Education And Child Rights


Education is the process by which society transmits its accumulated knowledge, skills and values from one generation to another. Formal education is one of the most significant means to impart information and knowledge in the modern-day living.

Today good schools and inspiring teachers are considered to be the legal rights of every child. For actualization of universal elementary education goal, it is imperative to develop and imply progressive education model to replicate the success of various fruitful educational experiences on a large-scale with the available resources.

Unless a model of quality education to children, particularly from poor urban families, is developed and credibly demonstrated, the problem of universal basic education in India cannot be solved.

The strategy of Nidan is designed to unfold in three stages. In Phase I (2006-2007), the focus was on evolving and establishing core elements of learning methodology. In Phase II educational organizations are kept into focus which demonstrates potential efficacy of this approach. Both these phases lay foundation of an education design and delivery organization to implement the program at community level.


  1. Attain complete coverage of children aged 3-14 years in elementary education in three municipal wards of Patna.
  2. To attain and maintain cent percent retention in project areas.
  3. Create model in quality of learning and to set up a Resource centre in Patna for qualitative learning.
  4. Empower the communities to enable them to strengthen their demand for free and quality education with the government.

Phase II (2007-2008) was aimed to develop and to test & demonstrate all aspects of the learning model, class-process, preparation of teachers, learning material and program management.

Phase III, Nidan would work towards integrating its design features within the primary education system. Various approaches and strategies would be employed. A partnership with government school system to introduce selected design features of Nidan in order to improve quality therein. Attempts would be made to persuade the proposition that lower primary education could be delivered by a multitude of independent units working on the Nidan pattern that would act as a feeder to the government and other upper primary schools.

These units would not belong to any one organization, instead would compete for contracts or grants to run the feeder classes. In this phase, work could be taken up in a concerted manner with bilateral and multilateral aid institutions, particularly to address the requirements of urban areas.

America India Foundation (AIF) is supporting one of Nidan’s education projects with the rag-pickers and sweepers of Patna. Nidan’s pedagogy seeks to facilitate the development of a child into a balanced individual with enhanced thinking and logical abilities, artistic temperament and sensitivity.

Pre Primary Education (3-6 years)

Currently Nidan is running 40 pre-primary centres providing pre-primary education to all children in the 3-6 years age group living in the slum areas of Patna. Nidan helps 5-6 year old children get enrolled in to Government primary schools wherein the mother teachers play a pivotal role in linking the children with pre primary centres and Government Schools and ensure that children are regular in the pre-primary centres/schools.

Elementary Education (6 – 13 years)

At Nidan, the elementary section is further divided into Shala Arambh (Class I-II or Early Primary) and Shala Madhya (Classes III- V). The overall emphasis is to groom children for their development as independent learners. At the Shala Arambh level, the focus is on building early language, literacy and numeracy skills. The aim, as the children move to Shala Madhya level, is to equip them to perform at comparable levels when they reach class V. Children are encouraged to play with the alphabets, understand and coin words that they are familiar with. The teaching practices follow the continuum of developing the related listening, speaking, reading and writing skills. The emphasis on building children’s existing knowledge and experience and conceptual clarity is equally relevant for other subjects such as Mathematics, Environmental Studies etc. There is a gradual movement from concrete to abstract. Mathematics, in particular, is seen as a subject that can help facilitate logical thinking. There is a comprehensive inclusion of arts component (details below). The inter linkages between all the subjects is also encouraged. Subject teaching is increasingly aligned with prescribed syllabi at the Shala Samooh level.

Arts and Craft

At Nidan, arts and craft are seen as an integral part of the curriculum. The objective is to encourage creativity and self expression and also, enhance aesthetic sense among children. The component includes drawing and painting, collage making, clay modeling, music (vocal and instrumental) and dance.

  1. Curriculum
  2. Learning modalities

Nidan has been engaged in developing and modifying teaching learning materials (TLMs) and other resources based on cognitive principles and contextual requirements. The emphasis on TLMs stems from the belief that learning should be a joyful and meaningful exercise. Over the years, a significant pool including games, puzzles, songs, cards, worksheets, charts etc has been developed. Most of the TLMs are derived from games that children play and use materials that are locally available. Many of these have also been modified as classroom exercise and feedback from communities revealed their potential for explaining other/more concepts.

Examples of some of the most commonly used TLMs are given below. These include games featured in Khel Pathamala and other options as well.


Sr. No.

Game/ activity



Dus Tiliyon Ka Khel (game of ten sticks) Explains concepts (numbers, place value, simple operations of addition, subtraction and multiplication), Enhances hand co-ordination/balance and concentration. Enhances strategic thinking and collective decision making


Khel Board (Game of Dice) Recognizing different geometrical shapes, colours, words and their sounds. Enhances strategic thinking and collective decision making.


Game of Notes (using fake currency notes) Understanding place value, simple operations of addition, subtraction and multiplication counting from 1 to 100


Jali Button (Net and buttons) Understanding concept of numbers and counting Matching colours and also creating different designs


Carom Board adaptation Understanding place value, simple operations of addition, subtraction and multiplication. Enhances hand co-ordination/balance and concentration


55 and 100 Goti Stand Understanding numbers and counting, concept of tens and decimals, Matching colours. Enhances balance and concentration.


Shapes & Symmetry Geometrical Symmetry Cutouts Understanding shapes and symmetry.


Fraction Cards Understanding concept of fractions, simple operations of addition, subtraction and multiplication.


Rup ek naam anek (One form many names) Understanding synonyms.

Community Linkages

  1. The presence of Nidan community school signifies community participation signifying collective participation of local communities, Nidan and Programme partners.
  2. Teachers undertake daily interaction with the families of students.
  3. Parents and other community members are encouraged to visit the school at any time. They can observe classes, share their concerns or offer suggestions.
  4. Teachers facilitate school-community meetings wherein various aspects are discussed. This includes children’s attendance and performance, school administration, collective efforts in running the School Corpus Fund etc.
  5. Women from the communities are selected and trained as community leaders. They handle the preschool groups. This also provides another opportunity for integration of community contexts in the school environment.

Educational Framework

  1. Most Nidan community schools began as primary schools (class I-V). Preschool groups were subsequently started at the Shala Purva. These provide a smooth transition from home to this preparatory stage and then on to formal schooling.
  2. In many places, adolescent girls’ groups have also been constituted. This provides the girls a chance to continue – and in some cases initiate – their educational growth.
  3. Academics, arts and sports are encouraged equally. Increasingly, the vocational education component is being integrated.
  4. Classes are organized into groups – Shala Poorv (pre- school), Shala Arambh (class 1-III), Shala Madhya (classes IV-V) and Shala Samooh (classes VI-VIII).
  5. A multilevel approach of teaching is followed. Within the shalas, children are grouped together based on their ability of learning. With increasing familiarity and skill in subjects, children can switch from one sub group to another.
  6. Teachers and children sit together in a circle. They encourage children to ask questions, comment and discuss. A class is not expected to be quiet and orderly. Punishment is discouraged.
  7. Usually, a teacher-pupil ratio of 1:30 is maintained.
  8. Teachers make daily teaching plans. Consolidated monthly plans are also made. These are reviewed and finalized through special workshops where programme/component Co-ordinations and academic support teams provide inputs.
  9. There are no Principals/head masters at Nidan community schools. Teachers come together as a collective unit and take all the key decisions.
  10. There are strong community demands to upgrade the schools to upper primary/secondary levels. This has been done for some schools and is seen as an area of future growth.
Related Posts Plugin for WordPress, Blogger...

Leave a Reply

Your email address will not be published. Required fields are marked *

You may use these HTML tags and attributes: <a href="" title=""> <abbr title=""> <acronym title=""> <b> <blockquote cite=""> <cite> <code> <del datetime=""> <em> <i> <q cite=""> <s> <strike> <strong>

Blog Archive

Like Us