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  "name": "5-mh-kpalp_tools", 
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  "name": "5-mh-kpalp_tools", 
            
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  "notes": "This dataset includes 7 files, which are seven documents 
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  "notes": "This dataset includes 7 files, which are seven documents 
            
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(PDF format).", 
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(PDF format).", 
            
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  "organization": {
            
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    "approval_status": "approved", 
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    "approval_status": "approved", 
            
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    "created": "2025-08-04T10:20:58.760537", 
            
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    "description": "The study analysed the programme design and its 
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    "description": "The study analysed the programme design and its 
            
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implementation design and adoption via an in-depth qualitative study 
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implementation design and adoption via an in-depth qualitative study 
            
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of the UNICEF-KPALP programme in one district and understand the 
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of the UNICEF-KPALP programme in one district and understand the 
            
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impact on the field concerning changes in KPs knowledge, skills, 
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impact on the field concerning changes in KPs knowledge, skills, 
            
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attitudes and practices, school-level processes, teacher practices, 
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attitudes and practices, school-level processes, teacher practices, 
            
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the support provided during the pandemic and the operation of the 
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the support provided during the pandemic and the operation of the 
            
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Professional Learning Communities(PLCs) established for KPs. Palghar 
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Professional Learning Communities(PLCs) established for KPs. Palghar 
            
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was selected as the district as the intervention started early in this 
30
was selected as the district as the intervention started early in this 
            
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district; the district ran a PLC for KPs and is a predominantly tribal 
31
district; the district ran a PLC for KPs and is a predominantly tribal 
            
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area. Two separate interview schedules were prepared, one for Kendra 
32
area. Two separate interview schedules were prepared, one for Kendra 
            
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Pramukhs and the other stakeholders. Ten Kendra Pramukhs (KPs) and two 
33
Pramukhs and the other stakeholders. Ten Kendra Pramukhs (KPs) and two 
            
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master facilitators/coaches(MF) were interviewed. Teachers from 
34
master facilitators/coaches(MF) were interviewed. Teachers from 
            
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schools, two head teachers and one block resource person, two persons 
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schools, two head teachers and one block resource person, two persons 
            
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from UNICEF coordinating the programme, one person from CEQUE, the 
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from UNICEF coordinating the programme, one person from CEQUE, the 
            
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organisation involved in developing and implementing the KP programme, 
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organisation involved in developing and implementing the KP programme, 
            
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one SCERT person who played the role of coordinator for the KPALP 
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one SCERT person who played the role of coordinator for the KPALP 
            
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programme. The findings from they study were that the KPs have 
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programme. The findings from they study were that the KPs have 
            
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developed the skills and knowledge of mentoring based on the 
40
developed the skills and knowledge of mentoring based on the 
            
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professional development they have received and have altered their 
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professional development they have received and have altered their 
            
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attitudes towards mentoring in order to build positive relationships 
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attitudes towards mentoring in order to build positive relationships 
            
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with teachers, resource persons, block leaders, and even students. 
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with teachers, resource persons, block leaders, and even students. 
            
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Stakeholders were able to identify specific improvements in KPs' 
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Stakeholders were able to identify specific improvements in KPs' 
            
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skills, attitudes, and practices at all levels of the system, from the 
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skills, attitudes, and practices at all levels of the system, from the 
            
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school to the block level. ", 
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school to the block level. ", 
            
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    "title": "UNICEF_MAHARASHTRA_KENDRA PRAMUKH ACADEMIC LEADERSHIP 
            
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PROGRAMME_2023", 
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PROGRAMME_2023", 
            
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