NotesFAQContact Us
Search Tips
Back to results
ERIC Number: ED495418
Record Type: Non-Journal
Publication Date: 2004
Pages: 56
Abstractor: ERIC
Seeking to Bridge the Divide: Linking Formal and Non-Formal Education in Uttar-Pradesh, India. IBE Collaborative Projects: Strengthening Capacities through Action
Zutshi, Bupinder
UNESCO International Bureau of Education
The new monograph series, IBE Collaborative Projects: Strengthening Capacities through Action, documents projects initiated and managed by local or national level institutions in diverse countries, which have been technically or academically assisted by UNESCO's International Bureau of Education (IBE). This first publication in the series describes a project coordinated by a non-governmental organization (NGO) in India aimed at improving non-formal educational provision to out-of-school children in the State of Uttar Pradesh with the goal of successfully integrating them into the formal school system. In order to achieve the goal of Education For All, especially "the education of children in difficult circumstances," UNESCO's New Delhi Office and IBE, Geneva, have supported several activities in collaboration with the Initiative for Social Change and Action (ISCA, a Delhi-based non-governmental organization) in India. These activities and programs provided technical and financial support for the identification of study materials/books and for the development of a non-formal education (NFE) curriculum to cover the minimum levels of learning for children enrolled in special NFE schools under the National Child Labour Project (NCLP) initiated by the Government of India. The project also supported appropriate training for the capacity-building of teachers and field officers associated with this activity. The present report highlights the innovations undertaken through the project to support quality NFE programmes for children in difficult circumstances. The report provides significant inputs for policymakers to address the issues of non-formal education in India, particularly for those children who have been integrated into the mainstream and are experiencing difficulties in the formal education system. The project identified significant appropriate curricula based on minimum levels of learning for the target groups. It also helped in developing area-specific teaching/learning materials for the target groups so as to make education a joyful and interactive experience. Teachers were provided with appropriate training so that classroom practice could be improved, with children participating and interacting freely. A non-formal education curriculum for street and working children has been developed, reflecting their experiences and life-skills requirements. Documentation of the activities and programmes undertaken in this report will help in creating awareness about these innovations, so that they could be replicated in other districts of the country where the National Child Labour Project is in operation. Appended are: (1) Abbreviations; (2) Identified Minimum Levels of Learning; (3) Lessons from Uttar Pradesh Basic Primary Education identified for NFE special schools under NCLP; and (4) Lesson content of Uttar Pradesh Basic Primary Education for NFE special schools under NCLP in Uttar. (Contains 15 tables and 1 figure.)
UNESCO International Bureau of Education. C.P. 199, 1211 Geneva 20 Switzerland. Tel: +41.229177800; Fax: +41.22.917.78.01; Web site:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: International Bureau of Education, Geneva (Switzerland).
Identifiers - Location: India