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Stakeholder Development

Significant and sustainable improvements in the educational scenario are not possible without the active involvement of all key stakeholders. Children, parents, communities, local self government bodies (urban and rural), teachers, education functionaries (government and non government), programme personnel and others – all need to be involved in proactive partnerships. This calls for appropriate capacity enhancement processes that can facilitate informed dialogue and action.

Bodh’s Stakeholder Development component thus seeks to work and learn together with these key stakeholders. The emphasis is on engaging in a dialogue which promotes sharing of views and experiences. This is situated in the larger context of enhancing understanding of deprived and marginalised communities and the need for collective action to overcome the constraints. The intention is to travel with the participants on a journey of self awareness, developing a holistic understanding of education (going beyond academic excellence) and recognition of one’s roles and potential for action. Meanings and possibilities in child centred, contextual education approaches and community ownership of school and related processes are explored. Depending on the specific requirements, suitable pedagogical and academic inputs are given.

Drawing from its philosophy and experiences, Bodh has provided trainings to teachers, programme personnel and education planners (government/non government, at various levels), community volunteers and representatives of local self government (urban and rural) from 11 states in the country. Each engagement has further enriched the frameworks and content used.

Some of the key trainings and related support role undertaken include: 

  • Training of teachers associated with NGOs and government under Unicef supported Primary Education Enhancement Project (PEEP), Maharashtra (1998)
  • Training of District Institute of Education and Training (DIET) lecturers, teachers and administrative personnel under District Primary Education Programme (DPEP), Uttar Pradesh (1998-99)
  • Supporting capacity building processes of Society for All Round Development (SARD), Rajasthan, as part of the Programme for Enrichment of School Level Education (1999-2007)
  • Bodh was the technical resource agency for four cities in Rajasthan under the Janshala Programme; it supported capacity building processes for eight NGOs and also government functionaries (specific programme personnel and head masters/master trainers) (1999-2003)
  • Workshops and internships of Bachelors in Elementary Education students from Delhi University, Delhi (2001-02) - Training of NGO Disha’s teachers, Rajasthan (2001-02) - Training of CRY supported NGOs (2002)
  • Training of Christian Children’s Fund supported NGOs (2003)
  • Training of Catholic Relief Service supported NGOs (2003)
  • Training of government teachers supported by Namgyal Institute, Ladakh (2003-04)
  • Training of Reach India project partners, Delhi and Jharkhand (2004)
  • Training of government teachers of Sheopur, Madhya Pradesh, supported by Naandi Foundation (2004-05)
  • Training of NGO Gyan Bharti’s teachers , Gujarat (2005)
  • Training of NGO Pingalwara’s teachers, Punjab (2004-05)
  • Training of Oxfam supported NGOs in Uttar Pradesh (2006-07)
  • Supporting capacity building processes of teachers and programme staff at Nidan, Bihar (initiated 2007)
  • Training of government teachers supported by Aga Khan Development Network, Jammu and Kashmir (2008)
  • Supporting capacity building processes of teachers and programme staff at Dil Se, New Delhi (initiated 2008)
  • Supporting capacity building processes of teachers and programme staff at Nabha Foundation, Punjab (initiated 2008)
  • Supporting capacity building processes of teachers and programme staff at Action for Ability Development and Inclusion (Aadi, formerly known as Spastics Society of Northern India) New Delhi, (initiated 2008)

Internally, capacity building of stakeholders constitutes a key component of all programmes. There is an increasing emphasis in engaging in structured/unstructured capacity building activities with communities, other civil society bodies as well as local self government. This is in recognition of their vital role in pushing the agenda for reform and action in the education system, particularly for deprived children.

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