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NGO India- Scope of Education NGO , Child NGO and Aids NGO in India

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Now, NGO comes into the depiction how a ngo india can play its parts for upliftment of these people. NGO can bring awareness among these about their rights which are very sadly said that very few people know about their hiv aids ngos in india rights and benefits of schemes which are management by Central govt. NGO India becomes these SHG’ voice and raise it so loud till it heard to proper channel or authorities whose are answerable for it. Even in getting loans from local banks for starting small businesses, is also helping by NGO.

My encounter with the Montessori Method of education grows out of an article on education ngo india that I wrote as part of my “Resurgent India” series a few years back. I was invited to visit the Sri Ramacharan Trust in Chennai, a local NGO that had commence the Montessori Method in Corporation schools in the region. When I visited a range of classrooms – some traditional, some Montessori – in a government school in Saidapet, I was truly amazed by the stark contrast.
Non-Governmental Organizations (NGO) were the face of development aid in the last century. They channeled private and public woman ngo india contributions towards emergency relief, stabilization of community recovering from crisis situations and also providing technical support and finance towards developmental projects.
Across the world, there are more and more startups with the capacity to invent new foodstuffs and services that are revolutionary to the needs of the poor and at the same time commercially viable to a business. For the established big firms or multinational, this won’t be a big problem. With their established names and marketing or distribution infrastructure, they can penetrate the market.
States in developing consistent policies on poverty alleviation should recognize the role that can be played by social entrepreneurs and as such have a mechanism in place to identify innovations that work in line with projects on ground. Take for example, the one computer per children ngo india idea. There was a product but needed a market to make it viable, for that market to be activated, countries like Nigeria did then ordered regarding a million of such computers at a time. This volume would have helped abridged cost of production per system and guaranteed a continuous flow-out to more beneficiaries. The pilot project showed that children who had these computers had a extraordinary change of attitude to learning, an interest in the sciences and technology was aroused and the computers became an indispensable aid to teaching in various subjects.
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These organizations in India are known as non-government organizations and have independant governing body or a board of trustees. These organizations generally work for benefit of poor and down trodden people and have a broad mandate of serving deprived people. These organizations are expected to help people by spreading literacy, spreading awareness among people about their rights, making people aware about different diseases and preventive measures, help people making them self-dependant by training them in different trades and doing several activities for general public’s welfare.

Revolutionary Policy Suggestions For Education Problems In Pakistan

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Education has great effects over psyches. Whatever sort of education will be the mind will be as such. If we look over the history whenever any nation want to defeat others nation it first occupy the education systems and curriculums of the occupying nations. Education develops the roots of any nation. Through education any nation prepares their generation according to their religious norms and values. We can easily state that rising social unrest in any nation is mainly due to improper education of generations. Within two decades we could prepare one generation for the country. Two decades are a small span to prepare weapon (generation) but impact of this prepared weapon is long and forever. I called generation as a weapon; generation is no doubt is a weapon for development of any country. If we prepare our generation according to our religious norms and values and make them faithful and patriotic then they are useful and best secured weapon. Otherwise we are preparing enemies of our country. If the generations do not put on a right track then they will diverge in the ways which they found in easy access. Any country has one religion therefore there should be only one form of education. A country having different ways and levels of educations mentions that the country have no defined religion and culture.

Pakistan is going through lot of problems like terrorism, poverty, insecurity, sectarianism, ethnic, provisional and regional bigotries and many others. All these problems are due to lack of awareness and tolerance which are developed due to illiteracy. If we observe around us countries with most secured lives and economies prefer education for the people first. However in Pakistan phenomena of education kept far behind at every level of policy making for development. Our historical political parties mostly blame stressed international affairs started just after independence for their poor policies; they claim the foreign tensions do not give them space to think thoroughly about these social matters. Now activities of various governments developed a long history for failure of implementing true policies for education to all masses on equality and quality basis.

Education for All Report 2008-an Eye Opner for Policy Makers

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ALTHOUGH MUCH has been talked by the government agencies for achieving the gender parity and universal enrollment by 2010, it has been revealed that Indian educational region as a United Nations (UN) member is facing a grim literary scenario.
The very recent survey monitored by UNESCO (United Nations Educational, Scientific and Cultural Organisation) on ’Education for All’ (EFA) in March, 2008 is an eye-opener for the statesmen and policy-makers of the educational system in India.
The global monitoring report 2008 on EFA by the UN body speaks highly of the grim educational affairs of children belonging to the remote and disadvantaged areas of the country.
I mean to focus that besides the launch of national flagship programmes like ’Sarva Shiksha Abhiyan’ (SSA), India has missed its 2005 target of achieving gender parity and as per the report will miss the target of 2015 for attaining total literacy.
Another matter of concern for policy-makers is that the adult literacy programmes of the government have fallen off its priority list and the National Knowledge Commission (NKC) is in the process of finalising its recommendations on this as well.
UNESCO, as a technical support agency made a recent assessment and stressed increased involvement of children to learn by the year 2015 for achieving the vision of EFA.
The organisation highlighted innovative projects and strategies and underscored the urgency of pushing forward a common agenda for action but the question remains: Which educational programmes and policies have been successful? What is the relevance of the programmes at the regional level? Who remained the target beneficiary of the milestones of the government and what should be the decentralised procedure to put the policies into practice?
The current analysis of UN on India’s EFA commended India’s efforts in bringing children back to schools, who are drop-outs by way of the formal or informal means.
The National Institute of Open Schooling (NIOS), with its headquarters at Noida, formed by the Ministry of Human Resource and Development offering academic and vocational training courses, can prove fruitful if every district is made a main centre of decentralisation. This means setting up NIOS centres in every district to reach the unreached.
The SSA, which is being implemented throughout the country, is a major movement to achieve the universal elementary education (UEE).
The educational think-tank, National University of Educational Planning and Administration (NUEPA), has developed an Educational Development Index (EDI) to track the progress of the states towards UEE.
NUEPA has developed a school report card system of more then 1.05 million primary and upper primary schools. The SSA is a historic stride towards achieving UEE through a time-bound integral approach, in partnership with the states.
Operation Blackboard (OBB) started in 1987 gave impetus to the large scale infrastructural facilities to avoid wastage and stagnation. The EFA report marks the midway in the great zealous movement to expand learning opportunities to every child by 2015.
In this context, the findings of the report causes concern for Indian educational region because it has pledged to put all the children in the 6-14 age group in school by that time and attain over 85 per cent literacy rate.
The report highly endorses the country’s efforts in bringing revolution in distance education by using technological means like EDUSAT and digital learning schemes.
The replacement of more then 10,000 schools into virtual classrooms is a significant achievement.
Besides governmental initiation of the programmes, the efforts are not enough to achieve a big target within the stipulated period, since it is a fact that education especially in government-funded schools remains neglected most of the time. It may be due to the least remuneration of the literacy workers or lack of community intervention.
The successive governments launched several policies and made several declarations on this issue right from the Constitutional Mandate of 1950.
Be it the National Policy on Education 1986, Unnikrishnan Judgment of 1993, Education Ministers Resolve of 1998, National Committees Report on UEE in Mission Mode of 1999 or the Programme of Action of 2001, all promised to change the face of elementary education by 2010, but the gender and social gap seems to have become a part of the country.
As far as the National SSA Project is concerned, the programme remained confined to the educational officers and administrators only and the community was not made familiar of the real object.
The reasons for this are many. Firstly, the SSA failed on the grounds that the programme has not taken care of the community mobilisation in rural and deprived areas and Educationally and Economically Backward Blocks (EEBB).
Secondly, the SSA as a project in mission mode attached the teachers of mainstreaming schools as district zonal and cluster resource persons thereby resulting in the erosion of mainstream classroom. This deployment of the mainstream formal school functionaries in SSA has paralysed the system of both formal and non formal funded projects of the government.
The SSA needs to improve indicators by way of recruiting the staff of its own and can seek healthy collaboration of the formal functionaries of the system vis-à-vis community mobilisation.
The collaboration of SSA with non-governmental organisations (NGOs) in some states like Rajasthan is appreciable and proven result oriented. The EFA, being a call for every citizen for learning basic skills at minimum level, should be projected with the intervention of local NGOs and community.
This may help in getting information from the community for the effective decentralisation of the programme. Ironically, the local level community participation in any of the projects is not encouraging, which is the core factor of SSA.
The local level awareness camping and increase of the remuneration of the literacy workers is utmost importance to stem the root. The EFA reports of 2008 demands effective decentralisation. Consequent to several efforts at national and state level by the Ministry of Human Resource Development, the country has made good progress by increasing institutions, teachers and students in elementary education.
In January 2008, Arjun Singh, HRD minister released flash statistics. According to the statistics brought out by NUEPA New Delhi, there has been addition of minority enrollment both at primary and upper primary levels of education, which has been attempted for the first time in the country.