How to Add a New Field in Existing Kanban View in Odoo 17
Schools for life 008
1. School for Life, Ghana,School for Life, Ghana,
AfricaAfrica
(Rural Northern Region)(Rural Northern Region)
SM ArshadSM Arshad
Jannatul KhuldJannatul Khuld
Princess Hafeza Jamal HelaleePrincess Hafeza Jamal Helalee
Hasan MahmudHasan Mahmud
2. School for LifeSchool for Life
For out of schoolFor out of school
childrenchildren
A non formal educationalA non formal educational
approach.approach.
Started from 1994Started from 1994
3. Whole Ghana has Colonial legacy
Northern Region politically neglected
It has growing population
Low capacity of self empowerment
Poor attendance of pupils in schools
Low performing teachers
4. Literacy rate: <5% Report 2002Literacy rate: <5% Report 2002
Enrolment rate: 60%Enrolment rate: 60%
Out of school children: 40% (mostlyOut of school children: 40% (mostly
girls)girls)
Low Basic Education completion RateLow Basic Education completion Rate
Poverty Prone AreaPoverty Prone Area
5. Target Group: Out of school childrenTarget Group: Out of school children
of Rural Northern Region of Ghanaof Rural Northern Region of Ghana
School for life is 9 month education programSchool for life is 9 month education program
8-15 years old students included8-15 years old students included
Course of grade 1-3 is covered in 9 monthCourse of grade 1-3 is covered in 9 month
(October-June)(October-June)
6. School for Life espouses a holistic
approach to education and socio-
economic development, designing
curricula that empower people to improve
all aspects of their situation.
Objectives of School for lifeObjectives of School for life
(Cont.)(Cont.)
7. School for Life aims to develop inSchool for Life aims to develop in
children’s skills for critical thinking andchildren’s skills for critical thinking and
promotes active participation inpromotes active participation in
democratic process.democratic process.
Objectives of School for lifeObjectives of School for life (Cont.)(Cont.)
8. School for Life builds synergy
between the learner, the classroom,
the home, and the community to
facilitate mutual respect and
understanding between sexes, ethnic
groups, generations, and social
groups.
Objectives of School for lifeObjectives of School for life
9. Contents of course: local languageContents of course: local language
literacy, numeracyliteracy, numeracy
General academic knowledge up to classGeneral academic knowledge up to class
33
It covers 8 districts and 4 local languagesIt covers 8 districts and 4 local languages
It is a non formal education approachIt is a non formal education approach
Key Features and PrinciplesKey Features and Principles
(Cont.)(Cont.)
10. Flexible curriculumFlexible curriculum
Flexible time table (3 timings)Flexible time table (3 timings)
Local language is medium of InstructionLocal language is medium of Instruction
Local people are fascilitorsLocal people are fascilitors
One Teacher one classroomOne Teacher one classroom
22-25 children sits on chairs or mats22-25 children sits on chairs or mats
Key Features and PrinciplesKey Features and Principles
(Cont.)(Cont.)
11. Older students given priorityOlder students given priority
Five days in a week with 15 contact hoursFive days in a week with 15 contact hours
No Assessment systemNo Assessment system
Sports, handicrafts, music, dance includedSports, handicrafts, music, dance included
Textbook printed in local languageTextbook printed in local language
Key Features andKey Features and
PrinciplesPrinciples
12. Local committee establish and run theLocal committee establish and run the
school (three women and two men)school (three women and two men)
Distance Education Program, TeacherDistance Education Program, Teacher
Training College and Distance EducationTraining College and Distance Education
Modules train voluntary Teachers.Modules train voluntary Teachers.
Key Features and PrinciplesKey Features and Principles
(Cont.)(Cont.)
13. Key Features and PrinciplesKey Features and Principles
(Cont.)(Cont.)
• Facilitators initially receive a
comprehensive three-week house training
• Refresher courses every three months at
various district centers.
• Guest trainers also conduct sessions on
various topics.
14. Key Features and PrinciplesKey Features and Principles
•School for Life supervisors also visit
classes at least once per month to give
facilitators on-the-spot training.
•Regular in-service training reinforces new
skills sets, improves instruction quality, and
helps rekindle the facilitators’ commitment.
15. Active learner Participation Method
Focus on daily community activities and
learning by doing
Activity base learning method
Learning by doing (Jhon Dewey)
Home experience for their studies (Piaget)
Activities and MethodActivities and Method (Cont.)(Cont.)
16. Activities and MethodActivities and Method (Cont.)(Cont.)
Instruction is a method of teachers ( Vygotsky)
All pupils study the same topics
Using group method in learning
Face to face learning method
Peer matching, Convivial interaction,
(Ivan Illich)
17. The themes of each lesson include
familiar issues like livestock, hygiene,
sanitation, and local geography.
Activities and MethodActivities and Method
18. Different with MainstreamDifferent with Mainstream (Cont.)(Cont.)
Medium of Instruction is Local Language
instead of English.
Follow program curriculum
Include three area, language,
mathematics, environment studies while
main stream follows seven subjects
19. Different with MainstreamDifferent with Mainstream (Cont.)(Cont.)
The texts facilitate classroom activities that
include practice with theory. School for Life
encourages students to reflect on classroom
lessons at home and draw on their home
experiences for their studies.
20. Different with MainstreamDifferent with Mainstream
One teacher one classroom
Established by community
Teachers recruited from local community
21. Jean Piaget: Children’s learning is not limited to
receiving knowledge from parents or teachers
Ivan Illich: Learning webs creates skill change,
Peer matching
John Dewey: Human experience arises from the
interaction of two principles – continuity and
interaction
Theoretical Framework and contributionTheoretical Framework and contribution (Cont.)(Cont.)
22. Lev Vygotsky :: Curriculum should be
designed to emphasize interaction between
learners and learning tasks
Paulo Freire: the teacher is the Subject of
the learning process, while the pupils are
mere objects
Theoretical Framework and contributionTheoretical Framework and contribution
(Cont.)(Cont.)
23. Theoretical Framework and contributionTheoretical Framework and contribution (Cont.)(Cont.)
Feminism: The goals were to improve the role
and status of women
Ecological approach: Culturally specific resources
Growth theories (early): Education seen as
investment
Liberation theories: Role of education is
consciousness raising, and non-school education
24. Growth theories (Neo-liberal): Education
seen as investment
Liberation theories: Role of education is
consciousness raising, and non-school
education
Sustainable development: Radical change in
contemporary economic structure
Theoretical Framework and contributionTheoretical Framework and contribution
25. StrengthsStrengths
Activity base learningActivity base learning
Community EmpowermentCommunity Empowerment
Empowerment of WomenEmpowerment of Women
Flexibility in timingFlexibility in timing
Curriculum Need baseCurriculum Need base
Local Resource MobilizationLocal Resource Mobilization
Strengthen inclusivenessStrengthen inclusiveness
Media of Instruction is local language only.Media of Instruction is local language only.
26. WeaknessWeakness (Cont.)(Cont.)
Seven subjects are not introducing here.Seven subjects are not introducing here.
One teacher base learning centreOne teacher base learning centre
Only 25 children can come here if othersOnly 25 children can come here if others
they have to wait for nine months.they have to wait for nine months.
Facilitators are not skilled and trainedFacilitators are not skilled and trained
enoughenough
27. WeaknessWeakness
Need of each students are not addressedNeed of each students are not addressed
30% students are not attaining30% students are not attaining
mainstream educationmainstream education
9% drop out children9% drop out children
Lacks infrastructural development
28. Impacts of the ProgramImpacts of the Program (Cont.)(Cont.)
It helps to reduce social prejudices, such asIt helps to reduce social prejudices, such as
dowry, early marriage, migration.dowry, early marriage, migration.
Shows respect to all religionShows respect to all religion
29. Ensure education of all 8-15 years oldEnsure education of all 8-15 years old
childrenchildren
An Initiative to take the learners toAn Initiative to take the learners to
mainstream school.mainstream school.
Increase the rate literacyIncrease the rate literacy
This is cost effectiveThis is cost effective
Impacts of the ProgramImpacts of the Program (Cont.)(Cont.)
30. Show respects to all religionsShow respects to all religions
Local resources are valuedLocal resources are valued
Mini Library to sustain learningMini Library to sustain learning
Local resources are valuedLocal resources are valued
Develop Life and livelihood skillDevelop Life and livelihood skill
Emphasis on women educationEmphasis on women education
Impacts of the ProgramImpacts of the Program
31. Our viewsOur views
70% Students are going to formal school70% Students are going to formal school
Mother toung base education becomesMother toung base education becomes
successfulsuccessful
Local poverty rate decreasesLocal poverty rate decreases
32. Application in BangladeshApplication in Bangladesh
Programs in BangladeshPrograms in Bangladesh
ROSC, Second Chance EducationROSC, Second Chance Education
BRAC Education Program, VERK:BRAC Education Program, VERK:
DAM, Mosque and Temple base educationDAM, Mosque and Temple base education
Similarity: One Room One teacher, SpecialSimilarity: One Room One teacher, Special
Curriculum, drop out children,Curriculum, drop out children,