|
||||||
|
‘Broadstreaming, not Mainstreaming’ - An Approach towards Solutions for Inclusive Development was delivered at XLRI, Jamshedpur as inaugural address in the conference on ‘Solutions to Inclusive Development’ on January 29, 2010. Download the presentation. Broadstreaming, Not Mainstreaming
Project Background and Description
In 2004-06, APCL had run a project with CEF on ‘Education for Democracy’. In this project, it was found that there was a need to orient learning systems to take care of the socio-cultural context of the underprivileged. For this purpose, it would be better to have laboratories in different subjects, where we can supplement the care and concerns of the underprivileged. In the project teaching learning materials and books were developed for setting up Social Science Laboratories in schools in the class VI to IX. A book was also developed for creating awareness of interactive laws. In order to enhance the self-esteem of underprivileged section three pictorial story books on Shabari was developed. The materials have been used for setting up Social science labs in different schools of Patna, Samastipur and Darbhanga districts. The pictorial book-sets on Shabari are being used widely for motivational purposes in Mahila Samakhya programme and also by Dalit communities and Non-Governmental Organizations in their motivational programmes for dalits in general and Musahars in particular. It also transpired during the project that we need special targeted materials to meet the special needs of the local underprivileged communities so that their self-esteem may be enhanced which is a pre requisite for any quality learning programme.
In the year 2007, APCL conducted a programme on “Broad streaming of underprivileged education in Jamsaut Panchayat”. The project tried to identify the special learning needs including content and transaction methodology of the underprivileged sections of society and worked on underprivileged children mainly belonging to Musahar community to formulate proper strategy for ensuring right to education in respect of underprivileged community. A survey of underprivileged children showed that the children of underprivileged children did not get proper environment at home conducive to motivate them to go for learning. So we have to work at both school and community level. Creative Learning Centres were established and run in the hamlets of underprivileged sections to complement and supplement the learning at school. This has proved very successful for first generation learners and other vulnerable groups. Workshops of stakeholders, VEC members and Panchayat workers were also conducted. Wall writing related to new interactive pictures and social issues related to mathematics, language, social studies were done on the walls of schools. The pictures were so designed that they enhance the self esteem of underprivileged section of society. Click to continue reading “Right to Education for underprivileged”  Right to Education  Right to Education Despite several alluring programmes and incentives in the form of cash and kinds, majority of underprivileged and poor children prefer not to go to school. Even if they do, they don’t continue there. Is it because they don’t understand the value of education or the interventions are not attractive enough to retain them in school? So far we thought that poor people being deprived of physical amenities may be lured by physical benefits only. But, this has not proved correct. Physical allurement have not been able to retain poorer children within four walls of schools. Our approach has been grossly misdirected. The main malaise seems to lie somewhere else. Education today is highly dominated by middle class considerations and concerns with no room for lower class aspirations and talent to be nurtured properly to fully blossom. Unless education system takes care of the peculiar nature of the psychology of the underprivileged, their needs and aspirations and the special circumstances in which a underprivileged child is born and brought up, we cannot expect to make a dent in the existing scenario. Scientific studies have established that maximum development of brain in a child takes place before the age of 5 years. So the learning of the child would largely depend on the foundation laid during these early years. It has been found that if a child is born with good eyes but his eyes are covered for 3-4 years, then he may not be able to see all through his life even though his eyes may be physically well. This happens because the connections of neurons in respect of vision matures by the age of 3-4 years. If proper care is not taken to develop them, then these neuron connections may not develop in future. Click to continue reading “Educating Underprivileged - Some critical concerns” |
... is a senior IAS officer. At present he is Principal Secretary of the Department of Rural Development, Govt of Bihar. He has held several senior positions at the level of Principal Secretary / Secretary in the Department of Human Resource Development and Social Welfare, Govt of Bihar. Widely acclaimed for his researches in the field of creativity and innovation, he is also credited to have developed an innovative system of education known as ‘Creative Learning’. He has applied this theory for holistic development of human beings. Especially this has been used to empower underprivileged by developing their creativity. He has also developed a large number of books and teaching learning materials for the development of concentration, memory, thinking, imagination, visualisation, power of observation and emotional management. |
|||||
|
Copyright © 2012 Vijoy Prakash - All Rights Reserved |
||||||
Popular Posts