New Education Group-Foundation for Innovation and Research in Education (NEG-FIRE) has conducted a study in three districts of Bihar to strengthen the knowledge base and indicators of the presence of social outcast and discrimination to the marginalized children in schools. These discriminations lead the children to be deprived of respect, dignity and equal opportunities. The study also presents some valuable recommendations for inclusive practices and the elimination of discrimination in schools and classrooms.
Sexual and gender-based violence (SGBV) refers to any harmful act that is perpetrated against a person’s will and is premised upon the socially ascribed gender differences between males and females. It has been historically traced to the existence of structural inequalities in power relations.
The term gender-based violence is useful because it helps locate the violence firmly within the predominant discourses surrounding gender roles in society and traces it to the socialization processes that firmly establish the norms and definitions of what it means to be a man or a woman.
Therefore, the prevention of SGBV requires attention to changing social norms, particularly gender norms, to promote gender-equitable attitudes and reduce acceptance of violence. The study used an exploratory, qualitative research design with an integrated framework approach to understand the experience of SGBV, its prevention and opportunities for redressal in the chosen sites. The study was conducted in two districts – Rohtas (Bihar) and Villupuram (Tamil Nadu).
The Gender Guidebook has been developed with two goals in mind Facilitate partners' understanding of gender issues, and, encourage and enable partners to integrate gender in their programme cycle. The guidebook will help partners to track their gender path. Also, developing this guidebook is concurrent with NEG-FIRE's larger vision to contribute towards fulfilment of the goals on education and development of children in India, within the frameworks of Integrated Child Development Services (ICDS) Scheme and the Right of Children to Free and Compulsory Education Act (RTE), 2009.
Supplementary education is defined as a system or set of measures that is capable of creating an enabling environment at home, in the community and in educational institutions that fosters educational attainment of the marginalized population. NEG-FIRE has supplementary education intervention in many parts of the country, from West Champaran and Madhubani districts in Bihar to Mandla district in Madhya Pradesh among others.
The book ‘Learning through supplementary education’ has been developed to document the structures and processes of offering supplementary education to children of marginalized communities; to develop a theoretical framework for supplementary education and to recommend measures for strengthening supplementary education intervention
A Study on Conflict and Education in Gajapati District of Odisha - 'The Conflict and Education Tangle – A study on conflict and education in Gajapati district of Odisha' aims at highlighting the adverse effects that conflict (personal, societal or communal) can have on education and holistic development of children from marginalized communities and recommends measures to prevent this from occurring or mitigating the adverse effects already being caused. This report can be helpful for individuals and organisations working either in the Gajapati District or working towards providing education to the children from the marginalized communities.
'Status of and Barriers to School Education in Chhattisgarh' presents indings from our research study on the status of and barriers to children's education in Chhattisgarh, a mineral resource rich State with high concentration of tribal population. The education scenario in the State lacks proper educational set-up amidst high incidence of poverty, backwardness, and conflict.
New Education Group – Foundation for Innovation and Research in Education (NEG-FIRE) in partnership with Rohtas Educational and Associated Programmes (REAP) has been engaged in eradication of child labourers working in 10 stone quarries of Sasaram block, Bihar, since the year 2008-09. This report documents the intervention, its outcome and impact and is based on desk reviews of documents and materials, field visits and discussions with stakeholders and project implementation personnel.
NEG-FIRE, in association with SOVA (Koraput, Odisha) and Nature (Vishakhapatnam, Andhra Pradesh), the two partner organisations, has been promoting Mother Tongue-Based Multi-Lingual Education (MTB-MLE) at Potangi (Koraput) and Dumbriguda (Vishakhapatnam) blocks, respectively.In order to assess improvement in learning outcomes during the current phase of the intervention, a baseline survey was conducted as soon as the projects started both at Potangi and Dumbriguda. This was to be followed by periodic /other assessments of learning levels of children. Besides, it was felt that in view of the on-going efforts for capacity building of school teachers, it is also important to have a rapid assessment of their current perceptions and abilities to use MTB-MLE materials in classrooms. It is in this context that the present assessment is located
This report presents findings and analyses from a research study commissioned by NEG-FIRE to identify the opportunities and challenges to education faced by the Nomadic Tribes and Denotified Tribes in the State of Maharashtra. Focusing particularly on the nomadic mendicants and entertainers found in the Latur and Solapur districts, it draws upon their socio-economic status, livelihood choices, migration patterns, awareness levels and attitudes towards education, in order to lay the foundation for a comprehensive intervention aimed at improving the educational attainments of their children.
This report is an attempt to document play(s) or Khel Se Mel (KSM) activities, which are an important component of the majority of its programmes, and help to promote socially inclusive practices among young children through the medium of plays. The purpose of documentation is to develop a single compact document in the form of an easy-to-use handbook for the benefits of teachers, trainers and development practitioners who are working in the domain of education at the grassroots. The documented activities have been presented in the same manner as they are performed by children.
The report highlights essential elements related to secondary education in 3 blocks in Maharajganj in Uttar Pradesh, India, through a gender outlook. Considering that secondary education holds immense potential to contribute to a community and the country's economic growth, it becomes imperative for both girls and boys to have access to secondary education and thus be instrumental to the sustainable development of their community and the country at large.
NEG-FIRE's Cultural Expressions Programme is an effort towards creating a holistic educational environment for the children of the marginalised Savara and Jatapu tribes of Vizianagaram District in Andhra Pradesh. The learning materials and methodology for the programme are developed through community participation by bringing in the traditional knowledge of art, craft, music and dance.This report showcases the approach, key elements, objectives and the achievements of the programme so that it can be understood in a new perspective and be replicated, elsewhere.
Edu-leadership Programme of NEG-FIRE is developed and implemented with the understanding that for educating the children from the marginalised and excluded communities and regions, community leaders are the only source that can influence and encourage community through educational facilities available and, thus, transform the community in a sustainable manner. This report on Edu-leadership Programme is an attempt to capture the key elements of the intervention and document how this strategy has evolved and been integrated into various programmes.
With active participation and support of state governments, linguistic departments, local NGOs, National MLE Consultant Support Group and tribal communities, NEG-FIRE has developed and designed MT-Based MLE materials in 12 tribal languages for communities living in 7 states of Bihar, Jharkhand, Andhra Pradesh, Uttar Pradesh, Odisha, Madhya Pradesh and Chhattisgarh for Class I to III.This report specifically examines the effectiveness of the MT-Based MLE intervention of NEG-FIRE in 30 pilot schools in Dindori and Mandla districts of Madhya Pradesh.
Bilingual story books: 'Shilpakarmi' (Marathi and Takari dialect), 'Katalvat' (Marathi and Vadari dialect) and 'Bhatoli Katha' (Marathi and Chaparband dialect)
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A stream of stories and poems for children belonging to tribal communities in their mother-tongue