maoKalaa T/sT, pauNao

Mekhla Report
February March 2013
Project: Improvement in quality of education through social science subjects and language in two Elementary Schools in Tadoba buffer zone villages Overview: February 27th 28th March 31th School visits: Villoda and Katwal schools Teachers exposure visit to Anand Niketan School, Sevagram Students excursion to Ajayab Ghar, Raman Science Centre and Maharajbaug, Nagpur

Objectives: 1. To design and conduct training programs with teachers for improving education methodology 2. To work with students and teachers to find and document the history and geography of the villages in their own area and link it to the mainstream, known history-geography taught in schools 3. To work with students, teachers and parents (including community) to study linguistic patterns in the area and increase parents participation in learning teaching process 4. To study biodiversity of the area and design the ways of conservation of forest and wild life 5. To document the history and cultural patterns of the area, which can contribute to the preservation of Adivasi culture

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February SCHOOL VISITS 27th February, Wednesday Villoda and Katwal schools This was mainly a preparatory visit to plan for the upcoming exposure visits of teachers (Anand Niketan, Sevagram) and students (Nagpur). The children had expected that they will be taken to Bhadravati or Chandrapur at most. Nagpur seemed like an unbelievable dream to them and they were most thrilled. This being our last visit to the schools this academic year, we got our post-project testing questionnaire filled up from students of Class VI and VII. This time, it seemed like they knew a bit more about their own surroundings. We also told them to write letters to us or draw something for us and they responded most enthusiastically. Even the younger students from Class I to IV wrote and drew pictures for us. The childrens expression in letters and drawings were indeed a wonderful, unsaid farewell for us at the end of the project. TEACHERS EXPOSURE VISIT TO ANAND NIKETAN SCHOOL, SEVAGRAM 28th February, Thursday Sevagram Teachers from Villoda and Katwal schools came to Sevagram and first took a tour of the Gandhi Ashram. They listened attentively to one of the old residents of the Ashram, as she talked about Gandhiji and his work. Then they took a tour of the school to see the daily functioning and various activities undertaken in the school, observe ongoing classes and teaching methodologies of the teachers there. Then they interacted with Ms. Sushma Sharma, the Principal of Anand Niketan School and discussed their issues- specific problems of teachers and the education system in general. Ms. Sharma talked very positively about the moral responsibility and importance of their profession as teachers. She also tried to give some practical solutions to issues confronting the teachers, many of which were common to her school too. The idea behind this exposure visit was that the teachers would actually see a school like Anand Niketan functioning based on Nai Taleem and see a model of work-based education in practice. The visit was aimed at widening their horizons and showing them that inspite of a number of constraints, such an education model can work excellently with children from similar backgrounds as their own students in Katwal and Villoda.

maoKalaa T/sT, pauNao

OBSERVATIONS AND CONCLUSIONS None of the children had ever heard of the planetarium at Raman Science Centre in Nagpur. But in Katwal, some children knew of C.V. Raman! They said they had read his name in some chart in school. It is amazing what children absorb and learn even in substandard situations. Most of the teachers did not take serious interest in their exposure to Anand Niketan. They used their interaction with Ms. Sushma Sharma mainly as a forum to complain about their problems. They even said that people like us, who come from Pune have influence in some circles should solve their problems! They are very lacking in motivation and take no pride in their own work. Having said this, the environment they are in is really demotivating. One or two of them, who really want to do something are mentally and politically side-lined, even derided. On a daily basis, this can totally sap their drive. We observed that 2 teachers from Villoda were really interested in the teaching methodologies at Anand Niketan and seriously observed ongoing classes. But the rest of the teachers didnt even bother seeing the whole school. They did not ask any questions about pedagogy. Their main questions were: Do you complete the syllabus? Is this a private school? The rest of the time they just sat around and waited for lunch. One of the teachers had even asked if he could get something to eat, as soon as they arrived! Ms. Sushma Sharma really talked passionately to the teachers about not becoming servants to the system but being selfmotivated and doing as much as they can for the good of the children. She said that she had great faith in government school teachers to bring about a change. She also explained the neoimperialist politics in the education system through RTE and SSA. Her stand was that there is enough space for reinterpretation in the educational policies today and teachers have the full right to use innovative teaching methodologies to reach out to children. This may have given the teachers a new perspective to their role in the education system. The teachers complained that their duties outside school and sudden government directives eat up many school days, making it difficult for them to cover the entire syllabus. She responded by saying that in the worst case scenario, even if half of the 220 working days are lost in all this, it is possible to teach well for at least 100 days a year, as demonstrated by the Sugar schools (Sakhar Shala) started for children of nomadic communities. What is most important is the will to make the most of the situation and impart knowledge to children. At the moment, even the bare minimum is lacking. In any case, according to a new GR issued, teachers will no longer be deputed for non-academic work. So they no longer have this excuse. We hope this visit will contribute in some way to inspire teachers to do their job. basically: Teach.

maoKalaa T/sT, pauNao

March STUDENTS EDUCATIONAL TRIP, NAGPUR 31th March, Sunday

AJAYAB GHAR The much awaited trip began with the Nagpur Museum, Ajayab Ghar. The 71 students from Class VI and VII from Chandrapurs buffer zone schools who filed into the museum had never seen any historical artefacts from their own heritage. Here at Ajayab Ghar, they got to see a wide variety indeed: stuffed animal and bird specimen, sculptures, stone and copper plate inscriptions from ancient and medieval India, especially of dynasties that reigned in Vidarbha, a section on the Indus valley civilisation, glimpses of Maratha and colonial history as well as some excellent modern paintings from the last century. The coordinator of the Museum was also kind enough to talk to the children about the museum and the significance of all its exhibits. Though a short tour, we feel that this was a good beginning to generate interest and curiosity in children about history and art. Even for the teachers, this was their first time here and they looked at the displays with great interest. RAMAN SCIENCE CENTRE The best part about the Raman Science Centre is that every visitor here can be an active participant in experiencing and learning science concepts. We reached here in time for a 3D film show, followed by the planetarium show. It was quite significant that after seeing relics of their local history, the children were now getting a glimpse at Earth and the wider cosmos. Post lunch, the children thoroughly enjoyed seeing, touching, feeling and even running through some of the interesting games and demonstrations in the scientific gallery - Virtual Reality, ones weight on different planets, radio waves, a tornado, corridor of mirrors, and the Invention gallery, among many

maoKalaa T/sT, pauNao

others. Though they may not have understood the complicated science behind all the experiences, such things are instrumental in generating curiosity and wonder about the universe.

Added attractions at the Raman Science Centre were the Jurassic park and the large garden with more science based games. MAHARAJBAUG Now that they were in Nagpur, how could the children miss the famous Maharajbaug Zoo? Just before they left to go back home, they had a quick tour of Maharajbaug and were very happy to see all the live animals. We also got them to write out the days experiences and what they liked, found special in the day.

As they got back into the bus to head home, their sparkling eyes and flushed faces told us that the aim of making the students trip and this whole years work unique, enjoyable and enriching had been successful - both, for the children and us.

maoKalaa T/sT, pauNao

IN CONCLUSION The exposures in February and March were in keeping with 2 of our objectives: 1. To design and conduct training programs with teachers for improving education methodology 2. To work with students and teachers to find and document the history and geography of the villages in their own area and link it to the mainstream, known history-geography taught in schools Though a long way from meeting all our expectations, we feel that in this 1 year, we were successfully able to begin a dialogue with teachers about better teaching methodologies and with children about asking questions and connecting with their own surroundings. The list of problems in our education system is long and depressing indeed. But with consistent effort, a dent can be made in the so called hopeless government schooling system too. We did come across some rare teachers, who give us enough hope to continue working and trying to bring about positive change within the system. In fact, it is such teachers who really need support, to stay motivated and continue their good work in such difficult circumstances. If the higher authorities can be convinced to give these good teachers leadership opportunities, the schools can be transformed into vibrant learning centres for the entire village. Another aspect for interventions is teachers trainings, which can be excellent ground to provide the right pedagogical inputs and motivation for teachers. We feel, the lacunae are not in terms of infrastructure or resources, but in terms of the right attitude, confidence and morale among teachers, who are undoubtedly the key change makers / breakers in the system.