Conclusion

Conclusion

Maximising educational value of built structure. Built structure of the school has a dual use:
  • To give shelter to the educational activities.
  • To be a resource for teaching-learning.
  • School building architecture should be optimally made to derive maximum educational value.

Planning for school with interdisciplinary approach, with the child in focus.
  • The design intervention in the school to focus on children for design, implementation and maintenance.
  • Teachers to be the facilitators in ensuring
  • The use of these interventions.
  • School administrators and teachers are being oriented and trained towards effective use of available resources.
  • Each school to plan for intervention with its specific needs, limitations and potential.
Taking design ideas to the ground
  • SSA in Gujarat has already made about 1620 Model schools with BaLA across all the districts of Gujarat. Now the need is to cover as many schools as possible.
  • VINYAS has developed about 150 design ideas grouped under 61 categories for rural as well as urban elementary schools.
  • In order to implement them in a school, a team work of school administrators, teachers, children, architects, educationists and construction workers is essential. SSA in Gujarat has already developed this capacity to implement and monitor across various districts.
  • BaLA is accomplished in an education programme like SSA by effectively allowing the pedagogy, teacher's training units as well as civil works units to work in close coordination.
  • In order to implement them in a school, a team work of school administrators, teachers, children, architects, educationists and construction workers is essential. SSA in Gujarat has already developed this capacity to implement and monitor across various districts.
  • Presently, Government of Gujarat gives Rs 2.5 Lakhs to develop one Model school with BaLA.

The visible change in schools.
  • BaLA interventions in the Model schools bring a tangible, visible change. It has a very high visibility in the eyes of the community, school teachers, and the children.
  • There has been increase in enrolment, attendance and retention of children in Model schools.
  • Children now come before school hours and go back much after school hours.
  • Learning in school is now more interesting, joyful for children and teachers.
  • There is higher ownership of the school by the teachers, children and the community.
Schools

40554

13905

Teachers

146642

244292

Students

6115428

5235223