Unit 2 Residential Culture Of Navodaya Vidyalayas

UNIT 2 RESIDENTIAL CULTURE OF NAVODAYA VIDYALAYAS Structure Introduction Objectives Residential Culture of NVs House System and its Organisation Objectives of House System Teachers' Role In Strengthening Residential Culture Students' Role Parents' Possible Roles Let us Sum Up Answers to Check Your Progress

2.1

INTRODVCTION

In many ways Navodaya Vidyalayas (NVs) are distinctly different fiom other schools. The Vidyalayas' residential culture is perhaps a unique feature of these Vidyalayas. All Navodaya Vidyalayas are residential and through this feature, they attempt to attain their various objectives. Residential culture provides a social melting - pot wherein students fkom different social classes, differant economic backgrounds and sub - cultures learn to live harmoniously as willing participant members of the school corporate body. Participation in the school residential culture helps students learn to live together, to accept and appreciate diversities and to identify themselves with the Vidyalaya and its traditions. Through the>e experiences, students imbibe a set of values, which are a pkt of the objectives for all Navodaya Vidyalayas. Unit 2 describes in detail the Navodaya residential culture and the house system that keeps it functioning. Later on, this Unit describes the objectives of the house system and the key role that teachers especially the housemasters play in it. The students too are expected to play a supporting role through their participation. The recently formulated parent teachers council (PTC) makes it possible for parents as well as members of the local community to strengthen the house system and the Vidyalaya residential culture. All these aspects of NV residehtial culture have been described in this Unit.

After going through this unit, you should be able to: describe the significance of NV residential culture in children's education, explain the NV house system and its organization, list the objectives of NV house system, di,scussthe various ways in which teachers as well as students can support arid strengthen NV residential culture, ellplain the various possible roles that parents can play in strengthening NV residential culture.

2.3

RESIDENTIAL CULTURE OF NVS

Creation of residential culture with a view to ensure optional socialization of each learner is a unique feature of Navodaya Vidyalayas. No other educational scheme of the Government of India relies so heavily on residential culture for learners' socialization and wholesome personality development as the Navodaya Vidyalayas. A scrutiny of the efforts for achieving these ends reveals that residential culture is a means to the attainment of certain well*defined objectives; it is not a goal in itself. The NVs' approach in creating and maintaining residential culture is experimental. This explains why in every Navodaya Vidyalaya, the focus is on monitoring and evaluating how effectively the residential culture is promoting the attainment of its objectives, facilitating learners' socialization and personality development. Consequently, whenever necessary, additional inputs are provided in order to ensure that residential culture promotes learners' participation in various activities and it strengthens healthy interaction among students as well as between students and teachers. Growing up in the residential culture of Navodaya Vidyalayas enables learners to develop their social skills, especially interaction skills, and to imbibe the philosophy of these institutions. While learning in the classroom takes care of learners' curiosity, and academic achievement, the lessons learnt through the residential culture and its house system encourage learners to develop team spirit, camaraderie and bonds of friendship. Navodaya Vidyalaya residential culture promotes cooperation among members of each house and healthy competition through participation in inter - house activities. Therefore, students learn good manners, cooperation, self - discipline, self - reliance, loyalty, sense of duty and responsibility, care for property, concern for group welfare and qualities of good citizenship. It is because of the residential culture that all learners, teachers and other employees feel that they live in, and belong to a large family and take pride in being its recognized members. Participation in this larger family provides catharsis and helps release tensions in learners' minds. The learners' family can visit the Vidyalaya occasionally because legitimate space has been provided by every NV for parents' visits. This arrangement satisfies each learner as well as his 1 her parents.

Check Your Progress 1 Notes: a) Write your answers in the space given below. b) Compare your answers with those given at the end of the unit.

1. Why did the Navodaya Vidyalaya Samiti (NVS) make residential culture a unique feature of its Vidyalayas? (Answer in one sentence)

........................................................................ ........................................................................ 2. Why did the NVS follow experimental approach in improving the effectiveness of the Vidyalaya residential culture? (Answer in one sentence)

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Residential Culture of Navodaya Vidyalayas

Philosophy of Navodaya Vidyalayas

2.4

HOUSE SYSTEM AND ITS ORGANISATION

The' house system in Navodaya Vidyalayas is the key to understand its, residential culture; it not only holds it together but also keeps it ticking. Every Navodaya Vidyalaya family i.e. students and teachers are grouped into four houses. Each house has its distinct name, a particular colour for its flag, badge, T - shirt etc. The four houses in every Navodaya Vidyalaya are Aravali, Nilgiri, Shivalik and Udaigiri. One may ask 'Why have the houses been named after the mountains, and not after the famous Indians?' Mountains are a stable part of our hoary history and their impact on our lives throughout our history has been tremendous. The four mountains that lend their names to the houses in each Navodaya Vidyalaya represent the four major regions of our country. The Aravalis represent the West; the Shivaliks, the North; the Udaigiri, the East; and the Nilgiris, the South. Together, they represent a strong, stable and unified India being shaped on a Navodaya Vidyalaya campus. The house system in a Navodaya Vidyalaya is like a large joint family, made up of four smaller families, each with its distinct identity and all geared to a common end. We know that growing up in a family enables every child to develop one's personality in a wholesome manner, to become socialized, and to learn lessons that are deeply ingrained in one's innermost psyche. The house system strives to achieve these goals by providing a secure and affectionate social environment with which one can easily identify oneself and take pride as its recognized member. Abraham Maslow divided human needs into two groups: (a) deficiency needs, and (b) growth needs as shown below:

Growth Needs

r I

Aesthetic Need

L

Need to-

r

Esteem Needs

Self - Actualization Need

now and Understand

t

EIelongingness and Love Needs

Deficiency Needs

I

Safety Needs

L

Physiological Needs

The house system in Navodaya Vidyalayas has been planned to fulfill all the deficiency needs of every student. The need for food and shelter is a basic need and unless it is fulfilled, children cannot develop into healthy human beings. The campus mess provides wholesome food. The safe and secure campus life

fulfils physical safety needs of all students. Students easily learn to identify themselves with their respective houses and take pride in being their bonafide members. Participation in various house and inter - house activity fields provides satisfaction to all students and the feeling of having done their job well fulfils their esteem needs. In addition to these deficiency needs, life in a house system provides rich first - hand experience for developing one's communication skills, interaction skills and it provides valuable lessons in social learning. Thus, the house system meets age - specific growth needs of students to a great extent. Every student in Navodaya Vidyalaya becomes the member of a particular house when (s)he joins the school and leaves it only after completion of one's school education. Membership of a house thus confers a distinct identity on each student. A Navodaya Vidyalaya is espentially like a big self - sufficient family, residing in a rural area, totally cut off from the mainstream urban society. Most students come from the rural background and from families with poor to moderate socio - economic status. Besides, Navodaya Vidyalayas are co - educational and girls constitute almost one - third of student population. Thus, the house system makes a Navodaya Vidyalaya a natural extension of the home for each student. The availability of ready guidance and welfare oriented concern of teachers especially the housemasters provides an ambience that promotes development. Senibr students play the role of elder siblings and junior students look up to them for guidance and help. This provides a home environment, softens the initial shock of separation from one's natural family. Such an environment helps studerits to get over home sickness. In every Navodaya Vidyalaya there are four junior houses, also called 'B' Houses, and four senior houses, also called 'A' Houses for boys and one senior and one junior house for girls. The junior houses consist of students of classes VI to VIII while the senior houses consist of students of classes IX to XII. Average strength of a house is about 5O.The girls in a Navodaya Vidyalaya are also placed under two houses viz; the junior house and the senior house. However, for effective management and supervision, both these houses are usually further divided into four groups each. For participation in inter - house activities, each group of girls of the junior house is linked with a junior boys7 house; similarly each group of girls of a senior house joins the corresponding senior boys' house. The division of girl students in four groups is as shown below: Senior Girls' House 'A7 1. 2. 3. 4.

Aravali A Nilgiri A Shivalik A Udaigiri A

Junior Girls7House 'B7 1.

2. 3. 4.

Aravali B Nilgiri B Shivalik B Udaigiri B

Each house (senior as well as junior) has a House Captain, a House Vice Captain, and two Prefects. These appointments are awarded to students in view of their excellent performance in various activities of the Vidyalaya. Besides, three Vidyalaya level appointments of students are made in consultation with all housemasters for effective management of the Vidyalaya; these are School Captain (one), School Vice - Captain Boys (one) and School Vice-Captain Girls (one). These appointments are meant for students of the senior most class

Residential Culture of Navodaya Vidyalayas

Philosophy of Navodaya Vidyalayas & i t :<: .'

of the Vidyalaya and the students chosen for these appointments are not expected to hold any appointment in their respective houses. Seasoned and mature teachers capable of providing parental affection to all students entrusted to them are appointed as housemasters. Each housemaster is assisted by assistant housemasters, a house matron, and a house prefect and a house captain. The typical organization of the house system in a Navodaya Vidyalaya is shown in Figure 2.1. Principal (Vice-principal)

Aravali

Nilgiri

Shivalik

Udaigiri

Housemaster

Housemaster

Housemaster

Housemaster

Asstt. Housemasters

Asstt. Housemasters

Asstt. Housemaster

Asstt. Housemasters

House Captain

House Captain

House Captain

House Captain

House ViceCaptain

House ViceCaptain

House ViceCaptain

House ViceCaptain

Prefects

Prefects

Prefects

Prefects

Students

Students

Students

Students

Fig.2.1: Organisation of House System in Navodaya Vidyalayas

2.5

OBJECTIVES OF HOUSE SYSTEM

In the education of the young ones, whenever a specific educational input is; provided, its role as well as its possible consequences must be clearly visualized. Navodaya Vidyalayas .have opted for education through residential culture based on house system. Therefore one can assume that house system plays a key role in the scheme of education envisioned by Navodaya Vidyalayas. This becomes all the more significant when we recall that Navodaya Vidyalayas use house system for providing residential culture as an experiment.

According to the Navodaya Vidyalaya Samiti, the following are the major objectives that Navodaya Vidyalayas strive to achieve through the house system: to provide a smooth transition from home fife to school life for all students, to create and use social situations so that children's social and emotional needs are fulfilled, to enable students to integrate themselves well in the corporate life of school, to enable students to prepare themselves for playing different roles as members of a group, community or society, to inculcate the sense of responsibility to take ones' tasks and duties in life - earnestly and discharge them to the best of ones' abilities,

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to help every student develop hisher personality and integrity, to develop the spirit of healthy competition among students, to inculcate the qualities of self - dignity, self - confidence and respect for others' views and opinions and discretion to take decisions on issues and problems faced by them, to develop a sense of belongingness among students and to create desire to live in harmony, to benefit from right example set by others and to set similar example for others, to inculcate among students respect for seniors, elders, teachers and a caring attitude towards juniors and fraternity towards all, to learn to live, work, endure and enjoy together and develop a degree of sensitivity for others' feelings and needs, and I

to inculcate among students personal, social and national values. Check Your Progress 2 Notes: a) Write your answers in the space given below.

b) Compare your answers with those given at the end of the unit. 1. Why is the house system considered the key to effective residential culture in all NVs? (Answer in one sentence)

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Residential Nn-~aAn.... : ~ I . . ~ I ~of I \ a r u u a y a VrCulture r u y a a a j aWr ~ E

2. How does the NV house system promote camaraderie, team spirit, and fraternity? (Answer in two sentences)

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........................................................................ ........................................................................ 3. List students' three growth needs that are fulfilled through the NV house system.

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2.6

TEACHERS' ROLE IN STRENGTHENING RESIDENTIAL CULTURE

The success of the house system in creating, maintaining and strengthening residential culture in Navodaya Vidyalayas depends upon the active role and participation of teachers. Participation in the residential culture can be taken as one of duties expected of teachers but then it is to be taken as one of the duties only, its success and quality may suffer. In the Navodaya Vidyalaya vision of education, the teacher should be temperamentally receptive to the campus residence culture, not as a duty but as a preferred way of life. Then alone residential culture can strike deep roots and flourish in Navodaya Vidyalayas. In fact, values and behavior in keeping with fostering residential culture on the Vidyalaya campus have been included in the code of professional ethics for Navodaya Vidyalaya teachers. Nevertheless, teachers' temperamental sensitivity can play a crucial role in strengthening the campus residential culture. It would be therefore worthwhile to treat it as an important criterion for selecting teachers for Navodaya Vidyalayas. Even though the contribution of all teachers plays a significant role in evolving and strengthening the campus residential culture, the housemasters and the assistant hausemasters are indeed the key players in this context. A lot is

Residential Culture of Navodaya Vidyalayas

expected of them. It would not be proper to differentiate between the contribution of the housemasters and that of the assistant housemasters because an assistant housemaster of today would become a housemaster tomorrow. Besides, the two are expected to constitute a team and work together for the sacred cause. Both nevertheless play a pivotal role in this context.

Duties of a housemaster: The housemasters have been assigned a set of duties that bear testimony to the important role they play in running a successhl house system and thereby ensuring every student's participation in the residential culture of the Vidyalaya. In fact, the two i.e. the housemaster and the assistant headmaster play the role of surrogate parents for every student. The duties of the housemasters listed below bring it out clearly: to be responsible for maintaining discipline, cleanliness, and students' turn out with the assistance of house staff and prefects, to ensure the implementation of code of conduct prescribed'for students and staff and to ensure punctuality in daily routine from house raise to bed time, to conduct regular roll call in order to ensure the presence of the students in the house, and to report immediately about sick or missing students, to know the complete background, history, talents, and weaknesses of the inmates and maintain a student - profile while providing opportunities for their development, to teach manners and etiquette to the inmates, to appoint in-charges from house staff and students for different committees e.g. Mess Committee, Cleanliness Committee, Gardening Committee, and Committees for different sets of co-curricular activities including games and sports on rotation basis, to coordinate with tutorial in-charges to look after students' academic progress, to remedy their deficiencies, set challenging tasks for the bright ones and keep vigilance on their academic performance, to supervise the conduct of self - study, supervised study hours and reading and writing, home work, and projects carried out by the students, to counsel and guide the students regarding their performance in academic and co-curricular areas, to organize co-curricular activities according to the calendar of activities, to ensure proper maintenance of articles, clothing and equipment and get repairs in time, to conduct kit inspection to keep off undesirable articles and books and check on their cash periodically, to look after health of wards, to attend to their special medical care, if needed, to keep in touch with parents through weekly written letters of students to their parents and their intimation regarding pupils' progress, health and conduct; to bring to the notice of the parents any emergency medical care given to their children i.e. the Vidyalaya students,

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Philosophy of Navodaya Vidyalayas

to maintain arrival and departure records of students and entrust them safely to parents on commencement of holidays and receive them warmly with their team on their return to the Vidyalaya, to censor the letters received by the students to keep them from going astray, to arrange weekly house inspection and fortnightly performance inspection to assess the working of the house and motivate his team and wards, and to identify the socio - psychological problems of the students and to find solutions for them and to bring to the notice of the principal any problem beyond their competence and scope of tackling within the ambit of their duties. In view of these duties expected of the housemasters, it is obvious that they are indeed the pillars of the house system. It won't be wrong to state that the housemaster is to a house what the principal is to a Navodaya Vidyalaya. Usually, the post - graduate teachers are appointed as housemasters of the senior houses while those for the junior houses are chosen out of the trained graduate teachers of the Vidyalaya. However, the merits of the individual teachers are far more important for this job than their designation and scale of pay. The housemasters are usually appointed by rotation for a period of three years so that their abilities and talents are made available to the members of different houses during these years. The principal however has the discretion to change a housemaster before the completion of three - year tenure. Duties of an assistant housemaster: The duties of the assistant housemaster are as under: to assist the housemaster in maintaining discipline, to plan activities, prepare students and conduct planned activities inside and outside the Vidyalaya campus, to discharge the duties of the housemaster when he is on leave or away on duty, to strive to know each student of the house individually and assist him in the development of his character and personality, to provide academic assistance to students to help them improve their academic standards, to visit the house at least twice a day in arrangement with other colleagues to help the students maintain higher standards in cleanliness and hygiene. The principal along with the housemaster inspects each house every fortnight. They pay special attention to kit - layout and cleanliness. Recently, Navodaya Vidyalaya Samiti initiated steps to re-cast parent - teacher association (PTA) as parent teacher council wherein teachers are expected to take parents along and work with as partners for improving the overall functioning of the Vidyalaya and strengthening its residential culture. Parents and the community are the principal stakeholders in Navodaya Vidyalaya. Unless teachers, parents and community work with understanding and as partners, Navodaya Vidyalayas may not be able to accomplish their mission fully.

2.7

STUDENTS' ROLE

NV students play an important role in making the Vidyalaya residential culture a success story. When a student joins a Navodaya Vidyalaya, (s)he is about 10-1 1 years old. The student leaves his / her home to join the NV. Residential culture is common to both, the home as well as the Vidyalaya. However, there are some differences too. For example, in the Vidyalaya one no longer takes things for granted and leave things in a mess hoping that as usual some other adult would take care of them, as the mother used to at home. The Vidyalaya residential culture promotes discipline, accountability and readiness to assume responsibility for one's actions and their consequences. However, the Vidyalaya residential culture is not based on any distorted concept of learners' individual freedom. It is essentially facilitative. The learner has teachers, the assistant housemaster and the housemaster as well as senior students to guide him and to help him if necessary. The student grows up as an equal among his peers. He interacts with them, tries to understand them, communicates with them, and thereby learns important skills, attitudes and values that may prove later on extremely important in the world of work and the world of human relations.

In fact, the Navodaya Vidyalaya learner is at the center of everything. It is towards his / her all round development that the entire Vidyalaya and the organisation is geared. A number of facilities have been made available by every Navodaya Vidyalaya to its students. Uniform, textbooks and travel fiom the Vidyalaya to home and home to the Vidyalaya and a certain amount of toilet items are free for all students. Besides, mess arrangements and cleanliness of the environment receive special emphasis in all Navodaya Vidyalayas. The mess is run by the Vidyalaya under the overall direction of the Chairman of the Vidyalaya Management Committee (VMC). Detailed instructions have been formulated to ensure a hasslefree dining system so that students, especially those fiom the junior classes, are not put to any inconvenience. The students take their meals under the benign guidance of teachers who ensure that every learner feeds himself / herself properly and adequately. The Mess Committee in every Navodaya Vidyalaya has one student representative from each class, one migrated student, the School Captain and the School Vice-Captain (Girl) as its members. The Mess Committee meets at least once in a month. The community dining experience in the mess has a tremendous influence in creating and cementing friendship among students. Later on as adults, they look back upon it quite nostalgically and miss it. Besides detailed safety and security measures for its student, every Navodaya Vidyalaya has a well - functioning system of redressing studeilts' grievances. A students' grievance box has been installed in every Navodaya ~idyalayaand it is opened during the first week of every month by an officer nominated by the District Collector. The students' grievances are attended to by the Principal and depending upon their nature, sometimes these are resolved by the concerned regional office. These grievances are quite useful in attending to the changing needs and problems of students, both individually as well as collectively. Students who communicate their needs, problems and grievance orally to their teachers are also attended to quickly by the Vidyalaya.

Residential Culture of Navodaya Vidyalayas

Philosophy of Navodaya Vidyalayas

Students' contribution to strengthening of the residential culture of the Vidyalaya can be seen in many forms. Participation in various clirricular and co-curricular activities, willing involvement in group projects, mutually enjoyable interaction with juniors, peers and seniors, growing carnraderie and fiiendship, sharing their joy and satisfaction with parents whenever they meet them as well as teachers, and suggestions for making the Vidyalaya residential culture stronger through responsible participation and as representative member of students - these are some of the major ways through which students strengthen the Vidyalaya residential culture and help it strike deeper and stronger roots. Students' migration from one NV to another across the country is a unique featwe of the Vidyalaya residential culture. Since this migration is for one session, special care is taken to make-the migrated students feel that they are in a sister family of that they belonged to earlier and would return to after the sessipn is over. To the students of the Vidyalaya, the companionship of the migrated students offers an opportunity to deepen their understanding of the people from parts of India and their life - styles. This experience is made available to the NV students every year and it helps them develop a feeling of' national identity and of belonging to the same country inspite of differences in people's life styles. It promotes national integration and an understanding of' our wonderful composite culture. Through sustained interaction with migrated students, all NV students learn to accept differences in mother tongues, and life styles and cherish these as precious diversities. Migration across NVs is thus a unique feature of the NV residential culture for all students.

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Check Your Progress 3 Notes: a) Write your answers in the space given below.

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b) Compare your answers with those given at the end of the unit. 1. Why is teachers' role crucial in achieving effective residential culture in NVs? (Answer in two sentences)

2. In your view, why is the housemasters' appointment not made on the seniority basis? (Answer in about 50 words)

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........................................................................ 3. Why is it said that "the Navodaya Vidyalaya learner is at the center of everything? (Answer in about 3-4 sentences)

4. Describe in what way student migration provides a unique opportunity to all NV students. (In 3-4 sentences)

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2.8

PARENTS' POSSIBLE ROLES

Parents and local community constitute major stake-holders in Navodaya Vidyalayas. The challenge that Navodaya Vidyalayas face from their various stakeholders can be best met by ensuring greater marketability of the education they provide and simultaneous harmonious personality development of the learners who join them. Because Navodaya Vidyalayas are co-educational and strive to achieve their objectives through their residential culture, close cooperation of the parents and the local community is essential to their success. Since 1986, Navodaya Vidyalayas have tried to achieve this cooperation from parents and local community through parent teacher association (PTA). The constitution of the PTA provided for electing three representatives of parents, one from urban, and two from rural areas, one of these three being a woman. PTA meetings were expected to promote discussions around and suggestions for better safety, security, welfare, academic excellence and personality development of the children. The Vidyalaya Annual Day and the first Sunday of every month provide yet another arrangement for interaction between parents and teachers. During their visits to the Vidyalaya, the parent can discuss the welfare as well as the progress of their ward with teachers and the principal. Almost every Navodaya Vidyalaya has had the same experience over years. Parents and local community not only take initiative but also share a great deal of responsibilities in developing the infrastructure and resources of the Vidyalaya. Thus the overall response of parents and local community has indeed been very positive. The recent surveys and evaluation studies conducted by DRS, New Delhi and Indian Institute of Management, Ahmedabad, at the instance of Navodaya Vidyalaya Samiti have emphasized that the role of parents and local community as primary stakeholders should be strengthened and they should now be treated as 'partners'. IIM, Ahmedabad has made specific suggestions to provide greater avenues of cooperation to parents and local community in order to further strengthen Navodaya Vidyalayas; chief among these are the following: holding more frequent meetings with parents through PTA during a ward's first year of residence, requiring a minimum attendance by parents e.g. 50%, some autonomy to PTA to decide festivals of local importance, encouraging parents to describe career path of the Vidyalaya alumni to inspire other parents, sarpanchs and students, encouraging parents to make constructive suggestions about various facilities in Navodaya Vidyalayas e.g. food, water, students' safety, security of students' belongings, better hostel upkeep, medical support etc. With a view to secure greater contribution from parents and local community, the Navodaya Vidyalaya Samiti has now decided to re-name PTA as parent-

Residential Cultdre of Navodaya Vidyalayas

Philosophy of Navodaya Vidyalayas

teachers council (PTC) and to re-organize its functioning. The following are the aims and objectives of the PTC: to maintain continuous interaction between parents and teachers / school authorities, to involve the parents in the development of the Vidyalaya by utilizing their experiences and expertise, to assist the Vidyalaya in resource mobilization and development of' infrastructure facilities and their maintenance, to assist the decisions,

Chairman, VMC,

in

taking

fast

and

effective

to popularize the advantages of residential culture in terms of academic excellence, character building and excellence, to liaise with various organizations engaged in community service programmes through participatory activities of children, parents and teachers, and to develop a network of alumni and their parents to help the institution to play its role effectively as a pacesetter. With a view to attain these objectives, the constitution of PTC provides for "1 5 reprqsentatives to be nominated by the General Body of parents in proportion to the sections in the Vidyalaya with a female - male ratio of proportionate strength of boys and girls". Compared to the earlier provision of electing only t h e e parents, of these one female in the former PTA, the new provision indeed encowages parents to play the role of partners and recognizes them as the primary stakeholders in Navodaya Vidyalayas. All W s have fixed the second Saturday of every month as the day when parents would visit the Vidyalaya and the PTC meeting would be held. Besides, the following specific instructions have been formulated for the conduct of PTC meeting: 9:00 AM onwwds; Parents to meet children. 110:00AM to l:00 PM: Class teachers of respective classes to be available in the classroom along with profile registers of the students and to explain to the parents along with the child various observations on the performance of the child and areas of improvement. 2:00 PM - 3:00 PM: Parents to meet the Principal along with teachers to discuss various problems of children. 3 3 0 PM onwards: PTC meeting to be held and its minutes to be recorded. Amang various functions of the PTC, the following are expected to strengthen and improve the Vidyalaya residential culture directly or indirectly: Review and discussion of strong as well as weak points of the Vidyalaya functioning with special reference to academics, staff, student security, discipline, food, water and electricity, upkeep of the hostel, medical support, beautification / plantation of the Vidyalaya campus, cleanliness

and other facilities to make the stay of children more comfortable and conducive to all round personality development. Periodic interaction with students, house leaders in the Vidyalaya, and migrated children in particular, to ascertain the problems faced by them and to obtain suggestions for improvement in weak areas. Visits to dorms, classroom, laboratory and library once in three months and suggest measures for improvement if any. Improvement of the Vidyalaya through participatory partnership. Participation in and witnessing of all important functions and activities of the Vidyalaya. Counseling students who are emotionally upset, home sick, or involved in misconduct or indiscipline. Contributing to improved functioning of the mess through frequent visits, having meals with students, interacting with students about quantity and quality of food, ascertaining hygienic mess surroundings and preparation of food, checking drinking water facilities, ensuring menu based on balanced diet etc. Assistance in publicity of the Vidyalaya in the district, organization of social service activities and school functions, strengthening library and laboratories, mobilizing resources for new projects, organization of educational excursions and fairs, providing proper medical treatment to sick children through financial, material and moral support whenever needed. Improvement of safety and security measures through periodic interaction with students especially girl students, acquainting themselves with the functional style of housemasters, ascertaining effectiveness of attendance system to check the presence of students in the hostels and the Vidyalaya. It is obvious from these new expectations from parents who are members of the PTC that the Navodaya Vidyalaya Samiti expects parents and the local and improving the community to play a comprehensive role in ~tre~lgthening functioning of the Vidyalaya and its residential culture. Parents and the local community are no longer viewed as possible stakeholders on the periphery; they are now expected to play various roles of involved and constructive partners of the Jawahar Navodaya Vidyalayas.

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Check Your Progress 4 Notes: a) Write your answers in the space given below.

b) Compare your answers with those given at the end of the unit.

1. Why do the NVs now treat parents and local community as primary stakeholders and 'partners'? (In about 50 words)

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Residential Culture of Navodaya Vidyalayas

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Philosophy 01 Navodaya Vidyalayas

2. Compared to the earlier PTA, how does the new PTC help parents and local community work as "partners in excellence" with the NVs?

3. List any three ways through which parents and local community can strengthen and improve the Vidyalaya and its residential culture.

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2.9

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LET US SUM UP

In the end, it can be concluded that residential culture is a unique feature of all Navodaya Vidyalayas. The Navodaya Vidyalayas constitute a large network of educational institutions and residential culture is common to all of them. Since NVs have a very sizeable section of students from rural areas, especially from families that may not be economically very well off, their residential culture serves the function of a melting pot. Inculcation of culture, valueis, awareness of the environment, and promotion of adventure activities constitute a major objective of NVs. Students' participation in the NV residential culture and various activities related to it under the House System can help students assimilate values promoted through such socio educ~tional experiences. The experimental approach adopted by the Navodaya Vidyalaya Samiti can help every NV monitor the quality and the effects of its residential culture and fbrther improve it. The success of NV residential culture depends to a great extent upon the supportive role played by the teachers, the housemasters, the assistant housemasters, the students and also the parents. The new scheme for seeking

greater cooperation from parents and local community through parent teachers council (PTC) can help further strengthen the NV residential culture. Significant points discussed in this Unit are given below: The policy decision for promoting optimal socialization of all students and attaining some of their basic objectives through residential culture is a unique feature of all Navodaya Vidyalayas. Navodaya Vidyalaya Samiti expects all Navodaya Vidyalayas to follow experimental approach for enhancing the quality of their residential culture and its effectiveness. Navodaya Vidyalaya residential culture makes all students, teachers and other employees of the Vidyalaya feel that they belong to an extended family. The house system holds together the NV residential culture and ensures that it remains functional. The four houses in every NV viz; Aravali, Shivalik, Udaigiri and Nilgiri represent a vision of composite and integrated India. Each house has its distinct identity and is at the same time an inseparable part of the Vidyalaya and its residential culture. Every NV student becomes the member of a particular house when (s)he joins the Vidyalaya and leavgs it only after completing one's studies. Thus, each student has a distinct h&se identity. Every NV has four houses for senior students (A houses) and another four for junior (class VI - VIII) students (B houses) for boy students and one senior and one junior house."for girl students. Thus, Udaigiri A would be a senior boys' house and Aravali B a junior boys' house. About 50 students are members of each house. Each house has a House Captain, a House Vice-Captain and two Prefects. Each NV has three Vidyalaya level appointments for students viz; School Captain, School Vice-Captain (Boys) and School Vice-Captain (Girls). These students are not expected to hold any appointment in their respective houses. Each house has a seasoned and mature teacher as its housemaster and another as an assistant housemaster. Both the housemaster and the assistant housemaster have well defined duties. The Navodaya Vidyalaya Samiti has listed thirteen objectives that should be attained through the NV house system. These objectives range from to "providing a smooth transition from home life to school life for all students" to "to inculcating among students personal, social and national values". The success of the Vidyalaya residential culture and of its house system depends to a great extent on the role played by teachers, especially the housemasters and the assistant housemasters. The teachers' temperament and willingness to play the role of students' 'friend, guide and philosopher' matters a great deal and this is kept in mind during their recruitment.

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The student is at the center of things in the Vidyalaya residential culture ..A l . - . . 4 "

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Residential Culture of Navodaya Vidyalayas

Philosophy of Navodaya Vidyalayas

the Vidyalaya, The residential culture and the house system play a facilitative role in this respect. Every student is provided with a number of facilities free of charge. Students are members of the mess committee too. Through a systematic grievance redressal system, all students are encouraged to communicate their needs and complaints and to make suggestions for improvement of various aspects 1 activities of the Vidyalaya. The new constitution of parent-teachers council (PTC), which replace the earlief PTA, promotes the concept of parents and local community as "Partners in Excellence" of NVs. The PTC constitution provides for "15 representatives to be nominated by the General Body of parents in proportion to the sections in the Vidyalaya with a male - female ratio of proportionate strength of boys and girls". Specific instructions have been formulated to ensure that parents interact with thcir wards, their teachers and the principal on the second Saturday of every month and that the PTC meeting is held in the afternoon the same day and its minutes are recorded. Variou~ h c t i o n s of the PTC now expect parents and parent representatives to check the quality and the effectiveness of various facilities made available to the Vidyalaya students and to help improve them. These hnctions of the PTC can help every NV improve its hctioning and strengthen its residential culture. -

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ANSWERS TO CHECK YOUR PROGRESS

Answers to Check Your Progress 1 1. Because the NVS could attain its objectives only through residential

culture i~ its Vidyalayas.

2. Because through experimental approach it could monitor the effectiveness of Vidyallaya residential culture, change inputs and study their effects. Answers to Check Your Progress 2 1. Because the house system enables all NV students to make smooth transition fiom their homes to the larger NV family.

2. The house system provides opportunities through house and inter-house activities to learn to live, work, enjoy and endure together through cooperation as well as team competitions. It helps students develop sensitivity for others' needs and feelings.

3. Physiological needs, safety needs, belongingness and love needs, and esteem needs. Any three to be listed in any order. Answers to Check Your Progress 3 I

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1. Teachers' role is crucial because without their ready contribution the house system and the Vidyalaya residential culture cannot become hlly hctional. Teachers' temperament and their positive value system can help

them perceive their contribution as worthwhile and help develop the Vidyalaya as a well - knit community. 2. The housemasters' appointment is extremely crucial to the success of the house system. The housemasters should have the temperament and the personality to act as 'fiiend, guide and philosopher' for every student and should be role - models to their fellow - teachers. To become a Housemaster is therefore viewed as a privilege. 3. This is so because each IW student gets a number of facilities free of charge. The Vidyalaya residential culture and the house system are in place to promote all round personality development of each learner. The students are provided opportunities to excel, develop self - confidence and exercise responsibility. 4. Student migration in all NVs enables the students in the Vidyalaya to interact with NV students from other parts of the country. Through sustained interaction with them, they learn to appreciate their differences as diversities worthy of respect; they develop a feeling of national identity and an understanding of our composite culture.

Answers to Check Your Progress 4 1. Indian Institute of Management, Ahmedabad and DRS, New Delhi on the basis of their surveys of the NVs have recommended that providing greater avenues of cooperation to parents and local community can strengthen the Vidyalaya residential culture and make them partners in attaining the Navodaya mission. 2. The earlier PTA provided membership for only three parent representatives (two from rural area, one from urban area and one of the three being a woman). The new PTC provides for 15 representatives to be nominated by the General Body of parents in proportion to the sections in the Vidyalaya with a female - male ratio of proportionate strength of boys and girls. The new PTC thus provides more space for parents to work with the Vidyalaya and improve its functioning. 3. Any three responses based on the functions of the PTC involving parents and local community.

Residential Culture of Navodaya Vidyalayas