Responding to the Learning and Developmental Needs of Out-of-School Adolescents

An adolescent girl in rural India is conspicuous by her complete absence in development discourses. She has to be a 'child' or a 'woman' to get noticed. Many deprivations faced by women begin during adolescence. Girls are pulled out of schools; malnutrition manifests itself in health problems; patriarchal interests dictate social norms, which are tacitly accepted. Though primary enrolment has achieved near-universal levels, the high level of drop-out (where less than a third of students starting primary school reach secondary school) means that a majority of children fail to benefit from the school system. Hence education, considered a powerful tool for the socially vulnerable, is at present not fully available to most adolescent girls. Programmes that aim to empower adolescent girls through education also sometimes suffer from disadvantages of processes similar to schools from which the girls have dropped out – text-heavy, decontextualised curriculum, and rote-based pedagogy. The Kishori Chithrapata project aims to empower adolescent girls through a process of learning that is not limited by script and in which kishoris (adolescent girls) construct curricular resources that are intimately linked to their immediate life contexts and priorities for their learning and empowerment. 

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Inclusion
Year
Saturday, January 1, 2011 (All day)
Publisher
ICT for Change
Author/Editor
Gurumurthy Kasinathan, Aparna Kalley, Chinmayi Arakali, Krupa Thimmaiah, Madhavi Jha
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