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Overview

The Education portfolio supports civil societys efforts in the areas of elementary education,

adolescent education, child protection and the education of adult women. The Trusts work in the

field entails: Efforts to improve access to quality education for children from marginalized

communities are supported.

The support of state-run schools in order to improve the quality of education and

facilitate easy access to marginalized communities.

The encouragement of integration pro ects! schools that cater e"clusively to a specific

community are discouraged.

#inancial resources are e"tended toward the improvement of the teaching-learningenvironment! i.e. provision of teaching aids, safeguarding the $enefits of children and

teachers. %equests for the creation of physical infrastructure are generally discouraged.

The Trusts approach is $ased on Education for &ll, and does not support pro ects where

children are e"cluded or discriminated on the $asis of competency tests.

1 Areas of Engagement

The portfolio has four su$-thematic areas of engagement: Elementary Education

'hild (rotection and %eha$ilitation of 'hildren in )istress

&dolescent Education

*omens Education

1.1 Elementary educations

The Trusts educational programmes are $ased on five principles: 'hild-centric education

(eople participation

+ocal leadership development

trengthening of local services

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Ena$ling cooperation

The Trusts support a num$er of pro ects that facilitate easier access to and a higher quality of

education across the country. The pro ects have the following areas of focus in common:

ystematic engagement with the community

ridge learning centers for out-of-school children

'hild-centric pedagogy

ainstreaming of children into local schools

upplementary education to improve retention

upporting schools for improved quality of education

(artner /01s constantly track student attendance to maintain a high retention rate. &dditionally,

the Trusts also support the enrolment and education of children from deprived communities andthose with disa$ilities. This includes, creating a supportive growth environment with $etter

learning and creative opportunities for children in schools. 'olla$orative initiatives with state

agencies are also encouraged to further the impact and quality of programmes.

2eeping in mind, the severe shortage of quality professionals, the Trusts also support a num$er

of resource organizations that engage in training programmes for teachers or the improvement of

pedagogy. any of them have $een encouraged to evolve into teacher training institutions.

%esource partners have also engaged with children to provide high-quality, su$ ect-specific

inputs in science and language teaching-learning as well as accelerated learning methodologies.

The Trusts encourage activities and institutions, which employ modern, multi-disciplinary

academic programmes for teacher education! ones that are responsive to a childs learning needs

and environment.

1.2 Child Protection and Rehabilitation of Children in Distress

3n the past, the Trusts have supported several productive pro ects aimed at diverse aspects of

child welfare. These initiatives have ranged from the promotion of education and a $etter

understanding of child-related laws to the launch of helpline services. The Trusts are currently

evolving the focus of future initiatives 4 so as to $uild on past partner achievements, while $eing

in consonance with emerging opportunities.

1. Adolescent Education

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The Trusts $elieve that it is critical to create opportunities for young people to realise their

potential, as individuals and community leaders. 'ommitted to the task of nation $uilding, the

Trusts have invested in creative and talented youth as agents of social change and development.

upported pro ects have demonstrated the effective role of the youth in developmental processes.

The focus is on educationally $ackward areas 4 mainly )alit, tri$al and minority communities 4

with equal attention to $oth genders. These pro ects are $ased on the )oosra )ashak model

developed in %a asthan with the support of the Trusts, and include specially developed strategies

for education, life skills and citizenship. The $asic activities include:

'ommunity-integrated work

%esidential camps for $asic education

'urriculum development and training

'ontinuing education centres and camps

+ife skills, creative activities and leadership development

&dolescent forums for peer learning

The Trusts have also supported pro ects to promote skill development, leading to

entrepreneurship and improved employment opportunities for the youth. This comprised a

residential course model, which was $ased on a comprehensive package of activities like

completion of secondary education, life skills, vocational training and personality development.

1.! "omen#s education

Education is a tool that empowers women with the analytical a$ilities to address pro$lems within

their environment. 3t is especially key to the development of $ackward communities such as the

rural, ur$an poor, displaced, migrants, minorities and )alits. 3t can empower individuals with the

skills to take charge of their environment and deal with systems, without having to depend on

others to conduct their negotiations. 0iven the feasi$ility and easy reach, the Trusts have

developed educational programmes for women who are organized in elf 5elp 0roups or angathans. & new generation of literacy methodologies, devised $y Trust-supported /01s, are

already showing successful outcomes. *hile the approach is $ased on the acknowledgement of

the intrinsic value of literacy! the curriculum has $een technically standardized to help the

women to access education at their doorstep. The highlights of the approach are:

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/eeds $ased

&ccounta$ility and ownership $y womens institutions

+ocally conte"tualised curriculum

3nvestment in capacity $uilding Emphasis on monitoring and reflection

#ocus on innovations and materials that can $e replicated

2nowledge generation and sharing

The efforts are towards sustaining literacy and its application in the real-life conte"t of women

2 Programmes

2.1 Adolescent education

&dolescents today comprise 66 percent of 3ndias population. 3t is critical to create opportunities

for young people to realize their potential, $oth in terms of social leadership and

entrepreneurship, and ena$le them to positively contri$ute to the development of their

community. The ir )ora$ i Tata Trust and the &llied Trusts have always $een committed to the

task of nation $uilding, and have invested in creative and talented youth as agents of social

change and development. (ro ects supported $y the Trusts, related to education and

empowerment of adolescents and youth have demonstrated the effectiveness of engaging with

the youth in the developmental processes. 3n this conte"t, new strategies are also constantlyevolved to create new opportunities for adolescents and youth. The Trusts have supported the

creation of the )oosra )ashak model of adolescent education and development in addressing the

challenge of educating and ena$ling the youth! and in nurturing their creative energies in a

positive environment. This model has evolved relevant strategies for adolescents from the

marginalized communities in rural areas with an approach, $ased on constitutional and

democratic values.

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$m%lemented Programms

Rural women publish Khabar Lahariya, a newspaper-Nirantar, Uttar Pradesh

A group of !" women ta#e lessons at a learning $entre-%&'A(A, Ra)asthan

tudents design Teaching +ear ning Materials- FED, Rajasthan

7ocational training for tri$al $oys -&mrapali 8tkarsh angh aharashtra

2.2 Doosra Dasha&

(oosra (asha# is a programme of adoles$ent edu$ation and de*elopmente*ol*ed by the +oundation for du$ation and (e*elopment + (. in

Ra)asthan/ %t was initiated in 0112 with the support of the ir (orab)i 'ata

'rust as the ma)or funding agen$y/ + ( was registered as a 'rust in the year

0111 and its se*en founding trustees, led by Anil &ordia, are eminent

edu$ationists and administrators/ Literally meaning, the se$ond de$ade, the

(oosra (asha# model has su$$eeded in reinfor$ing the belief that

in*estment in adoles$ents past the age of primary edu$ation is possible, and

*ital for the sur*i*al and de*elopment of e$onomi$ally ba$#ward

$ommunities/ %n the ten years of its establishment, the (oosra (asha#

$on$ept has matured and institutionali3ed in terms of its approa$h,

strategies, out$omes and impa$t on the $ommunity/ %t has e*ol*ed nuan$ed

strategies to meet the comple" challenges of working with older children, particularly girls, and

has $een a$le to esta$lish a relationship of trust with the community.

)oosra )ashak has fine-tuned its mi" of activities and schedules according to the geography,

social matri" and culture of different districts. The strategies are $asic education, life skills,

vocational education and citizenship development programmes for adolescents. 3ts activities for

the education of adolescents have five main aspects, namely, residential courses, life-skills

training, continuing education, community mo$ilization and science programmes. The

programme has $een largely successful as it incorporates elements which make it replica$le in

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other parts of the country. This is essentially due to the conte"tual variations in its core strategies

and $asic approach. 3t is $eing implemented in nine $locks of seven districts in %a asthan. The

Trusts also support 69 more pro ects in eight states $ased on the )oosra )ashak framework.

2. $nteractive learningTata 'lassEdge is an integrated learning solution for schools, designed to help teachers deliver

high quality instruction with an effective $lend of classroom activities and interactive

multimedia.Tata 3nteractive ystems $rings a$out the most contemporary solutions in education. These

products are designed keeping in mind the needs of modern education. ost of the products

make use of state-of-the-art technology and foster colla$orative learning.

'igure 7arious interactive learning programs

.

2. Com%uter (ased 'unctional )iteracy *C(')+

*hile several government initiatives are underway to address this pro$lem it would take millions

of teachers and decades of education $efore 3ndia could achieve 9-;9 per cent literacy through

traditional teaching methods. The situation calls for an out-of-the-$o" solution, and that is

e"actly what Tata 'onsultancy ervices

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' #+ is a multimedia-oriented software package, an e-learning system for helping adult

illiterates who speak the language to learn the skills of the > %s ? reading, writing and

arithmetic. *hile T' capitalized on its core competency in software development to develop

' #+ it also incorporated the e"tensive research done $y the /ational +iteracy ission

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3n all, B9 EC83(s were su$mitted $y 69 schools in the year it was introduced. *ithin a year,

EC83( has already made an impact: four of its pro ects were recognised during the TEE( &ward

#unction in #e$ruary 69@@.

2./ ,ata )earning Disability 'orum *,)D'+

/early >-B per cent of children suffer from deceases like dysle"ia and dysgraphia, finding it

difficult to cope with studies. 3n 6996, Tata 3nteractive ystems

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Travel grants are provided to the students proceeding for post-graduate and doctoral studies and

for professionals proceeding for their mid-career programmes or to attend relevant and

meaningful seminars and conferences a$road.& travel grant application can $e made with the

following documents: & written application, a resume, tatement of purpose, confirmed

admission letter, letter of invitation, mode of presentation, recent pay slips

!. Educational institutes

The ir )ora$ i Tata Trust and the &llied Trusts have pioneered several leading institutions. 3n

the process, these centres of e"cellence have made significant contri$utions to several fields,

particularly medicine, science and education.

&s financial aid to /01s is usually given for ena$ling them to implement a specific pro ect, it

has a discerni$le and concrete impact of limited magnitude and sweep. 5owever, grants made tothe institutions have a longer time frame and a wider canvas of impact.

Even though, the daily administration of most of these institutions has now $een handed over to

the respective state or central governments, the Trusts continue to support and nurture them in

myriad ways. #or instance, via programme and recurring grants for specific purposes.

,able +ist of supported institutes

r. /o. /ame of 3nstitutes +ocation *e$-+ink

@. 3ndian 3nstitute of cience angalore www.iisc.ernet.in

6. Tata 3nstitute of ocial ciences um$ai www.tiss.edu

>. Tata 3nstitute of #undamental %esearch um$ai www.tifr.res.in

H. /ational 'entre for the (erforming &rts um$ai www.ncpamum$ai.com

B. /ational 3nstitute of &dvanced tudies angalore www.nias.res.in

http://www.iisc.ernet.in/http://www.tiss.edu/http://www.tifr.res.in/http://www.ncpamumbai.com/http://www.nias.res.in/http://www.tiss.edu/http://www.tifr.res.in/http://www.ncpamumbai.com/http://www.nias.res.in/http://www.iisc.ernet.in/