MODELS OF INTERVENTION AND THE BODH EXPERIENCE Democratic principles and ECCE Nandita Chaudhary Lady Irwin College September 26 th, 2013

Basic Template for ECCE Centres COMMUNITY TEACHER ORGANISATION CENTRE

COMMUNITY TEACHER CENTRE ORGANISATION

COMMUNITY TEACHER ORGANISATION CENTRE OTHER ORG TRAINING

TEACHER ORGANISATION CENTRE COMMUNITY COMMUNITY OWNERSHIP

COMMUNITY TEACHER ORGANISATION CENTRE OTHER ORG

COMMUNITY TEACHER ORGANISATION CENTRE Materials

COMMUNITY TEACHER ORGANISATION CENTRE

TEACHER ORGANISATION CENTRE X TRUST CDPO COMMUNITY

TEACHER ORGANISATION CENTRE LOCAL NGOs

COMMUNITY FAMILY COMMITMENT BODH TEACHER ORGANISATION CENTRE Mother Teachers

Democratic Principles and ECCE

Positioning with community Benefactor Saviour Government Supervisor Evaluator Partner Concerned citizen

Democratic principles and ECCE Equality, fraternity and democratic principles actively observed at each level CDPO and Supervisor have freedom to take decisions Reflective and participative process, non- hierarchical at all levels Supervision is demonstration (not instruction) based

Democratic principles Qualification and experience are important, but relationships are non-hierarchical. Teachers have mobile numbers of all higher functionaries Parental expectations are considered in planning; Budget planning done with mothers; Mothers’ meetings forum for discussions Materials are inclusive Community-based programme Collaboration with local NGOs

BODH Strong personal commitment of an individual Fundamental acceptance of principles of democracy ECCE was not the first entry point Community was identified, and the need for ECCE emerged from partnership between community and BODH Community and BODH gradually merged through mother teachers and others

BODH First priority is the community, not self- preservation Each interface (teacher-child; parent-teacher; teacher-BODH, BODH-child) is characterised by a fundamental sense of equality and the right to a quality of life Enthusiasm sustains despite difficulty with funding, community has agreed to pay to sustain programme Young teachers are former students of BODH schools, an important indicator of success

Summing up Fundamental belief in the equality of people is a primary ingredient of sustained success in community intervention Not only community participation, but community partnership and sustained dialogue and responsiveness is critical to reaching the child Personal commitment and family involvement is not a threat to sustained partnerships when commitment is genuine and not self-serving This formula generates a sense of self-worth in the community that is unparalleled