शिक्षण क्षेत्राला पूर्णपणे वाहून घेतलेल्या माझी शाळा ब्लॉगवर मी परशुराम शिंदे आपले सहर्ष स्वागत करत आहे..!

About Mulyavardhan Pragramm

Mulyavardhan (MV) is a value education programme to help children imbibe democratic values, attitudes and skills in an enabling school climate.
Mulyavardhan was initiated in 2009 and has evolved through an intensive, evidence-based approach to learning and improvement through pilot-project implementation, impact assessment studies and consultations with national and international experts.
The programme has been reviewed and accepted by the Government of Maharashtra and Government of Goa.  Mulyavardhan pilot projects have been launched by these states in a large number of selected schools, as a first step to implementation of the programme in all schools of the states.
The programme is currently being implemented in around 1000 schools in Maharashtra and Goa through four projects: ( MV-GoM, MV-Beed, MV-GoG, MV-VB).
Enabling schools to provide child-friendly and value-based education to nurture caring, responsible, productive democratic citizens.
While several educational policy documents, framed in India since Independence, have emphasized the need for value education in schools, there is no model of large-scale implementation of value education across states, school bodies and contexts.
Mulyavardhan fills this critical gap with a contemporary approach aligned to national and international policies.
Mulyavardhan adopts a whole-school approach, whereby the entire school ethos and all school processes are guided by core democratic values. Under this approach, values are not “taught”, but absorbed by students from the school ethos, processes and practices.
Key features
  • In consonance with the Constitution of India, National Curriculum Framework (NCF) 2005, RTE Act 2009, and NCERT’s Education for Values in Schools. A Framework
    document (2012)
  • Comprehensive approach to education for values, incorporating the cognitive (knowing and thinking), affective (feeling, valuing, committing) and behavioural aspects           of values
  • Well-defined conceptual framework for students to acquire democratic values and related attitudes and competencies in an enabling school climate (read framework           document)
  • Based on a learner-centric and whole-school approach to education for values, which is conceptually better than the traditional method of “teaching values”, and is           recommended by NCERT
  • Offered free of cost to interested school bodies as a complete package, including education materials, capacity-building of teachers, implementation and monitoring &           evaluation support
  • Incorporates age-appropriate structured classroom activities for development of values, attitudes & competencies, aligned to scholastic learning outcomes related to           development of cognitive and social skills
  • Flexible and implementable across school contexts, according to the needs, priorities, resources and medium of instruction of schools and their managing bodies          (govt/pvt)
  • Imposes no additional burden on teachers/schools in terms of time or resources
  • Impacts entire school ethos and teaching & learning practices
  • Ready-to-use programme that can implemented by any state government or private school body
  • Currently being offered for primary level of school

Educational Practices
Mulyavardhan’s whole-school approach is given a specific direction through the following educational practices:
Structured class activities: In each class a small part of the weekly schedule is to be allocated for Mulyavardhan activities which have been designed to address specific learning outcomes in a focused and systematic way, according to the grade/age of students. Less than 5% of the weekly time-table has to be allotted for the activities, which have outcomes complementing outcomes for scholastic subjects and value-education/life-skills education. The activities involve students directly in behavioural exercises or practice of social-cognitive skills, followed by facilitated discussion on what they have learned. Cooperative-learning structures and open-ended questioning are embedded in the activities, which use content like stories, incident-descriptions, skits, songs, poems, pictures and games.
Review of school practices and organization of school-wide activities:  Existing school practices have to be reviewed to see if they are aligned to Constitutional values. Existing school-wide programmes and events have to be conducted in such a way that they promote fraternity and cooperation; provide students opportunities to practise/demonstrate teamwork, leadership, creativity and communication skills; provide service-learning opportunities; and strengthen school-community relationships.
Connections with scholastic teaching and learning: Schools are urged to use aspects of Mulyavardhan pedagogy, such as cooperative learning structures and open-ended questioning, in teaching and learning of scholastic subjects; and conduct class discussions on value-related topics in subjects like languages and social studies.
Implementation strategy
In tune with SMF’s organizational strategy, Mulyavardhan is offered as a programme that will be owned and managed by interested school bodies (govt/pvt) with SMF offering capacity-building and implementation support, according to the terms of an agreement with the school body concerned.
The offering is generally for a mutually defined Mulyavardhan project in which SMF is involved for a specified duration.
SMF plays the role of a partner committed to address the needs and concerns of all stakeholders for effective launch and implementation of Mulyavardhan.
Phased approach:
SMF suggests a phased approach to implementation of Mulyavardhan in schools, starting with capacity-building of potential teacher-trainers, who will gain experience of conducting Mulyavardhan class activities and then train other teachers with support from SMF.
In year 1 of a project and years thereafter, regular conduct of structured class activities is suggested. In years 2 and 3 and thereafter, school-wide activities and connections with scholastic teaching and learning are suggested.
Scaling strategy: For scaling of the programme in large school bodies, SMF suggests that the programme is first implemented in selected schools, and through this experience, a cadre of experienced Mulyavardhan teacher-trainers is created for taking the programme to a larger number of schools.

SMF support

SMF offers support in three main areas to government and private school-bodies keen on implementing Mulyavardhan:
  • Capacity building
  • Educational materials
  • Project management

SMF conducts Mulyavardhan orientation and capacity-building workshops for potential teacher-trainers, headmasters and education officials. SMF also provides materials and guidance for conduct of Mulyavardhan teacher-training workshops by SMF-trained teachers. Technology-based support mechanisms for teachers are being developed.
Educational materials
At appropriate stages, the following educational materials are provided to schools/teachers:
  • Grade-wise classroom activity books for teachers (see sample activities)
  • Grade-wise workbooks for students
  • Reference guide for teachers
  • Guidebook for headmasters
All the above materials are currently available in Marathi. Materials are being developed in English and Hindi. Technology-based dissemination of educational materials is being explored.
Project management
SMF offers Mulyavardhan project-management support to state governments and private school bodies which are interested in implementing the programme on a large scale.While the scope and terms of support will vary according to needs and resources, the range of support typically includes:
  • Project proposal and plan
  • Project-monitoring support through a dedicated SMF team
  • Project evaluation studies

(Taken From muttha foundation website )