Kalahandi Education1
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Mahendra K Mishra State SC/ST and Minority Education Coordinator, OPEPA
Liberty ( Sa Vidya Ya Vimuktaye of Vedic philosophy , release from ignorance Paulo Freire’s Liberatory Education of 20th Century Education for development of biodiversity, culture , society and the globe as a whole maintaining sustainable development Freedom,rights,equity for all Improving quality of life
“Literacy in itself is no education. xx the basic education is meant to transform village children in to model villagers. It is principally designed for them. The inspiration for it comes from the village.xxx Primary Education is a farce designed without regard to the wants of the India of the villages and for the matter even of the cities. Basic education links the children whether of the cities or the villages, to all that is best and lasting in India.
The dry knowledge of the three Rs is not even now , it can never be a permanent part of the villagers’ life. xxThe school must be an extension of home; there must be concordance between the impressions which a child gathers at home and at school,-if the best results are to be obtained. Education through the medium of a strange tongue breaks the concordance.
Good School building ( pre- Independence to independence) hygenic,light and ventilation Excellent Teachers, knowledgeable, honest , highly child centric and workholic, shouldering the social responsibility, ethical and moral ( ideal model for parents and children ) Meritorious students ( exemplary and most discussed) Good teaching environment in schools good governance( less number of schools but uncommon and result oriented, believing in human making machinery than quantity) An integrated worldview where nature and human live together
Providing educational opportunity to every one through public private partnership Desired performance of teachers through a sustained professionalism Strong Community school linkages Equity focus for SC/ST and girls and monitories Strong monitoring by a groups of resource persons free from educational administration Non negotiable Accountability and transparency
Socio economic issues as deprivation, deforestation, displacement, migration, climatic change ( Drought in Kalahandi to Flood in Kalahandi ! ) Economic deprivation lead to educational deprivation Education seen as a physical target by the educational planners and educators( mapping the achievements in terms of figures than values ) Programmes undermined with the physical target and achievement than its realization. Lack of community movement for education and learning
Total children 241763 % of enrollment 94.59 PS enrollment 90% UPs enrollment 85 % ST children 33 % Inter Block disparity (Lanjigarh ,Th. Rampur )
Out of school/ dropout children 12268( out of schools ) dropouts in Primary schools 8.37% and Upper primary stage : 9.94% Schools with out building 201 But are the schools able to cater to the intellectual needs of the children in side the schools considering them as rich social capital ?
Child Responsive School An 3.
4. 5. 6. 7. 8.
9. 10. 11. 12.
ideal school Learning out side the school is the foundation of children’s school education Emphasize cognitive development Experience of the child environment of the child community knowledge enrich curriculum Language of the child enrich meaningful learning and then literacy and numeracy Community school linkage Teacher consider the children as a store of local knowledge Children have freedom in learning Teachers and students jointly make learning meaningful ,
2. 3. 4.
5.
6.
7.
8. 9.
10.
11.
Current Practice in schools Learning in classroom only Emphasize rote memory Text books knowledge is not connected to the child’s experience Env. of the child is not connected to curricular knowledge Community knowledge is unexplored by the school system Literacy and numeracy of a given text community knowledge is ignored Children's experiential knowledge is ignored or unexplored Children are forcibly taught through rote memory ,learning with out meaning Teacher centric teaching where
Physical Input Access and Enrollment NPS/NUPS/ACR/To ilet/ Community involvement Capacity Building Financial input : TG/SIG/RM/ TLE/TB/
Intellectual Input New Pedagogy Quality focus Equity Focus Responsive schools Changing classrooms culture Child in center
DPEP : 1996-2003 (About 30 crores ) SSA : 2003- 2008( about 85-90 crores ) Changes visible: Civil work, KGBV,NPEGEL,New primary schools ,SIG/TLM/RM/TLE/Free TB/Uniform/MDM and so many provision … Have we discussed about the classroom transaction , children's achievement, competence, performance, creativity, talent, self image, teachers excellence, what more is required to have an equitable quality where every ones dream is fulfilled? Is it not true that education is funded but education is not yielded…? Why Our education system is yet to discuss about quality education where the learning potential of the children is safe and promoting
1. Joint Productive Action The teacher: 1. designs instructional activities requiring student collaboration to accomplish a joint project. 2. arranges classroom seating to accommodate students’ individual and group needs to communicate and work jointly. 3.organizes students in a variety of groupings, such as by friendship, mixed academic ability, language, project, or interests, to promote interaction. 4. plans with students how to work in groups and move from one activity to another, such as from large group introduction to small group activity, for clean-up, dismissal, and the like. 5.monitors and supports student collaboration in positive ways.
1. 2. 3. 4. 5. 6 7.
The teacher: Listens to student talk about familiar topics such as home and community and responds to students’ talk and questions, Clarifying, questioning, and praising, as appropriate in purposeful conversation. Interacts with students in ways that respect students’ preferences for speaking style, which may be different from the teacher’s, Connects student language with literacy and content area knowledge through speaking, listening, reading, and writing activities. Encourages students to use content vocabulary to express their understanding. provides frequent opportunities for students to interact with each other and with the teacher during instructional activities. Encourages students’ use of first and second languages in instructional activities.
Indicators The teacher: 1
2 3 4 5 6 7 8
begins with what students already know from home, community, and school. designs instructional activities that are meaningful to students in terms of local community norms and knowledge. learns about local norms and knowledge by talking to students, parents, and community members, and by reading pertinent documents. assists students to connect and apply their learning to home and community. plans jointly with students to design community-based learning activities. provides opportunities for parents to participate in classroom instructional activities. varies activities to include students’ preferences, from collective and cooperative to individual and competitive. varies styles of conversation and participation to include students’ cultural preferences, such as co-narration, call-and-response, and choral, among others.
Indicators The teacher: 1 Assures that students, for each instructional topic, see the whole picture as the basis for understanding the parts. 2 Presents challenging standards for student performance. 3 Designs instructional tasks that advance student understanding to more complex levels. 4 Assists students to accomplish more complex understanding by relating to their real-life experience. 5 Gives clear, direct feedback about how student performance compares with the challenging standards.
Indicators
The teacher: 1 .Arranges the classroom to accommodate conversation between the teacher and a small group of students on a regular and frequent schedule. 2 .Has a clear academic goal that guides conversation with students. 3 .Ensures that student talk occurs at higher rates than teacher talk. 4 .Guides conversation to include students’ views, judgments, and rationales, using text evidence and other substantive support. 5.Ensures that all students are included in the conversation according to their preferences. 6. Listens carefully to assess levels of students’ understanding. 7.Assists students’ learning throughout the conversation by questioning, restating, praising, encouraging, and so forth. 8. Guides the students to prepare a product that indicates the Instructional conversation’s goal was achieved.
Changing role of DIETs / BRCC/CRCC on classroom culture Strong community-school linkages District Knowledge hub for continuous academic excellence Third party evaluation on school effectiveness Performance appraisal of stakeholders Post civil work role of VEC in quality monitoring
Thank You
Liberty ( Sa Vidya Ya Vimuktaye of Vedic philosophy , release from ignorance Paulo Freire’s Liberatory Education of 20th Century Education for development of biodiversity, culture , society and the globe as a whole maintaining sustainable development Freedom,rights,equity for all Improving quality of life
“Literacy in itself is no education. xx the basic education is meant to transform village children in to model villagers. It is principally designed for them. The inspiration for it comes from the village.xxx Primary Education is a farce designed without regard to the wants of the India of the villages and for the matter even of the cities. Basic education links the children whether of the cities or the villages, to all that is best and lasting in India.
The dry knowledge of the three Rs is not even now , it can never be a permanent part of the villagers’ life. xxThe school must be an extension of home; there must be concordance between the impressions which a child gathers at home and at school,-if the best results are to be obtained. Education through the medium of a strange tongue breaks the concordance.
Good School building ( pre- Independence to independence) hygenic,light and ventilation Excellent Teachers, knowledgeable, honest , highly child centric and workholic, shouldering the social responsibility, ethical and moral ( ideal model for parents and children ) Meritorious students ( exemplary and most discussed) Good teaching environment in schools good governance( less number of schools but uncommon and result oriented, believing in human making machinery than quantity) An integrated worldview where nature and human live together
Providing educational opportunity to every one through public private partnership Desired performance of teachers through a sustained professionalism Strong Community school linkages Equity focus for SC/ST and girls and monitories Strong monitoring by a groups of resource persons free from educational administration Non negotiable Accountability and transparency
Socio economic issues as deprivation, deforestation, displacement, migration, climatic change ( Drought in Kalahandi to Flood in Kalahandi ! ) Economic deprivation lead to educational deprivation Education seen as a physical target by the educational planners and educators( mapping the achievements in terms of figures than values ) Programmes undermined with the physical target and achievement than its realization. Lack of community movement for education and learning
Total children 241763 % of enrollment 94.59 PS enrollment 90% UPs enrollment 85 % ST children 33 % Inter Block disparity (Lanjigarh ,Th. Rampur )
Out of school/ dropout children 12268( out of schools ) dropouts in Primary schools 8.37% and Upper primary stage : 9.94% Schools with out building 201 But are the schools able to cater to the intellectual needs of the children in side the schools considering them as rich social capital ?
Child Responsive School An 3.
4. 5. 6. 7. 8.
9. 10. 11. 12.
ideal school Learning out side the school is the foundation of children’s school education Emphasize cognitive development Experience of the child environment of the child community knowledge enrich curriculum Language of the child enrich meaningful learning and then literacy and numeracy Community school linkage Teacher consider the children as a store of local knowledge Children have freedom in learning Teachers and students jointly make learning meaningful ,
2. 3. 4.
5.
6.
7.
8. 9.
10.
11.
Current Practice in schools Learning in classroom only Emphasize rote memory Text books knowledge is not connected to the child’s experience Env. of the child is not connected to curricular knowledge Community knowledge is unexplored by the school system Literacy and numeracy of a given text community knowledge is ignored Children's experiential knowledge is ignored or unexplored Children are forcibly taught through rote memory ,learning with out meaning Teacher centric teaching where
Physical Input Access and Enrollment NPS/NUPS/ACR/To ilet/ Community involvement Capacity Building Financial input : TG/SIG/RM/ TLE/TB/
Intellectual Input New Pedagogy Quality focus Equity Focus Responsive schools Changing classrooms culture Child in center
DPEP : 1996-2003 (About 30 crores ) SSA : 2003- 2008( about 85-90 crores ) Changes visible: Civil work, KGBV,NPEGEL,New primary schools ,SIG/TLM/RM/TLE/Free TB/Uniform/MDM and so many provision … Have we discussed about the classroom transaction , children's achievement, competence, performance, creativity, talent, self image, teachers excellence, what more is required to have an equitable quality where every ones dream is fulfilled? Is it not true that education is funded but education is not yielded…? Why Our education system is yet to discuss about quality education where the learning potential of the children is safe and promoting
1. Joint Productive Action The teacher: 1. designs instructional activities requiring student collaboration to accomplish a joint project. 2. arranges classroom seating to accommodate students’ individual and group needs to communicate and work jointly. 3.organizes students in a variety of groupings, such as by friendship, mixed academic ability, language, project, or interests, to promote interaction. 4. plans with students how to work in groups and move from one activity to another, such as from large group introduction to small group activity, for clean-up, dismissal, and the like. 5.monitors and supports student collaboration in positive ways.
1. 2. 3. 4. 5. 6 7.
The teacher: Listens to student talk about familiar topics such as home and community and responds to students’ talk and questions, Clarifying, questioning, and praising, as appropriate in purposeful conversation. Interacts with students in ways that respect students’ preferences for speaking style, which may be different from the teacher’s, Connects student language with literacy and content area knowledge through speaking, listening, reading, and writing activities. Encourages students to use content vocabulary to express their understanding. provides frequent opportunities for students to interact with each other and with the teacher during instructional activities. Encourages students’ use of first and second languages in instructional activities.
Indicators The teacher: 1
2 3 4 5 6 7 8
begins with what students already know from home, community, and school. designs instructional activities that are meaningful to students in terms of local community norms and knowledge. learns about local norms and knowledge by talking to students, parents, and community members, and by reading pertinent documents. assists students to connect and apply their learning to home and community. plans jointly with students to design community-based learning activities. provides opportunities for parents to participate in classroom instructional activities. varies activities to include students’ preferences, from collective and cooperative to individual and competitive. varies styles of conversation and participation to include students’ cultural preferences, such as co-narration, call-and-response, and choral, among others.
Indicators The teacher: 1 Assures that students, for each instructional topic, see the whole picture as the basis for understanding the parts. 2 Presents challenging standards for student performance. 3 Designs instructional tasks that advance student understanding to more complex levels. 4 Assists students to accomplish more complex understanding by relating to their real-life experience. 5 Gives clear, direct feedback about how student performance compares with the challenging standards.
Indicators
The teacher: 1 .Arranges the classroom to accommodate conversation between the teacher and a small group of students on a regular and frequent schedule. 2 .Has a clear academic goal that guides conversation with students. 3 .Ensures that student talk occurs at higher rates than teacher talk. 4 .Guides conversation to include students’ views, judgments, and rationales, using text evidence and other substantive support. 5.Ensures that all students are included in the conversation according to their preferences. 6. Listens carefully to assess levels of students’ understanding. 7.Assists students’ learning throughout the conversation by questioning, restating, praising, encouraging, and so forth. 8. Guides the students to prepare a product that indicates the Instructional conversation’s goal was achieved.
Changing role of DIETs / BRCC/CRCC on classroom culture Strong community-school linkages District Knowledge hub for continuous academic excellence Third party evaluation on school effectiveness Performance appraisal of stakeholders Post civil work role of VEC in quality monitoring
Thank You
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