University Neighborhood Council Leadership Team: Fill & Download for Free

Not for school, but for life, we learn. (Non scholae sed vitae discimus)-- SenecaAs someone highly “engaged” in the “democratic process” for decades, plus involved with education at all levels in a variety of ways, this question goes straight to my heart on many levels. Despite being an “infernal optimist,” as my father once dubbed my mother and me, a short, perky answer calling for a new program or approach doesn’t feel like a suitable answer to the sponsor-requester’s profoundly deep question, which is:How should the US education system best prepare students to engage in the democratic process?I would like to share some true stories from our school classrooms and from a former insider’s view of public service and policy that illustrate how US schools are both meeting this challenge and missing opportunities to do so. Let’s look at the framework within which we have to work so our expectations are realistic and the efforts worthwhile. (A TL;DR appears at the end.)1. What is “engagement”?A local university student knocked on a door to conduct a survey for a class project. Engagement! The discussion turned to what students thought of a local politician. The student said, “I’m not so sure about him myself, but a lot of my classmates like him and think he is cool because he’s often down at the bar drinking with them,” she said, adding this was not a basis upon which she forms an opinion of a candidate or an official.The drinking students are engaged in the process. They vote. Sometimes. Based on that university’s demographics, they are likely white, middle-class, and attended schools with civics classes, DAR and VFW essay contests, active student councils, Presidential Classroom, Girls and Boys State/Nation, Capitol Hill Pages and a slew of other programs – all the “right stuff” to prepare them for engagement in the democratic process.What does this story tell us? Is a class or a program a guarantee of engagement? What kind of engagement? Does it truly prepare us? Doesn’t the choice, the responsibility and the manner of engagement ultimately fall to us?2. Is there a one-size-fits-all answer to this question for all schools?There may be a US Department of Education, and there may be the Common Core curricula, but education primarily falls under the jurisdiction of the states. The states may get federal funding for education, but a large amount of capital and operational expenses come from state coffers and local property taxes. Is it any wonder that wealthier areas have better schools?In the ‘70s, a university children’s theater troupe went to an inner city school in Philadelphia. The stairwells reeked of urine. The third graders were rumored to carry knives. The room of first graders was rowdy. One boy jumped up and grabbed the breast of the young woman playing an alligator, yelling, “Is this a man or a woman?” The young female teacher remained seated and silent in the back of the classroom, looking terrified.What lessons about the democratic process would be meaningful in this school? Would the programs the drinking college students had access to in elementary school work here? Or do these students need a different focus that addresses deficiencies in both their school and daily life environments?3. Why are any of us engaged in the process, or not engaged?In a small city of 30,000, local election turnout was low. Everyone followed the hype and hoopla of the presidential election, but no one paid much attention to the people who decide police protection, local taxes, zoning, or other innumerable issues that affect daily life of the people in their own backyards. Voter turnout was lowest in the high-rental, high-crime neighborhoods, highest in those with home ownership.The reasons for this are not simplistic. People who struggle with poverty do vote. But high mobility and transiency means they seldom get to know what is going on, so many don’t vote. Others feel their voices don’t matter, so what is the point. For others, their time is spent trying to survive, so time to be “engaged” in any other activity is a luxury. Economics can have an effect on literacy rates and math skills needed to understand the process, access it, and be informed about it.Simply put, why do we get engaged? What motivates us? What are the obstacles to doing so? Can idealistic programs alone carry the day when so many factors after education come into play? We know that grassroots movements can unite even the most oppressed in action, but they face these obstacles, too. Can proactive engagement happen as well as reactive participation?4. What do our students tell us?I asked the sponsor’s question of three high school students:“Don’t just tell students to run for student council with them having no idea what the council does. After the popularity contest is over, they show up for a couple of meetings, then it all falls apart because no one knew what they were supposed to do,” said the 9th grader. (Key thoughts here: Relevant information for actual engagement with an understanding of responsibility and leadership qualities.)“Have a real civics class required to graduate, one that shows you how all this really works, how we fit into it, instead of just history with dates and battles to memorize,” said the senior. (Key thoughts here: Relevant, “actionable” information, usable in life, with a mandatory component.)“Teach students how to recognize real information, especially on the Internet, to not just regurgitate what they hear from parents, peers and clickbait headlines,” the junior said. (Key thoughts here: Literacy and critical thinking skills, the ability to discern media messages and act/not act upon them.)These were advanced students, but what would the middle or bottom tiers of students say? Over and over, I hear in the classrooms in which I volunteer and substitute, “Yeah, like I am ever going to use this in real life.” Relevance is important to them.Let’s go back to Seneca’s statement.Unlike me, Seneca said in a few words what education is for. It is to give us the tools we need to live our lives. From sea to shining sea, the US has a number of schools doing this, including preparing our students to be involved in the democratic process – if they choose -- from the tiniest of ways to lives devoted to service. Other schools, for reasons touched upon, are failing miserably at this.Rather than try to create “the best way” for our “US education system” to better prepare students for engagement in the democratic process, I think there is a smorgasbord of opportunities from which to choose and to apply to schools as their individual needs demand – some of which would work well at all schools, but not necessarily with the same pedagogical methods. Rather than create another mandate to send teachers screaming out the doors, let us give them the tools with which to better do their jobs.1. A focus on literacy.As I often tell students in the classes for which I substitute teach, if you can read well, if you can comprehend and analyze, you can teach yourself anything. You can also protect yourself from those trying to “sell you” on messages, becoming an informed consumer of ideas, products and services. Conversely, you can become an influencer and do so ethically. Therefore, in executing the teachers’ lesson plans, I try to attach everything we read and analyze, regardless of subject, to #2 and #3 below. (Yes, I do include important math skills and science understanding under the umbrella of literacy, but language starts those processes flowing, too.)2. Relevance.When I subbed in a middle school US government/history classroom, the students were trying to memorize the steps for how a bill becomes a law. They were to creatively and colorfully sequence the steps on paper (draw steps, flowers in an order, cars sequential on the road, etc.) Even with this visual, mnemonic exercise, they struggled to keep it straight until I used an example of a simple law their parents might want to support or oppose. It was almost a game as we bounced the bill from house to house, committee to committee, presidential veto or not. They had heard their parents talk about taxes and traffic, so the example made the process “real.”3. Integration in all studies and activities.Do students see the democratic process already happening in their classrooms? Let’s help them see that it exists. When do students have a say? When do they not and why? Do they understand that football teams have democratic and non-democratic processes? How do they select officers for their clubs? Do they get asked questions like, “What would you do if the county zoning board wants to change a zoning law so that a fish-packing plant gets put next to your home?” STEM courses are integrated to complement each other. Courses like “Theory of Knowledge” ask questions like what impacts does X have on the environment, but do we ask them how they would go about dealing with these issues, particularly in their daily lives?Believe it or not, these students, especially older ones, want to understand how taxes affect their lives, how to pay them, how to “fight city hall,” how to invest, how to run a business. Some drama club students, for the first time, got to see meeting minutes, make motions and seconds to approve or amend them, and learn that this is how bills are voted upon, how actions are taken in a boardroom, etc. They need to examine what qualities of leadership are and make the choice for themselves how to weigh things like charisma or the lack of it. Woven into daily studies, such critical thinking and self-expression becomes habit instead of a separate course to take with a final exam.These are already happening in many of our schools and classrooms, but certainly not all. The above three concepts can be bolstered in a variety of ways, from tips for teachers to letting students develop peer education programs, as well as a host of other methods.Bonus item:If I had to add one “pie in the sky” approach, it would be to develop different funding mechanisms for supporting our schools, one that doesn’t drag down the high achieving schools, but definitely levels the playing field for schools in poorer and less affluent areas, giving those students access to higher quality education and their teachers sufficient tools with which to teach. Again, if we teach/learn for life, not just school (or a job), preparing for engagement in the democratic process is just another facet falling under that umbrella.TL;DR:The democratic process is all around, not just in governmental affairs. In a few words, Seneca’s quote tells us the purpose of education. To be prepared to take part in, shape and respond constructively to the democratic process in the US, our education system needs to give us tools for life. We, then, as individuals, must choose, with responsibility, how to engage (and to what extent) in the democratic process. It doesn’t exist in a vacuum.To me, this means an emphasis in education on three things: Literacy, Relevance and Integration. As a bonus, rethinking how we fund education is an important and weighty task to undertake.As adults, we have much to impart to students based on our experiences of what they need to succeed in life. However, our knowledge and our experience are only part of the learning picture. New ideas and innovation come from curiosity, experimentation and questions. What if? Why does? Why not?Wouldn’t it be beautiful and beneficial to ask them every day, “What do you want to learn?” A teacher in Mexico did this and the results were reported to be astounding (A Radical Way of Unleashing a Generation of Geniuses). We can both impart what we feel is necessary and take our cues from our children. It needn’t be either/or. Right now, my favorite teachers are my own children.

We’ve worked with the Red Cross we to consolidate JFK Rec Center into a regional shelter for Newark and all nearby towns and also met with PSE&G leadership — they've restored some residents power but they're still saying 5-7 days for all restoration. This is our City’s latest Press Release:==CITY OF NEWARK CONSOLIDATES TEMPORARY EMERGENCY SHELTERS TO ONE LOCATION:JFK RECREATION CENTER ON 211 WEST KINNEY STREET; CENTER FUNCTIONING AS REGIONAL SHELTERResidents Are Urged To Report Fallen Trees, Flooded Areas, Missing Manholes Or Any Other Police And Fire Matters;To Report A Downed Wire, Call 1-800-436-PSEG And Tell PSE&G The Nearest Cross StreetNewark, NJ – August 28, 2011 – Mayor Cory A. Booker, Members of the Municipal Council, Business Administrator Julien X. Neals, Newark Emergency Management and Domestic Preparedness Director Keith Isaac, Police Director Samuel A. DeMaio, Police Chief Sheilah A. Coley, Fire Director Fateen A. Ziyad, Fire Chief John Centanni and Acting Department of Child and Family Well-Being Director L’Tanya Williamson announced that the City of Newark is receiving reports of cars stuck in water, road closures, fallen trees and power lines that are down. The streets that have been identified by city engineers as flood areas are flooding as expected and residents should avoid these areas. Residents are urged to report fallen trees, flooded areas, missing manholes or any other police and fire matters by calling (973) 733-6000. Residents can also call the City’s Non-Emergency Call Center which will be open 24/7 until further notice. That phone number is (973) 733-4311.“Fortunately we had no major incidents last night, but we received a lot of reports of fallen trees, power lines that are down, and road closures due to flooding. Our emergency tree teams are clearing roads as we speak. Our Police Department had to rescue seven people whose vehicles were stranded in flooded areas. While the areas we have identified as flood areas are primarily in the East Ward, our entire City is being affected by the storm. We are urging residents to stay off the roads and if they have to drive, to avoid roads that have been identified as at risk for flooding,” Mayor Booker said.“We are monitoring five small areas with power outages, two in the West Ward, two in the North Ward, and one in the South Ward. Our Fire Department has responded quickly to help families in need. I’m so grateful to our incredible emergency management team and our dedicated public servants, who are working around the clock to make sure that we can keep Newark safe,” he added.According to Police, there are 96 locations with trees down, 32 of them involving live wires. Emergency Services teams have cleared 14 locations, working with the Newark Fire Department. There are 10 roadways that are impassable due to flooding or tree blockage, and these are being addressed by emergency responders. Zodiac boats have rescued 19 people and one dog. Six trees have hit homes, causing minimal damage. Eleven small areas of Newark are suffering power outages at this time. There are no reports of injuries or fatalities.Almost half of all flash flood deaths happen in vehicles. Driving through flash flood areas can be extremely hazardous. It's important to know how to avoid flash floods and what to do if you are caught in a flash flood. The City of Newark is providing the following safety tips:Never drive through a flooded road or bridge. Back up and try a different route. Stay on high ground. Listen to the radio for weather information. Take routes that avoid flooded areas Information is readily available from the NOAA Weather Radio All Hazards. Broadcasts require a specific receiver or scanner. It's best to have a receiver with the Specific Area Message Encoder (SAME), which will alert you when flash flood warnings or watches are issued. Do not stay in a flooded car. If your vehicle is surrounded by floodwater, abandon the vehicle and move immediately to higher ground. If your car is swept into the water and submerged, DON'T PANIC! Stay calm and wait for the vehicle to fill with water. Once the vehicle is full, the doors will open. Hold your breath and swim to the surface. If you are swept into fast moving flood water outside of your car, point your feet downstream. Always go over obstacles, never try to go under. If you are stranded on something above the floodwater, such as a tree or building, stay put and wait for rescue. Do not enter the floodwater. Don't walk into moving water. Just six inches of moving water can knock you down. Don't overestimate your car's ability to drive through floodwater. Six inches of water is enough to reach the bottom of most passenger cars. Driving in water this deep is enough to cause a loss of control or stall the car. A foot of water will float most cars and two feet of rushing water will sweep most vehicles, including SUV's and pickups. If at all possible, avoid contact with floodwater. Floodwater may be contaminated with oil, gasoline, or raw sewage. Floodwater may also be charged with electricity from fallen power lines.In addition, the City of Newark has consolidated its temporary emergency shelters from five to one site. A total of 89 people and one dog have received emergency shelter at the following site: John F. Kennedy Recreation Center (211 West Kinney Street, entrance on Howard Street). The site is now configured as the regional emergency shelter site for Essex County. It is supervised by the American Red Cross and staffed by the City of Newark as well.The City’s Department of Child and Family Well-Being has also been actively reaching out to the homeless to notify them about available shelters.University Hospital Emergency Medical Service deployed its Special Operations Unit, including the Mass Care Response Unit, two Zodiacs, and its miniature ambulances. It deployed its Special Operations Vehicle to assist with mass care at the John F.Kennedy Recreation Center. It will remain deployed until the storm has passed.The animal shelter at the John F. Kennedy Recreation center has also been closed as the hurricane winds down, and replaced by normal Associated Humane Society pick-ups.DOWNED POWER LINESHeavy rain and strong winds can cause power lines to come down. Downed wires may appear dead but should always be considered “live.” STAY AWAY FROM ALL DOWNED LINES. Do not approach or drive over a downed line and do not touch anything that it might be in contact with. Parents are urged to check for downed wires in areas where their children might play and to remind the children to stay far away from any wires. If a wire falls on a vehicle, passengers should stay in the vehicle until help arrives. To report a downed wire, call 1-800-436-PSEG and tell PSE&G the nearest cross street.CUSTOMERS WITH LIFE-SUSTAINING EQUIPMENTIndividuals who rely on electricity to operate life-sustaining electronic equipment, such as a respirator or dialysis machine, should pre-register with PSE&G to receive priority attention in the event of an outage. To request the service, call PSE&G at 1-800-436-PSEG. They should also inform their rescue squads and fire departments of their needs, in case of emergency. Even though customers with life-sustaining equipment who have registered with PSE&G will receive priority attention during outages, they should also have emergency back-up equipment on hand, since immediate restoration cannot be guaranteed.IF YOU LOSE POWERFirst check your neighborhood. If you are the only one without power, check your fuse box for tripped circuit breakers or blown fuses. If that’s not the problem, look outside at the wire between your house and the utility pole. If it is down, report it immediately to PSE&G.If you lose power:KEEP REFRIGERATOR AND FREEZER DOORS CLOSED. Food will stay frozen between 36 and 48 hours in a fully loaded freezer (24 hours in a half-full freezer). Know how to open your garage door without the electric opener. Remember, electric well and sump pumps will not operate. Unplug all motor-driven appliances like refrigerators and freezers and sensitive electronic equipment (like TVs, microwaves and computers) to prevent a possible electrical overload when power is restored. Leave one light switch on to indicate when power is restored.IF YOU USE A PORTABLE ELECTRIC GENERATOR, CAREFULLY READ AND FOLLOW THE MANUAL THAT CAME WITH IT. Be sure your generator is UL-approved, installed by a licensed electrician and inspected by your local electrical inspector. There must be a way to physically disconnect your generator from utility lines. Customers who improperly install, operate or maintain a generator are responsible for any injury or damage suffered by themselves, their neighbors or utility workers.FLOODED BASEMENTSFlooded basements can pose a genuine safety risk. Below are some steps you can take to help ensure your safety in the event of flooding: Be cautious in flooded basements. If customers lose electricity and their basement is flooded, notify PSE&G (1-800-436-7734) and call the local fire department to have the basement pumped. Stay away from the breaker box if it's in a flooded basement. And don’t go into a flooded basement if energized wires are present. If water is rising to the height of any gas appliance, the gas supply to the appliance should be turned off. If customers are unable to do so, please contact PSE&G or your local police or fire department for assistance. To restore gas service to appliances call PSE&G (1-800-436-7734) and have the appliances checked for safety and restored to proper operation. Customers should call PSE&G (1-800-436-7734) immediately if they smell gas.For additional information please visit the State of New Jersey’s website at www.njready.gov. You can also call the Federal Emergency Management Agency at 1-800-621-FEMA or visit their website at www.ready.gov.

Thanks for asking to ask.There are lots of different solutions given by different people and organizations.Door Step School provides education and support to the often-forgotten children of pavement dwellers, slum dwellers, construction site families and many other underprivileged families. Many of these children are not enrolled in school and have limited access to books and a place to study. Additionally, many children drop out of school to work or care for younger children. With neither support nor resources at home some children also suffer from very low learning levels. We are trying to bridge this gap by bringing education to the “Door Step” of these underprivileged children."The Akanksha Foundation is a non-profit organization with a mission to impact the lives of children from low-income communities, enabling them to maximize their potential and change their lives. Akanksha works primarily in the field of education, addressing non-formal education through the Akanksha center and also formal education by initiating school reform through The School Project.Currently, Akanksha reaches out to around 4000 children through two models: the after-school or center model and the school model. Akanksha has 40 centers and 13 schools in Mumbai and Pune. Through the centers, a commitment is made to support each child by providing a strong educational foundation, good time, self-esteem and values, and to help them plan how they can earn a steady livelihood as a step towards improving their standard of living. The School Project is a venture to open high-quality schools serving children from low-income communities in Mumbai and Pune. These schools are in partnership with local municipalities, with the vision of creating small clusters of model schools in these cities that can be used to impact the mainstream education system."Make A Difference(MAD) is a platform that empowers youth to take responsibility. To provide children at risk a positive learning ecosystem that will help them unleash their potential.MAD volunteers implement projects that provide these children with the skills that guarantee employment, role models they can relate to and exposure that helps them dream big."Teach For America is growing the movement of leaders who work to ensure that kids growing up in poverty get an excellent education.nationwide movement of outstanding college graduates and professionals working towards eliminating educational inequity"Imparting holistic quality education in English to Bangalore's poorest of poor children"Parikrma’s ambition is to ensure that quality education is accessible to marginalized children.The story of a country’s future can be told by looking at how its children are doing today. With so many childhoods being lost to poverty and labor, India’s future looks shaky and at risk and that is the gauntlet that has been picked up by Parikrma.Parikrma has four schools that educate over 1500 children from 69 slum communities and four orphanages in Bangalore. Each child has a unique personality and development curve which is nourished, encouraged and actively supported here all the way till he/she has completed education.Parikrma also empowers each child with life skills such as a strong sense of honesty and ethics, respect for the environment and a passion for excellence, both on and off the playing field."magic busA former national rugby player, Matthew Spacie is bringing recreational sports to children living in poor, urban neighborhoods in India. He is building their confidence and sense of community and teaching them to value teamwork and physical health. To support his work, he attracts volunteers and business sponsors and inspires reform in municipal funding for community sports.Riverside SchoolThrough her education curriculum and initiatives to build a healthy relationship between students and their community, Kiran Bir Sethi is changing the experience of childhood in Indian cities. Kiran believes when children are raised in nurturing environments, they in turn, create such environments for future generations and ultimately build a culture a citizenship between children and adults.The Riverside School is located in Ahmedabad, Gujarat, India. It was established by Kiran Bir Sethi in 2001. With a capacity of 390 students it is a small school on the banks of the Sabarmati River.The Riverside School is located in Ahmedabad, Gujarat, India. It was established by Kiran Bir Sethi in 2001. With a capacity of 390 students (student to teacher ratio of 6:1) it is a small school on the banks of the Sabarmati River. The school has developed an in-house curriculum up to the 7th standard. Grades 8th – 12th follow the IGCSE curriculum. It is also a research center for school education. In the past 11 years, the school has experimented with the latest learning models and has established itself as a pioneer in the field of education.3.2.1's mission-To create India's 1st high quality charter school network that will become a benchmark of excellence for educating underprivileged childrenGaurav Singh intervenes with the most important stakeholders in India’s education system: students, teachers, parents, government, to make them believe that first generation learners from low income families can learn. He is setting up a network of such schools that will make the entire public school system deliver quality education from within their existing infrastructure and budget.Nalandaway"To mentor disadvantaged children and help them rebuild their lives.NalandaWay Foundation is a non-profit that works with children from the poorest districts in India, helping them raise their voices and issues through theatre, visual arts, music, dance, radio and films. Over 17,000 children in Tamil Nadu, Andhra Pradesh, Delhi, Bihar and Jammu & Kashmir have benefited from our programmes. Our interventions have helped them become creative, learn life-skills and build self-confidence to create the lives that they truly want to lead"Children are expressing themselves through art and the media.Agastya International Foundation is a Bangalore based non-profit educational trust that seeks to transform and stimulate the thinking of economically disadvantaged children. Agastya does this by bringing innovative science education to the doorstep of Government schools in various states in India.80 Mobile Science Vans which take science education to the village doorstep35 Science Centers for disadvantaged children172-acre Creativity Lab campus in Andhra Pradesh (2 hours from Bangalore)arvind gupta toys"Arvind Gupta is an Indian toy inventor and popularizer of science.As a student in the 1970s in Indian Institute of Technology, Kanpur, Gupta became a socialist in belief but eschewed action-less discourse; he stated that instead he ""placed more faith in small positive action than empty rhetoric."" Gupta began his social service by teaching the children of the mess staff who had no opportunities for formal education.We want to design science and math activities to comprehensively cover the whole curriculum. Science concepts will be reinforced through simple toys. Short videos will explain difficult concepts and provide various pathways for children to further explore and deepen their understanding. Our website will help children -- especially from the poorest countries in Asia, Africa and Latin America in making science and math fun using readily available, simple low-cost materials. It will become a valuable resource library for teachers to incorporate in their classes. It will also become an invaluable resource for parents to help their children at home.The imagination factory sets up an appreciation bank in schools, where every child begins with an appreciation bank account and through the year. Points are added to the account to acknowledge any positive behaviour the child demonstrates. This encourages the children to be more co-operative and considerate to each other.Enabling Teachers to be role-models of appreciation, students to be vibrant individuals and engage the different stakeholders to build an ecosystem conducive to child development.Kaivalya Education FoundationTrain and transform rural school principals and help them turnaround schools. 100 principals are in the 3-year course. Plans to reach 1,000 by 2014stireducationSharath has launched an international movement of teacher changemakers who are innovating, implementating and influencing others to spread best practices of teaching. Growing to 30,000 teacher changemakers over the next three years, Sharath is catalyzing a teacher-led movement to improve learning outcomes for children.Azim Premji University is a not-for-profit, private, autonomous university under the Azim Premji University Act, 2010 of the Karnataka Legislature. It is the first private, autonomous University in Karnataka and among the few in India dedicated to Education and Development.We are sponsored by the Azim Premji Foundation and our roots lie in the learning and experience of over a decade of work in elementary education by the Foundation. Azim Premji University is one of Foundation’s key responses to the constraints and challenges confronting the education and development sectors in India like the lack of grounded knowledge and theory and a shortage of capable and reflective individuals. The University is actively engaged in the development of talent and the creation of knowledge which can catalyze sustainable improvements in education and related development areas.VISIONAzim Premji University's vision is education for social change that will contribute to the realisation of a just, equitable, humane and sustainable society.MISSIONAzim Premji University will create outstanding and effective programmes that -Prepare graduates with great competence, integrity and social commitmentExpand the frontiers of knowledge in education, development and allied fields through researchSupport and enhance the work of the education and development sectors in the country through continuing educationContribute to change in policy and practice in the Indian education and development sectors through advocacy and public communicationFIRKI is an online teacher training solution that focuses on empowering teachers, putting learning in their hands for them to grow and become reflective practitioners who work towards providing an excellent education for all children in India.Firki is for any teacher who wants to learn, is committed to providing the best opportunities for each of their students and most importantly loves to teach!Teaching Channel is a multi-platform service delivering professional development videos for teachers over the Internet and on television. In addition to showcasing inspiring teachers in videos, Teaching Channel also hosts a community for educators to share ideas, best practices and enhance their knowledge.The Teachers of India Portal aims to create a vibrant community of teachers through the sharing of knowledge and experience on a common platform. The range of teaching and learning resources available to teachers on the portal will enrich their knowledge of subject content and pedagogy, demonstrate new approaches to classroom practice and provide concrete support in the form of teaching/learning material."Vigyan Ashram is a center of Indian Institute Of Education (IIE) Pune started by Dr.S.S. Kalbag in 1983. It's modern version of old Gurukul system with 'simple living and high thinking ' like thoughts. Vigyan Ashram developed many new technologies and they are giving training to youngsters everywhere. They are developing new information technology systems. Many Govt and Private organization and individual donor supports the program. Trustees of the Indian Institute Of Education manages Vigyan Ashram. They had started IBT cources in high schools. First batch was started at Shri Bhairavnath Vidya Mandir, Pabal.Lend-A-Hand India is a non-profit venture launched in 2003 by young professionals. It is based in New York City and focuses on issues related to youth. Its programs provide vocational training, career development, employment, and entrepreneurial opportunities to young boys and girls in rural and urban communities.Lend-A-Hand India collaborates with dynamic grassroot non-profit organizations to develop and implement innovative projects."Barefoot College is a non-governmental organization that has been providing basic services and solutions to problems in rural communities for more than 40 years, with the objective of making them self-sufficient and sustainable. These ‘Barefoot solutions’ can be broadly categorized into the delivery of Solar Electrification, Clean Water, Education, Livelihood Development, and Activism. With a geographic focus on the Least Developed Countries (LDCs), we believe strongly in Empowering Women as agents of sustainable change."The driving force behind Hole-in-the-Wall is the the concept of Minimally Invasive Education which is truly path breaking. That children could learn on their own, was something not many people would have imagined and that too in such a cost effective manner with benefits like improved group dynamics, better in-class behavior etc.To test our hypothesis, we conducted over 4 years of rigorous research at various locations. The findings have generated numerous insights which have received world wide attention and have also been published in prestigious journals."Swaraj University was designed and birthed in 2010 as a two year learning programme for youth. The focus of the programme is on self-designed learning and on green entrepreneurship, including exploration of basic business skills within the context of ecological sustainability and social justice. Each person's learning programme and curriculum is individualized according to his/her specific talents, questions and dreams. There is ample scope for learners to develop a multidisciplinary curriculum. We have developed and tested various learning materials and activities for self-designed learning. There is a strong focus on apprenticeship learning, leadership development and community living. In the area of community living, learners explore healthy and sustainable personal lifestyle choices, gift culture, co-creation and democratic decision-making. Decisions regarding day-to-day functioning is done through the form of consensus, with a space for each person in the Swaraj community, be that learner or facilitator, to express his/her voice.There are currently 51 learners enrolled in Swaraj University, from all over India and from different socio-economic backgrounds. The youngest is 17 years old and oldest is 31. There is a strong diversity in the batch, resulting in intense discussions and challenging situations at times due to differing perspectives. But, over the years, we have also witnessed the formation of strong bonds of friendship and trust amongst the group that transcend the barriers of age, class and language.There is no prior degree or diploma required to join Swaraj University. We do not provide degrees. Rather we encourage learners to develop their own portfolios and to develop their own livelihood projects and enterprise plans. We are also building a database of organizations and companies who are willing to review portfolios (in lieu of degrees) in their hiring processes."Digital Study Hall (DSH) seeks to improve education for the poor children in slum and rural schools in India. We digitally record live classes by the best grassroots teachers, collect them in a large distributed database, and distribute them to poor rural and slum schools. Education experts and teachers use the system to explore pedagogical approaches involving local teachers who actively ""mediate"" the video lessons. By harvesting a ""viral phenomenon"" of community participation, DSH aims to help train teachers and deliver quality instruction to underprivileged children. The project is collaboration between technology and education experts. Teachers at spoke schools use the videos to provide high-quality instructions to their students and train themselves too in the process. Various delivery channels like DVDs, Web and Media Projectors are being used to make the content available at the spoke schools where a teacher or mediator periodically pauses the video and engages the students in various activities based on what has just occurred on TV. These activities may include asking questions, inviting kids to do board work, and organizing role-playing activities. The mediator's job is to make his or her class as lively, dynamic, and interactive as the one conducted by the model teacher on TV. In effect, the video and the mediator form a ""team,"" the video provides an example, a framework, a lesson plan, and a content and methodology model; while the mediator, who may not be highly skilled in some domain-specific knowledge, supplies the crucial interactive element. The main aspects of DSH are:A ""people's database of everything""A network of hubs and spokesMediation-based pedagogyTechnology for sharing community-generated videoDSH has developed over 2000 videos so far covering the state curriculum, special education, digital stories and teacher training videos. DSH content is not only used as a tool for quality education but also as a tool to motivate and empower. Furthering the agenda of gender equity and social awareness, DSH has recorded Critical Dialogues on topics like Domestic Violence, Sexual Abuse, Child Marriage and the problems faced by women in India. DSH has rapidly expanded beyond schools and beyond academic. In collaboration with the State Council of Education and Training (SCERT), DSH is running a capacity building project with 70 District Institutes of Education and Training (DIETs) in the state of UP, India. DSH videos have been widely appreciated and around 140 teacher educators and 1,40,000 teacher trainees are benefiting from this intervention. Beyond academic, The 'DSH Gender Empowerment' program is operating in 3 districts in Uttar Pradesh, covering 41 girls residential schools (KGBVs) and reaching out to around 3800 adolescent girls from underserved communities.Khan Academy is a non-profit educational organization created in 2006 by educator Salman Khan to provide "a free, world-class education for anyone, anywhere."NPTEL provides E-learning through online Web and Video courses in Engineering, Science and humanities streams. The mission of NPTEL is to enhance the quality of Engineering education in the country by providing free online coursewarePlanetRead is a not-for-profit organization registered in CA, USA and in India. It is dedicated to reading and literacy development around the world and has a solid track record of work in India. PlanetRead was originally created around the idea of Same Language Subtitling (SLS), now a globally recognized innovation for mass literacy and reading development on TV. SLS for literacy was first conceived and researched in 1996 at the Indian Institute of Management, Ahmedabad. Then PlanetRead pioneered the concept of “Same-Language Subtitling” (SLS) for mass literacy, by suggesting its implementation on the immensely popular Bollywood film songs on TV in India.PlanetRead has the simple vision of a reading planet – a planet where everyone can read and have access to interesting and affordable reading opportunities in both his/her native or other language(s). We contribute to literacy worldwide by innovating and implementing simple, scalable, and cost-effective solutions, especially using mass media and information technologies. We have already used SLS on several song-based TV programs on Doordarshan, India’s national broadcaster. Our main target group is the early-literates, people who are officially “literate” but who cannot read, for example, the headlines of a newspaper.PlanetRead’s “karaoke” approach to literacy provides automatic and regular reading practice to over 200 million early-literates in India. In addition, nearly 270 million illiterate people are motivated to become literate.so now it's your turn you make a change.Please refer this quora answer;Shiksha Parivartan's answer to What are your suggestions for education reform in India? Differentiate between primary education and higher education.Happy New year.