DIRECT programme seeks to create basic models of universal primary education in needful areas to ensure that every child learns in a holistic manner

The three target groups envisaged in following this vision within communities are:

Children Low income families Different parts of the civil society and overn mental systems

State Representative : 

DIRECT programs are mostly conducted in urban slums of Andhra Pradesh. This urban program intervention is focused in a defined geography of a slum with clear measurable goals. The slums are divided into pockets of about 200 households called bastis. Focus areas are identified in these bastis along with the anchoring of the process of identifying volunteers. Volunteers are trained and paid a nominal stipend to conduct educational program such as: Balwadi, Learning to Read, Balvachan and Library services.

In the beginning of the academic year, Pratham conducts a door-to-door survey in the bastis addressing four basic questions -

• Does every child have pre-school education?
• Does every child go to school?
• Does every child know reading, writing, and arithmetic?
• Do children have access to books?

This survey helps Pratham's DIRECT programme in assessing families in regards to number of children, education levels of children, medium of education, child labor, dropouts etc. Therefore through this survey, the needs of these bastis are assessed and programs are offered to take care of these needs. Different activities are targeted for different sections of children with varied needs. For example, the component of Library of DIRECT programme is an intervention undertaken for all children; basic literacy polishing classes are targeted for those children who are not in school and for those who are in school but nonetheless lack basic literacy skills. 

Learn to Read

Learn to Read is a 3-month intensive learning class for 7-14 years children who cannot read with an objective to develop reading skills and arithmetic operations up to subtractions with carry forward in them. The activities of this programme are:

• Story reading
• Barahkhadi (phonetic chart)
• Word games
• Number games
• Writing exercises

In the 'learning to read' stage, a child rapidly develops reading skills as well as number knowledge along with skills in basics arithmetic operations. At the outset of the Learning to Read programme unit, a simple assessment of children's reading and arithmetic skills is done on one-to-one basis with each child. After this initial test, on a daily basis, children are involved in a set of integrated activities that follow the basic principles of 'say-do-read-write'. For example there are four simple activities that are done everyday in an L2R classroom:

• The teacher reads simple story/text aloud pointing to each word as she reads. Children then try to read like her. Every three days a new story is used for accomplishing this task.
• There are a set of activities with the alphabets-phonetic charts (used in Indian languages).
• A series of matching and hymning words games (oral and written) are used to generate interactive actinities.
• An exercise constituting the saying aloud of ones thoughts and subsequently writing them down is conducted.

In the " Reading to Learn" stage, a child begins to develop writing skills as well as better analytical and discussion skills. The texts used at this stage include subject matters like history, geography, science, social studies etc. 

Balwadi

• Early childhood education through play-way methods and to develop school going habit in children.
• All round development of the child that includes physical development, language development, cognitive development, social development and emotional development.

• Our Family or "Hamara Parivar."
• Our Festivals or "Hamare Tyohaar."
• Weather and Clothes or "Mausam aur kapde."
• Trees and Plants or "Ped aur poudhe."

Library

The librarian designates hours for book borrowing but often, since she/he is a local resident, children flocks to the house in groups whenever they fancy. The librarian also structure hours/days in different parts of the community for activities such as loud reading of stories, story telling, essay writing, small projects to be done by children etc. The programme has seen cases of children running their own book borrowing activity as well. The library thus becomes a platform for understanding children's literacy levels as well as a place where daily programs or periodic activities can be built for enhancing reading and for ensuring that children have adequate learning in schools. 

Role Play exercise in a classroom about harmful effects of Smoking In addition to regular book borrowing and exchange, the librarian also conducts activities such as book discussions, role plays, drawing activities, quiz and writing activities. All these activities are linked to reading and writing, helping children to enhance their skills and promote reading as a basic habit necessary for a learning culture.

Bal Vachan

Vidya Melas

To capture a snapshot of what impact Pratham's presence in the community and schools is, the Vidya Mela was conducted. The major objectives of the Mela was to

• Bring awareness in the community about Pratham's teaching methodology
• Instigate parents' involvement in the process of child education.

The Vidya Mela was organized on the 30 th December 2007 on a Sunday between 9-4 pm at the school grounds of Musheerabad, Ameerpet, Bandlaguda and Charminar Mandals. The idea was to cover the communities adjoining these schools through parent and children participation.

Information brochures were distributed to all communities surrounding the 679 schools, with the help of volunteers. All the Deputy Inspecting Officers, MRP and teachers were intimated for stronger presence of school children.

The focus was to have interesting learning level-wise activities for all age groups, based on the concepts of "Do, Know, Think and Solve". On the spot prizes were distributed apart from the 1 st , 2 nd and 3 rd prizes for extraordinary performances.

An amazing 4500 children participated in the Vidya Mela , around 25% of parents also attended the programme. The response from SSA Officials and the school system was also encouraging. The most interesting fact was to see children enjoy participating in the forum. It was indeed a sight to see swarming numbers of children enthusiastically participating in the Vidya Mela. In fact Pratham's team was actually not well equipped to control such a mob.

All NGOs working in the area of education also participated in the forum. The school system was overwhelmed to see and experience the teeming number of children. It was indeed an eye opener for the entire Pratham team as well. These experiences would enable Pratham to plan in a much better way for the next event.