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Feminist pedagogy-based multi-level learning model viable primary education
A case study of feminist pedagogy-based multi-level learning model for bridge schools in small habitations of rural Rajasthan suggests that the model is viable for small schools wherein the multi-grade situation exists.
The model was piloted for two-years initially as Pehachan Project implemented by Jaipur-based NGO, Centre for Unfolding Learning Potentials (CULP) and co-partnered by UNICEF and Jaipur District Administration. Looking at the success of the model, it was extended with the support of Save the Children Fund and Axis Bank Foundation.

The case study of the model as a research paper has been accepted for the International Science Congress (ISC) to be held in Pane in December this year. The paper for the conference titled "The Case of Multi-Level Feminist Pedagogy-Based Bridge Course for Rural Primary Girls of Rajasthan" has been co-authored by Jaipur-based researchers Dr. Lalit Kishore and Dr. O. P. Kulhari. The paper will be presented under the sub-theme of 'Educational Sciences'.

The abstract of the paper while giving the rationale of the case study says that the multi-level feminist pedagogy-based Pehachan Project course, which won acclaim was studied to make a case for it. The qualitative mixed methodology consisting of content analysis of in-house documents; interaction with key functionaries (N=2; time: 2 hours) and desk study was used for the present research.

The analysis of the information collected led to identification of three main factors for the success of intervention, such as (1) support of curriculum expert; (2) 40-day residential training of female teachers for the course transaction strategy of three-stage learning for identified levels of learning; (3) development of context appropriate material with emphasis on group learning element of feminist pedagogy.

A study plan of one-month was developed to complete the research report. The implication of the study is to incorporate multi-grade and multi-level learning strategy as a part of elementary school teachers both at the pre-service and in-service levels. Furthermore, well-planned and project-mode executed bridge courses for drop-out and non-starter girls can be a viable strategy to mainstream them. The study concludes that the feminist pedagogy-based multi-level learning model is viable for Indian primary education.

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