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sahil.pardeshi@gmail.com
Abstract:
Problem of quality education has plagued India many years now and stunted well-known
Indian dream to be a developed nation. This problem mainly observed in children from
weaker sections and it makes hard for them to compete with other kids in this age of
information technology. This paper discusses the unique computer literacy program started
under the umbrella - Atmabodh, a registered national non-governmental organization
(NGO), for promoting not only literacy, but also complete education. Atmabodh has over
hundred student volunteers working throughout the year for the social cause of education.
Atmabodh volunteers reach out to the underprivileged children and raise their skills to par
level with other kids of their generation.
Atmabodh stands out as a leading organization with difference in the field of child education;
which was started and run by engineering students themselves. The paper gives the in-depth
account of its formation, its vision, the programs conducted and the future plan.
Keywords:
Atmabodh, Vishwakarma Institute of Technology (VIT), Pune, Computer Literacy,
Children, Student Volunteers.
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Patna in February 2000 by motivating students of three law colleges of Patna and orienting
them for the work though an Orientation Workshop.
A VIT student named Abhijeet Singh who is one of the authors, initiated Atmabodh’s Pune
Chapter on 20th June 2006. It was done with the focus on education for underprivileged
children for whom computer literacy would have just remained a dream. Abhijeet Singh
along with his friends started this movement in Pune with a meagre seven volunteers. The
initial workshop with just twenty children became sign of hope that good; no matter on a
small scale can make a difference.
The indigenous nature of Atmabodh’s Pune Chapter has allowed its number to grow over
three hundred, within two years, through dedication and time. Three permanent centres are
now set up to allow the children to have a place to learn throughout the year. The second
workshop was a major success with over a thousand children from various schools
participating in it. What was started in one college has spread to four other colleges and there
are more plans of expansion into place.
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Computer literacy is the knowledge and ability to use computers and technology efficiently.
Computer literacy can also refer to the comfort level someone has with using computer
programs and other applications that are associated with computers. Another valuable
component of computer literacy is knowing how computers work and operate.
The precise definition of "computer literacy" can vary from group to group. Generally,
literate (in the realm of books) connotes one who can read any arbitrary book in their native
language(s), looking up new words as they are exposed to them. Likewise, an experienced
computer professional may consider the ability to self-teach (i.e. to learn arbitrary new
programs or tasks as they are encountered) to be central to computer literacy.
In common discourse, however, "computer literate" often connotes little more than the ability
to use several very specific applications (usually Word, Internet Explorer etc.) for certain very
well-defined simple tasks, largely by rote. (This is analogous to a child claiming that they
"can read" because they have rote-memorized several small children's books. Real problems
can arise when such a "computer literate" person encounters a new program for the first time,
and large degrees of "hand-holding" will likely be required.) Being "literate" and "functional"
are generally taken to mean the same thing.
Primary 116.2
Secondary 53.51
Tertiary 11.76
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Graph 1: Distribution of public expenditure per level (%) in 1999
Newly released data show that the primary school attendance rate has increased by more than
a percentage annually since the beginning of the decade. In 2000, 76 percent of all children of
primary school age (6-10 years) were in school. By 2006, this value had increased to 83
percent. School attendance rates also grew in urban and rural areas, and across all household
wealth quintiles. However, close to 17 percent of all children of primary school age continue
to be out of school.
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head is selected, who co-ordinates with the main team. Under the respective college heads,
the same process is engaged. Each college adopts the schools or kids nearby.
No Position Person
Reshma Wadhve
Pushpak Bhandari
Monish Munot
Sneha Malpiddi
Priyanka Samarth
Suchi Surekha
Vaibhav Thorath
Vinayak Jain
S. Ashwariya
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Table 3: Management heads at Atmabodh
VI. Activities:
Atmabodh conducted the following workshops in last two years as shown in table 4.
Duration Centre No. of No. of Participating Organization
children volunteers
7th Aug – 20th VIT, 20 10 NGO named Eklavya Nyasa
Sept, 2006 Pune
1st March – VIT, 1000 250 Yashwant Chavan Madhyamik
31st March, Pune Vidyalaya
2008
Sitaram Aabaji Bibve Prathmik
Vidyalaya
Sikshan Mandal P.M.C.
Vidyaniketan Kendra
Eklavya Bal Shikshan Arogya
Nyasa
August PMC: 20 10 4
2007
Remand Home
VII. Achievements:
The following are the major achievements of Atmabodh at different levels:
1. First Prize in Maharashtra State Quality Circle Convention (CCQC - 2007), Pune
Chapter in Academics Section.
2. “Special Case Study” Award at National Quality Circle Convention (NCQC - 2007),
Kolkata.
3. First Prize in 11th International Case Study Quality Circle Convention (ICSQCC -
2008), Turkey.
Acknowledgement:
We would like to thank all the people who made Atmabodh a success for their valuable
inputs. We thank Mr Bharat Agrawal (BRACT), Prof. H. K. Abhyankar and Dr. Mrs. A. M.
Moolchandani for their constant support.
References:
1. W. Jawadekar, Management Information Systems, Tata McGraw Hill, 2nd Edition,
2005.
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