BHUBANESWAR, India, Sept. 8, 2022 /PRNewswire/ — Kalinga Institute of Social Sciences (KISS), Bhubaneswar has gained the celebrated UNESCO King Sejong Literacy Prize 2022 for its excellent literacy programme primarily based on the suggestions of a global jury.
The UNESCO King Sejong Literacy Prize is sponsored by the Government of the Republic of Korea and acknowledges contributions to mom language-based literacy improvement. KISS has obtained the award within the class of ‘Mother Tongue Based Multilingual Education programme’. The award carries an endowment of US$ 20,000, a medal and a diploma. KISS is a constituent of the KIIT Group of Institutions.
The award was offered at a worldwide award ceremony organised by UNESCO in Côte d’Ivoire on 8 and 9 September 2022 to rejoice International Literacy Day.
The programme goals to sort out the challenges of poor retention of indigenous college students in elementary colleges on account of classroom language limitations and academics’ incapacity to take care of multilingual and multicultural school rooms successfully.
Every yr, the UNESCO International Literacy Prizes give attention to a particular theme. This yr, the highlight was on Transforming Literacy Learning Spaces. KISS is the fifth institute from India and the primary from Odisha to obtain this worldwide prize. It can also be the third among the many non-profit NGOs and first indigenous primarily based organisation to be conferred with this award.
KISS, the biggest institute for the indigenous college students on the earth, is credited with the adoption of revolutionary pedagogies as studying instruments and bringing a couple of perceptible change within the socio-economic lives of the indigenous inhabitants by training. This recognition additionally brings the state of Odisha to prominence on the world map for its efforts at altering the training ecosystem. Moreover, additionally it is a giant day of celebration for indigenous communities as it’s really an award for them.
KISS is a not-for-profit organisation headquartered in Bhubaneswar, Odisha, India. It was established in 1992-93 by well-known educationist Dr Achyuta Samanta to empower the indigenous inhabitants by training. It is a totally free residential instructional establishment that gives holistic training, complete skilling and sports activities empowerment.
The instructional initiative at KISS includes a faculty, a university and a college based with the target of offering meals, training and empowerment to indigenous kids.
“I thank UNESCO for recognizing our efforts and social innovations in the field of education, literacy and indigenous empowerment. In my childhood, I struggled to get proper education and now I put all my life and soul to provide holistic education to millions at margins,” Dr. Samanta mentioned in his message.
KISS has remodeled the lives of 70,000 indigenous kids (30,000 kids pursuing training and 40,000 alumni) instantly and about 700,000 lives within the indigenous communities not directly. Its larger training wing, KISS Deemed-to-be University is the world’s first college completely for indigenous college students. KISS has in its course of evolution and performance collaborated with numerous UN companies and organs for the implementation of a number of initiatives associated to training and empowerment. KISS has been in particular consultative standing with ECOSOC since 2015 and is affiliated with UNDPI.
Since its inception, KISS has been respecting the variety of indigenous languages and dialects. It has constantly targeted on imparting classroom educating within the mom tongue at elementary ranges earlier than transitioning to a typical language. This one-of-its-kind pioneering efforts of KISS took a concrete form within the type of ‘Mother Tongue-Based Multilingual Education’ in 2013.
KISS, which adopted the Multilingual Education Programme by innovation sandbox, has set an instance for different instructional establishments and governments to impart classroom educating in indigenous languages. It goals to sort out the challenges of poor retention of indigenous college students in elementary colleges on account of classroom language limitations and academics’ incapacity to take care of multilingual and multicultural school rooms successfully. The programme is in a hybrid format with face-to-face and distance studying modules utilizing low-tech options corresponding to tv, radio, and textual content messaging.
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