Vidhyasathi -Gujarat- CSR Projects India
 
 
 
 

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Vidhyasathi

 
 

Organization : Gram Vikas Trust

 
 

Location : Gujarat

 
 

Project Description

The project to improve enrollment, retention and quality of education in 10 Nagarpalika primary schools through Vidhyasathi.
Gram Vikas Trust in Bharuch has been focusing on the strategy of Education for All. However, it has realized and experienced that this approach is not sufficient for bringing all children to school. Gram Vikas believes that all children who are out of school are engaged in some sort of labor. Hence they should be identified and supported to be in education system. Specifically, the following points make it clear why Gram Vikas Trust has made a shift in its focus.
“Secondary Education for All” is not covering all eligible school-going children because there is no secondary schools in most of the villages as well as there is no quality education in primary schools. The current approach does not address the issue of out-of-school children. Through Sikshana model, the schools are likely to be attractive enough for such children and their parents.
If the education system becomes a happening place for such children, they are likely to continue their education to secondary level and that will automatically reduce / eliminate child labor problem. There should be consensus among all stakeholders about the harms child labour does to the family, society and the nation.
By implementing this successful model, we aim to achieve the ultimate aim of “Education for All”
The current scenario of learning level of primary school children is as given below. These findings are based on the formal survey done by GTV in 120 primary & secondary government schools.
1.       Children from Classes II to V were tested in reading    paragraphs with short sentences and long sentences, subtraction and division. 35% of all children in the age-group 7-14 could not read simple paragraphs at the Standard I level, and close to 52% could not read a short story at the Standard II level of difficulty
2.       40% of children who are in school and studying in Standard V could not read the story text at the Standard II level of difficulty.
Although many more children in higher classes (Standards VI to VIII) can read.
However, the performance differs from school to school. For example, in Rahiyad, Galenda and Samatpor less than 25% of children currently studying in Standard V were able to read a story of Standard II level with ease. In general, the proportion of children unable to read at this level is substantially higher in several other schools -- close to 50% of children cannot read a simple 'story' text of Standard II level.
50% of Standard II to Standard V children in proposed government primary schools could not solve a two-digit subtraction problem.
In higher classes (Standards VI to VIII), 40% of proposed government school children could not solve a simple division problem (three digits divided by one digit).
As with reading, there are significant school wise variations in arithmetic learning too. For example, based on the sample of children in Standard V – some schools over 50% of children can do simple division problems. In some schools, 62% to 75% of Standard V children cannot solve division problems (three digits divided by one digit).
 

The project to improve enrollment, retention and quality of education in 10 Nagarpalika primary schools through Vidhyasathi.

Gram Vikas Trust in Bharuch has been focusing on the strategy of Education for All. However, it has realized and experienced that this approach is not sufficient for bringing all children to school. Gram Vikas believes that all children who are out of school are engaged in some sort of labor. Hence they should be identified and supported to be in education system. Specifically, the following points make it clear why Gram Vikas Trust has made a shift in its focus.

  1. “Secondary Education for All” is not covering all eligible school-going children because there is no secondary schools in most of the villages as well as there is no quality education in primary schools. The current approach does not address the issue of out-of-school children. Through Sikshana model, the schools are likely to be attractive enough for such children and their parents.
  2. If the education system becomes a happening place for such children, they are likely to continue their education to secondary level and that will automatically reduce / eliminate child labor problem. There should be consensus among all stakeholders about the harms child labour does to the family, society and the nation. By implementing this successful model, we aim to achieve the ultimate aim of “Education for All”

The current scenario of learning level of primary school children is as given below. These findings are based on the formal survey done by GTV in 120 primary & secondary government schools.


  1. Children from Classes II to V were tested in reading paragraphs with short sentences and long sentences, subtraction and division. 35% of all children in the age-group 7-14 could not read simple paragraphs at the Standard I level, and close to 52% could not read a short story at the Standard II level of difficulty
  2. 40% of children who are in school and studying in Standard V could not read the story text at the Standard II level of difficulty.Although many more children in higher classes (Standards VI to VIII) can read.

However, the performance differs from school to school. For example, in Rahiyad, Galenda and Samatpor less than 25% of children currently studying in Standard V were able to read a story of Standard II level with ease. In general, the proportion of children unable to read at this level is substantially higher in several other schools -- close to 50% of children cannot read a simple 'story' text of Standard II level.

50% of Standard II to Standard V children in proposed government primary schools could not solve a two-digit subtraction problem.

In higher classes (Standards VI to VIII), 40% of proposed government school children could not solve a simple division problem (three digits divided by one digit).
As with reading, there are significant school wise variations in arithmetic learning too. For example, based on the sample of children in Standard V – some schools over 50% of children can do simple division problems. In some schools, 62% to 75% of Standard V children cannot solve division problems (three digits divided by one digit).

 
 
 
 

Project Type : CSR

 
 

Special Features of Project

Ensuring children learn to read & write in language.
Ensuring children learn to do arithmetic.
Ensuring community participates in children’s education 
Reduce dropout rate of children.
  • Ensuring children learn to read & write in language.
  • Ensuring children learn to do arithmetic.
  • Ensuring community participates in children’s education 
  • Reduce dropout rate of children
 
 

Project Donors and Partners

Aarti Industries Ltd.
 
 
 

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