Page 58 - Annual Report
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Best Practices
Scaling up of libraries in Rajasthan was
undertaken amidst the lockdown by the teams at
the Centre for microFinance and the Trusts’ Parag
Publications. Two batches of State Resource Group
(SRG) members were trained in running children’s
libraries through a 3-month Children’s Library
Course (CLC), that saw an 85% completion rate
among its 74 participants. 34 model libraries were
set up in 33 districts, and the State Council for
Education Research and Training (SCERT) and SRG
members commenced training of 100 library point
teachers from each district, once physical
movement was allowed.
Collectives for Integrated Livelihoods Initiatives
(CInI) - an associate organisation of the Trusts -
Teacher taking a book reading session with a group of kids
mobilised over 700 volunteers across 4 districts in
Jharkhand who worked with the children in their
villages by operating learning centres, providing
academic support, running community level
libraries, etc. Community members were mobilised
and many members of the School Management
Committee came forward to set up mini-libraries in
their homes. The team from CInI also trained
government school teachers in accessing, curating
and disseminating digital resources, besides
creating learning resources in Mundari and other
tribal languages.
Operational
Teacher facilitating outdoor activity with a group of kids
Challenges
Future Plans Despite best efforts, only a small percentage of
children could be covered during the year.
Design and roll out community-level education Undoubtedly, the extended closure of schools,
interventions, given the continued uncertainty of coupled with the limited reach of online education
schools reopening. due to a host of factors, has impacted the education
Intensify engagement with parents and and development of children, especially the
community members to provide active support to younger generation.
children’s learning. Teacher training was moved online, but saw a
Undertake a study to evaluate the impact of the mixed response. Maintaining high levels of
pandemic on children and devise strategies for motivation, interaction and engagement in
addressing the same in villages where projects online learning have been a challenge across
are ongoing. multiple programmes.
Focus on foundational skills and remediation
needs, whilst also creating resources (online and
printed) in regional languages.
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