BRIEF HISTORY CHINCHANI TARAPUR EDUCATION SOCIETY, CHINCHANI

In Thane district 1st private secondary school was started at Chinchani in 1910.A.D. This school was named as Kanji Dharmsey High School. This is the mother institute of present Chinchani Tarapur Education Society which was established in the year 1953 registered under society and public Trust act. This institute gave impetus to hundreds of villagers around Chinchani Tarapur to complete their secondary education up to metric. From the initial stage the school was started with unbiased approach to community covering different strata of population in and around Chinchani Tarapur covering entire north Thane District. Prior to this school there was one secondary school established by govt. in Thane town it self.

This seedling has now grown up in to a banyan tree covering classes from K.G. to P.G. in Marathi and English medium that is from Balwadi to M.A. Marathi and from Kinder Garden to M. Com., B.M.S. & B.Sc.I.T. in the same campus. Started in1910 with less than 50 students now reaching almost 5500 students. There is another campus under Chinchani Tarapur Education Society developed around 25 years back at MIDC Tarapur, Boisar where the cosmopolitan students population having around 1500 students are studying in English medium school. Third campus is being developed at Tarapur village named as Chintamani Kala Bhavan where Tarapur institute of culture caters the need of the present school and college children for pursuing their talent in Art education.

At present Chinchani Tarapur Education Society caters the need of about 100 villages in and around Chinchani Tarapur area in Dahanu and Palghar Talukas in Thane District. With students population having almost 2/3 girls and also caste wise 2/3 backward and minority students including Adiwasi, Harijans, Muslims and other backward class students.

FEATURES OF CHINCHANI TARAPUR EDUCATION SOCIETY
♦ Area covered – Dahanu and Palghar Taluka of North Thane District, Adivasi area.
♦ Motivators and backbone members of trust (Role models)
♦ Number of villages (100), languages (5) and local castes (25) and creed covered.
♦ Utilization of natural resources for e.g. solar energy and wind energy for operating electrical appliances. Solar Day Light for       class rooms. No window classes with proper arrangement for ventilation with or without auto ventilators.
♦ Indigenous knowledge application.
♦ Identifying benevolent persons and utilize their services for benefit of society
♦ Identifying knowledgeable philanthropic retired / working officers, industrialists for imparting education to the village               students.
♦ Best pay and incentive package to employees for their survival and growth.
♦ Providing and helping for educational loans to students from preprimary to Graduate and Post Graduate levels.
♦ Motivating and developing the scholar – students by providing free education.
♦ Self employment opportunities for education is given to talented poor students. For e.g. many poor students were employed     as peons and clerks when they were just S.S.C., now they are Graduates and improved their position and earning enviable       income.
♦ Various practical and vocational training are imparted along with regular course.

CRITICAL ISSUES FACED BY C.T.E.S.
♦ Need for massive effort for further development of education and better infrastructure.
♦ The neglected groups i.e. poor young children, and backward students.
♦ Value of knowledge and education is still ignored by many villages.
♦ Lack of support system by govt. for development of infrastructure and education system.
♦ Bureaucracy in govt. and University Department.
♦ Lack of proper education loan system incorporated by bank.
♦ Various Dogmas of beliefs of local caste and adivasi people.
♦ Sometimes political and employees unions pressure for executing undesirable, untenable and unwarranted actions.

CORRECTIVE MEASURES TAKEN FOR SOCIAL BENEFIT BY C.T.E.S.
♦ Village sanitation camps (Soak pits, Lavatories)
♦ Medico Surgical camps.
♦ Vocational production programme. (Wafers, umbrella, glass bead necklaces etc)
♦ Educational Reforms.
    a. Transparent Examination practices
    b. Conceptual Techniques
    c. Animated Learning Techniques
    d. Seminars and workshops for parents.
    e. Skits and Road Plays related to value of education for villagers
♦ Field visits
♦ Industrial Tours
♦ Free education programme for needy students.
♦ Minimum cost and Maximum benefit for students.
♦ Placement opportunity for students.
♦ Creation of class rooms using unconventional construction methods.
♦ Use of Sun Light in class rooms.     EFFORTS TO CHANGE
♦ For social entrepreneurs with market-based strategies, the underlying motivation is a growing awareness that the scale of         the problems we are facing today cannot be adequately solved by the traditional, non-profit and philanthropic approach.
♦ Social entrepreneurs have a significant impact on poverty alleviation and promote inclusive growth.

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