Siragu Montessori School is a school in Chennai, India. [1] It was started on June, 2003 to provide free education for homeless and under-privileged children
Siragu Montessori School is a school in Chennai, India. [1] It was started on June, 2003 to provide free education for homeless and under-privileged children
Siragu Montessori School is a unit of Suyam started in June 2003. It was started for children of the Nomadic Tribes (pavement dwellers and mendicants). Traditionally carrying on the practice of begging, this community never had any real opportunities for breaking out of their situation. Siragu was started with the objective of providing education to first generation learners. SIRAGU started not only for street children but also for children from brick chambers.
The school began in locally rented premises. The condition of the building was quite poor (eighty years old, poor upkeep, no roof, vermin infested) but volunteer assistance garnered by Suyam helped make it habitable.
There are now 400 children, 105 of which are inmates of Siragu home. The school has adopted the Montessori method of education. The school has 13 teaching staff and 9 non-teaching staff.
This program is for families having settlements in Palavedu Pettai, [2] but residing in pavements around Kilpauk Water Tank for around 30 years. These families are involved in begging. Since 1999, Siragu adopted these families (initially 50 families) and has provided the community in Kilpauk and Palavedu Pettai with education, medical facilities (including family planning counselling), counselling for de-addiction, child care, and resolution of family problems. Siragu has set up employment schemes and self-help groups.
The school has nearly stopped begging among children in the Nadaipathai Pookkal community. There are 82 first generation learners, including those from Nadaipathai Pookkal program.
The school provides a six-month bridge course for 50 children from 10 brick kilns in Palavedu Panchayat. The school motivates them to learn, and to join mainstream schools in their villages.
Parents started keeping track of their child's development, and interacted with school staff and management to address child related issues. School has become a priority for the parents, even above their rituals and ceremonies, and the levels of absenteeism has come down.
Siragu provides an education for children who had minimal access to schooling. Siragu as a school for the community, has enabled five families to be self-employed and move away from begging
Teachers are selected from the Palavedu Panchayath community, and then trained. They meet in the school every Saturday for training where they go through reference books (on subjects, activities, child development etc.), and prepare for the next week's activities.
Progressive education is a pedagogical movement that began in the late nineteenth century; it has persisted in various forms to the present. The term progressive was engaged to distinguish this education from the traditional Euro-American curricula of the 19th century, which was rooted in classical preparation for the university and strongly differentiated by social class. By contrast, progressive education finds its roots in modern experience. Most progressive education programs have these qualities in common:
Kindergarten is a preschool educational approach based on playing, singing, practical activities such as drawing, and social interaction as part of the transition from home to school. Such institutions were originally made in the late 18th century in Bavaria and Alsace to serve children whose parents both worked outside home. The term was coined by the German Friedrich Fröbel, whose approach globally influenced early-years education. Today, the term is used in many countries to describe a variety of educational institutions and learning spaces for children ranging from 2. Students usually 5-6 years of age, based on a variety of teaching methods.
The Montessori method of education was developed by Italian physician Maria Montessori. Emphasizing independence, it views children as naturally eager for knowledge and capable of initiating learning in a sufficiently supportive and well-prepared learning environment. It discourages some conventional measures of achievement, such as grades and tests. Montessori developed her theories in the early 1900s through scientific experimentation with her students; the method has since been used in many parts of the world, in public and private schools alike.
Alternative education encompasses many pedagogical approaches differing from mainstream pedagogy. Such alternative learning environments may be found within state, charter, and independent schools as well as home-based learning environments. Many educational alternatives emphasize small class sizes, close relationships between students and teachers and a sense of community.
The Reggio Emilia approach is an educational philosophy and pedagogy focused on preschool and primary education. This approach is a student-centered and constructivist self-guided curriculum that uses self-directed, experiential learning in relationship-driven environments. The programme is based on the principles of respect, responsibility and community through exploration, discovery and play.
A classroom or schoolroom is a learning space in which both children and adults learn. Classrooms are found in educational institutions of all kinds, ranging from preschools to universities, and may also be found in other places where education or training is provided, such as corporations and religious and humanitarian organizations. The classroom provides a space where learning can take place uninterrupted by outside distractions.
The American Embassy School (AES), South Delhi, India, is an independent, co-educational, international day school which offers an educational program from PreKindergarten through Grade 12. The school was founded in 1952. The American Embassy School represents over 60+ nationalities. The director of the school is Dr. Andrew Torris and the deputy director is Dr. Nada Collins.
Operation Brotherhood Montessori Center Incorporated is an Italian-based school in the Philippines named after Maria Montessori. It was founded by former UNESCO-Philippines Secretary-General Amb. Preciosa Soliven in 1966. The mother organization Operation Brotherhood International was founded by Oscar G. Arellano. OBI provided medical help and community upliftment assistance to the war refugees in Vietnam and Laos. When OBI started operations in the Philippines in 1963, village projects became its first priority including schools for the poor. Ambassador Preciosa S. Soliven who had been teaching young children in Vietnam and later worked with a Swiss Montessori preschool teacher in Makati was asked by OBI to manage these schools. OB Montessori offers toddler, pre-school, elementary school, high school and college levels and is the first school in the Philippines to use the Montessori method. Oscar G. Arellano, founder of OBI Phils also opened another Montessori school in 1975. Smaller in scale compared to its neighbor and counterpart, OB Montessori Center. This little school is nestled in Barangay Addition Hills, San Juan City.
MacDowell Montessori School is a public school that is part of the Milwaukee Public School District. Located at 6415 W Mt Vernon Ave it is on the west side of Milwaukee, Wisconsin in the Bluemound Heights neighborhood. The school building was built in 1932 as the home for Solomon Juneau Business High School which closed down in 2006.
Primary education is typically the first stage of formal education, coming after preschool and before secondary school. Primary education takes place in primary school, the elementary school or first and middle school depending on the location.
The Citizens Foundation (TCF) is a non-profit organization, and one of the largest privately owned networks of low-cost formal schools in Pakistan. The Foundation operates a network of 1,652 school units, educating 266,000 students through 12,000 teachers and principals, with over 17,400 employees. Approximately 94% of the Foundation's expenditure is allocated to the Education program. In addition, TCF also conducts a literacy and numeracy skill development programme in communities linked to its schools which has taught reading and writing to over 120,000 adults.
Anganwadi is a type of rural child care centre in India. They were started by the Indian government in 1975 as part of the Integrated Child Development Services program to combat child hunger and malnutrition. Anganwadi means "courtyard shelter" in Hindi.
Stamford American International School (SAIS) is a co-educational international school in Singapore. The school is owned and operated by Cognita and enrolled its first students in August 2009.
The Montessori St Nicholas Charity seeks to promote and provide exemplary Montessori education by means of training teachers, providing information, advice and support to schools, managing its own schools, and undertaking charitable projects to inform and sustain the Montessori community in the UK.
Friends-International (FI) is an international social enterprise and registered non-governmental organization focusing on children's empowerment established in Cambodia in 1994. Its mission is "to build a future where all children are safe from all forms of abuse, are able to become productive citizens of their countries and contribute to a more equitable and sustainable world." FI works in Cambodia, Indonesia, Laos, Thailand and with almost 50 partners around the world, providing comprehensive social services to marginalized urban young people and their families. Since its inception, FI has supported the education, well-being, and sustainable reintegration of more than 300,000 marginalized children, youth, and caregivers.
Children of Armenia Charitable Fund (COAF) is a non-profit, non-governmental organization that aims to empower rural Armenians through child-centered community development programs. Working mainly with children and youth, COAF implements education, health, child and family services, and economic development programs to provide children, youth, and their families with opportunities and resources to realize their full potential and achieve their own unique greatness. It has also implemented over 170 infrastructure improvements in the villages, including the renovation of schools, health clinics, kindergartens, community centers, school cafeterias, creativity labs, roads, and irrigation systems.
Qingdao Amerasia International School(QAIS) is a private, non-profit international school located in Qingdao, China, offering Montessori education from ages 1.5-5 and an inquiry-based curriculum up to age 18. QAIS has over 200 enrolled students representing 25 countries. Qingdao Amerasia International School is an International Baccalaureate World School, offering the full IB Continuum: the IB Primary Years Programme, IB Middle Years Programme, and IB Diploma Programme. Their Montessori Toddler and Montessori Early Childhood Programs are the only programs in Asia to be accredited by the American Montessori Society.
Leipzig International School (LIS) is a non-profit co-educational day school for students from age 1 to age 18, in Leipzig, Germany, and was the first international school in central Germany, and is now the largest, with around 950 students from 70 countries. LIS employs over 190 staff members, from 20 different nationalities. The school's campuses are located in the districts of Plagwitz, and Schleußig. English is the language of instruction at LIS, meaning that all subjects, except for additional languages and German, are taught in English. Leipzig International School is led by David Smith.
Educational management refers to the administration of the education system in which a group combines human and material resources to supervise, plan, strategise, and implement structures to execute an education system. Education is the equipping of knowledge, skills, values, beliefs, habits, and attitudes with learning experiences. The education system is an ecosystem of professionals in educational institutions, such as government ministries, unions, statutory boards, agencies, and schools. The education system consists of political heads, principals, teaching staff, non-teaching staff, administrative personnel and other educational professionals working together to enrich and enhance. At all levels of the educational ecosystem, management is required; management involves the planning, organising, implementation, review, evaluation, and integration of an institution. Educational management is related to Henri Fayol's 14 Principles of Management.
