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PROPEL
( Culture –
conscious Primary Education) |
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This project
conducted over ten years in three phases of systematic
action-research, has been chosen by UNESCO as a ‘showcase
project’ to promote elementary education for rural children,
particularly girls, in developing countries. It was
demonstrated that community participation in organizing the programme |
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can stem the
tide of dropouts and increase the quality of education.
Flexible hours of schooling, local teachers, modern
pedagogical methods, commitment of children to ‘mastery
learning’, stress-free evaluation, a generous supply of
learning materials to be used in a co-operative manner, and
60:40 ratio of teacher and non-teacher cost helped educate
about 8000 children. The curriculum included a strong
component of health and environmental science, local history
and geography were conceptually investigated, yogic exercises
were used along with songs and dramatics for a physically and
mentally relaxed learning process. Nearly 8000 children were
covered in the three phases of the project and 5500 children
successfully reached grade IV and V levels. Support activities
such as adult education and child-recreation centers for the
3-6 age group helped in the educational mobilization of the
communities. A new approach to teacher-education was
formulated through emphasizing the role of the teachers as
elder brothers and sisters of the learners placed in their
care. |
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The Ministry
of Human Resource Development recognized the usefulness of the
IIE model of community-managed basic education. Subsequently,
about 400 NGOs used this model with local modifications which
can be easily fitted into its flexible character. Some of its
features have been incorporated in the DPE Programme of the
State Education Department. |
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In 1993
UNESCO awarded its newly instituted Jan Amos Comenius Award to
Dr. Chitra Naik, who conceived and directed PROPEL. As the
UNESCO publication on this project says, “PROPEL’s strength
lies in the expertise it has gained in training people at the
grassroots to take responsibility for education. In the course
of this evolution, the project has broadened children’s
horizons, allowing them to think and talk about their future
with confidence.” |
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