Knowledge Management:
The foundation has been working on taking the power of ICT to villages since 1997 using modern information and communication technologies. The strategy of MSSRF in bridging the urban-rural digital divide consists of the following two initiatives. Establishment of Village Resource Centres (VRCs) at the block level in partnership with the Indian Space Research Organisation (ISRO), VRCs have tele-conferencing facilities and satellite connectivity.
Establishment of Village Knowledge Centres (VKCs) or Grameen Gyan Chaupals at the village level. These will have internet connection and will provide demand driven and dynamic information. The ultimate goal is to disseminate locale specific and demand driven value added information i.e. knowledge and capacity building services.
One Village Resource Centre at MSSRF, Jeypore and 7 Village Knowledge Centres (VKCs) in Kundra and Boipariguda blocks have been established. Seven virtual VKCS were also established in Kundra block. Apart from notice boards, wifi based network and community newspaper, other means like wireless public address systems, voice messages to mobile phones, cable TV, off line audio CDs, videos, phone-in programme, audio conference, satellite based video conferencing, pictorial posters and street plays are used to disseminate information, in view of the poor literacy of the rural people.
Training and Awareness Programmes:
Various aspects of agriculture, animal husbandry, livelihood, healthcare and nutrition are covered under different training programmes conducted throughout the year.
Basic Computer Literacy Programme:
The curriculum covers computer fundamentals, office package, multimedia, web designing, internet and web browsing fundamentals. SHG members, women and men from farming communities, unemployed youth, employees from different organizations and school children are the target audience. Preference is given to poor tribal people in this programme.
Computer Aided Learning Programme (CALP):
CALP is meant for the students in the age group of 6-12 years. The main aim of conducting this programme in rural areas is to attract the students towards primary education and reduce the extent of dropouts. Resource persons are the Knowledge Workers of VKCs themselves.
Functional Literacy Programme:
This is an issue based literacy programme designed to help the villagers to use reading and writing skills in their day to day life and make them aware on accessing various government welfare schemes. Awareness on nutrition security, women’s health, work roles and child nutrition is given special attention. Jamsetji Tata National Virtual Academy (NVA) Fellowship programme:
In 2003, the VRC and VKC programmes were further strengthened with the creation of the Jamsetji Tata National Virtual Academy. Mission 2007 has triggered a national movement for bridging the Urban-Rural digital divide and for ensuring knowledge connectivity for rural prosperity. Eight conventions have so far been held and 90 national fellowships have been awarded from Odisha. Nomination of NVA Fellowship is open to residents of villages. They should be grass root level workers proposed by a nominating organization and should be willing to spend time in training and information dissemination as and when required.
Farm School:
A farm school sponsored by the Indian Overseas Bank was established in 2012, as a platform for farmer to farmer learning, especially on agricultural technologies and income enhancement. The school is established in Nuaguda village in Kundra block and is managed by Mr. Gobinda Ghuria, who donated the land for the purpose. It caters to 24 villages benefitting 1200 farm families.
International Training:
International training programme on “Plant genetic resources and seeds” is being organized in collaboration with the Centre for Development and Innovation, Wageningen University, the Netherlands since 2009. This aims to enhance the participant’s capabilities to deal with contemporary issues in the management of genetic resources and seeds. The programme pays special attention to participatory and multi stakeholder approaches and places CBM into relevant local, national and international policy contexts. So far 135 trainees have participated in the training from 32 countries mostly belonging to Latin America, Europe, Asia and Africa.
Mobile Connectivity:
Mobile phones are provided to the community leaders so that necessary urgent information such as calamities, disease outbreaks etc can be passed on from the centre directly to the people.
Community College:
A community college was established in 2010, which is an alternative and innovative system of education suitable for the SC/ST and weaker sections of the society who are not able to avail the formal system of education. Necessary infrastructural facilities are available in the campus. Besides, there are satellite learning centres right in the learners’ villages so that the drudgery, time and expenditure on travel from the villages to the college are reduced. The college conducts several vocational courses and short training programmes in computer, horticulture, watershed management etc for the benefit of the school/college dropouts and unskilled work force of the region. The college thus provides an opportunity to the underprivileged backward community to enhance their professional skill and educational upward mobility. It is the first such college in the state to actively provide education to the marginalized tribal communities.