Protection of the last remaining forests of India is an extremely challenging proposition, especially because of very high human densities. Data shows that over 300 million people are, in some way or the other, partially or totally dependent on India’s rapidly degrading forests, for their daily subsistence. This puts tremendous pressure on India’s last remaining forests.
We believe that lack of education is one of the main reasons why people living in remote areas are doubly marginalised, and show a high dependence on difficult-to-access natural resources. Unless children get access to quality education, they will not be able to improve their employability in the future, which in turn will force them to depend on already depleted natural resources.
We also know that rural schools in and around forest areas often have the following shortcomings:
- Poor infrastructure
- Insufficient learning resources
- Limited access to technology
- Poor teacher support system
- Teachers with inadequate teaching skills
- Inadequate teaching staff
- Lack of engagement between schools
Keeping these shortcomings in mind, WCT partnered with credible NGOs to implement a intensive education programme for nine years in several hundred government schools situated in the remotest areas of over 10 tiger reserves across several states. After achieving reasonable success in building the capacity of teachers, providing infrastructural support to schools and creating alternative avenues of learning, initially through in-school education programmes and subsequently by stengthening the Cluster Resource Centres (CRCs) of the government, WCT decide to step down and hand over the day-to-day operations of CRCs back to the government.
WCT’s Education vertical, with its approach of ensuring better and emerging teaching techniques through STEM centres, reached out to a large number of students and teachers, helping them to understand difficult concepts of Science, Technology, Engineering and Mathematics with the help of highly proficient consultants. The Education programme was spread across 643 villages, in 859 schools, trained over 3,000 teachers and reached more than 80,000 students over the course of nine years. Some of the activities the Education programme focused on included teacher training, micro-planning workshops to discuss the new education policy, summer camps for children, and capacity building workshops.
Cluster Resource Centres (CRCs) and Block Resource Centres (BRCs)
The CRCs and BRCs are designed by the government to provide academic guidance to teachers; develop and distribute teaching resources; collate data on demographic composition of local communities; student enrolment, retention and learning levels, and school infrastructure; and motivate communities to assist in school management. However, an overwhelming majority of CRCs are performing below par due to resource constraints.
Seeing the potential of CRCs, WCT worked to revive and transform them into ‘Knowledge Hubs’ for teachers, children, youth and others in the local communities.
Specific components of WCT’s CRC-based support strategy:
- Teacher Training: Non-conventional teaching aids such as 3D models, games, puzzles, learning kits, engineering tools and simulations to help improve the understanding of concepts.
- Integrated Development of Children: Competitions, STEM clubs and vacation camps to make the learning experience more engaging. Help youth gain skills in mathematics, science, communication and engineering by including them in teacher training programmes.
- Performance Incentives: Rewards for teachers, schools and school management committees; honorarium for community volunteers; and fellowships for teachers, CRCs, BRCs and youth. Travel grants for CRC staff to facilitate their visits to the schools.
Tangible benefits of a CRC-based approach:
- Better access to an assortment of training courses
- Financial and academic support to schools for carrying out innovative educational projects
- Appointment of Extension Teachers
- Development of demonstration kits for nearly 130 science and mathematics activities for students studying in grades VI to VIII
- Laboratory equipment for teachers and students of secondary grades
- Establishment of libraries containing books, magazines and journals in English and local languages
- Creation of convening facilities allowing a much larger participation in training, conferences, seminars and administrative meetings
- Internet connectivity to teachers, CRC staff and students
Programme outcomes:
- A generation of learners who have completed ten years of quality schooling
- Enhanced interest of children and youth in Science, Environment Consciousness and Engineering
- Development of problem solving skills
- Availability of a multitude of physical resources enhancing creativity
Convergence – The right start
Capacity Building – Equipping our educators
School Management
WCT and its partners trained educators in effective teaching methods. We worked with school administrators to improve their management skills. We helped teachers design lesson plans and teaching aides so that children can learn in an interesting and engaging manner.
To raise the quality of teaching in under-funded rural areas, we instituted scholarships for teachers who displayed potential to allow them to further their education.
WCT also initiated a pilot project to distribute Tablets (a mobile device with a touch screen) to teachers in schools. These tablets are pre-loaded with lesson plans in regional languages and gave teachers access to a wide pool of resources. We also conducted assessments of students to see if the improved teaching methods benefitted them.
Strengthening NGOs
WCT’s education initiative was conducted in partnership with several NGOs. We organised annual peer learning meets called LEARNET to provide a platform for educators to learn from each other. LEARNET also allowed for the identification of best practices which is crucial to improving field interventions.
We provided funding support to NGOs working for children with learning difficulties.
At the WCT-supported Anandgarh facility, set up by Aide et Action in Bhopal, students came in for personalised classes before regular school hours.
In Rajasthan, the WCT-supported Gramin Shiksha Kendra sent resource persons to schools around the Ranthambhore Tiger Reserve to assist teachers, helping them to discover innovative ways of teaching.
WCT’s NGO Partners
Community Outreach
Our team reached out to mothers to involve them in their children’s education, encouraging them to engage with teachers and the school administration. A crucial aspect of this programme involved discussions on balanced diet.
We promoted the establishment of kitchen gardens at schools. Working in these gardens alongside their sons and daughters helped women understand the nutritional needs of their children. These women then become part of School Management Committees allowing them to be involved in the educational journey of their children.
WCT Support – Our part in improving education
School Infrastructure
A key reason for low girl child attendance in schools is the lack of toilets. WCT worked with schools to ensure that adequate sanitation facilities are made available for female teachers and students. By working with school authorities on sanitation as well as additional learning facilities such as libraries, WCT was able to catalyse the creation of a conducive atmosphere for children to learn. WCT promoted the formation of study groups and eco-clubs so that children are gainfully occupied after school hours.
Header image © Dr. Anish Andheria