YES the significance being the poverty
ridden children who for generations are being deprived of basic
education
are now the PROUD STUDENTS OF AID’S BAL VIKAS VISHWA
VIDYALAYA [BVVV] which has emerged with peoples initiative, planning and
participation.
The school which started with 25
students in 1991 has now strength of 350 students with classes ranging
from I to VII standard with up gradation of classes each year.
The school has also a dedicated band
of teachers who have left their green pastures and living in the village
to enable the children to cherish their dream for education. The local
village youth have been trained in vocational skill and they also form
part of the team in the school.
THE STARTING POINT –
BAL VIKAS KENDRAS
40 Bal vikas kendras have been started
as a starting point which turned out to be turning point for setting up
of child university. The uniqueness of these centers being the times are
most flexible and varies seasonally. The convenience of the cow boys/
working girls is the top most priority. In certain seasons when they go
to forest for picking the forest produce the center timings are given in
the afternoon. When they go grazing the center functions during early
hours. This effort brought in great success as the drop out rate was
very minimal. The initiative of the non-formal education centers led to
the formation of the child university fulfilling the ultimate goal of
enrolling in formal creative school of BVVV.
THE TURNING
POINT – BAL VIKAS VISHWA VIDYALAYA [CHILD UNIVERSITY]
AID which has initially started with
adult education in the region, was mooted with the lingering question of
how to contain the children from attending the future adult education
classes. Incidentally the existence of the primary schools in this
region is equivalent to nullifying the same. Due to constant terrorists,
jungle mafia and non communicable roads the teachers though on pay
scales of the government are literally not attending the schools
sometimes months together. Only ghost schools are in existence.
AID along with the motivation, co
operation, support and participation of the villagers set up the school.
The land was donated by the villagers and small infrastructure put up
initially to cater upto 3rd std.
The teachers were trained both in
curriculum as well as vocational training and are based in the village
itself.
OBJECTIVES OF BVVV
·
To impart 3R’s to all deprived tribal and dalit children
·
To compulsorily introduce a component of vocational skill
training before the attainment of 15 years of age.
·
To contain child labour and migration by providing need
based practical life education
·
To set up residential facilities for catering to the
deprived working children living far away from the school premises
·
To upgrade the working children from skilled labour to
educated skilled labour.
·
To enroll children from NFE centers to BVVV without rigid
restrictions at appropriate stage
·
To enhance the nutritional and health status by
supplementing one component of nutritional food everyday with locally
available low cost food preparations.
·
For late beginners a abridged course of 2-3 years to
enable them to make up the formative education years which were lost
·
To infuse knowledge, skill, ability on par with every
other school going child of the country.
EDUCATION WITH
SUSTAINABLE DEVELOPMENT
A Demonstration Plot is being set up
for dry land farming, horticulture in which the children will be trained
to implement back in their own field.
Mulberry sericulture has been
introduced for the first time in the region
Tassar worm rearing is being
encouraged which will enable the children to work closely with the
‘Van Bachao Samithi’ from the early years and as well as environment
education would be imparted.
The other vocational skill training
components being:
If closely analyzed behind each child of
this school a back ground story underlies where in they had the worst
possible start of life being born in the most poverty ridden families with
hunger and bleak future stark in their face.
Further it brings into sharp focus the
failure of universalization of primary education which has lead them to
this miserable status at a blooming stage. No doubt for them EDUCATION HAS
BEEN NIPPED AT THE BUD.
The child to child learning
strategy is being adopted.
The curriculum is being formulated in order not
to over burden the child but to enthuse interest with topics on
environment, pollution, tribal rights and their deprivations, secularism,
health and general knowledge apart from the regular curriculum. To bring
in practical life oriented education vocational skill training is being
imparted.
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