Skill Enhancement of youth for employability and teacher training at Rural & Semi-Urban locations in India
Description
2. Focusing on gender equality and conducting workshops in school that promote participation across genders to enhance inclusion
3. Helping students enhance those skills that make them more employable and get decent jobs rather than just focusing on completion of a number of years of academic education at school / college and yet being unable to bring a change in themselves or their society.
1. Tying up with schools (at rural/semi-urban locations) on a very cost effective plan. (this is to gain access to maximum students who are enrolled in schools.) There are about 1.5 inhabited villages (rural - where main source of income is agriculture and density of population is very low) in Balia district. Plus there are about 200 townships. The schools in areas have students from both these sections. In rural areas there are students from indigenous populations which form the part of scheduled castes and scheduled tribes as per constitution of India.<br />
2. Providing regular weekly/monthly workshops for students from Class 8 on-wards. (frequency may differ basis school schedule/ strength of class)<br />
3. Providing quarterly or bi-annual training workshops to teachers of these schools, to help them understand psycho-social wellness.<br />
4. Constantly staying in touch with students through adhoc coaching and counselling through face to face and other mediums as effectively possible.<br />
5. Providing support to teaching staff by providing them specific resolutions to classroom challenges particular which arise due to parents illiteracy or behavioral problems at home which result in impaired psycho social development of child. Often resulting in being drop out from school<br />
6. All workshops to focus on skill enhancement, communication skills, problem solving, leadership leading to overall personality enhancement. <br />
7. Further the content to be sensitive to gender equality issues and promoting adoption of sustainable lifestyles.<br />
1. Increasing the expanse to add more villages in the scope after 5 years of operations in Ballia.<br />
2. In phase 2 spread to neighboring districts in Uttar Pradesh like Mau, Ghazipur, Azamgarh Etc.<br />
3. Our TTT ( Train the Teacher) will enable to add more effective teaching staff who shall further help us in enhancing our capability building.<br />
<br />
A separate governance team to be set up from 2018 to manage progress and ensure internal audits of the processes and training.<br />
1. Maintaining exhaustive database of students and other participants including their parent/guardian/village details<br />
2. Year on year tracking of participant progress on getting into higher education or getting decent jobs.<br />
3. Reporting the progress to participating schools and other partnering institutions and making course corrections as per requirement <br />
4. Training and re-training our own staff to ensure that they are constantly updated on relevant state of the art techniques<br />
5. Having a robust feedback mechanism and providing lifelong support to all participants for counselling on education, job or personal issues.<br />
Increasing tie ups with schools in the region.
SDGS & Targets
Goal 4
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
4.1
By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and effective learning outcomes
4.1.1
Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex
4.1.2
Completion rate (primary education, lower secondary education, upper secondary education)
4.2
By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education
4.2.1
Proportion of children aged 24–59 months who are developmentally on track in health, learning and psychosocial well-being, by sex
4.2.2
Participation rate in organized learning (one year before the official primary entry age), by sex
4.3
By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
4.3.1
Participation rate of youth and adults in formal and non-formal education and training in the previous 12 months, by sex
4.4
By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship
4.4.1
Proportion of youth and adults with information and communications technology (ICT) skills, by type of skill
4.5
4.5.1
Parity indices (female/male, rural/urban, bottom/top wealth quintile and others such as disability status, indigenous peoples and conflict-affected, as data become available) for all education indicators on this list that can be disaggregated
4.6
By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy
4.6.1
Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex
4.7
By 2030, ensure that all learners acquire the knowledge and skills needed to promote sustainable development, including, among others, through education for sustainable development and sustainable lifestyles, human rights, gender equality, promotion of a culture of peace and non-violence, global citizenship and appreciation of cultural diversity and of culture’s contribution to sustainable development
4.7.1
Extent to which (i) global citizenship education and (ii) education for sustainable development are mainstreamed in (a) national education policies; (b) curricula; (c) teacher education and (d) student assessment
4.a
Build and upgrade education facilities that are child, disability and gender sensitive and provide safe, non-violent, inclusive and effective learning environments for all
4.a.1
Proportion of schools offering basic services, by type of service
4.b
4.b.1
Volume of official development assistance flows for scholarships by sector and type of study
4.c
By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing States
4.c.1
Proportion of teachers with the minimum required qualifications, by education level
SDG 14 targets covered
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Contact Information
Aarushi Sharma, Director