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MODELS OF INTERVENTION AND THE BODH EXPERIENCE Democratic principles and ECCE

MODELS OF INTERVENTION AND THE BODH EXPERIENCE Democratic principles and ECCE. Nandita Chaudhary Lady Irwin College September 26 th , 2013. Basic Template for ECCE Centres. ORGANISATION. CENTRE. TEACHER. COMMUNITY. ORGANISATION. CENTRE. TEACHER. COMMUNITY. OTHER ORG. ORGANISATION.

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MODELS OF INTERVENTION AND THE BODH EXPERIENCE Democratic principles and ECCE

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  1. MODELS OF INTERVENTION AND THE BODH EXPERIENCEDemocratic principles and ECCE Nandita Chaudhary Lady Irwin College September 26th, 2013

  2. Basic Template for ECCE Centres ORGANISATION CENTRE TEACHER COMMUNITY

  3. ORGANISATION CENTRE TEACHER COMMUNITY

  4. OTHER ORG ORGANISATION TRAINING CENTRE TEACHER COMMUNITY

  5. ORGANISATION CENTRE TEACHER COMMUNITY COMMUNITY OWNERSHIP

  6. OTHER ORG ORGANISATION CENTRE TEACHER COMMUNITY

  7. ORGANISATION Materials CENTRE TEACHER COMMUNITY

  8. ORGANISATION CENTRE TEACHER COMMUNITY

  9. ORGANISATION X TRUST CDPO CENTRE TEACHER COMMUNITY

  10. ORGANISATION LOCAL NGOs LOCAL NGOs CENTRE TEACHER COMMUNITY

  11. BODH ORGANISATION FAMILY COMMITMENT CENTRE TEACHER COMMUNITY Mother Teachers

  12. Democratic Principles and ECCE

  13. Positioning with community • Benefactor • Saviour • Government • Supervisor • Evaluator • Partner • Concerned citizen

  14. Democratic principles and ECCE • Equality, fraternity and democratic principles actively observed at each level • CDPO and Supervisor have freedom to take decisions • Reflective and participative process, non-hierarchical at all levels • Supervision is demonstration (not instruction) based

  15. Democratic principles • Qualification and experience are important, but relationships are non-hierarchical. Teachers have mobile numbers of all higher functionaries • Parental expectations are considered in planning; Budget planning done with mothers; Mothers’ meetings forum for discussions • Materials are inclusive • Community-based programme • Collaboration with local NGOs

  16. BODH • Strong personal commitment of an individual • Fundamental acceptance of principles of democracy • ECCE was not the first entry point • Community was identified, and the need for ECCE emerged from partnership between community and BODH • Community and BODH gradually merged through mother teachers and others

  17. BODH • First priority is the community, not self-preservation • Each interface (teacher-child; parent-teacher; teacher-BODH, BODH-child) is characterised by a fundamental sense of equality and the right to a quality of life • Enthusiasm sustains despite difficulty with funding, community has agreed to pay to sustain programme • Young teachers are former students of BODH schools, an important indicator of success

  18. Summing up • Fundamental belief in the equality of people is a primary ingredient of sustained success in community intervention • Not only community participation, but community partnership and sustained dialogue and responsiveness is critical to reaching the child • Personal commitment and family involvement is not a threat to sustained partnerships when commitment is genuine and not self-serving • This formula generates a sense of self-worth in the community that is unparalleled

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