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Saturday, 16 February 2019

Universal primary education - Experiment in Karnataka State

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Universal primary education



Parents of 32 students studying with standard 7 school at a village school with no description of Karnataka State in Southern India made protests last June. the reason? They wanted their children, especially girls, to continue their education beyond the seventh standard without visiting neighboring villages. At the local school in Tigallarapariya village where they had been studying so far, there were no less than seven years classes. So they forced authorities to add higher classes to school.


But in 2000 and 2001, the same parent resisted when government officials, volunteers, and non-governmental organizations appealed to bring their children to school. They preferred to send them to work at silk weaving factories in their villages which made plenty so that they were able to clear the loan they borrowed from the factory owner. There are many villages in the rural areas of Magadi in the suburbs of Bangalore City where children work in dangerous factories. Later, Mr. Magadi Makkala Dhwani, four NGO organizations with the support of UNICEF, encouraged both parents and factory owners to educate them about the rights of children and became sensitive to the danger of working at the factory.

Experiment in Karnataka State

The most encouraging feature about protest actions is that they were not led by NGOs. The protest action by parents and students showed that cooperative efforts by Magady · Mc Calla · Dwani have produced success in raising awareness about the importance of education.
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Another interesting incident occurred last August. Approximately 26 child laborers were admitted to a special residential school after being rescued by the Deputy Labor Committee chairman and a team of inspectors and NGO representatives working on pilot projects introduced by UNICEF and the Norwegian Development Agency . The three-year NORAD-UNICEF pilot project was conducted through the Karnataka State Government in 2002 as a test case for the Davangere and Gulbarga districts. Since last two and a half years, the NORAD - UNICEF office has successfully repaired about 2,000 child laborers working in chronic work situations in the two districts. Several self-help groups and youth groups have participated in social mobilization and collective awareness programs such as the implementation of street play about the badness of hiring young children and the importance of sending them to school .

Through a number of programs such as the World Bank's District Primary Education Program (DPEP), the balls rolling in the 1990s after national education policy are gaining momentum by Sarva Shiksha Abhiyan integrated over the past five years. Universal primary education nationwide program aimed at providing high quality education to children from 6 to 14 years by 2010. This drive, which began in 2001, aims to reduce the number of children not going to school. Improve the gap and quality of education.

Education is the only hope for India to change its current status of being a "developing country" to a "developed country". And unless she guarantees that 59 million children out of 200 million children aged 6 to 14 who are not currently attending school will enter the appropriate school and learn it will cause this change can not.

What is putting this 59 million children out of school? Access problems, poor quality in school travel, lack of community participation in school issues, and poverty are among the big barriers to universal education. More than 300,000 pre-school children have become mainstream in Karnataka alone over the past three years. However, concerns are caused by the nationwide average dropout rate of children in the first to eighth criteria, which is 57%, and the same standard girls' amazing dropout rate is 60%.

When a child arrives at school, depending on various factors, it is decided whether to learn the skills to receive formal education or drop out. In many cases, children from poor / rural homes can not deal with understanding the pace of other formal school children. Teachers can not identify or diagnose the absence abilities of children and can not provide complementary education to him / her. It is not unusual to meet children who have been to school but can not read or write functionally. Disillusioned young people who are believed to have been unemployed because they have undergone elementary school education act as an obstacle to the education of other children in the area. Young children and their families see sentences on the wall - primary education does not necessarily improve the situation of the poor unless it is acknowledged that what they learn is related to their living situation.

Pre-school children, child labor projects, entrance preference towards countless relief education and bridge courses have emerged in the past decade, started by district and municipal authorities, supported by NGOs, business associations, local governments and communities It was. These bridge courses or summary courses helped children reenter the formal flow, prevent dropouts, and improve the learning outcomes of the children at school.

There are several initiatives the government has done in collaboration with private institutions or private organizations, which are bringing good results.

Educational Nari-Kali (literally, learning dance) strategy developed by Mysore's teacher adopts creative learning practices to help keep children at school and bring people who do not go to school Did. In this way, children will create an atmosphere that is suitable for children to learn through teaching toys, songs, games, stories, in a friendly way that is friendly to children. This method eliminates the formal system of roll call, exam, promotion, and ranking.

This initiative is particularly useful for improving girls' enrollment rate and has been expanded to cover more areas in Mysore and more than 10 districts in the state.

The Aksiala Foundation, an initiative supported by Infosys. In Bangalore's slum district, I have touched the lives of over 60,000 children in and around Bangalore. Since she goes out to make her living, young children do not have to follow her mother to her place of work. Satisa's mother studying at such a kindergarten said, "My son is not straying in the way when I am under construction, I learned to read and write."
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In order to take care of the children who have to work to make a living, Akshara and CWC (who are interested in working children), to start the transit school program in the eight tentative places in the city We partnered with the public education department. Transit school is open from 8 AM to 8 PM for the convenience of children. Working children come to the center (mostly in public schools) at convenient times during the day.

The Azim Premji Foundation focuses on "the quality of education" and what happens in the school while paying attention to the numerous initiatives the government has taken. Dileep Ranjekar, its chief executive officer (CEO), states that their program will demonstrate "proof of concept" that can be replicated on a large scale in government systems. Accelerated learning programs and child-friendly schools are examples of such programs. Many children became mainstream through specially designed bridge courses.

The foundation has developed CD-based, child-centered interactive curriculum content in local languages ​​used in thousands of schools in five provinces in India. CD is free for all public schools and non public schools that respond to children from socioeconomically weak sections. Other schools can be used with very little fee.

Dileep Ranjekar says that: "We tried to use IT to strengthen our children's curriculum learning and create excitement at school.

There are some more improvement steps the government / NGO can take:

Mobilize and organize working children into self-organized associations / organizations. Educate them about their rights - right to education, freedom of exploitation, dangerous work and non-dangerous work, nutrition and spiritual and physical well-being.

  • Please take a good look at what is going on inside the school. How are children-girls, children in disadvantaged groups, children in difficult situations treated?
  • Help the children in need, set up a helpline to reach out to employers to confront the government and encourage them and to secure the rights of the children.
  • Encourage older children to talk about their future - linking training, employment, self-employment opportunities, and future prospects and education

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