Difference between revisions of "Asha Chennai"
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| + | === Context === | ||
| + | A majority of Indian public school children cannot afford laptops or smartphones. Online learning is therefore not an option for them during the COVID pandemic. It has led to a large percentage of children from low-income families putting their education on hold. To address this problem, Asha for Education organized 65 mini-schools in the state of Tamil Nadu. Small groups of children attend mini-school in a teacher’s home, open-air terraces, libraries, and other public places. | ||
| + | === Socio-Economic Profile === | ||
| + | The villages where our teachers come from and the places where we had a presence are mostly rural areas. In a small number of cases, we specifically selected Tribal areas with greater poverty and attendant problems. | ||
| + | |||
| + | === Strategies === | ||
| + | * Decentralized decision making in terms of starting the mini-schools and keeping it running | ||
| + | * Designed a specific curriculum for the mini-schools focusing on conceptual clarity | ||
| + | * Emphasis on worksheets and activities as a way to deal with huge spread in skill levels | ||
| + | * Encouraged the teachers to learn from each other | ||
| + | * Focus on craft, PT, school functions etc. for all round development | ||
| + | |||
| + | === Numbers Impacted === | ||
| + | Over 2000 children attend these 65 mini-schools running in more than 100 batches. | ||
| + | |||
| + | === [[:File:Asha Chennai - Mini Schools Innovation Model.pdf|Read more about this intervention]] === | ||
Latest revision as of 11:40, 22 September 2021
Context
A majority of Indian public school children cannot afford laptops or smartphones. Online learning is therefore not an option for them during the COVID pandemic. It has led to a large percentage of children from low-income families putting their education on hold. To address this problem, Asha for Education organized 65 mini-schools in the state of Tamil Nadu. Small groups of children attend mini-school in a teacher’s home, open-air terraces, libraries, and other public places.
Socio-Economic Profile
The villages where our teachers come from and the places where we had a presence are mostly rural areas. In a small number of cases, we specifically selected Tribal areas with greater poverty and attendant problems.
Strategies
- Decentralized decision making in terms of starting the mini-schools and keeping it running
- Designed a specific curriculum for the mini-schools focusing on conceptual clarity
- Emphasis on worksheets and activities as a way to deal with huge spread in skill levels
- Encouraged the teachers to learn from each other
- Focus on craft, PT, school functions etc. for all round development
Numbers Impacted
Over 2000 children attend these 65 mini-schools running in more than 100 batches.