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Kadam

School Transformation programme
MGMD is enabling schools in rural community to nurture holistic development of children by empowering teachers, school-leaders and the community.

Crisis In rural Madhya Pradesh

  • 63.4% Students of class 8 can’t perform division
  • 26.8% of 15 to 16 year –Highest out of school girl’s in India
  • 18307 Highest number of schools with single teacher

Problem

  • School Leaders lack leadership skills
  • Poor connection among stakeholders
  • Lack of professional and teaching skills in Teachers

Objectives

  • Building professional teaching skill in teachers
  • Building effective school leadership
  • Strengthening relationship among stakeholders
  • Building ownership in community for education
  • Learning Outcomes of students
  • Effective school system and process

How we work

MGMD believes in the limitless potential of a child and considers this problem as a problem in the education system, therefore, envisions a systemic change; hence, we plan to work with teachers, the school leader and the community.

We places a trained Siksha Sathi, in a school for the period of 1.5-2 years. Sikasha Sathi does the comprehensive school need assessment which includes the following aspects- academic, infrastructural, capacity building of teachers (socio-emotional support in classroom, pedagogical capacity building, classroom management), management and school leader capacity building (feedback, classroom observation, overall leadership skills) local governing body perspective and intensive community involvement in the school.

After need Assessment we plan the goal for school through the participatory methods with the primary stakeholders (students, school leader and teachers). Eventually, we build the capacity of teacher on building connection with the child, actualizing their own and child's limitless potential, building skills for effective communication, understating the leaner, understanding purpose of subjects and facilitating learning of particular subjects, managing and engaging the class.

Simultaneously, we would work on building the capacity of the school leader to co-create the environment of learning. Our main aim would be to prepare the school leader to take it forwards after our exit from the school. Also, we involve and work with the community to align them on our activity happening in the schools. We provide the basic tools to the community so that they can support children to nurture the life skills in them.

When the system becomes robust enough to work by self, we reduce the frequency of engagements with the school. After a while, we support them on a monthly basis and gradually it becomes support on call and finally, we exit from the system. Our Siksha Sathi spends- 4 day in schools and 2 days in the community.

Reflections

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