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PROJECT DETAIL
INTRODUCTION TO MIED'S DECAGONAL APPROACH TO SIP
Category: School Improvement Programme (SIP)
Detail:
MIED believes in a holistic approach of instigating ‘Social mobilization and Capacity building’ and channeling ‘Sustainable development’ of schools, where all factors related to educational advancement are included by engaging children, teachers, communities, SMCs/PTCs and parents so that the under privileged children of the society especially girls have a well supported and organized access to quality education.
The contributing factors of MIED’s School Improvement Program (SIP), as shown in the MIED’s decagonal approach include:


1. Capacity building of teachers (through teacher training programs focus is given on building content knowledge and teaching skills. This is developed in five phases – two phases of training courses (five days each), two phases of follow-up support (at least one-month each and a conference to share the best practices and lesson learnt);
2. Leadership and management (through school leadership development courses, head teachers’ leadership and school management skills are enhanced);
3. Community participation (reactivating and professional development sessions for School Management Committees (SMCs) and community awareness sessions are organized);
4. Child participation (establishing Student Representative Councils; a forum where children can discuss problems and come up with solutions for their school’s improvement);
5. Creating enabling learning environment (provision of missing facilities, repair/ construction of washrooms and classrooms)
6. Curriculum enrichment (provision of learning material, developing low-cost no-cost resources, developing lesson plans, organizing co-curricular activities and project works through children and relating the local knowledge and wisdom while teaching various concepts etc);
7. Research, documentation and dissemination (sharing learning and celebrating success through seminars and research, developing case studies etc.);
8. School governance, ownership and advocacy (providing a forum where all stakeholders can discuss their school development plans);
9. School based interventions (providing individual support to each school and teachers at real teaching situation at classroom level – follow-up support);
10. Local resource generation (using local resources for sustainability of school improvement initiatives).

However, MIED believes that it should not merely replicate the SIP approach and its implementation methodology in every school, rather its programmatic activities would be highly sensitive to the contextual realities/needs of the project areas, wisdom of the local communities/PTCs/SMCs and the craft-knowledge of the govt. education department staff and school teachers in the selected schools who will be encouraged to share alternative solutions to enhance the access to quality education for girls.
 

 

 


 

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