1. Students Academic Management System (SAMS), Government of Odisha
This initiative was conferred Gold award in the
category of “Outstanding Performance in Citizen-Centric Service Delivery” in
the National e-Governance Awards, 2013
SAMS is one of the few e-governance initiatives in the
country which has such a wide coverage. The project provides a 3600 approach to
all the stakeholders in matters of academic administration. The primary activities under the project include,
e-Admission (applying in common application form at SAMS centres and selection)
and e-Administration (issuing admit card and library card, and allotment of
section, subjects and hostels).SAMS has changed the admission process in Odisha
from being “College centric” to be “Student centric”.
2. Holistic
approach for integrating persons with disabilities
Amar Jyoti Research and Rehabilitation Centre
renders rehabilitative services to persons with disabilities with an endeavour
to enable them to lead independent and inclusive lives at par with their fellow
citizens.
Amar Jyoti started its
operations in 1981 by establishing a small school for educating children with
and without disability in equal numbers.Today as a result of dedicated effort
and persistence over three decades, Amar Jyoti has expanded its operations and
set-up two holistic research and rehabilitation centres one each in Delhi and
Gwalior aiming at the complete educational, medical and vocational integration
of persons with disabilities.
To realize it's aim of
integrating persons with and without disabilities, Amar Jyoti follows a
holistic approach consisting of multifarious activities:inclusive education,
healthcare, skill training, capacity building courses and enhancing employment
opportunities. Amar Jyoti follows a phased manner of integration; children with
disabilities are trained in separate sections and their progress in
continuously monitored. Once a child has reached a certain level of training
and is considered suitable for adapting with children without disabilities,
he/she is transferred from the separate section to the regular section.Amar
Jyoti is also providing persons with disabilities with adequate infrastructural
support, mobility aids and various therapies to reduce and treat their
disability. At the same time, Amar Jyoti is engaging with other schools,
parents, communities, public transport authorities, employment organizations
and policy makers to create a barrier free and welcoming environment for
disabled populace across the country.
Amar Jyoti has pioneered
the concept of inclusive education in India and is empowering disabled students
to live a fulfilling life by overcoming the day to day challenges that their
disability confronts them with.The continuance of the centre over the last
three decades and its expansion from a small set up to the current day
institutional structure reflects the ability of Amar Jyoti to sustain itself
through the years. With the financial support of the Ministry of Social Justice
and Empowerment, individual donors, the guidance of an experienced and
committed set of leadership, the support of social workers, special educators,
medical professionals, parents and communities, Amar Jyoti has rehabilitated
over 40, 000 persons with disabilities. Over the years, Amar Jyoti has won
several recognitions for its dedicated service and commitment like the National
Award for the use of innovative approaches for the rehabilitation of persons
with disability, the PHD Chamber of Commerce Award for Social Welfare, U.N.
Economic and Social Commission for Asia and the Pacific Award for pioneering
achievements in the promotion of barrier-free environments.
3. Students
Admission Management System
SAMS, a centralised e-admission system,
initiated by the Department of Higher Education, Orissa, leverages ICT to
enhance students' access and capacitate college functionaries to manage an easy
and convenient process of admissions.
Students Academic
Management System (SAMS) extends the goal of effective and efficient delivery
of public services using ICT as an innovative tool. It was initiated by the
Department of Higher Education (DHE), Orissa in the year 2009. It was in
response to the emerging concern that most universities and colleges in the
state were not adequately equipped to cater to the demand for greater access to
better quality higher education.
The DHE of Orissa aimed at
qualitative expansion of higher education with the initiation of SAMS. This
centralized e-governance programme is gradually transforming the patterns of
service delivery within this sector. The key objective of SAMS is to first,
ensure that students and guardians can access the admission process in a
simple, economical and less time consuming way and second, capacitate college
administration to ensure effective and efficient information management and
dissemination during the admission process.
The programme is supported
by a well integrated institutional structure, technical assistance and
continuous monitoring and evaluation of the system. This arrangement is lead by
the Department of Higher Education of Odisha in collaboration with Orissa
Computer Application Centre, IT department (OCAC) and Cybertech Software and
Multimedia Private Limited (CSM). OCAC and CSM provide the technical assistance
and infrastructural support for the effective and efficient implementation of
the programme.
The online database supported by SAMS is maintained and disseminated at three levels. At the block and district level it is maintained by 380 SAMS resource centres and 30 SAMS nodal colleges respectively. At the state level, the Central SAMS laboratory (Bhubaneswar) plays a crucial role in coordinating the operation of the programme at the block and the district level. Experts from the department of higher education, IT department and OCAC train around 1200 personnel, representing different colleges, at the central laboratory. The training aims at enhancing their technical skills and understanding about SAMS and the effective management of the admission process
At present, almost 1200 colleges have been integrated into the system. This expansion has ensured in the process improved service delivery, access to better quality education, eliminating redundancy in the admission process, universalising better quality higher education and improved management of education system.
The online database supported by SAMS is maintained and disseminated at three levels. At the block and district level it is maintained by 380 SAMS resource centres and 30 SAMS nodal colleges respectively. At the state level, the Central SAMS laboratory (Bhubaneswar) plays a crucial role in coordinating the operation of the programme at the block and the district level. Experts from the department of higher education, IT department and OCAC train around 1200 personnel, representing different colleges, at the central laboratory. The training aims at enhancing their technical skills and understanding about SAMS and the effective management of the admission process
At present, almost 1200 colleges have been integrated into the system. This expansion has ensured in the process improved service delivery, access to better quality education, eliminating redundancy in the admission process, universalising better quality higher education and improved management of education system.
4. Quality
education for the underprivileged
Teach For India is a unique initiative that
provides promising graduates and young professionals an opportunity to teach in
low-income schools in pursuance of educational equity.
In India, the high
absenteeism rate of teachers, increased drop-out rates and understaffed
government schools impact the overall educational scenario. With the aim to
address this growing gap in the capacity of service delivery between government
and private educational institutions in India, the Teach For India organisation
has introduced a two-year Fellowship programme for young talented individuals
between the age of 20 and 35, to teach full-time in low-income schools utilising
innovative teaching tools and techniques.
The Fellowship provides resources and training, and encourages youth to develop leadership skills. In the short run, TFI envisages to create a pool of dedicated teachers who work diligently to impart quality education to underprivileged children, and in the process become sensitive to resolve problems in public education system. Further, the long-term goal is to utilize this sensitivity, to build a powerful and ever-growing network of alumni who will continue to work towards creating equality in educational opportunities through various avenues.
Starting with 87 Fellows teaching in 35 schools in Mumbai and Pune in 2009, today 250 TFI Fellows are teaching across 130 schools in Mumbai, Pune and Delhi. TFI is reaching out to about 12,000 students, providing them an opportunity to be exposed to a quality of education which they have so far been devoid of. At the same time, the presence of young, vibrant Fellows in the public education system is bringing a fresh outlook towards addressing the urgent need for educational reforms.
The Fellowship provides resources and training, and encourages youth to develop leadership skills. In the short run, TFI envisages to create a pool of dedicated teachers who work diligently to impart quality education to underprivileged children, and in the process become sensitive to resolve problems in public education system. Further, the long-term goal is to utilize this sensitivity, to build a powerful and ever-growing network of alumni who will continue to work towards creating equality in educational opportunities through various avenues.
Starting with 87 Fellows teaching in 35 schools in Mumbai and Pune in 2009, today 250 TFI Fellows are teaching across 130 schools in Mumbai, Pune and Delhi. TFI is reaching out to about 12,000 students, providing them an opportunity to be exposed to a quality of education which they have so far been devoid of. At the same time, the presence of young, vibrant Fellows in the public education system is bringing a fresh outlook towards addressing the urgent need for educational reforms.
5. Quality
management system for public service
The Department of Women and Child Development in
Karnataka has implemented a quality management system to improve service
delivery under Integrated Child Development Scheme.
Sevottam, a quality
management system, developed by the Department of Administrative Reforms and
Public Grievances, Government of India aims to improve quality of public
service delivery. The key to successful execution of the Sevottam framework is
designing the three essential modules: citizen charter, grievance redressal
mechanism and capacity building. Given that field level implementation of a
framework often proves to be a challenge, the DARPG sponsored a pilot project to
include Integrated Child Development Scheme (ICDS) in the Department of Women
and Child Development in two districts of Karnataka.
A participatory process was
followed in a systematic manner to ensure acceptance of the reforms by all
stakeholders. Thorough assessments were conducted to understand the existing
arrangement of service delivery to establish performance benchmark. Gaps in
services and present grievances were recognised through a citizen satisfaction
survey. Based on the learning, citizen charter and grivenance redressal
mechanisms were drafted.
Overall, the Sevottam model
has enhanced the ICDS service delivery. Infrastructure at anganwadi centres
have been upgraded; they were provided with LPG gas connections and water
filters. The children and anganwadi workers/helpers now have uniforms from the
government. It was noticed that the level of cleanliness has improved, and new
teaching methods were adopted by the anganwadi workers because of the training
provided to them. The DWCD has already upscaled few services to be included in
all the anganwadi centres.
6. Empowering
the differently-abled
Navi Mumbai Municipal Corporation established
the Education and Training Institute for the differently-abled to provide
special education and capacity building training to ensure their integration in
the mainstream.
In order to respond to the
special needs of children with different abilties (CWDAs), the Navi Mumbai
Municipal Corporation started the Education and Training Centre for Children
With Different Abilities (ETC). The objective of the ETC is to facilitate the
process of making persons with different abilities contributing members of the
society and empower them to live life with dignity. It also works towards
mainstreaming of People With Different Abilities through protection of their
rights and by undertaking various integrative rehabilitation measures.
The ETC is a unique
programme that serves as a one stop centre for education and capacity building
of CWDAs. Instead of having a general school for the disabled, the centre
designed customised educational programmes to respond to special needs of
different disabilities such as hearing impairment and intellectual impairment.
ETC also has various units such as integration unit, inclusive unit, remedial
unit that caters to various levels of requirements of CWDAs.
The main objective of the
programme is to facilitate mainstreaming of CWDAs. Therefore, various schools
and units work towards ensuring socio-psychological, educational, medical and
economic rehabilitation of the children. As part of these rehabilitation
measures ETC trains parents to understand the needs of CWDAs and conducts
medical camps for diagnosis of children to ensure early intervention. ETC offers
pre-vocational courses to provide training to children between the ages of
14-18 in the areas of their interest.
ETC ensures quality in
service delivery through regular innovative capacity building measures for the
staff. The processes of service delivery have clearly measureable indicators to
ensure efficiency and satisfaction of the stakeholders. Approximately 1000
persons with different abilities are getting direct benefits per annum through
the ETC and a total 350 students with various disabilities are receiving
special education.
7. Fighting
domestic violence against women
The Bell Bajao campaign spreads awareness to
stop domestic violence against women. It utilizes the power of media and
community mobilization tools to create a gender sensitive society.
In 2008, global human
rights organization Breakthrough launched a 360 degree ‘cultural, organizing
and media ‘ campaign, Bell Bajao (Ring the Bell), to bring an end to domestic
violence against women. The Bell Bajao campaign focuses on breaking the notion
that domestic violence is a private affair and seeks to mobilize young men to
take a stand against violence.
The campaign has two main
components – a) media and edutainment (entertainment designed to educate)
development and b) community mobilization through trainings and local
partnerships. The media campaign runs throughout the country while the
community mobilization initiatives run in seven districts each in the states of
Karnataka and Uttar Pradesh.
Since 2008, Bell Bajao has
successfully leveraged social and new media tools to change mindsets and reduce
instances of domestic violence. A strong network of local partners, support
from government agencies and an in depth monitoring and evaluation strategy has
influenced the gender attitudes of over 130 million people across the country.
8. Yuva
Maitri- Engaging young men on gender issues
Yuva Maitri, a gender sensitisation programme in
Maharashtra uses innovative youth-friendly communication tools to promote a
healthy dialogue amongst young men on sexuality, masculinity, patriarchy and
related issues.
Since
1993, Men Against Violence and Abuse (MAVA) has been working to build a movement that explores the
role of men as partners and key stakeholders in addressing gender inequality.
In 2006, MAVA launched a
new initiative, 'Friendship among youth' or 'Yuva Maitri' in Marathi to engage
young men from rural colleges in Pune on gender related issues. These students
were trained under a ‘Personal change’ plan for a year with guidance from
gender experts and sexologists and the usage of innovative tools like
interactive workshops, awareness songs and wall newspapers.
Many of these students went
on to become ‘trained communicators’ and spread MAVA’s message of gender
equality among their peers.
The
initiative has gradually spread to Mumbai, Satara, Kolhapur and
Jalgaon as MAVA has partnered with women’s organisations and local universities
to conduct Yuva Maitri workshops and training sessions. To date,
Yuva Maitri has reached more than 20,000 young men and 5,000 young women
encouraging them to break gender stereotypes.
9. Lifelines -
Mobile query system for education
LifeLines Education is a digital inclusion
initiative aimed at enabling academic-pedagogic support for rural school
teachers in Rajasthan through mobile.
OneWorld, the Government of
Rajasthan and UNICEF have partnered to launch the programme, which reaches over
4.5 lakh teachers in over 100,000 schools in the State. Accessible on a
toll-free number, the service is mediated in the local language whereby the
telephone serves as the medium of user interface. High-end communication
technology and custom-made computing applications are configured at the backend
to support integrated call handling and management of a very large audio and
text database.
Enabling continued academic
guidance and didactic advisory to teachers, via phone and in their local
language, LifeLines has established itself as an effective support platform in
rural Rajasthan. Teachers today recognise LifeLines-Education for providing
them with access to curricular instruction and teaching guidance from experts,
which they acknowledge is having a positive impact on the standard of
qualitative learning. This recognition of LifeLines is reflected in its
increasing demand and usage by teachers.
10. Galli Galli Sim Sim - Sesame Workshop Education Programme
Source: www.galligallisimsim.com/
Galli Galli Sim Sim aims to expand the reach of
high quality early childhood care and education to children and caregivers
across India by developing and promoting innovative educational content through
television and various outreach programs.
Modeled on its landmark
educational television series Sesame Street, Sesame Workshop (SWI) has
developed a multimedia educational initiative Galli Galli Sim Sim (GGSS) for
Indian children between two and six years old. GGSS was launched in 2006 to
provide early education through a play method of learning.
The central focus of the
Galli Galli Sim Sim project is a television series. The series is set in an
Indian neighbourhood, depicting the day-to-day life of children and families
all across India. The show runs in the Hindi and features animated segments
with Muppets, music, stories and art inspired from various dimensions of Indian
culture.
The Galli Galli Sim Sim
outreach initiative extends the educational message of the television series to
those who do not have access to the show. The outreach programme is designed to
work in urban slums through mobile community viewings (MCV) and the
introduction of facilitated educational kits in local child care centers
(balwadis).
The GGSS show is rated
among the top five regularly watched children’s show in India. It reaches
approximately 22 million viewers across urban and rural India. Its outreach
efforts have reached around one million children and 300,000 caregivers.
11. TARA
Akshar Plus: Educating rural women
TARA Akshar Plus (+) is an innovative computer
based functional literacy programme that trains rural women to read and write
in Hindi, and carry out basic mathematical calculations.
TARA Akshar+ was developed
in 2004 by TARAhaat Information and Marketing Services Ltd. - the ICT arm of
the non-profit organisation, Development Alternative Group.
The software application
uses a unique visual memory technique that links every letter of the Hindi
alphabet to an object that the female students use in their daily lives. This
linkage helps rural women to learn the alphabets quickly without forgetting
what they have learned later on.
A TARA Akshar+ instructor
uses software, flash cards and playing cards to train the students in just 49
days through 2 hour classes every day. Students alternate between reading and
writing lessons.
A well-structured programme
design and a thorough implementation plan have resulted in a very high degree
of efficiency. Covering the entire Hindi speaking belt of the country, TARA
Akshar+ has succeeded in educating approximately 58,000 rural women with a drop
out rate of only 1%. Its integration with the National Literacy Mission is
underway.
12. Naandi
Foundation: The Midday Meal Program
Adopting standardised procedures for the
preparation and delivery of daily hot cooked meals to students of government
schools, Naandi Foundation hopes to address the correlated problems of
malnutrition and low school attendance.
In 2001, a revised policy
altered the Midday Meal Programme (MDM) launched by the Government of India in
1995, henceforth making it compulsory for the meal to be a hot cooked one. The
mode of implementation was left to the discretion of the states.
In 2002, the Government of Andhra Pradesh asked Naandi Foundation, an established not-for-profit organization to develop a system to administer the MDM programme in Hyderabad. Naandi leveraged its business principles of economies of scale and performance management to execute the task. It developed partnerships with various organisations and combined best practices to facilitate the programme.
With its first kitchen in Hyderabad, launched in 2003, Naandi has now successfully replicated its standardised procedures of preparing, packaging, transporting and delivering nutrient-rich meals using state-of-the-art technology, supported by proper monitoring and feedback mechanisms across five states – Andhra Pradesh, Rajasthan, Madhya Pradesh, Orissa and Chattisgarh.
In 2002, the Government of Andhra Pradesh asked Naandi Foundation, an established not-for-profit organization to develop a system to administer the MDM programme in Hyderabad. Naandi leveraged its business principles of economies of scale and performance management to execute the task. It developed partnerships with various organisations and combined best practices to facilitate the programme.
With its first kitchen in Hyderabad, launched in 2003, Naandi has now successfully replicated its standardised procedures of preparing, packaging, transporting and delivering nutrient-rich meals using state-of-the-art technology, supported by proper monitoring and feedback mechanisms across five states – Andhra Pradesh, Rajasthan, Madhya Pradesh, Orissa and Chattisgarh.
13. Computer
Aided Text to Speech and Text to Braille System -Visually Impaired (Shruti
Dhrishti)-West Bengal
The West Bengal government's public sector
undertaking known as Webel Mediatronics Limited developed the automatic Braille
transcription system for the physically challenged people to overcome their
shortcoming due to their deformity.
The Automatic Braille
Transcription System can convert text to Braille and Braille to text in 12
Indian languages. This transcription system has been installed in blind schools
to support reading, writing and printing tasks. Braille-ready texts are made
available online in 12 languages at www. Braille-aids.com.
The System has enabled
visually impaired persons to meet the benefits of e-classroom activities. They
can access document from Internet and the selected document can be transferred
to Braille. In addition, the user, after browsing a website, can listen to its
content through Text to speech system and read the content through Text to
Braille system. It is a user-friendly interface and can be easily operated as
well.
14. Paschimbanga
Rajya Shishu Shiksha Mission
The main objective of this project is to ensure
success and 100 percent enrolment retainment of children for quality education.
The Government of Bengal
introduced an alternative education programme at the primary level as part of
the universalization of primary education goal.
This project has been
funded by the UNICEF, which provided financial support towards Capacity
Building Measures and training programme in Education. The National Council of
Education, Research and Training (NCERT) and the West Bengal Board of Primary
and Secondary Education provide the textbooks under the Sarva Shiksha Abhiyan
to the primary schools. In addition, a routine health check up for the children
along with their mothers is undertaken by the Health Department.
The Teachers, mostly women
in rural areas, employed on a contractual basis are the resource persons. It
aims to meet the Millennium Development Goal for achieving Education for All by
2015 in terms of spread and quality of education for children.
15. Report
on 'Children of Prisoners Back Home Project' of West Bengal Prison Directorate
The West Bengal Prison Directorate in
partnership with National Legal Service Authority initiated 'The Prisoners
Children back home project' to ameliorate the conditions of children of
prisoners in the region.
A well-designed system of
justice dispensation both inside as well as outside the prison has been
undertaken in this project to facilitate the development of prisoners' children
back home. Its objective is to protect those children of prisoners who are
stigmatized in the society and are victim of abuse and exploitation.
Under this programme,
voluntary services have been provided by schools and institutions to use part
of their funding for the welfare and advancement of these children. The outcome
has been positive; those children are now doing professional courses and been
employed as well.
This practice is easily
replicable in other states and has been successful in restoring security in
these children's lives.
16. Stree
Shakti: A novel approach to women’s empowerment
Project Stree Shakti is a joint collaboration
effort of the Government of Delhi, community-based organisations and NGOs to
empower women, especially those belonging to economically weaker sections of
society.
The
initiative comprises integrated capacity building to strengthen the ability of
women to participate equally in the mainstream of society. In the first
instance, the project has prioritised three areas that significantly impact the
process of empowerment namely health, literacy and income generation.
The
proposed objectives are met through a Gender Resource Centre. Its activities
include the maintenance of a documentation centre and data bank on women’s
issues; and dissemination of the data directly and through grass root level
NGOs to the target groups. The centre would also act as a bridge between
service providers and the community members.
Stree
Shakti Camps are also organised, the underlying concept here is that these
institutions/programmes should reach the target group at their doorstep within
a period of two years.
17. Social
Work&Research Centre (The Barefoot Challenge),Tilonia, Rajasthan
This project has enabled all the facilities and
gadgets in 'Barefoot College' including the library, office, computers, soil
testing labs, primary health centres, etc to be operated with solar energy in
Tilonia village of Rajasthan.
The Barefoot College is a
model that has taken years of experience, local culture and traditions,
commitment and dedication to achieve development at the grass root level. The
organization has adopted a methodology, which minimizes waste and maximizes
effectiveness through several activities such as Education, Health,
Agriculture, Eco-Volunteerism, and Women’s Empowerment.
Major objectives of this
programme include creating awareness about rights and duties, improvising the
economic resources by implementing NREGA, and bring about a transformation in
the lives of the village community through education and health facilities.
The project has been
replicated in 14 states of India and several countries in abroad through
education workshops for improvising knowledge and income for citizens. It has
been successful in uplifting the self-esteem of the village community in
Tilonia.
18. Twin
E-Learning Programme: Skills for Employability of the Underprivileged Youth in
Manipur
The Twin E-Learning Programme has solved the
issue of unemployment among the youth in Manipur by preparing them with skills
in English Proficiency, Basic Computer Education and other related soft skills.
The main issue addressed by
the Twin E-Learning Programme is increasing unemployment among the youth
through introducing and developing their IT skills in emerging sectors of the
state. The Center enables the user�s access to knowledge, trade related support and economic
opportunities through online facilities.
The programme has helped
the youth to earn a livelihood by focusing on developing their skills for
employability such as English, Retail Management and basic computer knowledge.
Students from a lower economic background can avail services free of cost
including Computer basics, Gender issues, and have interactive sessions with
experts.
This practice has enhanced
the capacity building of the youth and empowered them to face challenges in the
future.
19. Online
Posting and Transfer of Teachers in Education Department of Delhi Government
The Department of Education in Delhi introduced
reforms for transparent transfer policy, and on line submission of transfer
requests by the teachers of Delhi Government schools to bring about
accountability and efficiency.
Owing to the large numbers
involved, processing of requests for transfer from teachers, was becoming
difficult and taking a long time through manual means. There were rising
complaints about delays, centralization of power and oversight torments faced
by the applicants. There was a severe need for restructuring of human resource,
new skill development and a standardization of performance matrix for
processing offices. The online transfer policy introduced new stages; for
instance, applications were submitted online to eliminate delays. A scientific
criterion of posting was adopted and unnecessary transfers were avoided. A
well-defined transfer of policy of teachers and on-line transfer system brings
in speed, accountability and reduces third party interventions. The efforts
made in decentralizing the system and de-concentration of power of the
Directors has yielded results. It also suggests that the appropriate use of
technology facilitates new public management reforms in education.
20. Radical
Improvement in Delhi Government School Systems
Improvised mechanisms were designed in Delhi
Government Schools through I-schooling to make the administrative machinery
efficient and accountable in a way to reduce the burden of routine, repetitive
and monotonous work both for faculty and students.
The Delhi Government
Schools underwent a progressive change in terms of enhanced capacity building
of the teachers and over all improvement in the performance of the students
through the innovative public school strategy known as I-schooling. A web-based
MIS and a Decision Support System were developed to assess poor performance,
fix accountability, provide feedback and institute deadline based improvements.
Measures were taken to motivate teachers through upgradation of subject
knowledge, strengthening of their pedagogical skills; and developing positive
attitude towards their profession. Efforts were also taken to make learning joyful,
interesting and meaningful for students, with curricular and extra curricular
enhancements. Steps were taken to improve school infrastructure and reform the
examination system. As a result, the Delhi government schools performed better
than private schools in many subjects in the board examinations.
21. Girls's
School Dropout Program (GSDP)
The Girls's School Dropout Program (GSDP) is
undertaken as part of the Vikasini activity. 'VIKASINI' literally means
Developing and Empowering Women. It aims to empower women especially those
belonging to the disadvantaged section of t
The project centre is
located in west Delhi covering a wide area sprawled with over more than one
hundred thousand population amidst several slums. From among 300 colleges 137
colleges have already replicated the model in Innovative Education as developed
by AIACHE. About 60 colleges have replicated the National Service Scheme on
Child Labor.
It is partly supported by
the Ministry of Convergence Government of NCR, Delhi in reaching out to
vulnerable groups in the society. The All India Association for Christian
Higher Education (AIACHE) in 2006, entered into a partnership with the Canadian
Teachers' Federation (CTF) and the Ontario English Catholic Teachers'
Association (OECTA) to support the project "Girls' School Dropout Program
(GSDP)" for a period of three years.
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