Doosra Dashak A programme focussing on the girls in the age-group of 10-20 years in Rajasthan has drawn attention for its residential camps and creative use of local language and culture in curriculum. Residential camps of three to four months duration were the principal method of transacting a model of integrated education. The residential training camps focused on strengthening girls’



collective identity and creating a sense of camaraderie. These camps were helpful in enabling adolescents get over the narrow limits imposed by religion, caste and social status and inculcated in them an understanding of, and commitment to, human rights.

The curriculum emphasized literacy and numeracy skills and integrated these with life skills, health/ reproductive health issues, building awareness of human rights and gender equity, civic and political education, legal literacy, etc. 50-55 girls participated in each camp. Some of the important gains from the camps were:

• Enhanced capacity of adolescent girls to express themselves both orally and in writing.

• All the girls lived together, rejecting the differences of caste, class and religion.

• They gained an understanding of the values of democracy, secularism and human rights.

• There was an improvement in their personal hygiene, understanding of health issues and environmental sanitation.

• They developed an understanding of micro credit and self-help groups.

In addition to the long duration residential camps, several short duration camps, also residential in nature, were held for the induction of additional adolescent girls. After the residential camps were over, further need-based training programs of short duration were organized. These training programs revolved around issues such as laws affecting women, right to information, formation of self-help groups, etc.

CINI ASHACINI Asha, a Kolkata based NGO successfully ran an urban project for children of the streets both for ‘on’ and ‘of’ the street category of children. The non-formal system encouraged these working children to continue their education along with the work activities. The basic objective of the course is to give basic learning skills of reading, writing and knowledge of numbers, so that the child in day-to-day life could use these skills. The subjects taught in this course are: reading, writing, numbers, and working with the numbers. A teachers’ guide has been prepared to instruct the teachers and orient them for these classes. The guide includes a check list for the teacher, so that he/she is prepared to meet the children for the first time in the class.

In some ways, this approach is in contrast to the MVF’s position where they question any intervention that allows children to continue working. However, the approach can be reviewed for its teaching learning approach and materials as many children have been successfully enrolled in formal schools.

Alwar Mewat Institute of Education & Development (AMIED) AMIED is a state level NGO working in Mewat area of Rajasthan since 2000 on the issue of children’s right with special focus on girl child. The focus of AMIED’s approach is community. It believes that quality education of children is directly dependent on parents’ motivation. Parents must be motivated enough to take active interest in their children’s education and all-round development. Once it happens, then community, teachers and other stakeholders can also play a role. Considering that notable gender gaps still exist in Mewat in favour of boys, AMIED focuses primarily on better access for girls in that area to primary education. They run Residential and Non-residential Bridge Courses for girls who are mainstreamed in formal education with support of volunteer who help the girls in getting adjusted to the formal school environment.



13

It also engages with PRIs and the larger community to be able to question the prevalent practices and perceptions that restrict girls from schooling. AMIED also mobilises women and provide a platform to them so that they too have a chance to speak for their daughters.

Initiatives taken by the State Governments Since the inception DPEP and then under SSA, the states have been taking some major initiatives for the coverage of out of school children. The very first step was to identify out of school children by conducting household survey (HHS) with the help of government school teachers and for this several states conduct enrolment drives known by different names: Badi batta in Andhra Pradesh, Praveshotsav in Gujarat, Dakhila Abhiyan in UP and so on. In most states HHS is done once in a year usually before the commencement of the academic session while a few states like Haryana, Rajasthan, Punjab, Maharashtra and Chattisgarh conduct the exercise twice a year to further verify the number of identified out of school children. State government have also taken the help of NGOs in identification of out of schools children especially in Metro cities.

A number of states also developed bridge course modules and other models for alternative schooling. Although RTE aims at bringing all children to formal schools, some Alternative Schooling models may have relevance for organising special training. Some states such as Gujarat, Tamil Nadu and Assam are believed to have developed high quality school readiness packages and training modules/models for periodic training of education volunteers. Several measures were also taken in certain states to address the issues related to education of urban deprived children by opening destitute homes, shelter home, drop-in centres. A number of states initiated migration mapping to gauge the magnitude and pattern of migration, as well as to estimate the number of migrant children especially those working at brick kilns, salt pan areas and sugarcane farms etc. Some special strategies under AIE were also adopted by several states. This included mobile schools for migrant and children living in slums in Delhi, Karnataka, Gujarat and Uttarakhand; boat schools in Andhra Pradesh for children belonging to fisherman families, and back to school camp in a number of states. These efforts have met with varying degree of success and have a lot to offer by way of their experiences.

4. The Challenges and the emerging Common Principles The challenges associated with organizing special training are varied. We attempt here to classify different kinds of challenges that have been reported / shared on various platforms (including Joint Review Missions: JRM, regional and national workshops, and other forums), and also those that have not been reported so far. The pointers for possible answers / approaches are based on analyses of programmes as well as the presentations / discussions that took place in the seminar. Although these programmes and experiences are not necessarily organised for age-grade appropriate training, they do provide a number of important lessons and therefore are crucial. The discussions that took place in the seminar sharpened some of these learning points that emanated from the analysis of the programmes. These emerging common principles are neither exhaustive nor provide solutions for all the challenges; however the purpose of presenting them is to provide a range of possible answers in a manner that it helps in planning and developing the most appropriate approach in a given context.

4.1 Rationale for Age-Grade Appropriate teaching and learningThe Act is not very rigid as it clearly states that a child admitted to elementary education shall be entitled to free education till completion of elementary education even if she or he has completed 14 years before the completion. It means it is not necessary to enrol, say, a 10 year-old child



to class 5 only; after receiving the special training, she/he should be enrolled to the class she is capable of coping the best. However, despite this flexibility, the very provision for special training for age-grade appropriate training is based on the desirability of age-grade appropriate teaching. The fact that the schooling is initiated at the age of 5 to 7 all over the world makes it clear that the practice is not random. However, the rationale for this is not clear to many in the system leading to a lack of clarity and conviction. There is a need for wider understanding and communication about the rationale for promoting age-grade appropriate training.

Learning in some form continues to happen whether in schools or outside; Learning faster in peer groupsThe maximum brain growth is from 0 to 4 years after which the rate of growth gets slower and after 8 years the brain growth curve is almost linear. However, children continue to learn, whether in school or outside it. But if they are not in school they are not learning the subject matter and a number of other skills / competencies in an organised manner. Nevertheless, when older age children are brought to a school-like situation and made to go through a combination of learning experiences while also considering and including their experiences outside school, they tend to learn fast; this being especially true for 9+ children. Developmental psychology and cognitive science emphasise that students learn more when they have enough opportunity to interact and learn with their peer group. This has largely been the principle that guides the rationale for age appropriate entry to schools and the same principle also guides most such programmes where older age children are expected to learn the critical competencies in a shorted period of time before joining their peers in regular schools.

Need for a holistic curriculum definitionUnlike pre-school stage where the cognition and child development aspects are well researched and articulated, primary school curriculum appears to be more content- focussed, and therefore there is also a need for greater clarity regarding defining the need for holistic curriculum at primary level taking cognitive, co-cognitive and developmental aspects into account. National Curricular Framework 2005 gives some pointers for these but probably there is a need for greater clarity from the perspectives of children who do not necessarily enter the school at the age most others do. The section on Curricular issues discusses these in some greater detail but does not provide all answers.

Primary level more suitable for special training Elementary level includes eight years of schooling. It is important to understand clearly at what level and till which class one can meaningfully count on accelerated learning for admission, this being especially important for upper primary grades: Is it possible or desirable to admit a child directly into grade VII or VIII? Subject teaching starts from grade VI and the nature of expectations as well as desired competencies to be developed at upper primary level are very different from primary level. Therefore, if it were clear that the last entry class would be class VI, it would be easier to plan for age-grade appropriate training.

Almost all these programmes operate or have operated at primary level only; children have been admitted to school either in grades within primary (I to V), or after completion of primary, to grade VI. The upper primary focus shifts to subject wise teaching and therefore do not appear to very amenable to accelerated learning. Given the flexibility that the Act allows, it seems appropriate to provide special training for preparing children at most till grade V and then let them go to regular school, even if they are slightly over-age.



15

Younger children can enter any grade between II to V, depending on their own coping capacities. The experiences suggest that children, if adequately supported in schools, are able to cope and complete the level. However, the rate of drop out is higher if younger children are made to go through very compressed curriculum.

4.2 The issues of numbers and spread/ access The number of out of school children varies from being very small to very large in a particular habitation / village/ concentration. They also happen to be in different age groups. These pose serious challenges in terms of the curricular/pedagogical as well as management approaches to be followed in special training classes.

The issue of spread and numbers Large numbers are amenable to particular kinds of approaches, which are not possible for very small numbers. So far most of these programmes have focussed on bringing together a group of out of school children together in non-residential situations if they are a big group from the same/nearby locality, or a residential setup if they come from dispersed population groups. These have all been located outside the school. Therefore, they have not dealt with the issue of spread: a small number of out of school children dispersed in large areas in any way other than starting a residential programme. The possibility of organising such training within school has not been explored but remains an important alternative to be tried. That means there are three options:

(i) non-residential outside the school: suitable if the number is large and spread not as wide

(ii) non-residential in the school: suitable if the number is widely spread and therefore small for one habitation / school, and

(iii) residential outside the school: suitable if the number is widely spread and it is difficult to organise it at every school

The section on management discusses some of the preconditions/ requirements for the school to organise such training and also preconditions/ requirements for organising such programme outside the school.

Definition and estimation The number of out of school keeps changing with long absentees and drop outs joining the group; in that sense it is a dynamic number posing a serious challenge to plan for their special training. Right now, different states are following any uniform definition of out of school children. This creates confusion especially in case of those who are enrolled but not attending; the number being large in many places. There is a need to define at what stage of non-attendance a child can be considered ‘drop out’.

Identification and trackingThere are several issues associated with the process of identification and tracking. If a particular state / district / block / village has undertaken a rigorous exercise once, that can form base for future tracking. However, regular tracking is important, regularity depending upon the size and nature of the problem. Some experiences suggest that the tracking should be at habitation level and the data should be managed in simple format at that level alone. It ensures greater institutional responsibility and allows community monitoring. If the data is aggregated at higher level, the chances of ambiguity are higher and the picture can get distorted2. States like Rajasthan has



attempted constituency wise aggregation and analysis, and consider this an effective strategy to influence political decisions.

Some places are trying online tracking and have found it successful but the details are yet to be fully available to understand its success and applicability. It is also believed that the provision of smart cards to migrating children can help in tracking migratory children and transferring their details without any hassles. Here again, it is not possible to comment on possibility and functionality till comprehensive evaluations are available. In any case, it is important to look for opportunities to create convergence between the various departments to track and retain children (labour, tribal welfare, health, women and child development).

The exercise of identification and tracking is much more complex in urban areas, especially in large cities. The experiences suggest that a combination of census method and validating through sample survey is the best combination in an urban setting. Heterogeneous nature of the population, spread and scattered nature of their location, invisibility in cases such as street children and vulnerability due to exposure to crime, drugs and other such attractions are the main challenges faced in identification and tracking of out of school children in urban areas. Attention to certain details such as drawing census road map of each area and deciding the timings of the survey taking the availability into account helps in better planning and execution.

In case of a large survey, interdepartmental convergence becomes crucial in identification and mapping of out of school children in both urban and rural areas. It also becomes important to involve in senior level educational functionaries at different level to be part of the exercise to convey seriousness and accountability. In urban settings, Police can play a crucial role in identifying street children. Children in urban setting need to be classified as specific categories for better mapping: street living children, children from street families, working children on the street and so on. Later, specific strategies need to be adopted for these different categories

Schools/ special training accessing children or children accessing the school/special trainingAccess needs to be better and more clearly defined: whether the school is supposed to reach out or expects children to access schools. If it is the school that has to reach children then the school needs to have that preparedness and willingness. Children have rarely accessed these programmes / institutions, at least not in the beginning; rather, these programmes have accessed children and later helped them in accessing formal schools by providing different kinds of support. The nature and quality of this support has played a significant role in continuation of these children in formal school. However, in later years, the very success of the programmes has built their credibility and has succeeded in attracting children and parents. Various evaluations suggest that a combination of factors matter in building this credibility. Low teacher pupil ratio, engaging community contact, a focus on social learning that helps in raising confidence and high level of academic learning: all these help in raising the credibility and manifesting itself into higher demand for such services.

4.3 Curricular approaches for accelerated learning and their synchronization with the school curricular approach

There is a need for developing a framework that defines the basic requirements of a good-quality special training programme. Special training programmes are in some way accelerated training programmes and therefore one major question in this context would relate to the kind of curricular /pedagogical approaches that would be required for accelerated learning programmes

2This is based on MVF presentation in the seminar.



17

keeping the approaches being followed by the school where the child is / has to be admitted and integrated. The pointers that emerge from the analysis of interventions/ programmes and discussions are:

Focus on empowerment In order to bring the children who were never part of formal schooling to schooling process there is a need to design qualitatively different approach to the curriculum and towards the learner. Majority of the successful programmes are based on normative framework with empowerment as their central theme. The focus is on equity, and the culture and language of learners is fully respected in most cases. This extends itself to a holistic approach where cognitive and co-cognitive are combined, the distinction being quite fuzzy in some cases. An emphasis on identity and empowerment issues becomes instrumental in raising the confidence level, which in turn plays a major role in learning as well as in continuation of schooling. Most successful programmes have emphasised the development of self-confidence and esteem alongside academic inputs. The evaluations suggest that this focus on empowerment and building social skills have greatly contributed in the success of these programmes.

Focus on empowerment also implies and indicates towards the need for clarity on the theoretical approach that guides the curricular approach. An important aspect in this respect is the need for addressing equality and justice through the curriculum. Children coming to special training programmes most often have already faced injustice and inequalities in various forms, and are likely to face more in future, it is important for the curricular approach to be aware of it, and actively incorporate features that prepare the students to deal with those effectively in future. That is what the empowerment based curricular approaches have been largely successful in achieving.

Valuing the child’s previous knowledge and age-appropriate needs Another important feature of these programmes has been to consider the child’s previous/existing knowledge as important and relevant in contextualising the curriculum. This is similar to the principle of adult learning when their experiences are used to create the context for learning.

The needs of children are defined by their age hence intervention should acknowledge it and design activities accordingly. Majority of the out of school children are in the age group of 11 to 14 years and in that age group it is important to provide situations where they can reason and analyse. Even if they have never been to school, they are able to reason and analyse, and it would be inappropriate to teach them through same methods as one applies to a 6 year-old child. Children of higher age need to be responsible for their decisions on education and therefore it helps to involve them in the planning and evaluation of their instruction. They are generally more interested in learning subjects having immediate relevance to their work or personal lives and therefore they respond better to internal motivators than external. For them the learning experiences should be such that they face more problem solving situations and provides them scope for self-learning. Hence, there is a need to introduce them to letter, numeracy and other subjects through critical and reflective pedagogy.

The challenge is much more complex in urban areas, especially big cities, where majority of out of school children are from various parts often speaking different language and having different socio-cultural backgrounds. The very heterogeneity of the group poses challenges that are not faced when dealing with homogenous groups. Clear cut solutions are not readily available except that the same principles need to be followed wisely taking local situation into account.



Teaching methods and learning resources The experiences suggest that the use of methods that promote building self esteem through positive motivation, use small group, peer and paired discussion, apply child to child approach, dialogic and interactive teaching with a focus on self learning, and use associative learning are helpful in facilitating faster and substantive learning. A number of successful programmes have developed their own teaching-learning materials and many of them are considered effective by various evaluations. Some have used diverse kinds of materials without using any one textbook. Nevertheless, even if they have developed their own textbooks, there is agreement that the use of a variety of materials is critical; dependence on one book is not sufficient. This could include newspapers, films, and books other than the textbooks.

Organisations such as Nirantar have successfully used narratives of the students as teaching-learning resources. In any case, it is important to understand the context of children before preparing / choosing any learning materials for out of school children. The use of narratives helps in addressing the issue of relevance pertaining to location (urban and rural settings), and social or gender group (e.g., dalits / girls) on one hand, and taking note of the intra-individual, interpersonal and socio cultural components on the other.

Duration of special training A major issue is regarding the minimum duration of special training required. Maximisation of learning time by creatively using a variety of opportunities is crucial for such special training. Some programmes, Udaan (CARE India) being notable among them has used it creatively and with detailed planning:

The learning ‘sessions’, and the use of time during a day and across every week have been carefully worked out to make an optimum use of available time. It might be said that the schedule has had a critical role to play in enabling learning in these centres – with almost every minute of learning time having been provided for. Instead of periods, students learn through two-hour ‘sessions’, each of which is an independent learning unit that contains a diversity of learning experiences. This longer duration enables greater learning in that ‘start-up’ and ‘winding-up’ disruptions are avoided, and the variety keeps the interest alive, leading to very substantial progress in terms of learning in every session. The methodology is enriched by activity-based teaching and the use of TLMs. No textbooks are followed but a variety of books are used. …. The curriculum is divided into several units and teachers follow it according to the pace of children who are ultimately expected to achieve the competencies of Class V. (Final evaluation of Girls Primary education Project, CARE, December 2002)

A related question is whether the time required is different as per the mode of the training i.e. residential and non-residential assuming that longer contact hours are possible for residential centres. The general experience is that if planned well, residential settings have space for longer learning experiences and therefore non-residential settings will require longer time period. However, good planning can help in stretching the learning experiences of the learner. As mentioned earlier, it also helps to use the existing / previous knowledge of the learner creatively in reducing the requirement of time-period. Activities should be designed in a way that it helps in building more than one learning competency or skill, and should be arranged in a manner that more than single concept is addressed simultaneously. The emphasis on vertical and horizontal linkages across and within disciplines helps. The basic principles of condensation are similar to the principles of androgogy; the exercises should emphasise higher cognitive skills.



19

Organsiations such as CARE India and Nirantar have successfully used thematic approach to contextualise, and to be able to build multiple concepts and skills at the same time. It helps in engaging older children in a much more meaningful manner.

Evaluation and Transition Strategies For evaluation, the programmes have emphasised holistic development of the child rather than the scholastic achievement alone. At initial states, oral assessment plans play an important role in building confidence and in allowing gauging progress. Considering diverse backgrounds of the learners, individual assessment of progress followed by individual level education planning is desirable. Children themselves can also be involved in joint assessments with teachers. What is important to note is that one-time tests and examinations are not the best methods for evaluation, and evaluation strategies need to be integral part of the curricular approach.

A number of programmes have followed the volunteer route for facilitating smooth transition from special training classes to formal schooling. A volunteer, often a teacher who has interacted with children during special training programme, is placed in the formal school to help children to adjust to the school. Familiarity with the volunteer is expected to make children feel comfortable and she / he is also expected to help the teachers in formal schools to familiarise themselves with these children’s background and learning levels. The success depends on how skilful the volunteer is and how receptive the teachers are.

Another strategy followed is to have a combination of other follow up strategies. CARE India in its Udaan used a combination of these strategies: (i) making available pre-paid postcards and inland letters to girls at the time of leaving so that they could be in touch with each other and with teachers in case of need and also to allow mutual sharing of experiences, (ii) occasional alumni meet, (iii) teachers mela with formal school teachers to expose them to approaches and methods being followed in Udaan. Udaan also relied on the strength of its own approach and curriculum to empower the girls to be able to adjust and address the challenges faced in the formal school / with the families.

The issue of adjustment is more complex when out of school children are located within the school and special training is taking place within the school. If the school and teachers are appropriately trained and prepared, the treatment of these children may not be an issue, but if they are not, these children may develop a sense of inferiority making it difficult for them to attain any confidence and go through the process that allows them to learn faster.

School/Teacher related issues Low teacher student ratio is important for personal rapport as well as close monitoring of the child’s learning and progress. Teacher motivation and preparedness plays a big role. Intensive training on equity issues and familiarity with the children’s background (economic, political, social and cultural context), coupled with continuous and rigorous inputs on pedagogical issues appear to be important.

Feedback on the qualification of teachers is mixed. While in certain cases, local teachers with low qualifications have performed as well as those with high qualification because of their rapport with the community and an appreciation of the child’s background, in certain other cases, better-qualified teachers have done better if they have succeeded in residing with the community and establishing a good relationship with the community. In general, higher qualification helps in making teachers independent and act on her / his own rather than fully depending on the technical support. The programmes that have teachers with higher qualifications have generally



been able to implement pedagogically more demanding approaches and succeeded in ensuring higher quality learning.

Continuous technical support and guidance have played a major role in the success. These programs benefited from the quality of teamwork among the teachers and other professionals. This teamwork took place against a background of a culture of collaboration, cooperation and negotiation within the school as a whole. Training needs would include all aspects: curricular/pedagogical (including evaluation of the child regarding her/his entry or exit), social (including community engagement), management related, and so on. Close interactions between teachers of such training and formal schools help in developing a rapport and mutual appreciation. If the special training is located within school, with regular teachers giving extra time for these students, these teachers need special training and orientation. This training, however, will otherwise also be also helpful in making the school an inclusive institution.

4.3 Socio-psycho support to children The Act recognizes the need for academic and emotional support to these children. The need for socio-psycho support would be much more important and different in conflict areas – a response mechanism needs to be the part of the whole approach. Clarity regarding who is responsible for providing socio-psycho support and the kinds of competencies that such people would require to have need to be specified. If teachers are expected to provide this support, this needs to be part of their training and support that they receive.

Individual and group therapyThe programmes focusing on street children and urban deprived children have recognized the need for counseling and focused on socio-psycho support aspect. In their case, the need is obvious because of prevalent drug use, addictions, sexual assaults and convictions for petty crime. Different kinds of therapies have been used and the experiences indicate that art and expressive therapy works well with the emotion of children and helps in resolution of conflict, increases self-esteem and self-awareness. While individual therapy is used either in the form of expressive or narrative mode depending on the need of the children group therapy helps children in empathising with others, building trust and developing a sense of commonness and universality of the problem. The group then becomes the source of strength to each other.

Psycho socio support requires persistent and long-term inputs. However, it is important not to label children as slow learners, children with learning disabilities, etc., as that itself may lead to loss of confidence among such children. In certain conflict situation, the teachers require as much psycho-social support as the learner. In many cases, psycho socio disorder may not be addressed by addressing the child’s situation alone, as it may be a result of a broader political situation requiring broader political strategies.

In-built in the curricular approach Social or Life skill component of the curriculum should help to promote protective factors, which cushion children from risks. It is important to work in building trust with the parents and community to ensure psycho socio support for the learner. It is also important to remember that while it is important to provide specialised psycho-social support, a number of elements can be in-built in the curricular approach itself. A number of programmes that have focused on girls and on the issue of gender equity have explicitly focused on these issues. This includes Mahila Samakhya, Doosra Dashak and Udaan. These have put a lot of emphasis on empowering the girls to help them question the prevalent unequal relations and practices. Here is a quote from the final evaluation of Udaan:



21

In the educational setting of Udaan, the girls are empowered to develop strategies that are protective against overwhelming social and gender domination and repression. They are encouraged to develop their own space and to defend this space from intrusion. Coping strategies engineered by social component of the curriculum enabled girls to gain more power and influence and encouraged them to constitute themselves as ‘subjects’ of their own decisions instead of succumbing meekly to other dominant voices in their social milieu. (Final evaluation of Girls Primary Education Project, CARE, December 2002)

4.4 Management issues

Space and teachers The Act says that such training could be organized in school or outside the school premises. The decision is to be linked with the number of out of school children, their distribution across age, availability and willingness of teachers and several other factors. If the training is organized in school, the decision regarding schooling hours and beyond schooling hours need to be taken. This is especially important if these children are also expected to divide their time between school and post school hours. Another question arises in terms of infrastructure: whether the space available in school is enough to deal with these children. This is especially relevant if the number of such children is large. Some other day-to-day management issues such as systems for their attendance and progress records would also need to be addressed.

Who would teach these students: regular teachers or additional teachers – this question needs to be clearly answered. If these are additional teachers then there has to be clarity regarding aspects of payments, qualification and long term plan for these teachers.

Safety, security, hygiene If the training is organised outside the school, a number of management issues crop up. Management issues assume greater significance in case of residential initiatives where safety, appropriate food, hygiene, opportunities for sporting activities, etc. become important. These are important in general but become even more important in case of girls or for children with special needs. The programmes that are housed in NGO premises find it easier to address these issues although that may not necessarily be the case in every instance. The presence of a code or protocol may help in institutionalising some of the protection measures.

Engagement of stakeholders and SMCsMost NGOs implementing such programmes have adopted decentralised and broad based planning process, with some management role for various stakeholders. The community, panchayat and government authorities – all have been associated in some manner or the other. The training of SMCs assumes significance: they need to be oriented on all aspects of running special training programmes. It is important to address and build perspective on different constituting members of the SMC to drive a point and come to a consensus.

Links between management practices and curricular objectives Two clear pointers emerge: one that these issues/aspects are important and it is important to plan for all those, and two that creative involvement of children themselves in some of these can go a long way in enhancing learning time and ensuring better management. The links between management practices and curricular approaches need to be clearly understood and reflected in the strategy / plans.



The principles of equity need to guide all the processes. Involvement of children in management of the programme helps in achieving some of the curricular objectives. For instance, if all children form groups and are engaged in activities such as serving of food or cleaning the toilets or managing the library on a rotational basis, this only gives them diverse managerial experiences but also helps in countering negative experiences related with social practices of caste or gender based segregations.

Anytime admission policy: operationalisation issues The Act has made it mandatory for schools to admit children coming from special training anytime during the year. The challenge is regarding how to prepare the school for that and whether teachers are ready to accept children anytime of the year. Legal measures alone are not enough and the preparedness of the school to accept such children and facilitate their learning is also necessary.

4.5 Community engagement issues

Focus on equity and qualityCommunity awareness, involvement and mobilization is important for identification, brining children to special training centres / classes and for the emotional support that such children need before and after joining the school. The strategies for community engagement (one time as well as continuous) need to be clearly defined and the requirements for making the chosen strategy effective be clearly outlined. Community engagement strategies need to go deeper into equity (including livelihood constraints) and quality (including the language issue) so that they reinforce the curricular and management approaches.

Out of school have disproportionate representation of dalits, adivasis and girls in many places with connotations for the curricular/pedagogical as well as management approaches. “Feedback regarding mainstreaming of children from bridge course centres to formal schools is not very encouraging in a number of cases. Evidences suggest that despite attending bridge courses, socio-economic conditions and livelihood constraints continue to act as a barrier for these children in attending the school. In addition, distance from formal schools also makes it sometimes virtually impossible for the kids to continue education in the mainstream”. Working on motivation of parents is crucial for attracting and retaining out of school students in school. Exhibiting talent of students from special training school in front of the local community helps in building connect between community and school and in bringing more out of school children to school.

Community as active and effective pressure group Community is seen as an integral part of the programme in most successful cases – they are taken into confidence, they are oriented about the approach, and their life experiences provide the context for teaching. Wherever consistent and successful over a period of time, the programmes have gained tremendous community support. MVF’s case is a notable example in this context. MVF experimented with providing a lump sum of Rs 5000-50,000 to 126 School Education Committees in 9 mandals (sub-district structure) and the results were very positive in terms of judicious use of money. PTAs in these areas have emerged as strong and articulate, and often been instrumental in putting pressure on the Government for teachers and facilities. Some of them have acquired equal control on school funds and have started to demand school inspection rights; this is a sure sign of empowerment and changing accountability of the school system.

Respect, trust and contextualization Although certain principles remain the same, the actual strategy for community engagement needs to take the specific context and social-cultural milieu into account. An understanding of the



23

community is important for informing the strategy for engagement. A mix of intensive and one to one interaction over sustained period usually pays well. An important aspect of community engagement is that their identity and critical symbols should be respected and protected. This is important to build trust and develop credibility. If necessary, engaging with religious leaders to break myths and misconceptions may also be important in certain situations. That does not mean compromising with the basic principles as one objective of community mobilisation in this case would involve a change in power relations. It is also important to address diverse needs to the community and not to see education in isolation. AMIED has used Right to Information (RTI) to get information on various schemes and use that information for sensitising the community. Use of data as evidence to ask for rights and sensitize community in using the same is an effective strategy. AMIED identifies four Steps in community mobilisation: Availability, Access, Acceptability and Adaptability.

Simultaneous engagement with schoolIt is important that schools become more responsive while community is becoming more engaged. Conducive school environment is important for ensuring that children are retained. Appreciation of teachers and their efforts is also necessary for this purpose. Some experiences suggest that Organisation of special training programmes inside the school helps in greater community mobilisation, acceptance and accountability.

Model with ripple effects Some experiences indicate that creating models for the community to emulate helps in creating ripple effect and demand from the adjoining community. This means that rather then starting on a large scale it may help to start modestly first and then let the ripple effect work. Since the states now do not have the luxury of a too prolonged a process, staggering can be done in a manner that certain centre with the possibility of ripple effect are paid greater attention. In the context of scaling, it is important to distil the principles and work on scaling up rather than scaling up the details.

4.6 Budget related Issues Budget is an important aspect of such interventions. Although the per-student cost varies depending on the nature of the programme (residential or non-residential), duration, components such as teacher-pupil ratio and the intensity of technical support, one common feature has been the use of ‘volunteer teacher’, usually without any professional qualification and on low remuneration. Though both the minimum qualification and the remuneration also varied quite widely from one programme to the other, the remuneration has remained lower than that for a regular teacher in any give state at any given time. This has been true for both NGO run and state governments run programmes. The state governments obviously find it attractive to adopt and in many cases while they adopt this element, they tend to dilute many other components such as rigorous and continuous training and support to teachers, and other interventions that impact teacher motivation. Special training programmes need to learn from these experiences and take a clear position in this respect.

Other significant elements that have implications for the budget are provision for healthy food, safety, learning resources, sports, etc. these are obviously more important and expensive for residential settings. Again, the budget varies from one programme to the other but it is important to define the minimum needs that are adequate to ensure safe and healthy life, as well as to facilitate desired learning.

Once these norms are defined the required allocation can be estimated and it can be assessed whether the present SSA norm for special training is adequate or not. The budgetary provisions



made for special training may vary depending upon the need and the approach. It would be important to understand the likely financial requirements and the implications for the state government education budgets / SSA guidelines that govern such norms. Budget provisions should not determine the approach; the approach and the adequate requirements that define the approach best, should be the basis for the approach. In case of budgetary constraints, convergence with other sources rather than compromising with any basic parameters should be the strategy.

4.7 Larger Issues The discussion in the seminar brought out a few other issues which are important not only for special training but for Indian educational scene in general. These are larger issues and impact the planning of special training as well. For instance, organisation of curriculum is rigid and authoritarian, as it is based on definite time frame for one grade whereas the rhetoric of pedagogy is progressive. This may lead to inconsistency in data as well as in approaches. However, this is a contradiction most education systems in the world are facing and therefore is not unique to India.

Special training has been designed as a transitory intervention, which would not be required once all children are admitted and retained. However, that would happen only when the school develops into a real inclusive institution providing quality education to all children.



25

List of References Doosra Dashak, ‘A basic education project for adolescents in Rajasthan’: - Second decade. India International Institute for Educational Planning, newsletter, Vol. XXIV, No. 2, April-June 2006.

Child Labor Eradication Programs in Andhra Pradesh, M. Venkatarangaiya Foundation. www.ide.go.jp/English/Publish/Download/Jrp/pdf/135_7.pdf.

‘Education for street and working children in India’. UNESCO report. 2001.

Genesis: ‘Mahila Samakhya Programme’. mhrd.gov.in/sites/upload_files/mhrd/files/Genesis.pdf.

‘Impact of bridge course centres’: A report. Research & Evaluation Cell, District Project Office, Sarva Shiksha Mission, Bardhman, West Bengal. 2008.

Jagannathan, Shanti. ‘The Role of Nongovernmental Organizations in Primary Education’: A study of six NGOs in India. 2000.

Jha and Jha. ‘The evolution of Udaan’: A document of CARE India.

Mander, Harsh. ‘Living Rough Surviving City Streets’: A Study of Homeless Populations in Delhi, Chennai, Patna and Madurai for the Planning Commission of India.2009.

Nicholson, Sue. ‘Accelerated Learning in Post Conflict Settings’: A discussion paper. Save the Children US. January 31 2007.

Pandey, Nilesh. ‘Monitoring of EGS and AIE Centers’: An Analytical Report. BSPP, Patna

Ramachandran, Vimala. ‘Backward and Forward Linkages that Strengthen Primary Education’. Economic & Political Weekly, August 2006.

Ramachandran, Vimala. ‘Fostering opportunities to learn at an accelerated pace: Why do girls benefit enormously?’ Working Paper, UNICEF. 2004.

Ranganathan, Namita. ‘Towards the Psychosocial Empowerment of Adolescent Girls’: An Impact Study of Udaan, Vol.1. 2005.

Sabates, Ricardo and Hunt, Frances. ‘School Dropout: Patterns, Causes, Changes and Policies’. Background paper prepared for the Education for All Global Monitoring Report 2011: The hidden crisis: Armed conflict and education. July 2010.

Sachdeva, Suman and etal. ‘Girls Primary education Project’: Final Evaluation Report, CARE India. December 2002.

Sandhan. ‘Annual Report’. 2009-10.

Sarva Shiksha Abhiyan, ‘Framework for implementation’: A publication of Department of School Education & Literacy, Ministry of Human Resource Development, Government of India. March 2011.

‘Report of the committee on implementation of The right of children to free & compulsory Education act, 2009 and the resultant Revamp of Sarva Shiksha Abhiyan’: Ministry of Human Resource Development, Government of India. April 2010.

Sen, Ruchira. ‘Education for Women’s Empowerment’: An Evaluation of the Government run Schemes to educate the girl child, CCS Working Paper no. 183.

Shirname, Sangeeta. Workshop on “Advancing social well-being and gender equity in a globalizing world: Dialogue between India and Finland” at Helsinki, 27-28 November, 2007. Indic Society for Education and Development (INSEED), Nashik, India.



Bhattacharjea, Suman. Wadhwa, Wilima. Banerji, Rukmini. ‘Inside Primary Schools’: A study of teaching and learning in rural India. ASER. October 2011.

Plan India. ‘Responding to the needs of Out of Schools Adolescents’: Experiences of South Asian Countries, A Workshop report. 2011.

Social & Rural Research institute, IMRB. ‘All India Survey of out of School Children of Age 5 & 6-13 Years Age Group’: Department of Elementary Education & Literacy, Ministry of Human resource Development, Government of India. November, 2009.

www.doosradashak.in/vol.1 issues 5-6 /2011.

CHALLENGES AND THE EMERGING COMMON PRINCIPLES: A SUMMARY 27


Challenges and the Emerging Common Principles: A Summary

Themes and Challenges Emerging Principles

Rationale for age appropriate schooling and appropriateness of special training

Rationale for promoting age-grade appropriate training

Usage of accelerated curriculum till what level?

Children continue to learn in any situation (whether in school or • outside) after maximum brain growth period i.e upto age 8 as per the developmental theories.

Older children tend to learn fast when combination of learning experiences • along with considering and including their experiences out-side school is practiced.

Learning at faster pace happens when interact and learn with peers •

Need for designing the holistic curriculum to address cognitive, co-cognitive • and developmental aspects

Considering the nature of expectations and subject –wise competencies • to be developed at upper primary level it is appropriate to provide special training till grade V only.

Very compressed curriculum may act as catalyst for dropping out.•

The Act allows flexibility for older age children complete elementary education • and therefore, after grade V they should go through regular schooling.

Numbers and spread/ access

Number of out of school children vis a vis their age group and geographical locations

Definition of out of school and estimating numbers

If the number is large and spread not as wide then non-residential setting • outside the school is suitable

If the number is small, non-residential special training inside the school may be • most appropriate

Special training in residential manner is appropriate if number is widely • spread and difficult to organise at every school from the point of view of management issues.

Need to define at what stage of non-attendance a child can be considered as • ‘drop out’ especially to clear the confusion of those who are on school rolls but not attending.

In order to bring out of school children in the ambit of education, it is • significant to look at the nature and quality of support provided to children in special training centres for better continuation in formal schools.

28CHALLENGES AND THE EMERGING COMMON PRINCIPLES: A SUMMARY



Need for child tracking

Combination of factors viz, low pupil teacher ratio, engaging community • contact, focus on social learning that helps in raising confidence and high level of academic learning, matter in raising the credibility and manifesting itself into higher demand for such services.

Regular tracking is important depending upon the size and nature of the • problem

Tracking should be at the lower unit level and data should be maintained • in a very simple manageable format to ensure greater institutional responsibility and allows community monitoring

To track the migrant children, provision of smart cards may be a good • alternative as being practiced by few states. Convergence between the various departments to track and retain children is important.

To identify and track children in metro/urban areas is much complex • to keep in view the heterogeneous nature of population, their spread/scattered locations, invisibility and vulnerability due to number of causes. Strategy like combination of census method and validating trough sample survey works. Besides drawing census road map of each area and deciding the survey timings helps in better planning and execution

For the large survey- following may be useful;•

- Interdepartmental convergence

- Involve senior level functionaries for seriousness and accountability

- Involving police department in identifying street children

- Categorisation of children for better mapping

Curricular Issues

What should be the curricular / pedagogical approaches to take note of the varied / diverse needs of children?

How to shorten and contextualize these into accelerated learning package?

Urban areas

What kind of teaching methods and learning materials to be used

A qualitatively different approach based on normative framework with • empowerment as their central theme found successful to bring the children who were never part of formal schooling. This holistic approach is a combination of cognitive and co-cognitive aspects. An important aspect in this respect is the need for addressing equality and justice through the curriculum.

It is significant to consider the child’s previous/existing knowledge, as it is • relevant in contextualising the curriculum.

The needs of children are defined by their age and hence intervention • should acknowledge it and design activities accordingly. Older age children need to know the rationale of the activities and hence accordingly. Introduce them to letter, numeracy and other subjects through critical and reflective pedagogy.

Same principles need to be followed appropriately taking local situation • into account for the children in the urban areas.

Such methods that promote building self esteem through positive • motivation, use small group, peer and paired discussion, apply child to child approach, dialogic and interactive teaching with a focus on self learning, and use associative learning are helpful in facilitating faster and substantive learning.

Maximisation of learning time by creatively using a variety of opportunities • is crucial for such special training.

CHALLENGES AND THE EMERGING COMMON PRINCIPLES: A SUMMARY 29



What is the minimum duration of training required?

How to decide when it would be suitable to mainstream the child in the age appropriate class?

What will be the strategies to ensure smooth transition of children from special training to regular school?

With respect to the duration required as per the mode of special training, • residential settings have space for longer time for learning experiences non-residential settings will require longer duration.

Creative use the existing / previous knowledge of the learner will assist in • reducing the requirement of time-period.

The emphasis on vertical and horizontal linkages across and within • disciplines helps.

Need to emphasise the holistic development of the child rather than the • scholastic achievement alone.

At initial states, oral assessment plans play an important role in building • confidence and in allowing gauging progress.

• Individual assessment of progress followed by individual level education planning is desirable

• Involvement of children with teachers is equally important in assessment process

• Evaluation strategies need to be integral part of the curricular approach

• Skilled volunteers and receptive teachers are required to facilitate smooth transition. Besides blend of tactics need to be adopted.

• Proper coordination between school teachers and teachers engaged in special training is required along with adequate training for better adjustment especially in case where special training is being orgnasied within the school premise.

School and Teacher related issues

Who would teach these students; regular teachers or additional teachers?

Training requirements for teachers?

Rapport with the community and an appreciation of the child’s background • is critical.

Less qualified teachers need continuous technical support and guidance in • ensuring higher quality learning.

Teacher training to cover all aspects including curricular/pedagogical, • psycho-social, management and community related skills.

In case school teachers are helping those engaged in special training, • training/re-orientation of school teachers is essential to help them in making school an inclusive institution.

Socio-psycho support to children

Who is responsible for providing socio-psycho support and what kinds of competencies would be required for such persons?

If teachers are expected to provide this support, this aspect also needs to • be included in the training and support that they receive.

Counselling, individual and group therapy usually critical for street and • urban deprived children

Psycho socio support requires persistent and long-term inputs with a • connotation to keep in mind that every child has her/his own pace for learning.

In conflict situations, teachers would require as much psycho-social support • as the learner. A response mechanism needs to be the part of the whole approach

Social or Life skill component of the curriculum should help to promote • protective factors, which cushion children from risks.

While providing specialised psycho-social support, a number of elements • can be in-built in the curricular approach itself for eg gender equity.

30CHALLENGES AND THE EMERGING COMMON PRINCIPLES: A SUMMARY



Management issues

Who will provide the special training and where?

Safety, security, hygiene issues

Links between management and curricular approaches

Capacities of the SMCs

Anytime admission policy – how to prepare school for that?

Location of the special training centres depends on the number of out of • school children, their distribution across age, availability and willingness of teachers and several other factors.

If the special training is organised in school then decision regarding pre or • post school hours are important.

Space also needs to be taken into account if number of out of school • children is big.

Rather than starting on a large scale it may help to start modestly first and • then let the ripple effect work

Safety, security and issues related to hygiene need to be addressed, • especially for children who are more vulnerable, e.g. girls and children with special needs.

The presence of a code or protocol may help in institutionalising some of • the protection measures.

The links between management practices and curricular approaches need • to be clearly understood and reflected in the strategy / plans

Creative involvement of children in management can go a long way in • enhancing learning time and ensuring better management

Decentralised and broad based planning process would help in dealing with • management issues and to engage SMCs and other stakeholders

The training of SMCs assumes significance: they need to be oriented on all • aspects of running special training programmes.

Legal measures alone are not enough and the preparedness of the school • to accept such children and facilitate their learning is also necessary.

Community engagement issues

What would be the strategies for mobilizing community

Community engagement strategies need to go deeper into equity • (including livelihood constraints) and quality (including the language issue) so that they reinforce the curricular and management approachesWorking on motivation of parents is crucial for attracting and retaining out • of school students in school Exhibiting talent of students from special training school in front of the • local community helps in building connect between community and school and in bringing more out of school children to schoolEmpower and use community as active and effective pressure group• An understanding of the community is important for informing the strategy • for engagementCommunity’s identity and critical symbols should be respected and • protected to build trust and develop credibilityThe most crucial thing is to address diverse needs to the community and • not to see education in isolationSchools need to become more responsive while community is becoming • more engaged

Budget related issues The budgetary provisions made for special training may vary depending • upon the need and the approach

Budget provisions should not determine the approach; the approach and • the adequate requirements that define the approach best, should be the basis for the approach.

In case of budgetary constraints, convergence with other sources rather • than compromising with any basic parameters should be the strategy

AGENDA OF THE SEMINAR 31


Agenda of the Seminar

International Seminar

“AGE & GRADE APPROPRIATE TRAINING TO PREPARE OUT-OF-SCHOOL CHILDREN FOR SCHOOLING: ISSUES AND CHALLENGES”

Dates: 3rd-5th July, 2012

Venue: Gulmohur Hall, India Habitat Centre, New DelhiJointly Organised by: CARE India, Stockholm University and UNESCO

Day I – 3rd July, 2012

8.30- 9.30 AM Registration

Time Session Deliberations

9.30-11.45 AM Inaugural Session

Welcome: Ms Andrea Rodericks, Executive Director, Program Quality & Learning, CARE India

Setting the context: Dr Suman Sachdeva, Technical Director, GEP, CARE India

Lighting the lamp:

Key note address: Dr. Shanta Sinha, Chairperson, NCPCR, Government of India

Address: Ms Iskra Panevska, UNESCO

Presentation: Professor Vinayagum Chinapah, Institute of International Education, Department of Education, Stockholms University

Introduction to the Seminar: Dr Jyotsna Jha

11:45-12:00 PM Tea Break

12:00-13:30 PM

Technical Session I:

Why age & grade appropriate education?

Chair: Shri Vinod Raina, BGVS

Presentation 1: Prof. Venita Kaul, Chairperson -CECED, Ambedkar University, Delhi

Presentation 2: Shri Rohit Dhankar, Professor -Ajim Premji University and Digantar, Rajasthan

Discussion

32 AGENDA OF THE SEMINAR


13:30-14:30 PM Lunch break

14.30-15.30 PM

Technical Session II:

Challenges and issues in implementing age & grade appropriate special training

Chair: Ms Dipta Bhog, Nirantar

Presentation 1: Dr. Jyotsna Jha Discussion

15.30-15.45 PM Tea Break

15:45-17:30 PM

Technical Session III:

Identification & Mapping of Out of School Children: Possible Approaches

Chair: Professor Nalini Juneja, NUEPA

Presentation 1: Shri A Mohammed Aslam, SPD-SSA, Tamilnadu

Presentation 2: Ms. Resmi Bhaskaran, Save the Children and IHD

Discussion

Day II - 4th July, 2012

9.30-11.45 AM

Technical Session IV:

Curricular and Teacher related Issues: Lessons from a few contemporary experiences

Chair: Shri Rohit Dhankar, Professor -Ajim Premji University and Digantar, Rajasthan

Presentation 1: Ms. Renu Bala Choudhary SCERT, Rajasthan and Mr Harish, Bodh (joint presentation)

Presentation 2: Dr. Suman Sachdeva and Ms Seema Rajput, Girls’ Education Program, CARE India

Presentation 3: Dipta Bhog, Nirantar

Discussion

11.45-12.00 AM Tea Break

12:00-13: 30 PM

Technical Session V: Management of Special Training Programmes: Lessons from two large scale initiatives

Chair: Dr Jyotsna Jha

Presentation 1: Ms Kalpana, SSA-Haryana

Presentation 2: Shri R. Venkat Reddy, MVF, Andhra Pradesh

Discussion

13.30-14.30 PM Lunch break

14.30- 5:00 PM

Technical Session VI:

Engaging Community: Lessons from a few contemporary experiences

Chair: Dr Sharda Jain, Sandhan Society for education & Development, Jaipur, Rajasthan

Presentation 1: Ms. Sumi Bor Thakor, SSA- Assam

Presentation 2: Mr. Noor Mohhamad, AMIED- Alwar, Rajasthan

Discussion

5:00-5:30 PM Tea Break

AGENDA OF THE SEMINAR 33


Day III – 5th July 2012

9:30-11.00 AM

Technical Session VII:

How to address the psycho-social support needs of children in Special Training Programmes?

Chair: Dr. Anita Singh Priyadarshini, IGNOU

Presentation 1: Dr Vandana Kapur, VIMHANS, New Delhi

Presentation 2: Mr. Sanjeev Rai, Save the Children

Discussion

11:00-11:15 AM Tea break

11:15-11:45 AM

Presentation by UNICEF based on findings of National Consultation on Special Training in Jaipur, Rajasthan

Chair: Dr Sharda Jain, Sandhan, Jaipur, Rajasthan

Presentation: Ms Urmila Sarkar, UNICEF

11.45-13.00 PMConcluding Session

Address: Mr. Shigeru Aoyagi, Director UNESCO

Way Forward: Dr. Jyotsna Jha

Vote of Thanks: Dr Suman Sachdeva, Technical Director, CARE India

13.00-14.00 PM Lunch break

34 PARTICIPANT LIST


Part

icip

ant Li

st

Sl.

No

.N

ame

of

Pa

rtic

ipan

ts

Des

ign

atio

nO

rgan

isa-

tio

nLo

cati

on

Co

nta

ct D

etai

ls

Emai

l id

Cat

ego

ryM

ob

ile N

o

1Pr

of. S

hant

a Si

nha

Cha

irper

son,

N

CPC

R, G

ovt

of In

dia

MH

RDD

elhi

Off

ice

Phon

e N

o:

0112

3731

583,

237

3158

4 Em

ail I

d: s

hant

ha.

sinh

a@ni

c.in

Del

egat

e

2M

r. A

dil R

ashe

edTS

GD

elhi

Sr c

onsu

ltant

, TSG

-SSA

-RTE

, Ba

rakh

amba

Roa

d, N

ew

Del

hi,

Emai

l Id:

adi

ltsg@

gmai

l.co

mPa

rtic

ipan

tM

obile

: 09

9110

1441

4,

3M

r. A

jay

Kum

arC

hief

co

nsul

tant

TSG

Del

hiTS

G-S

SA-R

TE, B

arak

ham

ba

Road

, New

Del

hiEm

ail i

d:aj

ay.s

sa@

gmai

l.co

mPa

rtic

ipan

t

4Sm

t V

. Ush

a Ra

niSt

ate

Proj

ect

Dire

ctor

Stat

e G

ovt

And

hra

Prad

esh

Rajiv

Vid

hya

Mis

sion

(S

SA),

S.I.E

.M.A

.T.

Build

ing

in t

he p

rem

ises

of

S.C

.E.R

.T. c

ampu

s, O

pp.

to L

al B

ahad

ur S

tadi

um,

Hyd

erab

ad –

500

001,

Tel

.: 04

0-23

2435

25 (d

irect

)

usha

kunc

hipa

rti@

gmai

l.co

mPa

rtic

ipan

tM

obile

: 08

9781

7744

9

5D

r. P

. Bra

man

anda

Ra

oA

ddito

nal S

PD,

SSA

Stat

e G

ovt

And

hra

Prad

esh

Rajiv

Vid

hya

Mis

sion

(S

SA),

S.I.E

.M.A

.T.

Build

ing

in t

he p

rem

ises

of

S.C

.E.R

.T. c

ampu

s, O

pp.

to L

al B

ahad

ur S

tadi

um,

Hyd

erab

ad –

500

001

srav

anbr

ahm

a@gm

ail.

com

Part

icip

ant

6M

r. R

akes

h D

ubey

Stat

e G

ovt

Mad

hya

Prad

esh

SSA

, Mad

hya

Prad

esh,

Raj

ay

Shik

sha

Ken

dra

Emai

l id:

rg

psm

@si

fy.c

om

Pa

rtic

ipan

tM

obile

No:

94

2502

6107

PARTICIPANT LIST 35


Sl.

No

.N

ame

of

Pa

rtic

ipan

ts

Des

ign

atio

nO

rgan

isa-

tio

nLo

cati

on

Co

nta

ct D

etai

ls

Emai

l id

Cat

ego

ryM

ob

ile N

o

7M

s. K

alpa

naSP

. Trg

Coo

rSS

AH

arya

yna

HSS

PP,

Sec

tor

- 5,

3 &

4

Floo

r -

Panc

hkul

a, H

arya

na

Emai

l id:

pe

dago

gybr

anch

@gm

ail.c

omPa

rtic

ipan

tM

obile

: 09

3574

4513

0

8M

r. R

P Pu

nia

DIE

TG

urga

onH

arya

yna

DIE

T, S

CER

T, G

urga

on

Har

yana

poni

a69@

gmai

l.com

Part

icip

ant

Mob

ile:

0921

2221

241

9M

r. M

anoj

K

aush

ikSC

ERT

Gur

gaon

Har

yana

SCER

T, H

arya

na

O

pp. P

anch

ayat

Bha

wan

,

So

hna

Road

, Gur

gaon

man

oj_k

aush

ik61

71@

yaho

o.co

m

10D

r. K

rishn

a K

umar

iSS

AK

uruk

shet

raH

arya

yna

drkr

ishn

alal

it@gm

ail.

com

Part

icip

ant

0829

5910

144,

09

8962

9011

0

11M

r. S

unil

Mis

hra

Spec

ial

Trai

ning

C

oord

inat

ior

Stat

e G

ovt

Cha

ttis

garh

SCER

T, S

hank

ar N

agar

, Ra

ipur

, Cha

ttis

garh

suni

lmsh

r5@

gmai

l.com

Part

icip

ant

Mob

ile:

9407

7339

79

12M

r. H

are

Ram

Sh

arm

aSt

ate

Gov

tC

hatt

isga

rhSS

A S

PO, R

KSM

C

hatt

isga

rh, R

aipu

r

Emai

l id:

har

eram

.rg

sm@

gmai

l.com

, ha

rera

msh

arm

a.rg

sm@

gmai

l.com

Del

egat

eM

obile

: 78

9890

3404

13M

s. S

umi

Bort

haku

rSS

AG

uwah

ati,

Ass

amK

ahili

para

, Guw

ahat

i - 7

81

019

A

ssam

E-m

ail:

cons

ulta

ntas

ssa@

gmai

l.co

m b

orth

akur

sum

i@ya

hoo.

com

Del

egat

eM

obile

: 09

7070

5203

2

14M

r. L

.K. D

asSr

Lec

ture

rSC

ERT

Guw

ahat

i,

A

ssam

Kah

ilipa

ra, G

uwah

ati -

781

01

9

Ass

amda

slak

shm

ikan

ta@

gmai

l.com

Del

egat

eM

obile

: 09

4353

4521

5

15M

s. R

enu

Bala

C

houd

hary

Sr L

ectu

rer

SIER

TRa

jast

han

SIER

T, 1

11, S

ahel

i Mar

g,

Uda

ipur

, Raj

asth

anE-

mai

l: re

nusi

ert@

gmai

l.co

mD

eleg

ate

Mob

ile N

o:

9414

7366

79

36 PARTICIPANT LIST


Sl.

No

.N

ame

of

Pa

rtic

ipan

ts

Des

ign

atio

nO

rgan

isa-

tio

nLo

cati

on

Co

nta

ct D

etai

ls

Emai

l id

Cat

ego

ryM

ob

ile N

o

16M

oham

ad A

slam

SP

DSt

ate

Gov

tTa

miln

adu

044-

2827

8068

(Dire

ct),

044-

2824

1504

, 044

-28

2537

09, 0

44-2

8261

242

(Fin

ance

)

Emai

l Id:

spd

_ssa

tn@

yaho

o.co

.inD

eleg

ate

17M

s. K

. Sha

shik

ala

Join

t D

irect

orSt

ate

Gov

tTa

miln

adu

Del

egat

eM

obile

: 97

8885

0744

18A

. Kar

thik

eyan

,BT

Ass

ista

ntSt

ate

Gov

tTa

miln

adu

SSA

, SPD

, Che

nnai

,

Tam

ilnad

u

osc_

ssat

n@ya

hoo.

com

lokj

an20

07@

rdiff

mai

l.co

mD

eleg

ate

Mob

ile:

0969

8925

559,

09

7888

5074

4

19K

. Pra

bhak

aran

Proj

ect

Engi

neer

Stat

e G

ovt

Tam

ilnad

uM

IT, A

nna

Uni

vers

itypr

apak

aran

@au

.kbc

.org

Del

egat

eM

obile

: 09

0806

3385

5

20M

r. V

inod

Rai

naBG

VS

Bhop

alBG

VS,

YW

A H

oste

l No.

-2,

G

-Blo

ck, S

aket

N

ew D

elhi

– 1

10 0

17

Emai

l id:

vin

odra

ina@

gmai

l.com

Mob

ile:

9810

0983

07

21M

r. N

oor

Moh

amm

adA

MIE

DA

lwar

Mai

n Ro

ad K

alan

Kua

n,

infr

ont

of J

ain

Man

dir,

A

lwar

, Raj

asth

an,

Ph:0

144-

2702

953

Emai

l id:

am

iedn

oor@

gmai

l.com

; am

ied_

alw

@re

diff

mai

l.com

Del

egat

eM

obile

: 09

4133

0474

6

22M

r. R

. Ven

kat

Redd

yM

VF

Hyd

erab

ad

MV

Fou

ndat

ion

flat

no.

201,

Nar

ayan

Apa

rtm

ents

, M

arre

dpal

ly (W

est)

, Se

cund

erab

ad-5

0002

6.

ph n

o- 0

40-2

7808

808

Emai

l id:

mvf

indi

a@gm

ail.c

omM

obile

: 09

9498

6551

6

PARTICIPANT LIST 37


Sl.

No

.N

ame

of

Pa

rtic

ipan

ts

Des

ign

atio

nO

rgan

isa-

tio

nLo

cati

on

Co

nta

ct D

etai

ls

Emai

l id

Cat

ego

ryM

ob

ile N

o

23Sh

ri Ro

hit

Dha

nkar

Dig

anta

rJa

ipur

Secr

etar

y, D

igan

tar

Shik

sha

Evam

Khe

lkud

Sa

miti

To

di R

amja

njip

ura,

Kho

N

agor

iayn

Roa

d Ja

gatp

ura,

Jai

pur

- 46

2 01

6 Ra

jast

han,

Indi

a

Emai

l: 'r

dhan

kar@

diga

ntar

.org

'D

eleg

ate

Mob

ile N

o-

0994

5733

991,

24M

r. P

raso

on

Kum

arV

idya

Bh

awan

Uda

ipur

Emai

l id:

pra

soon

@vi

dyab

haw

an.o

rgPa

rtic

ipan

t

25M

s. S

hara

da J

ain

Dire

ctor

Sand

han

Jaip

ur

SAN

DH

AN

, Soc

iety

for

St

udy

of E

duca

tion

&

Dev

elop

men

t, D

-9, D

ev

Nag

ar, N

ear

Com

mun

ity

Cen

tre,

Opp

. Kam

al

& C

ompa

ny, T

onk

Road

, Jai

pur-

3020

18.

IND

IA, T

elep

hone

- 01

41-2

7090

20, 0

141-

2703

157,

Del

hi A

ddre

ss-

164,

Gol

f Li

nks

near

to

IHC

Emai

l id:

san

dhan

@da

taon

e.in

, san

dhan

.in

@gm

ail.c

om,

gang

wal

sj@

gmai

l.com

Part

icip

ant

Mob

ile:

0982

90 6

3487

26M

s. S

hilp

Shi

kha

NEG

- FI

RED

elhi

NEG

-FIR

E, A

-1, 3

rd F

loor

, Sa

rvod

aya

Encl

ave,

Beh

ind

Mot

her'

s In

tern

atio

nal

Scho

ol, N

ew D

elhi

-110

016,

Ph

one:

(011

) 652

6570

| Te

lefa

x: (0

11) 2

6526

570,

Emai

l id:

res

earc

h@ne

gfire

.org

,

sh

ilpsh

ikha

@re

diff

mai

l.co

m

Part

icip

ant

Mob

ile:

0991

0030

940

27M

s. S

hubr

a C

hakr

abor

tyV

ikra

msh

ilaK

olka

ta

256B

Prin

ce A

nwar

Sh

ah R

oad,

Kol

kata

70

0045

,Wes

t Be

ngal

, In

dia,

Ph-

(033

) 242

2 91

24

Emai

l id:

info

@vi

kram

shila

.org

Part

icip

ant

38 PARTICIPANT LIST


Sl.

No

.N

ame

of

Pa

rtic

ipan

ts

Des

ign

atio

nO

rgan

isa-

tio

nLo

cati

on

Co

nta

ct D

etai

ls

Emai

l id

Cat

ego

ryM

ob

ile N

o

28M

s. T

asne

em

Sulth

ana

APD

Mah

ila

Sam

akhy

a So

ciet

y

And

hra

Prad

esh

And

hra

Prad

esh

Mah

ila

Sam

atha

Soc

iety

, (M

ahila

Sa

mak

hya

Proj

ect

of

GO

I), 1

2-13

-485

/5,

Nag

arju

na N

agar

, Tar

naka

, Se

cund

erab

ad -

500

001

7,

And

hra

Prad

esh,

Indi

a.

Phon

e: +

91 4

0 27

15 0

233,

Te

l/Fax

: +91

40

2715

055

7

Emai

l id:

info

@ap

mss

.or

g, a

pmss

_ms@

yaho

o.co

.inPa

rtic

ipan

t

29M

s. R

anja

naA

zim

Pre

mji

Foun

datio

nD

elhi

Azi

m P

rem

ji Fo

unda

tion,

N

S-5,

str

eet

F-9,

Vas

ant

Vih

ar, N

ew D

elhi

- 11

0057

Emai

l id:

aja

y@az

impr

emjif

ound

atio

n.or

gPa

rtic

ipan

tM

obile

: 09

8739

3803

9

30M

r. V

. V

enka

tara

man

aA

ga K

han

Foun

datio

nD

elhi

Aga

Kha

n Fo

unda

tion

(Indi

a), S

aroj

ini H

ouse

, 2nd

flo

or, 6

, Bha

gwan

Das

s Ro

ad, N

ew D

elhi

110

001,

IN

DIA

, Tel

: (11

) 237

8217

3,

Fax:

(11)

237

8217

4

Emai

l id:

ve

nkat

aram

ana@

akdn

or

gPa

rtic

ipan

t

31Ta

hsee

n A

lam

Sahi

ksha

K

a H

aq

Abh

iyaa

n,

MH

RD

Del

hiTS

G, M

HRD

Bara

kham

ba R

oad,

New

D

elhi

tahs

een.

alam

@gm

ail.

com

Part

icip

ant

Mob

ile:

0981

1578

908

32M

s. P

arul

Gup

taRi

ght

To

Educ

atio

nD

elhi

Righ

t To

Edu

catio

n Fo

rum

53

, Lod

hi E

stat

e, N

ew D

elhi

gu

ptap

arul

009@

gmai

l.co

mPa

rtic

ipan

tM

obile

: 09

9908

6278

0

33M

s. S

hrey

a Ba

ruah

Save

The

C

hild

ren

Del

hi

Save

the

Chi

ldre

n, B

al

Raks

ha B

hara

t, 3

rd F

loor

, V

ardh

aman

Tra

de C

entr

e,

9-10

-11

Neh

ru P

lace

, New

D

elhi

- 1

1001

9, In

dia,

Tel

: (+

91) 1

1 42

29 4

900,

Fax

: (+

91) 1

1 42

29 4

990

s.ba

ruah

@sa

veth

echi

ldre

n.in

Part

icip

ant

Mob

ile:

0995

3977

985

PARTICIPANT LIST 39


Sl.

No

.N

ame

of

Pa

rtic

ipan

ts

Des

ign

atio

nO

rgan

isa-

tio

nLo

cati

on

Co

nta

ct D

etai

ls

Emai

l id

Cat

ego

ryM

ob

ile N

o

34N

adin

e Sc

hulp

pU

NES

CO

Del

hiU

NES

CO

Safd

arju

ng E

ncla

ve, B

5/29

,

New

Del

hi -

110

016

n.sc

huep

pa@

unes

co.o

rgPa

rtic

ipan

tM

obile

: 09

8389

6607

1

35M

r. N

avin

Kum

ar

Roy

Bal M

ahila

K

alya

nD

elhi

Vik

as A

shra

m, M

ircha

ibar

i K

atih

ar (O

ldcr

oss

Col

ony)

K

atih

ar, B

ihar

bmk_

katih

ar@

redi

ffm

ail.

com

Part

icip

ant

Mob

ile:

0993

1890

000

36M

s. D

ipta

Bho

gN

irant

arD

elhi

B-64

, Sar

voda

ya E

ncla

ve,

New

Del

hi -

110

017

nira

ntar

.mai

l@gm

ail.

com

Part

icip

ant

Mob

ile:

0989

1400

302

37A

mr.

Arv

ind

Sing

hPA

RAS

Del

hi10

A, G

oyla

Vih

ar, N

ew

Del

hipa

rasi

ndia

.07@

gmia

l.co

mPa

rtic

ipan

tM

obile

: 08

7653

4879

0

38M

s. R

ashm

i Sin

haA

ga K

han

Foun

datio

nD

elhi

E-9,

Vas

ant

Vih

ar, N

ew

Del

hi

rash

mi.s

inha

@ya

hoo.

com

Part

icip

ant

Mob

ile:

0886

0025

214

39M

aya

K. R

aoV

ism

ayah

D

ram

a in

cl

assr

oom

Del

hiA

-30,

Frie

nds

Col

ony,

New

D

elhi

- 1

10 0

65m

ayam

aze@

gmai

l.com

Part

icip

ant

Mob

ile:

0981

8324

311

40M

s. T

aman

na

Chh

abra

VIM

HA

NS

Del

hi1,

Inst

itutio

nal A

rea,

Neh

ru

Nag

ar, N

ew D

elhi

ta

man

na26

@gm

ail.c

omD

eleg

ate

Mob

ile:

0981

1997

057

41M

s. V

anda

na

Kap

urV

IMH

AN

SD

elhi

1, In

stitu

tiona

l Are

a, N

ehru

N

agar

, New

Del

hi

vand

ana2

911@

gmai

l.co

mD

eleg

ate

Mob

ile:

0958

2299

575

42M

r Sa

njee

v Ra

iSC

FD

elhi

Save

the

Chi

ldre

n, B

al

Raks

ha B

hara

t, 3

rd F

loor

, V

ardh

aman

Tra

de C

entr

e,

9-10

-11

Neh

ru P

lace

, New

D

elhi

- 1

1001

9, In

dia,

Te

l: (+

91) 1

1 42

29 4

900,

Fa

x: (+

91) 1

1 42

29 4

990

Emai

l id:

info

@sa

veth

echi

ldre

n.in

Part

icip

ant

40 PARTICIPANT LIST


Sl.

No

.N

ame

of

Pa

rtic

ipan

ts

Des

ign

atio

nO

rgan

isa-

tio

nLo

cati

on

Co

nta

ct D

etai

ls

Emai

l id

Cat

ego

ryM

ob

ile N

o

43M

s. R

esm

i Bh

aska

ran

SCF

Del

hi

Save

the

Chi

ldre

n, B

al

Raks

ha B

hara

t,3r

d Fl

oor,

V

ardh

aman

Tra

de C

entr

e,9-

10-1

1 N

ehru

Pla

ce,N

ew

Del

hi -

110

019,

Indi

a,Te

l: (+

91) 1

1 42

29 4

900,

Fax:

(+

91) 1

1 42

29 4

990

r.bh

aska

ran@

save

thec

hild

ren.

in

Part

icip

ant

Mob

ile:

0991

0330

572

44D

r. S

riniv

as r

aoA

ssoc

iate

Pr

ofes

sor

JNU

Del

hi

Zaki

r H

ussa

in C

entr

e fo

r Ed

ucat

iona

l Stu

dies

, Sch

ool

of S

ocia

l Sci

ence

s, J

NU

, N

ew D

elhi

-49

Emai

l Id:

srin

ivas

.zhc

es@

gmai

l.com

Del

egat

eM

obile

: 09

9105

1255

3

45Pr

of S

.C.

Pani

grah

iPr

ofes

sor

and

Hea

dC

ASE

, V

adod

ara

Vad

odar

a

Cen

tre

of A

dvan

ced

Stud

y in

Edu

catio

n, F

acul

ty o

f Ed

ucat

ion

and

Psyc

holo

gy,

The

M.S

. Uni

vers

ity o

f Ba

roda

, Vad

odar

a- 3

90 0

2

Emai

l id:

pan

igra

hi24

@gm

ail.c

omPa

rtic

ipan

t

46D

r. A

nita

Pr

iyad

arsh

ani

Dire

ctor

IGN

OU

Del

hiD

SA-

SSA

, IG

NO

U, M

aida

n G

arhi

, New

Del

hi

Emai

l id:

an

itapr

iyad

arsh

ini@

igno

u.ac

.inPa

rtic

ipan

tM

obile

: 09

8102

7520

4

47D

r. S

aile

ja

Che

nnat

CIE

Del

hiD

epar

tmen

t of

Edu

catio

n,

33 C

hhat

ra M

arg,

Del

hi

Uni

vers

ity, D

elhi

110

007

Emai

l id:

sch

en19

58@

gmai

l.com

Part

icip

ant

Mob

ile:

0921

2084

266

48M

s. P

uspa

Man

dal

Ass

ocia

te

Prof

esso

r,

Elem

enta

ry

Educ

atio

n

NC

ERT

Del

hi

Dep

artm

ent

of E

duca

tion

Stud

ies,

NC

ERT,

Shr

i A

urib

indo

Mar

g, N

CER

T,

New

Del

hi-

16

push

pam

anda

l@ya

hoo.

co.in

Part

icip

ant

Mob

ile:

0783

8053

132

PARTICIPANT LIST 41


Sl.

No

.N

ame

of

Pa

rtic

ipan

ts

Des

ign

atio

nO

rgan

isa-

tio

nLo

cati

on

Co

nta

ct D

etai

ls

Emai

l id

Cat

ego

ryM

ob

ile N

o

49M

s. N

idhi

Gul

ati

DU

Del

hi

DEE

, Ins

titut

e of

Hom

e Ec

onom

ics

& T

SG f

or D

OSC

F-

4, H

auz

Kha

s En

clav

e,

Del

hi U

nive

rsity

, New

Del

hi

- 11

0 01

6

Emai

l id

nidh

i.a.g

ulat

i@gm

ail.c

omPa

rtic

ipan

tM

obile

: 09

9710

6799

9

50D

r. J

yots

na J

haD

irect

orC

BPS

Bang

alor

e49

8, 6

th A

Mai

n RM

V

Seco

nd S

tage

Ba

ngal

ore

Emai

l id:

jyoj

ha@

gmai

l.co

mD

eleg

ate

51M

r. R

amak

ant

Rai

Con

veno

r N

CE

Del

hi

Nat

iona

l Coa

litio

n fo

r Ed

ucat

ion,

41, I

nstit

utio

nal

Are

a, D

-Blo

ck, P

h: 9

1-11

-285

2685

1 Fa

x: 0

11-

2852

5271

Ja

nakp

uri,

New

Del

hi –

110

05

8

Emai

l id:

nce

indi

a@gm

ail.c

omPa

rtic

ipan

t

52M

s. N

oopu

r Si

ngh

Rese

arch

and

do

cum

enta

tion

cum

cap

acity

bu

ildin

g of

ficer

NC

ED

elhi

Nat

iona

l Coa

litio

n fo

r Ed

ucat

ion,

41, I

nstit

utio

nal

Are

a, D

-Blo

ck, P

h: 9

1-11

-285

2685

1 Fa

x: 0

11-

2852

5271

Ja

nakp

uri,

New

Del

hi –

110

05

8

noop

urnc

e@gm

ail.c

omPa

rtic

ipan

t

53M

r. A

mbr

ish

Rai

Con

veno

rC

SDD

elhi

RTE

Foru

m, S

angh

a Ra

chna

53

, Lod

i Est

ate

Emai

l id:

am

b185

7@gm

ail.c

omPa

rtic

ipan

t

54M

r. R

akes

hSR

FFD

elhi

Sri R

am F

ound

atio

n

Bl

ock-

C, S

ecto

r-45

, G

urga

on

Emai

l Id:

rak

esh.

a@sr

f.co

mPa

rtic

ipan

t

42 PARTICIPANT LIST


Sl.

No

.N

ame

of

Pa

rtic

ipan

ts

Des

ign

atio

nO

rgan

isa-

tio

nLo

cati

on

Co

nta

ct D

etai

ls

Emai

l id

Cat

ego

ryM

ob

ile N

o

55D

r. Y

. Sur

esh

Redd

yD

irect

orSR

FFD

elhi

Sri R

am F

ound

atio

n

Bl

ock-

C, S

ecto

r-45

, G

urga

onsu

resh

.red

dy@

srf.

com

Part

icip

ant

Mob

ile:

0971

7002

087

56M

s. S

angi

ta D

eyD

FID

Del

hi

DFI

D In

dia,

Brit

ish

Hig

h C

omm

issi

on,B

-28

Tara

Cre

scen

t, Q

utab

In

stitu

tiona

l Are

a, N

ew

Del

hi 1

00 0

16,t

el: +

91 1

1 26

52 9

123,

fax

: +91

11

2652

929

6

Emai

l id:

s-d

ey@

dfid

.go

v.uk

, enq

uiry

@df

id.

gov.

uk,

Med

ia e

nqui

ries:

df

idpr

ess@

dfid

.gov

.uk

Part

icip

ant

57M

s. U

rmila

Sar

kar

Chi

ed

Educ

atio

nU

NIC

EFD

elhi

Uni

ted

Nat

ions

Chi

ldre

n's

Fund

(UN

ICEF

), In

dia

Cou

ntry

Off

ice,

UN

ICEF

H

ouse

, 73,

Lod

i Est

ate,

New

D

elhi

- 1

10 0

03

Emai

l: us

arka

r@un

icef

.or

gPa

rtic

ipan

tM

obile

: 99

7178

8850

58V

enka

tesh

Mal

urEd

ucat

ion

Spec

ialis

tU

NIC

EFD

elhi

Uni

ted

Nat

ions

Chi

ldre

n's

Fund

(UN

ICEF

), In

dia

Cou

ntry

Off

ice,

UN

ICEF

H

ouse

, 73,

Lod

i Est

ate,

New

D

elhi

- 1

10 0

03

Emai

l id:

vm

alur

@un

icef

.org

Part

icip

ant

59M

s. S

mita

Hea

dA

IFD

elhi

Emai

l id:

sm

ita@

aif.

org

Part

icip

ant

60M

r. S

.S. J

ena

Cha

irper

son

NIO

SD

elhi

Emai

l id:

ss.

jena

@ni

os.

ac.in

Part

icip

ant

PARTICIPANT LIST 43


Sl.

No

.N

ame

of

Pa

rtic

ipan

ts

Des

ign

atio

nO

rgan

isa-

tio

nLo

cati

on

Co

nta

ct D

etai

ls

Emai

l id

Cat

ego

ryM

ob

ile N

o

61Pr

of. C

hinn

appa

Prof

esso

r an

d H

ead

Inst

itute

of

Inte

rnat

iona

l Ed

ucat

ion

(IIE

Stoc

khol

m

Uni

vers

itySw

eden

Cha

ir of

Inte

rnat

iona

l and

C

ompa

rativ

e Ed

ucat

ion

Dep

artm

ent

of E

duca

tion,

St

ockh

olm

Uni

vers

ity,

Fres

cativ

ägen

54,

S 1

06

91 S

tock

holm

, SW

EDEN

, Te

l: 0

046-

8-16

1064

and

m

obile

: 00

46-7

09 3

73

601,

Fax

: 004

6-8-

1531

33

Emai

l id:

vin

ayag

um.

chin

apah

@in

terp

ed.

su.s

eD

eleg

ate

62M

s. S

umita

Rapp

oteu

rD

elhi

D-9

2,A

nupa

m A

ppt,

V

asun

dhar

a En

clav

eEm

ail i

d: s

umita

.var

ma@

gmai

l.com

63M

r. A

mit

Kum

arPr

ogra

m

Man

ager

CA

RE-U

PLu

ckno

wU

ttar

Pra

desh

Sta

te O

ffic

eEm

ail i

d: a

kum

ar@

care

indi

a.or

gPa

rtic

ipan

tM

obile

: 08

0904

1532

1

64M

s. P

arul

Sha

rma

Prin

cipa

l In

vest

igat

orC

ARE

-UP

Luck

now

Utt

ar P

rade

sh S

tate

Off

ice

Emai

l id:

par

uls@

care

indi

a.or

gPa

rtic

ipan

tM

obile

: 09

5533

7324

5

65M

s. V

anda

na

Mis

hra

Ass

t. M

anag

erC

ARE

-UP

Luck

now

Utt

ar P

rade

sh S

tate

Off

ice

Emai

l id:

vm

ishr

a@ca

rein

dia.

org

Part

icip

ant

Mob

ile:

9451

1749

85

66M

r. P

rash

ant

Prak

ash

Co-

ordi

nato

r -

SRC

CA

RE-U

PLu

ckno

wU

ttar

Pra

desh

Sta

te O

ffic

eEm

ail i

d: p

prak

ash@

care

indi

a.or

gPa

rtic

ipan

t

67M

r. D

. P. G

okhl

eA

sst

Man

ager

-S

IPC

ARE

-UP

Luck

now

Utt

ar P

rade

sh S

tate

Off

ice

Emai

l id:

dgo

khal

e@ca

rein

dia.

org

Part

icip

ant

Mob

ile:

9455

0325

84

68D

r. M

ukes

hTr

aini

ng

Ass

ocia

teC

ARE

-UP

Luck

now

Utt

ar P

rade

sh S

tate

Off

ice

Emai

l id:

mcs

rivas

tava

@ca

rein

dia.

org

Part

icip

ant

69D

r. A

mre

ndra

Si

ngh

Prog

ram

me

Man

ager

CA

RE-

Guj

arat

Bhuj

Bhuj

Off

ice

Emai

l id:

am

aren

dra@

care

indi

a.or

gPa

rtic

ipan

tM

obile

: 99

7808

2571

44 PARTICIPANT LIST


Sl.

No

.N

ame

of

Pa

rtic

ipan

ts

Des

ign

atio

nO

rgan

isa-

tio

nLo

cati

on

Co

nta

ct D

etai

ls

Emai

l id

Cat

ego

ryM

ob

ile N

o

70M

r. S

amir

Sam

nani

Fiel

d C

oord

i na

tor

CA

RE-

Guj

arat

Bhuj

Bhuj

Off

ice

Emai

l id:

ssa

mna

ni@

care

indi

a.or

gPa

rtic

ipan

tM

obile

: 94

2722

7987

71M

r. D

igan

ta

Moh

anty

Proj

ect

Man

ager

CA

RE-

Odi

sha

Bhub

anes

war

Odi

sha

Stat

e O

ffic

eEm

ail i

d: d

moh

anty

@ca

rein

dia.

org

Part

icip

ant

Mob

ile:

0943

9504

170

72M

r. B

ijay

Nat

hPr

ogra

m

Off

icer

CA

RE-

Odi

sha

Bhub

anes

war

Odi

sha

Stat

e O

ffic

eEm

ail i

d: b

nath

@ca

rein

dia.

org

Part

icip

ant

73M

r. J

aine

ndra

K

umar

Prog

ram

C

oord

inat

orC

ARE

-Bih

ar

Patn

aBi

har

Stat

e O

ffic

eEm

ail i

d: jk

umar

@ca

rein

dia.

org

Part

icip

ant

Mob

ile:

8002

2341

02

74M

r. M

adan

Lal

M

ehto

Fiel

d C

oord

inat

or

CA

RE-B

ihar

Patn

aBi

har

Stat

e O

ffic

eEm

ail i

d: m

lmah

to@

care

indi

a.or

gPa

rtic

ipan

tM

obile

: 94

7094

2710

75M

s. A

ndre

a Ro

dric

ksEx

ecut

ive

Dire

ctor

(PQ

L)C

ARE

-Del

hiD

elhi

New

Del

hi O

ffic

eEm

ail i

d: a

rode

ricks

@ca

rein

dia.

org

Part

icip

ant

Mob

ile:

0965

0097

054

76D

r. S

uman

Sa

chde

vaTe

chni

cal

Dire

ctor

CA

RE-D

elhi

Del

hiN

ew D

elhi

Off

ice

Emai

l id:

ssa

chde

va@

care

indi

a.or

gPa

rtic

ipan

tM

obile

: 09

8100

4225

5

77M

r. R

am N

aray

an

Das

h

Man

ager

, Pr

ogra

m

Dev

elop

men

t

&

Doc

umen

tatio

n

CA

RE-D

elhi

Del

hiN

ew D

elhi

Off

ice

Emai

l id:

rda

s@ca

rein

dia.

org

Part

icip

ant

Mob

ile:

0981

0042

255

78M

s. S

eem

a Ra

jput

Tech

nica

l Sp

ecia

list

Age

A

ppro

pria

te

Trai

ning

CA

RE-D

elhi

Del

hiN

ew D

elhi

Off

ice

Emai

l id:

sra

jput

@ca

rein

dia.

org

Part

icip

ant

Mob

ile:

0971

7028

038

PARTICIPANT LIST 45


Sl.

No

.N

ame

of

Pa

rtic

ipan

ts

Des

ign

atio

nO

rgan

isa-

tio

nLo

cati

on

Co

nta

ct D

etai

ls

Emai

l id

Cat

ego

ryM

ob

ile N

o

79M

s. G

eeta

Ver

ma

Tech

nica

l A

ssoc

iate

CA

RE-D

elhi

Del

hiN

ew D

elhi

Off

ice

Emai

l id:

gve

rma@

care

indi

a.or

gPa

rtic

ipan

tM

obile

: 09

8910

4900

8

80M

s. S

. Gay

athr

iSe

nior

Te

chni

cal

Spec

ialis

tC

ARE

-Del

hiD

elhi

New

Del

hi O

ffic

eEm

ail i

d: s

gaya

thri@

care

indi

a.or

gPa

rtic

ipan

tM

obile

: 08

5276

9779

5

81M

r. D

illip

K. S

ingh

Sa

man

tray

MIS

Off

icer

CA

RE-D

elhi

Del

hiN

ew D

elhi

Off

ice

Emai

l id:

dku

mar

@ca

rein

dia.

org

Part

icip

ant

Mob

ile:

0981

1383

231

82M

s. In

du G

auta

mA

dmin

istr

ativ

e A

ssis

tant

CA

RE-D

elhi

Del

hiN

ew D

elhi

Off

ice

Emai

l id:

igau

tam

@ca

rein

dia.

org

Part

icip

ant

Mob

ile:

0991

0253

061

CARE IndiaE-46/12 Okhla Industrial Area - Phase II, New Delhi, India-110020Phone: +91-11-4910-1100/01 • Fax: 011- 26385291/92 • Mail us: [email protected] us: www.careindia.org • Follow us: http://www.facebook.com/CAREinIndia andwww.twitter.com/CAREIndia • Read more: www.careindia.org/blog

Age and Grade Appropriate Training - CARE India

Documents