Bodh Shiksha Samiti - Manas Ganga Senior Secondary Residential Girls School

Project Brief: 1. Close to 25 girls would finish their senior secondary schools with quality academic outcomes and comprehensive development.

2. The academic outcomes of the girls and their perspective would impact their respect villages/s
Project Type: Residential School (description)
Primary Focus: girls (description)

Secondary Focus: to go to formal school

Area: Rural
Supporting Chapter Contact: CentralNJ
Status: current / ongoing
Project Steward: Durgesh Gupta
Project Partner(s): Divya Singh
Other Contacts:
Project Address: , Bodh Shiksha Samiti ,AA-1, Anita Colony Bajaj Nagar,Jaipur,
RAJASTHAN  302015
Tel: 001 91 141 2708460
Stewarding Chapter: CentralNJ
Dec 2017CentralNJUSD 10258

Total = $10258

The problem we are trying to address is the problem of very few percentage of girls finishing their secondary education and moving to college education. The percentage is as less as one third of the total population of school going girls. We feel that though quality elementary education is really important for the nation at large and results in creating individuals that have the skills to shape their lives better, the focus should be to facilitate the students to not drop post grade 8 and study till grade 12 to further build their skills and take calls regarding how they want to sustain themselves after being adults. This problem becomes all the more grave for girls because of the gender based oppression women go through. It increases further when the class, caste and gender deprivation together act against individuals and their groups.

We feel that it is a problem that there are very few girls who are finishing college and secondly those who finish college, many a times are held back in their growth journeys because of gender conflicts.Early marriage, lack of willingness of parents/in-laws to let them enroll in secondary schools and college, lack of confidence of the girls in respect to mobility for education or employment, lack of negotiation skills amongst the girls to convince the families towards their betterment, lack of awareness regarding what they really want to do in their lives, etc. So, we feel that the problem is of both access and quality of secondary education that is being provided to the girls at the moment. Because of historical reasons, girls do need special inputs to feel more strengthened to be in the position to shape their own lives.

Thirdly we also believe that the state governments are also trying to solve these problems by implementing their own solutions, they need technical support and demonstrations from non-profit organizations in respect to more qualitative conceptualization and implementation of solutions. From that perspective, it is a challenge for the state that not many quality promising examples and demonstrations arent available. Even those that are available, are not catering to the population of similar socio-economic backgrounds.
The mission of the organization is to participate in the formation of an egalitarian society by contributing in the development of a system of equitable quality care and education for all the children.

The main goal is to evolve models of quality education for the children of any given background or context and working towards ensuring that.
Bodh Shiksha Samiti (here after referred to as Bodh) evolved from experiences of collective action that helped establish a community school or bodhshala in Jaipur (Rajasthan, India). The school, initiated in 1987, was the result of a unique partnership between the Gokulpuri urban slum community and a group of likeminded men and women. The bodhshala reaffirmed the group’s belief that quality education was an inalienable right and that deprived communities possessed the strength to translate this vision into reality for their children. This belief has continued to shape all institutional efforts.

Today, Bodh is recognised as a pioneer in the field of education for the urban deprived with growing expertise in the rural domain as well. It has also gained the stature of a resource agency for providing training and other support focusing on aspects such as child centred pedagogy, community involvement in education etc. Its key strength lies in its emphasis on learning from varied community settings and classrooms. This process of learning is aided by its network of bodhshalas (urban and rural), the innovative Manas Ganga Schools (Senior Secondary Residential Girls School, Pre and Primary School) and the work with the government schools.

Overall, Bodh is engaged in programme implementation (in urban slums and rural habitations), evolving and refining teaching learning processes, professional development and other stakeholder trainings, research and documentation, networking and policy advocacy. It reaches out to more than 26,000 deprived children (urban and rural) through its bodhshalas and government schools in Jaipur and Alwar districts, Rajasthan, India. It has touched the lives of many more children through partnerships with likeminded NGOs and agencies across the country.

All this has been possible through the collective efforts of many stakeholders. These include communities, local self governments (rural and urban), the Government at central and state levels, teachers, programme partners, academic experts and institutions, countless supportive individuals and many other bodies/agencies. Above all, the active participation and interest of children has lent a special (and continuous), sense of vibrancy, joy and fulfillment.