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a) The School
 Indrani Hasna Mayani High School is situated
 at a backward rural area of Murshidabad
 District. Eventually, it is badly affected by all
 sorts of locational disadvantages. Almost all of
 the local people belong to poor or lower middle
 class and majority of them are of the minority
 section of the society.
 The school belongs to the group of other rural
 schools, having general standard in respect of
 academics
b) How the idea came …..

With the view of developing the academic
standard and other social awareness as well of
such a rural school , the school Management
felt the utmost necessity of increasing the
interest of the students in studies. And hence it
was decided to reach the “homes” of the
students to interact with their parents as an
awareness programme.
The outcomes of the awareness programme
revealed some facts as major obstacles in the
path of academic development of the students.
c) Facts we got….
 Majority of 1st generation learners are deprived
 to taste the effective results of the modern
 teaching-learning programmes, as they don‟t
 spend much time on it.
 When the parents were asked about this, they
 expressed their inability to monitor the same as
 they are illiterate.
 Hence, students show less interest in answering
 the study-related quarries asked by the parents.
 Consequently, parents feel shaky due to their
 illiteracy.
 This leads to a big communication gap between
 students and their parents.
d) Way Out….
The School Management analysed the said
facts as:

 There is no “parents-education-children (i.e
 students)” co-ordination, which is necessary for
 a child to be involved in studies with enough
 inspiration and/or interest.

 As „parents illiteracy‟ has become one of the
 main causes behind the lack of such co-
 ordination, the situation        needs to be
 developed for the interest of the students.
The minimum literacy and/or consciousness
regarding the modern education, of the
parents, can most effectively be achieved if
students can teach their parents at home.

This, in turn, will enable the students
themselves to be more serious and concerned
regarding studies.

Consequently, the „gap‟ between the „parents-
education-children‟ is likely to be minimised.
Needless to say, implementation of such teaching-
learning relationship in between parents & students will
certainly lead to the development of the students in
respect of academics and social awareness as well.
On the other hand, an effective solution to one of the
most burning issues of the society, i.e illiteracy, may
easily be achieved as a byproduct of the whole process.
Hence, quite logically, the project is named:


 “GUARDIANS LITERACY PROGRAMME “
The Project
   The students (Class VI to VIII) whose parents are
    illiterate, will be given the assignments of „TEACH
    YOUR PARENTS‟ (at home) as a part of Work
    Education (Compulsory Additional).

   The concerned students will teach their parents
    throughout the year as per the „course‟ designed by the
    school authority.

    Parents will come to school to sit for the exam (i.e on
    the scheduled date for work education exam.) to show
    what they have learnt exactly.

   The concerned students will be awarded „Marks‟ (for
    Work Education) on the basis of the performances of
    their parents.
Important to note
   This is a three-year Project.

   The students of class VI are likely to play the most vital
    role in this regard, because they will have enough
    opportunity to upgrade the standard of the literacy of
    their parents during the consecutive two more years.

   The „course‟ of the project (for all the three years) will be
    duly designed by the school authority.*

   The students whose parents are already literate, will be
    given usual assignments (as per the schedule) for Work
    Education.
Indrani Hasna Mayani High School
Name – Indrani Hasna Mayani High School.
Established – 1956
Address – P.O. – Indrani. Dist. – Murshidabad. Pin. – 742159
Recognition No. – 4355 / G. Dt. 04.03.1963 ( Under WBBSE )
Level – Secondary Co-Educational
Student Strength – 1216
Boys Girls Ratio – 61% - 39%
Minority Community – 79%
Schedule Cast – 15%
Socio Economic Status of the Students – 80% from poor family
Drop outs – 45% before Class VIII
Success in Madhyamik Pariksa – 45% to 55%
The field work
• Before launching the ‘project’, the school authority
  explained the ‘central idea & the outcomes’ of the same
  to the students.
• The school authority, with active cooperation of the
  local influential people, conducted meetings in the
  villages for the concerned guardians, to increase the
  awareness.
• The concerned students were provided the necessary
  guidance for the project and the progress of them, in
  the said field, were checked up several times.
„Village Meeting‟
( One of the village meetings organised by school at Rahigram )


                                 The school authority is explaining
                                  the central idea of the project.




Guardians of the students came
   to listen to the meeting.
Distribution of Copy & pencil amongst
the guardians in the said meeting.

                                             Joyous moment for a guardian after
                                               getting personal copy & pencil
                                                       for the first time;




One of the admirable person of the village
     is distributing copies on behalf
          of the school authority.
IN SEARCH OF A NEW LIGHT



After day-long hard work
 “ literacy from kid with
       love and care”
COMING TO THE LIGHT


On 16th April newly
literate Parents of
  Class – VI & VII
came to School to
     show their
   achievement.
SMILES OF SUCCESS


      One of the
 parents showing
 her achievement
  in literacy under
 keen observation
      of her kid.
News paper cutting about our project
The editorial about our Project
             from
         Within our limited capacity we
          started with the goals of
          involving the students in their
          studies and hence creating a
          suitable environment for the
          same, and, in turn, observed the
          realisation of „dream result‟ of
          “Guardians‟ Literacy”!

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Presentation1

  • 2. a) The School Indrani Hasna Mayani High School is situated at a backward rural area of Murshidabad District. Eventually, it is badly affected by all sorts of locational disadvantages. Almost all of the local people belong to poor or lower middle class and majority of them are of the minority section of the society. The school belongs to the group of other rural schools, having general standard in respect of academics
  • 3. b) How the idea came ….. With the view of developing the academic standard and other social awareness as well of such a rural school , the school Management felt the utmost necessity of increasing the interest of the students in studies. And hence it was decided to reach the “homes” of the students to interact with their parents as an awareness programme. The outcomes of the awareness programme revealed some facts as major obstacles in the path of academic development of the students.
  • 4. c) Facts we got…. Majority of 1st generation learners are deprived to taste the effective results of the modern teaching-learning programmes, as they don‟t spend much time on it. When the parents were asked about this, they expressed their inability to monitor the same as they are illiterate. Hence, students show less interest in answering the study-related quarries asked by the parents. Consequently, parents feel shaky due to their illiteracy. This leads to a big communication gap between students and their parents.
  • 5. d) Way Out…. The School Management analysed the said facts as: There is no “parents-education-children (i.e students)” co-ordination, which is necessary for a child to be involved in studies with enough inspiration and/or interest. As „parents illiteracy‟ has become one of the main causes behind the lack of such co- ordination, the situation needs to be developed for the interest of the students.
  • 6. The minimum literacy and/or consciousness regarding the modern education, of the parents, can most effectively be achieved if students can teach their parents at home. This, in turn, will enable the students themselves to be more serious and concerned regarding studies. Consequently, the „gap‟ between the „parents- education-children‟ is likely to be minimised.
  • 7. Needless to say, implementation of such teaching- learning relationship in between parents & students will certainly lead to the development of the students in respect of academics and social awareness as well. On the other hand, an effective solution to one of the most burning issues of the society, i.e illiteracy, may easily be achieved as a byproduct of the whole process. Hence, quite logically, the project is named: “GUARDIANS LITERACY PROGRAMME “
  • 8. The Project  The students (Class VI to VIII) whose parents are illiterate, will be given the assignments of „TEACH YOUR PARENTS‟ (at home) as a part of Work Education (Compulsory Additional).  The concerned students will teach their parents throughout the year as per the „course‟ designed by the school authority.  Parents will come to school to sit for the exam (i.e on the scheduled date for work education exam.) to show what they have learnt exactly.  The concerned students will be awarded „Marks‟ (for Work Education) on the basis of the performances of their parents.
  • 9. Important to note  This is a three-year Project.  The students of class VI are likely to play the most vital role in this regard, because they will have enough opportunity to upgrade the standard of the literacy of their parents during the consecutive two more years.  The „course‟ of the project (for all the three years) will be duly designed by the school authority.*  The students whose parents are already literate, will be given usual assignments (as per the schedule) for Work Education.
  • 10. Indrani Hasna Mayani High School
  • 11. Name – Indrani Hasna Mayani High School. Established – 1956 Address – P.O. – Indrani. Dist. – Murshidabad. Pin. – 742159 Recognition No. – 4355 / G. Dt. 04.03.1963 ( Under WBBSE ) Level – Secondary Co-Educational Student Strength – 1216 Boys Girls Ratio – 61% - 39% Minority Community – 79% Schedule Cast – 15% Socio Economic Status of the Students – 80% from poor family Drop outs – 45% before Class VIII Success in Madhyamik Pariksa – 45% to 55%
  • 12. The field work • Before launching the ‘project’, the school authority explained the ‘central idea & the outcomes’ of the same to the students. • The school authority, with active cooperation of the local influential people, conducted meetings in the villages for the concerned guardians, to increase the awareness. • The concerned students were provided the necessary guidance for the project and the progress of them, in the said field, were checked up several times.
  • 13. „Village Meeting‟ ( One of the village meetings organised by school at Rahigram ) The school authority is explaining the central idea of the project. Guardians of the students came to listen to the meeting.
  • 14. Distribution of Copy & pencil amongst the guardians in the said meeting. Joyous moment for a guardian after getting personal copy & pencil for the first time; One of the admirable person of the village is distributing copies on behalf of the school authority.
  • 15. IN SEARCH OF A NEW LIGHT After day-long hard work “ literacy from kid with love and care”
  • 16. COMING TO THE LIGHT On 16th April newly literate Parents of Class – VI & VII came to School to show their achievement.
  • 17. SMILES OF SUCCESS One of the parents showing her achievement in literacy under keen observation of her kid.
  • 18. News paper cutting about our project
  • 19. The editorial about our Project from  Within our limited capacity we started with the goals of involving the students in their studies and hence creating a suitable environment for the same, and, in turn, observed the realisation of „dream result‟ of “Guardians‟ Literacy”!