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Bodh’s approach and experiences have helped shape the specific strategies that are used in all its interventions/programmes. While there are contextual variations, there are certain basic aspects that form the foundation for all institutional efforts. These essential strategies are:

  • Following a Conceptualisation-Implementation-Refinement Loop This basic activity cycle constitutes a key strategy. Bodh’s teaching learning processes undergo continuous refinement and modifications based on ground realities and feedback. There is an emphasis on validating and refining approaches through experiences in classrooms and communities. This process, in turn, yields new areas for further work and provides vital direction in programme conceptualisation.
  • -Community Mobilisation This critical strategy facilitates community ownership in education. The programme staff and teachers engage in extensive community dialogue through home visits, meetings and other interactions. The objective is to facilitate community involvement and informed participation in all matters linked to school development and management and other related issues.
  • Capacity Building This strategy forms the basis of any given intervention. The focus is on enhancing capacities of all related stakeholders – programme personnel, teachers, communities, local self government representatives and others. The capacity building inputs are seen as a continuum involving structured trainings and follow ups, meetings, ongoing support mechanisms and other interactions.
  • Building Support Sites/Networks The emphasis is on strengthening specific schools that can become the loci for academic and other support for others in a particular geographic area. These schools are called resource schools and these become sites for pedagogic experimentation and community involvement models. Their teachers serve as resource personnel for neighbouring schools. Both bodhshalas (community schools) and select government schools have been developed as resource schools across different programmes. This strategy has often been seen as part of the larger capacity building plan for any intervention.
  • Networking and Advocacy This strategy is important as it helps in convergence of resources and facilitates collective efforts. The emphasis is in joining forces with likeminded individuals, civil society bodies and government in dialogue and action on critical issues in education and related sectors. This also enables sharing of institutional approaches/frameworks (for dissemination and/or replication) and learning from the experiences of others.
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