65000 CHILDREN IMPARTED QUALITY EDUCATION. India ranks 105th out of 164 countries that committed themselves to eradicating illiteracy by 2015.
Policy :
It was Nobel Laureate economist Dr.Amartya Sen, who advocated education as an instrument for poverty alleviation. By a happy coincidence, Smt. Dayawati Educational and Welfare Society believes in the same ideological principle, that education fosters the expansion of freedom.

The over-riding objectives of our educational policy have been to raise standards at all levels of ability, ensure quality, increase parental involvement and achieve the best possible returns for the resources invested in education – perhaps the best investment India can make.

DEWS schools continue to record sustainable growth despite severe competition at all levels of society. QUALITY is the defining word in all spheres of intervention.
Systems Management :
One of the distinct features of the project is the large degree to which responsibility has been decentralized. The Education Council, comprising heads of all schools, have a clear mandate to implement the educational policy in content and spirit and give accountability to the Executive Committee.

In schools, standards of achievement are being raised by better school management, searching a broader and more balanced curriculum for pupils, and improving the quqlityn of teaching through proper teacher selection, training and deployment.

Every year a few thousand families with children come in direct contact with the educational programmes. Herein lies the DEWS base from which it takes off in its comprehensive development initiatives. The teachers constantly relate with the children and their problems in an effort to solve and share. Thus, we have been able to integrate with communities and be accepted by people.

Curriculum Development: Gajendra and Neeraj are constantly engaged in the task of updating the curriculum. The school climate is being made joyful and interesting for the little ones through an attractive environment. The present system of examination is being gradually withdrawn and replaced by assessment tools. Grades have replaced marks. We are trying to explore less fearsome and more reliable and loving ways of diagnosing impediments to a child’s learning process.

The deep rooted malaise of class and caste discrimination has to be addressed. Teachers are being sensitized to the issue of inequity and discriminatory treatment based on caste, class or gender. Irrespective of what people in authority may say the masses continues to experience deprivation, contempt and consistent denial of equal opportunities.
School Ambience :
Colors Brighten Classes
  To begin with, DEWS schools are distinguished by their colourful, bright ambience. Inside the difference from other local schools is even more palpable. It is not just the animated and floral decorations, the colourful teaching aids but the most striking difference is the atmosphere.

Children love to come to school. Seeing the children both learning and longing to go to school the parents have come forward to support the school. Experience shows that parents are greatly encouraged to send their children to school if the learning experience is made relevant, effective and enjoyable.

When we recruit teachers, we train them to be sensitive to gender and child rights. The female teachers serve as role models for girls, as well to ensure that parents are comfortable with the classroom environment.
Joyful Learning :    
  In DEWS schools we are gradually adapting to a child- centered curriculum with its emphasis on matching the work to the needs of the individual. Time in the classroom belongs not to the teachers but to the children.

We feel that curriculum is mediated through the personality and the sensitivity of the person who is in the classroom directing the work. Teachers are concerned not only with the pupils results but also with the purpose, quality and nature of the educational experience.
United Colors of India    


House visits, parent teacher meeting, advocacy programmes have enthused the local populace. When home visitations are made parents are welcoming and are eager to confide. Parents teacher meeting record 80% attendance. Dropouts have been curtailed and minimized. The adolescent girls coming to school need greater protection against harassment.

In Silent Prayer    
Social Scills for Teachers
  Teachers who have graduated have been recruited from within the communities. Thus in a humble way we make a small contribution to tackle the unemployment problem. A recent World Bank Report has indicated 25% - 30% absenteeism among teachers in Indian schools particularly the BIMARU states. DEWS records 5% - 7% absenteeism among teachers.

In order to constantly improve the quality of teaching we constantly make available in service teaching opportunities. Management training courses for senior teachers have also being arranged. We believe that systematic planning is required by schools to match in-service training to both the career needs of teachers and to the curricular needs of schools.
  Advocacy for girl’s education has taken the form of a campaign in our project areas, 40% of children attending DEWS schools are girls. Advocacy is the most important strategy for raising awareness in society about the economic and social benefits of girl’s education.

The introduction of women’s adult literacy classes, supporting income-generating activities, and retaining female teachers in the schools have all combined to focus attention on the girl child.
The Face of Hope    
  DEWS have partnered to set up 2 secondary schools where a few thousand children are being nurtured to grow in an atmosphere of aspiration. Govt. recognition have been obtained.
Great Strides in progress    
It is a question of the liberty or the freedom of the rich and the lack of the freedom of the poor. There is a paramount need to work with decision makers adults and students who belong to the dominant class the non-poor.

Children from the middle and upper strata of society have been found to be enthusiastic, creative and open to new ideas. They need to be sensitized about the plight of the poor and the basic causes of poverty. DEWS is increasingly co-operating with educational and management institutions to look beyond their boundaries and engage students in meaningful dialogues and global issues and out of class interactive engagement with the under-privileged. There is a fountain of goodwill waiting to be tapped.
  Promising students who pass out of DEWS schools require support to pursue higher studies. A few hundred students have been provided with scholarships to pay for tuition fees, text books and other incidental expenses. In most instances economic factors would otherwise have compelled bright youngsters to opt out of the school systems.
ICSE Council Grants Recognition    
DEWS has made significant contribution by way of technical support and financial aid to several grass-root development initiatives to further the cause of improving the quality of life of children. We give priority to this need for networking and inter-connectedness. The society has an international exchange programme with several institutions abroad.
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