Aspects of Implementation
The SNS approach to implementation ideally requires that all stakeholders be involved
in the process of implementation including some of the potential students and community
members. They should first be brought together for a meeting to discuss and study
this curriculum and to make recommendations for any additional elements or changes.
After this, they should discuss those themes and issues that are locally most relevant.
As the curriculum is extensive and there are many themes and issues that will be
included for optional study, local stakeholders may choose some aspects/themes above
Such a participatory exercise should also be seen as orientation of the stakeholders,
not only the teachers. As the curriculum is quite different from what is generally
expected, and since it is possible to involve in this program all age groups within
a community, all should ideally be involved from the beginning of the implementation
process. This is so that they can understand why this would be valuable for their
children, youth and adults. They should be explained why they should invest their
time in this kind or any kind of education.
Since much the SNS curriculum can also be studied at a slower pace within the home
with some help from outsiders, making rural and urban populations aware of what
is possible through this curriculum will greatly increase its demand. Such awareness
can best be built when discussions and consultations are carried out before embarking
on the project.
A lot of flexibility has been built-in within the SNS educational program so that
locals can make a significant contribution to its success and teachers can, without
much creative work of their own, modify the curriculum to suit local needs. For
example, if a suggested theme is study of the plants and these plants are not locally
available, these could be easily modified by the teacher or students.
Local implementing agencies may need to provide training in a local language as
well. In this case, the same worksheets as included in the SNS program can be re-done
in the local language. We feel that in this millennium English be taught in all
classrooms as it promises to be increasingly important in the rapidly emerging global
community. With the increased availability of the internet, we want our students
to make most of their opportunities. Computers and internet are getting cheaper
by the day and many donor agencies are also eager to provide the underprivileged
access to these, such as Schools Online and I*Earn organizations among others.
Before adopting the SNS program, each community also needs to first determine whether
their students can, after completing the SNS program, join regular schools beyond
grade 5. Some of the Indian States legislate what should be taught even to the youngest,
others provide enormous flexibility in designing for the kindergarten and primary
levels but control the higher grades. Many NGOs follow already existing curriculums
such as CBSE/NCERT and may therefore be unable to follow a new curriculum in its
Where possible, accreditation and recognition should be sought for the SNS curriculum
from local/regional/state level legislators. Efforts should be made to bring the
curriculum to the knowledge of the government authorities in your area so that properly
recognized certificates can be issued where needed and students are not left at
Our practical experience has shown, however, that recognitions are not important
for this age group for further admission. After completing our DEVI course in non-formal
education (which is not accredited by the government), students are readily able
to get into schools beyond grade 5. These schools tend to examine the ability of
the child rather than rely upon recognized certification to determine admission
at this age.
A video will be made of a training program first perfected with a few groups of
teachers. Such a video will be made available to all implementing agencies and groups
that are interested in training teachers to undertake this curriculum.
Teachers will be prepared and trained in this new curriculum first before they embark
on a teaching program. Eventually, a video will be made of this training program
so that teachers can review their understanding through their local implementation
agency, such as a local NGO or institution.
The objective will be to focus on the training of trainers, such as NGO staff, who
manage non-formal training centers. They will in turn train their own teachers who
work at these centers.