A Social Development Saga : India Uttar Pradesh Basic Education and India District Primary Education Projects
The Uttar Pradesh (UP) Basic Education Pilot Project and the national India District Primary Education Project exemplify good social development practices. The pilot project in UP to assist girls to achieve better education proved so successful tha...
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| Format: | Brief |
| Language: | English |
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World Bank, Washington, DC
2012
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| Online Access: | http://documents.worldbank.org/curated/en/2001/03/2820537/social-development-saga-india-uttar-pradesh-basic-education-india-district-primary-education-projects http://hdl.handle.net/10986/11394 |
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okr-10986-113942021-04-23T14:02:55Z A Social Development Saga : India Uttar Pradesh Basic Education and India District Primary Education Projects Kuehnast, Kathleen PILOT PROJECTS BASIC EDUCATION INSTITUTIONAL FRAMEWORK CAPACITY BUILDING GOVERNMENT COMMITMENTS EDUCATIONAL REFORM ACCESS TO EDUCATION STUDENT ENROLLMENT EDUCATIONAL SCIENCES DECENTRALIZATION TEACHER COMPETENCIES TEACHING PROGRAMS MONITORING & EVALUATION DATA PROCESSING MANAGEMENT DATA MISUSE PROJECT PREPARATION PROJECT IMPLEMENTATION SOCIAL PROJECTS AUTONOMY MANAGEMENT DEVELOPMENT PROJECT DESIGN EDUCATIONAL RESEARCH LENDING INSTRUMENTS RESOURCES MANAGEMENT ACHIEVEMENT TESTS ADDITION ATTENDING SCHOOL BASIC EDUCATION CLASSROOMS CURRICULUM DISCRIMINATION DROPOUT RATES EARLY CHILDHOOD EDUCATION EDUCATION ASSOCIATIONS EDUCATION OFFICIALS EDUCATION PROJECTS EDUCATIONAL MANAGEMENT EDUCATIONAL OBJECTIVES EDUCATIONAL OPPORTUNITIES EDUCATIONAL REFORM EFFECTIVE MECHANISMS ENROLLMENT ENROLLMENT RATE FEMALE ENROLLMENT FEMALE LITERACY FEMALE PARTICIPATION GIRLS INSTRUCTION INSTRUCTIONAL MATERIALS LANGUAGE OF INSTRUCTION LEARNING LEARNING ACHIEVEMENT LITERACY LITERACY RATE LOCAL POLITICIANS MID-TERM REVIEW MINORITY GROUPS PRIMARY EDUCATION QUALITY ASSURANCE QUALITY OF EDUCATION RESOURCE CENTERS SAFETY SCHOOL CONSTRUCTION SCHOOLING SCHOOLS SIBLINGS SOCIAL DEVELOPMENT TEACHER TEACHER TRAINING TEACHERS TRAINING PROGRAMS VILLAGE EDUCATION The Uttar Pradesh (UP) Basic Education Pilot Project and the national India District Primary Education Project exemplify good social development practices. The pilot project in UP to assist girls to achieve better education proved so successful that it was scaled up to a national project. The guiding principle of both projects is to improve education by building capacity at the community level. preparation. Surveys and focus group discussions identified a wide-range of educational issues at the village level. Problems ranged from caste discrimination to debate on the language of instruction to the impact of weather on educational opportunities. In some villages, girls were not attending school because of their responsibility to care for younger siblings. In other places, the issue was girls' safety. Lessons learned included the following: 1) Community support for education is a central element of a successful school development program. 2) Community implementation is a cost-effective way to achieve large-scale school construction. 3) Block Resource Centers and Cluster Resource Centers can serve as effective mechanisms to provide recurrent in-service training and school-based professional support for teachers. 4) Improving the quality of education and strengthening institutional capacity are long-term processes. 5) Micro-planning is necessary to assess the need for new schools and additional classrooms and teachers. 2012-08-13T14:56:51Z 2012-08-13T14:56:51Z 2001-03 http://documents.worldbank.org/curated/en/2001/03/2820537/social-development-saga-india-uttar-pradesh-basic-education-india-district-primary-education-projects http://hdl.handle.net/10986/11394 English Social Development Notes; No. 55 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research :: Brief Publications & Research South Asia India |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English |
| topic |
PILOT PROJECTS BASIC EDUCATION INSTITUTIONAL FRAMEWORK CAPACITY BUILDING GOVERNMENT COMMITMENTS EDUCATIONAL REFORM ACCESS TO EDUCATION STUDENT ENROLLMENT EDUCATIONAL SCIENCES DECENTRALIZATION TEACHER COMPETENCIES TEACHING PROGRAMS MONITORING & EVALUATION DATA PROCESSING MANAGEMENT DATA MISUSE PROJECT PREPARATION PROJECT IMPLEMENTATION SOCIAL PROJECTS AUTONOMY MANAGEMENT DEVELOPMENT PROJECT DESIGN EDUCATIONAL RESEARCH LENDING INSTRUMENTS RESOURCES MANAGEMENT ACHIEVEMENT TESTS ADDITION ATTENDING SCHOOL BASIC EDUCATION CLASSROOMS CURRICULUM DISCRIMINATION DROPOUT RATES EARLY CHILDHOOD EDUCATION EDUCATION ASSOCIATIONS EDUCATION OFFICIALS EDUCATION PROJECTS EDUCATIONAL MANAGEMENT EDUCATIONAL OBJECTIVES EDUCATIONAL OPPORTUNITIES EDUCATIONAL REFORM EFFECTIVE MECHANISMS ENROLLMENT ENROLLMENT RATE FEMALE ENROLLMENT FEMALE LITERACY FEMALE PARTICIPATION GIRLS INSTRUCTION INSTRUCTIONAL MATERIALS LANGUAGE OF INSTRUCTION LEARNING LEARNING ACHIEVEMENT LITERACY LITERACY RATE LOCAL POLITICIANS MID-TERM REVIEW MINORITY GROUPS PRIMARY EDUCATION QUALITY ASSURANCE QUALITY OF EDUCATION RESOURCE CENTERS SAFETY SCHOOL CONSTRUCTION SCHOOLING SCHOOLS SIBLINGS SOCIAL DEVELOPMENT TEACHER TEACHER TRAINING TEACHERS TRAINING PROGRAMS VILLAGE EDUCATION |
| spellingShingle |
PILOT PROJECTS BASIC EDUCATION INSTITUTIONAL FRAMEWORK CAPACITY BUILDING GOVERNMENT COMMITMENTS EDUCATIONAL REFORM ACCESS TO EDUCATION STUDENT ENROLLMENT EDUCATIONAL SCIENCES DECENTRALIZATION TEACHER COMPETENCIES TEACHING PROGRAMS MONITORING & EVALUATION DATA PROCESSING MANAGEMENT DATA MISUSE PROJECT PREPARATION PROJECT IMPLEMENTATION SOCIAL PROJECTS AUTONOMY MANAGEMENT DEVELOPMENT PROJECT DESIGN EDUCATIONAL RESEARCH LENDING INSTRUMENTS RESOURCES MANAGEMENT ACHIEVEMENT TESTS ADDITION ATTENDING SCHOOL BASIC EDUCATION CLASSROOMS CURRICULUM DISCRIMINATION DROPOUT RATES EARLY CHILDHOOD EDUCATION EDUCATION ASSOCIATIONS EDUCATION OFFICIALS EDUCATION PROJECTS EDUCATIONAL MANAGEMENT EDUCATIONAL OBJECTIVES EDUCATIONAL OPPORTUNITIES EDUCATIONAL REFORM EFFECTIVE MECHANISMS ENROLLMENT ENROLLMENT RATE FEMALE ENROLLMENT FEMALE LITERACY FEMALE PARTICIPATION GIRLS INSTRUCTION INSTRUCTIONAL MATERIALS LANGUAGE OF INSTRUCTION LEARNING LEARNING ACHIEVEMENT LITERACY LITERACY RATE LOCAL POLITICIANS MID-TERM REVIEW MINORITY GROUPS PRIMARY EDUCATION QUALITY ASSURANCE QUALITY OF EDUCATION RESOURCE CENTERS SAFETY SCHOOL CONSTRUCTION SCHOOLING SCHOOLS SIBLINGS SOCIAL DEVELOPMENT TEACHER TEACHER TRAINING TEACHERS TRAINING PROGRAMS VILLAGE EDUCATION Kuehnast, Kathleen A Social Development Saga : India Uttar Pradesh Basic Education and India District Primary Education Projects |
| geographic_facet |
South Asia India |
| relation |
Social Development Notes; No. 55 |
| description |
The Uttar Pradesh (UP) Basic Education
Pilot Project and the national India District Primary
Education Project exemplify good social development
practices. The pilot project in UP to assist girls to
achieve better education proved so successful that it was
scaled up to a national project. The guiding principle of
both projects is to improve education by building capacity
at the community level. preparation. Surveys and focus
group discussions identified a wide-range of educational
issues at the village level. Problems ranged from caste
discrimination to debate on the language of instruction to
the impact of weather on educational opportunities. In some
villages, girls were not attending school because of their
responsibility to care for younger siblings. In other
places, the issue was girls' safety. Lessons learned
included the following: 1) Community support for education
is a central element of a successful school development
program. 2) Community implementation is a cost-effective way
to achieve large-scale school construction. 3) Block
Resource Centers and Cluster Resource Centers can serve as
effective mechanisms to provide recurrent in-service
training and school-based professional support for teachers.
4) Improving the quality of education and strengthening
institutional capacity are long-term processes. 5)
Micro-planning is necessary to assess the need for new
schools and additional classrooms and teachers. |
| format |
Publications & Research :: Brief |
| author |
Kuehnast, Kathleen |
| author_facet |
Kuehnast, Kathleen |
| author_sort |
Kuehnast, Kathleen |
| title |
A Social Development Saga : India Uttar Pradesh Basic Education and India District Primary Education Projects |
| title_short |
A Social Development Saga : India Uttar Pradesh Basic Education and India District Primary Education Projects |
| title_full |
A Social Development Saga : India Uttar Pradesh Basic Education and India District Primary Education Projects |
| title_fullStr |
A Social Development Saga : India Uttar Pradesh Basic Education and India District Primary Education Projects |
| title_full_unstemmed |
A Social Development Saga : India Uttar Pradesh Basic Education and India District Primary Education Projects |
| title_sort |
social development saga : india uttar pradesh basic education and india district primary education projects |
| publisher |
World Bank, Washington, DC |
| publishDate |
2012 |
| url |
http://documents.worldbank.org/curated/en/2001/03/2820537/social-development-saga-india-uttar-pradesh-basic-education-india-district-primary-education-projects http://hdl.handle.net/10986/11394 |
| _version_ |
1764416576736460800 |