1.1) BALWADIS (Kindergartens)
early education to the slum children, the Mahila Mandals under the aegis of
NAVCHETNA (Women’s organisation) runs these Balwadis in the slum itself with a
teacher identified from the area or nearby. Many of the parents of these children are
illiterate and engaged in unorganised labour. In the morning, either one or
both go to work leaving the children to fend for themselves. The Balwadis play
a role of keeping the children in safe hand and at the same time provide them
education. These Balwadis usually are run in the morning hours daily.
of such Balwadis are:
Children enrolled in these Balwadis are:
completing these balwadis the children have a better chance of being admitted
in the nearby Muncipal Corporation primary school. Thanks to their pre-school
education, these slum children have a head-start in the Municipal Schools where
otherwise they do not get much attention.
children are of migrant parents and therefore speak different languages. The
balwadis run by mahila mandals run these classes in four languages Gujarati,
Marathi, Hindi and Urdu. Finding teachers for these different language children
is a big challenge.
1.2) TUITION CLASSES
enrolled in schools, the students are accompanied in their studies with
tutorial assistance for about two hours daily.
Housing is a
big problem for slum dwellers. In most of the slums huts/houses are of single
room. They lack space and an atmosphere conducive for study. The tuition
classes held in a nearby place with teacher to help and monitor their study is
a big help for these children and their parents. This does not mean there are
no challenges in running these classes. Finding a competent and committed
teacher, understanding and motivated parents and motivating these children to
learn are all part of running these tuition classes.
Role of NAVSARJAN
in educational intervention
has the responsibility of providing for the academic needs of its educational
programmes: selection and training of teachers, supervision and evaluation of
classroom teaching. It organizes in-service training twice a year for ten days
prior to the commencement of the academic year and ten days during the mid-term
holidays, for the updating of teaching skills.
monthly tests, mid-term (Bi-annual) tests are held to check the academic
performance of the students. This practice of regular assessment, evaluation
and corrective measures have improved the overall learning climate and
performance of students and teachers.