Udbhav Public Charitable Trust

Key Features

The Teacher Resource Laboratory (TRL) model implemented in Motihari district, Bihar impacts children, especially girls, by advancing their aspirations of pursuing Science, Technology, English, and Mathematics (STEM) disciplines in the future, by supporting them in their foundational years. This will result in long-term social and economic dividends and more women opting for STEM careers. This project is aligned with the national and state government’s focus on promoting STEM education. It leverages existing government resources, and strongly uses UPCT technical partnership with the government to deliver change and impact.

The TRL project is based on a four-pronged approach, including :-

Access to a well-equipped teacher development Resource Centre including a library, laboratory and ICT.
Peer learning platforms for continuous development of teachers’ understanding on STEM pedagogy.
Mentoring students, particularly for girls, by organising interactive sessions with women scientists, doctors and other professionals working in STEM-related sectors
Connecting with communities to increase their awareness about application of scientific processes in day-to-day life.

UPCT’s award-winning School to School initiative is addressing the educational needs of thousands of remote & resource-starved village/ slum schools by channelizing under-utilized material of the city’s affluent schools not as a thing to distribute but as a tool to bring about comprehensive behavior change in the recipients and the contributors! Scores of children leave schools for unimaginable reasons like lack of notebook, pencil, water bottle or inability of parents to pay the recurring expense of stationery, which are abundant in urban schools.

Train and build capacity
Provide various tools to help teach Maths and Science
Create an interest and enthusiastic participation within children
Curb gender stereotypes that girls can’t learn or pursue STEM applications

With the aim of ensuring academic and social integration of children from socio-economic disadvantaged communities in unaided private schools, immediate support for the enrolment of students shall be the objective of this initiative. In the longer run, the project aims to create wide acceptance among all stakeholders viz. the schools, local communities, students, and policy makers/Govt. in a systematic and holistic manner. That merely reserved quota would not adequately address the challenge of integration of diverse communities in unaided private schools, rather sustained efforts on the part of school management, principals, teachers, and parents will be required to ensure that an integrated and inclusive approach becomes a part of a routine discourse within the schools.

Ensuring academic inclusion of students and parents of economically weaker sections
Increasing social inclusion of children
Developing a compendium of best practices that can be used to advocate among various stakeholders
Impact assessment of the project to continuously assess the approach
Connecting local community with school teachers
Rapport building between existing students and prospective students
Seeking recommendations/references from Govt. school teachers, communities seniors (Senior Citizen

Towards developing 'inclusive' education implies education in 'neighborhood' schools, that children from different backgrounds and with varying interests and ability will achieve their highest potential if they study in a shared classroom environment. The idea of inclusive schooling is also consistent with Constitutional values and ideals, especially with the ideals of fraternity, social justice, and equality of opportunity. For children of socio-economically weaker backgrounds to feel at home in private schools, it is necessary that they form a substantial proportion of critical mass in the class they join. In Bihar, it has been extended from a neighboring community.

Filling the information gap:- Mass awareness campaign through IEC (poster, pamphlets), street plays with communities and schools on the provisions of Section 12(1)(c) of the RTE Act 2009, along with mapping of neighboring community, children and schools : It may be fixed
Facilitating enrollments and advocacy:- supporting the eligible families with the required documents, establishing support systems for schools for teaching the students of EWS/DG category, regular monitoring of the students, advocacy with concerned government departments for formulating clear guidelines and adhering to the procedures of reimbursements to the schools in a timely manner
Making the students school ready :- re-enrollment bridge classes for prospective students

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Key Features

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