Quality of education is not defined by the number of children that attend the class. It is defined by the amount of interest, the standard of the curriculum and the engagement of both the teachers and the students in their respective works. Therefore, despite the increased amount of enrollment of students in the primary level, academicians and intelligentsias across the globe conceded that the quality of education in India did not qualify the normative benchmark that was supposedly set by the Millennium Development Goals Report by the UNDP. According to the axial findings by the ASERReports, among the children surveyed in 2014 more than 50% in government and more than 30% in private schools, in standard IV could read a standard II text. The challenge is therefore multidirectional spanning both engagements of children in curriculums and providing comprehensive and quality education which is more than mere theory preaching.
At Build A Class Initiative the modus operandi therefore is not just focusing on enrolling students into classes and giving them a full-fledged and satiable academic curriculum. We realize the special needs of every children, and the basic tenet that not every child emanates from the same set of discontinuities. While some have to work to contribute to bettering their family’s dilapidating conditions, others do not find themselves motivated enough to study. Others still, are unequally educated despites their ages being the same.The bridge course defines group of children on the basis of age and standard of study. These groups are then studied comprehensively to understand the amount of care required for each child for him/her to cope up with the curriculum he/she is involved in. These courses are highly customizable on the basis of individual needs of each child. The course helps the student cope up and be at par with his institutional curriculum. They span even the requirements of children with special needs (the ones with learning diseases and cognizance imparity).
The programme has successfully aided scores of children to be relevant to what they are taught in their respective institutions. Children demanding personal scrutiny were mentored and given extra hours of customized training. This course, has successfully eliminated fear of studies from the minds of many who found schooling hard, and has enabled them be independent in their methodology of learning over time.
C-98, C Block, Sector 10, Noida, Uttar Pradesh, India
+91 70040 43869
contact@buildaclassinitiative.org
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Quality of education is not defined by the number of children that attend the class. It is defined by the amount of interest, the standard of the curriculum and the engagement of both the teachers and the students in their respective works. Therefore, despite the increased amount of enrollment of students in the primary level, academicians and intelligentsias across the globe conceded that the quality of education in India did not qualify the normative benchmark that was supposedly set by the Millennium Development Goals Report by the UNDP. According to the axial findings by the ASERReports, among the children surveyed in 2014 more than 50% in government and more than 30% in private schools, in standard IV could read a standard II text. The challenge is therefore multidirectional spanning both engagements of children in curriculums and providing comprehensive and quality education which is more than mere theory preaching.
At Build A Class Initiative the modus operandi therefore is not just focusing on enrolling students into classes and giving them a full-fledged and satiable academic curriculum. We realize the special needs of every children, and the basic tenet that not every child emanates from the same set of discontinuities. While some have to work to contribute to bettering their family’s dilapidating conditions, others do not find themselves motivated enough to study. Others still, are unequally educated despites their ages being the same.The bridge course defines group of children on the basis of age and standard of study. These groups are then studied comprehensively to understand the amount of care required for each child for him/her to cope up with the curriculum he/she is involved in. These courses are highly customizable on the basis of individual needs of each child. The course helps the student cope up and be at par with his institutional curriculum. They span even the requirements of children with special needs (the ones with learning diseases and cognizance imparity).
The programme has successfully aided scores of children to be relevant to what they are taught in their respective institutions. Children demanding personal scrutiny were mentored and given extra hours of customized training. This course, has successfully eliminated fear of studies from the minds of many who found schooling hard, and has enabled them be independent in their methodology of learning over time.
Curated for out-of-school children to help them learn at their own convenience
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Developing cognizance alongside curriculum for better conceptual understanding
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Intriguing scientific concepts wrapped in innovative and fun-filled yet frugal experiments from everything naturally available
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A grassroots version of qualitative aptitude development programmes to build upon the analytical reflexes of children
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