Perubahan
On 4 Agustus 2025 10.32.52 UTC,
-
Added resource 2 MH-KPALP_CODING_KP INTERVIEW.xlsx to 6 MH-KPALP_DATA
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13 | "metadata_created": "2025-08-04T10:32:06.865585", | 13 | "metadata_created": "2025-08-04T10:32:06.865585", | ||
n | 14 | "metadata_modified": "2025-08-04T10:32:52.000378", | n | 14 | "metadata_modified": "2025-08-04T10:32:52.159521", |
15 | "name": "6-mh-kpalp_data", | 15 | "name": "6-mh-kpalp_data", | ||
16 | "notes": "This dataset includes 3 files, which are three | 16 | "notes": "This dataset includes 3 files, which are three | ||
17 | spreadsheets (XLSX format).", | 17 | spreadsheets (XLSX format).", | ||
n | 18 | "num_resources": 2, | n | 18 | "num_resources": 3, |
19 | "num_tags": 2, | 19 | "num_tags": 2, | ||
20 | "organization": { | 20 | "organization": { | ||
21 | "approval_status": "approved", | 21 | "approval_status": "approved", | ||
22 | "created": "2025-08-04T10:20:58.760537", | 22 | "created": "2025-08-04T10:20:58.760537", | ||
23 | "description": "The study analysed the programme design and its | 23 | "description": "The study analysed the programme design and its | ||
24 | implementation design and adoption via an in-depth qualitative study | 24 | implementation design and adoption via an in-depth qualitative study | ||
25 | of the UNICEF-KPALP programme in one district and understand the | 25 | of the UNICEF-KPALP programme in one district and understand the | ||
26 | impact on the field concerning changes in KPs knowledge, skills, | 26 | impact on the field concerning changes in KPs knowledge, skills, | ||
27 | attitudes and practices, school-level processes, teacher practices, | 27 | attitudes and practices, school-level processes, teacher practices, | ||
28 | the support provided during the pandemic and the operation of the | 28 | the support provided during the pandemic and the operation of the | ||
29 | Professional Learning Communities(PLCs) established for KPs. Palghar | 29 | Professional Learning Communities(PLCs) established for KPs. Palghar | ||
30 | 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 | ||
31 | 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 | ||
32 | area. Two separate interview schedules were prepared, one for Kendra | 32 | area. Two separate interview schedules were prepared, one for Kendra | ||
33 | Pramukhs and the other stakeholders. Ten Kendra Pramukhs (KPs) and two | 33 | Pramukhs and the other stakeholders. Ten Kendra Pramukhs (KPs) and two | ||
34 | master facilitators/coaches(MF) were interviewed. Teachers from | 34 | master facilitators/coaches(MF) were interviewed. Teachers from | ||
35 | schools, two head teachers and one block resource person, two persons | 35 | schools, two head teachers and one block resource person, two persons | ||
36 | from UNICEF coordinating the programme, one person from CEQUE, the | 36 | from UNICEF coordinating the programme, one person from CEQUE, the | ||
37 | organisation involved in developing and implementing the KP programme, | 37 | organisation involved in developing and implementing the KP programme, | ||
38 | one SCERT person who played the role of coordinator for the KPALP | 38 | one SCERT person who played the role of coordinator for the KPALP | ||
39 | programme. The findings from they study were that the KPs have | 39 | programme. The findings from they study were that the KPs have | ||
40 | developed the skills and knowledge of mentoring based on the | 40 | developed the skills and knowledge of mentoring based on the | ||
41 | professional development they have received and have altered their | 41 | professional development they have received and have altered their | ||
42 | attitudes towards mentoring in order to build positive relationships | 42 | attitudes towards mentoring in order to build positive relationships | ||
43 | with teachers, resource persons, block leaders, and even students. | 43 | with teachers, resource persons, block leaders, and even students. | ||
44 | Stakeholders were able to identify specific improvements in KPs' | 44 | Stakeholders were able to identify specific improvements in KPs' | ||
45 | skills, attitudes, and practices at all levels of the system, from the | 45 | skills, attitudes, and practices at all levels of the system, from the | ||
46 | school to the block level. ", | 46 | school to the block level. ", | ||
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48 | "image_url": "", | 48 | "image_url": "", | ||
49 | "is_organization": true, | 49 | "is_organization": true, | ||
50 | "name": | 50 | "name": | ||
51 | unicef_maharashtra_kendra-pramukh-academic-leadership-programme_2023", | 51 | unicef_maharashtra_kendra-pramukh-academic-leadership-programme_2023", | ||
52 | "state": "active", | 52 | "state": "active", | ||
53 | "title": "UNICEF_MAHARASHTRA_KENDRA PRAMUKH ACADEMIC LEADERSHIP | 53 | "title": "UNICEF_MAHARASHTRA_KENDRA PRAMUKH ACADEMIC LEADERSHIP | ||
54 | PROGRAMME_2023", | 54 | PROGRAMME_2023", | ||
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120 | { | 144 | { | ||
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