ࡱ> RTQ7 bjbjUU "87|7|l"""6( ( ( ( 4 $6Cd d d d d CCCfChChChChChChC$D FC"C?CCCC d d C   C8d "d fC CfC F O?D "fCd X 16( S@&fCC0C$ABGcGfC 66Isha Vidhya Rural Education Program Situational analysis/ Needs Assessment Need for Education With over 5,000 years of rich history, four major religions, 17 major languages and 2,200 dialects, India's heritage, diversity, vibrant culture and growing economy are just cause for pride. Yet mixed with this beauty, are some dismal realities: India's population continues to grow and is now well beyond one billion The majority of Indias population lives below minimum subsistence levels, surviving on an income of less than US $2 per day Over 75% of India's population lives in villages that lack adequate access to basics like water, power and education Though India still lives in its villages, the latent potential of the rural masses to contribute to and share in the growth of the country remains untapped. The key to developing this potential is education, but the educational landscape of India is bleak, with poorly run government schools comprising 95% of all schools in India. Education imparted in the local language means the majority of graduating students lack basic skills and are neither employable nor able to pursue higher education. The Ground Reality Indias 2007 Annual Status of Education Report (ASER) unveiled the harsh realities of the neglected education system in rural India: Over 40% of class 2 students cannot read even basic words Over 40% of class 3 students cannot recognize numbers higher than 10, and less than half of class 3 students are able to do simple subtraction In Tamil Nadu, less than 50% of students in the 3rd through 5th standards can read simple sentences in their own language, and only 10% can read simple sentences in English Despite several concerted attempts to improve the education system, insufficient oversight and management in the schools has resulted in educational standards rarely being met. Small-scale private projects occasionally meet with success but lack the scalability requirements necessary to truly transform the rural landscape. Isha Approach The Isha Vidhya schools follow a carefully planned methodology designed to educate and nurture the well-being of rural children on all levels - academically, physically and mentally. The approach has been specially designed to compensate for the absence of an English speaking environment and the shortage of qualified teachers, creating a scalable model for delivering quality education. Key features of this methodology Key features of this methodology are outlined below: English-medium instruction, emphasizing language acquisition at a young age Multiple-sensory learning methods that take education beyond recitation and memorization (see description below) Innovative, state-of-the-art computer-assisted learning programs with a computer-to-student ratio of 1 to 5 Extensive libraries in print, audio, video and computer materials to enhance the learning process Recognition and celebration of the identity, culture and tradition of the rural communities Alternative learning approaches ranging from CD-ROM lessons to organic farming Future plans Isha Vidhyas future plans are described below. Establishing a dynamic education panel comprised of educators and non-educators to promote out-of-the-box thinking in educational initiatives. The panel will be responsible for a continuous cycle of evaluations, pilot testing, material development and training to constantly improve the quality of education Creating a teacher training center that will publish its own learning resources including textbooks and computer-based training materials Introducing VSAT satellite education programs to complement in-school learning Multiple-sensory learning Helps students absorb new material on a deeper level by engaging them on more than just visual and auditory levels. Multiple-sensory activities are employed in many of the subjects taught at the Isha Vidhya schools. Two classes are specifically tailored towards this mode of learning: Total Physical Response and Karadi Path. Total Physical Response(TPR) Blends language and movement so that students learn using the entire body. Teachers demonstrate physical actions while saying a command in English; next, students complete the action as the teacher gives the English command. In the third stage, students themselves give the English commands while their partner or classmates follow up with the appropriate action. Conventional approaches to language learning rely on memorizing words while translating the meaning from the native language. This form of learning is slow and tedious for many students, and the second language never becomes as natural or easily used as the mother tongue. In contrast, the TPR method imitates the natural learning steps infants take in acquiring their first language. By combining language with movement, students intuitively grasp the English meanings without needing to translate. They absorb a deep understanding of the English language without consciously trying, making speaking English feel comfortable and natural. Karadi Path(KP) Employs a carefully crafted music-rhyme scheme that helps students intuitively learn language while having fun as they sing and dance. Students are given books with which to read along as recordings of well-known Indian actors and actresses read the story scripts aloud. Listening to clear pronunciation of the English words while they read along, the students dramatically improve their English pronunciation and comprehension. Intermingled within the story are lively songs and motions, which keep the children engaged and entertained. Because they are having fun, learning happens naturally and without effort. Students easily pick up the words to the songs, improving their English vocabularies as they do so. With the Isha Vidhya methodology blending technology, activity and learning, students find schooling and learning an enjoyable experience, and look forward to coming to school each day! Target Group/Community The target group for Isha Vidhya program is children between the age group of 5 to 18 years in rural areas of Tamil Nadu state in India. Deliverables Education Model Isha Vidhya is committed to the following education model: A scalable school model that delivers high quality, affordable education within the constraints of local resources An education guarantee that relies less on teacher qualification and more on tools and methodology An optimized, standardized school infrastructure setup that results in lowered costs The Final Product Isha Vidhyas goal is to develop rural youth who are: Academically, physically and mentally capable of facing any situation with confidence and ease Confident, English-speaking and computer-skilled Capable of participating in the IT sector, service industry or higher education Joyous individuals with character, team spirit, dedication, self-reliance and self esteem $%LM`V R S g 01?XZ@AXY:;gyسسѤ0JCJ>*CJ 5CJ\0J5OJQJ\^JaJ0JOJQJ^JaJmH sH  0JCJaJ0JOJQJ^JaJ 0JCJaJCJaJ CJmH sH CJ OJQJ^J8$%LM`V S g  d,[$\$ d[$\$ & Fd & Fd d[$\$$a$$a$ zH1e>?Z, d[$\$ d[$\$ hdKK & F hdKK & F dKKdKK & FdKKjAXY;fgyz@ & F hdKK hdKK^h & F dKK,,[$\$$dha$ d[$\$ d[$\$@$dha$ $dh`a$ & F hdKK 1h/ =!"#$% i8@8 NormalCJ_HaJmH sH tH n@n Heading 1#$$ & Fd <@&a$&5CJ KH OJQJ\^JaJ mH sH t@t Heading 2-$ & F 7@d <@&^@"5CJOJQJ\^JaJmH sH ^@^ Heading 3$$ & Fd @&a$5CJOJQJ\^JmH sH Z@Z Heading 4$$ & Fd @&a$5OJQJ\aJmH sH l@l Heading 5 $ & Fd <@&a$(56CJOJQJ\]^JaJmH sH b@b Heading 6 $ & Fd <@&a$5CJOJQJ\aJmH sH X@X Heading 7 $ & Fd <@&a$CJOJQJmH sH ^@^ Heading 8 $ & Fd <@&a$6CJOJQJ]mH sH ` @` Heading 9 $ & Fd <@&a$CJOJQJ^JaJmH sH <A@< Default Paragraph Font8B@8 Body Text$a$ OJQJ^J>>@> Title$a$5>*CJOJQJ\^J@J@@ Subtitle$a$5CJOJQJ\^JNP@"N Body Text 2$dha$CJOJQJ^JmH sH .O2. style3dd[$\$OA bd:OQ: apple-converted-space.U@a. Hyperlink >*B*ph>V@q> FollowedHyperlink >*B* ph0O0 apple-style-spanO hd(O( hd2dd[$\$:^@: Normal (Web)dd[$\$8$%LM`VSg z H  1 e >?Z,jAXY;fgyz@ 00 00%( 0%%0M0M 0M 0M 0M0M( 0%%0 0 0 00 00( 00g  0g  0g  0g  0g  0g  0g 0g ( 00 0 0 0 0 ( 00?0?( 000( 0000 00A0A 0( 00 0 0 00( 00g0g 0g 0g 0g 0g0g0g0g0g0g0g00 @8@0(  B S  ? %%KKLLM@NOWYnySuresh PaliwalQC:\Users\suresh\AppData\Roaming\Microsoft\Word\AutoRecovery save of Document1.asdSuresh PaliwalWC:\Users\suresh\Documents\Isha\Project Report - Isha Vidhya Rural Education Program.docSuresh PaliwalWC:\Users\suresh\Documents\Isha\Project Report - Isha Vidhya Rural Education Program.docSuresh PaliwalmC:\Users\suresh\Documents\Isha\Globalgiving web site\Project Report - Isha Vidhya Rural Education Program.docSuresh PaliwalmC:\Users\suresh\Documents\Isha\Globalgiving web site\Project Report - Isha Vidhya Rural Education Program.docSuresh PaliwalmC:\Users\suresh\Documents\Isha\Globalgiving web site\Project Report - Isha Vidhya Rural Education Program.docSuresh PaliwalmC:\Users\suresh\Documents\Isha\Globalgiving web site\Project Report - Isha Vidhya Rural Education Program.docSuresh PaliwalmC:\Users\suresh\Documents\Isha\Globalgiving web site\Project Report - Isha Vidhya Rural Education Program.doc09{=Y$q:_QZf(d > x"fh J#$ o':_`'b͘{"4$!ETy3Q7jW, jT@rZfUwfhh^`.^`CJOJQJo(pp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(h^`.^`CJOJQJo(pp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(h^`.^`CJOJQJo(pp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(h^`.^`CJOJQJo(pp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo( P^`Po(hH   ^ `o(hH. 0^`0o(hH.. ``^``o(hH.. ^`o(hH... ^`o(hH ..... ^`o(hH ......  `^``o(hH.......  00^0`o(hH........h^`.^`CJOJQJo(pp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(^`CJOJQJo(^`CJOJQJo(pp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(^`CJOJQJo(^`CJOJQJo(pp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(^`CJOJQJo(^`CJOJQJo(pp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(^`CJOJQJo(^`CJOJQJo(pp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(^`CJOJQJo(^`CJOJQJo(pp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(^`CJOJQJo(^`CJOJQJo(pp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(^`5o()^`.pLp^p`L.@ @ ^@ `.^`.L^`L.^`.^`.PLP^P`L.h^`.^`CJOJQJo(pp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(^`CJOJQJo(^`CJOJQJo(pp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo(^`CJOJQJo(^`CJOJQJo(pp^p`CJOJQJo(@ @ ^@ `CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(^`CJOJQJo(PP^P`CJOJQJo((d7jW@rUw!E{"4y3Q o'`' J#09q{=Y jx"Q (tN :F MĦl hTLzX򬬶LhT32I bg\xǴx(v$_V@"J9p hH΅?v-r$bdvtEƵ $QVP &jPޑszƖNp}.;e PC[|Aɀ$2eJbg\xǴx(v$_V@"J9p>ƫN."W~:B-$ ،*d46Tv(hTLzX򬬶LhT32I*,+B۬ #2Z8Ƌi(tN :F MĦlFf          ,+B۬ #2Z8";hH΅?v-r$bdvtEƵ0$QVP &jPޑszƖN@$,@UnknownG:Ax Times New Roman5Symbol3& :Cx ArialABook Antiqua"hצU&<6 /!r0dF 2q#Isha Vidhya Rural Education ProgramSuresh PaliwalSuresh PaliwalOh+'0 (4 P \ ht|$Isha Vidhya Rural Education ProgramshaSuresh PaliwalaureureNormalPSuresh Paliwala7reMicrosoft Word 9.0d@ha@ @16՜.+,0  hp  Hewlett-Packard Company/ F $Isha Vidhya Rural Education Program Title  !"#$%&'()*+,-./0123456789:;<=>?@BCDEFGHJKLMNOPSRoot Entry FD1U1TableGWordDocument"8SummaryInformation(ADocumentSummaryInformation8ICompObjjObjectPoolD1D1  FMicrosoft Word Document MSWordDocWord.Document.89q