Ch.nagara district is strategically located adjacent
to Biligirirangan Hills, habitat of tribals (Sholigas
and others) and on the border of reserved forest.
Agriculture is the major occupation of the people.
DB's new project is to improve schools in the district
through improving teacher competence at the primary
school level. The schools include those in remote
villages and tribal areas. Improvement of teacher
competence involves sensitizing the teachers to the
problems of poor children in government schools,
raising the level of their conscience to do their
work, enriching their subject knowledge and raising
their pedagogical skills by providing teaching aids,
which at present consist mostly of display charts (DB
has an artist to make them; the ideas for them come
from teachers and students). This improvement task is
carried out by social workers recruited by DB (a
better term might be education facilitators), who
visit schools assigned to them every day (they are
also made to visit other schools to be familiar with a
variety of situations), interact with teachers, take
the class when a teacher is absent, give talks on
subjects like hygiene, health, environment protection,
forest preservation, moral values etc that are
non-existent or inadequately covered in the syllabus,
be a link between teachers and parents. Their
approach, according to Jeyadev , is to be positive,
which means noticing and appreciating the positive
strengths of a teacher and building on them, and not
putting him or her on the defensive. The school
adoption scheme of Govt of Karnataka (One rough
estimate is that about 10% schools in the state have
been adopted by individuals, companies and
organizations to give inputs for school improvement)
has come in handy for DB to administer its new
project. It has adopted 52 schools in the district and
has recruited seven social workers (six men and one
woman), who have been working for the past two to
three months. They are paid a salary of Rs 1200 pm and
Rs 200 for travel expenses. They maintain a detailed
diary of the work they do every day. They are given
orientation in DB before put on the job and they meet
periodically at DB for briefing.
The site visit was to a programme on Sept. 3 in a
village called Chandkawadi six km from Ch.nagara. It
is connected by tar road and buses run through this
village. It is a big enough village to have two
schools. The programme was in one of the primary
schools and the spacious compound has a middle school
and a building for School Cluster Centre (govt.
centre). (These centres are for providing resources
-books and equipment- for a cluster of schools in the
vicinity and for organizing short training programmes
for teachers; they are manned by a deputed high school
teacher ; this particular centre is yet to function).
This school, however, is not typical of the schools
under the care of DB. The occasion was a workshop for
teachers organized by Vivekananda Foundation and the
social workers of DB also participate in these
workshops in which Jeyadev (or any resource person)
gives interactive lectures to teachers on a chosen
topic. This topic for this particular programme was
environment and the talk was by Jeyadev. There were
about fifty teachers (30 men and 20 women). The talk
was followed by discussion and snacks.
A majority of the teachers were genuinely interested
in the information given by the speaker and were
taking notes. Some of them were well informed; one
pointed out the negative effects of bleach preventing
disintegration of the human waste in septic tanks when
the speaker spoke about the need for using bleach to
maintain hygiene. One point in the discussion was how
the primary teachers are not given credit for working
with scholastically poor children from 'deficient'
home background with no parental help for doing home
work, while the teachers of middle class children in
towns get credit for 'superb' performance. A mention
in passing was made to NCERT's new curriculum with
disapproval. It was encouraging that the discussion
did not descend to issues of poor working conditions,
salary etc as discussions normally end up in teacher
gatherings even for training. This is perhaps one
positive aspect of training by an NGO as opposed to
one by the Education Department. After the workshop I
spoke with briefly with some teachers and had a
session with the social workers of DB. My observations
on the school enrichment project of DB (DB does very
little to improve physical facilities of its adopted
school, which is generally the forte of companies that
adopt schools) are derived from these two interactions
and from the answers to my questions by Jeyadev. There
were no parents or students to talk to about this
project.
I reached Ch.nagara at 1.15 pm travelling the 60km in
two hours by a passenger train pulled by a steam
engine. (What a contrast to Shatabdhi I had travelled
from Chennai the previous day! Like the Kendriya
Vidyalayas and the village govt. school both are run
by the govt. for different clientele). I was picked up
at the tiny station by Jeyadev and taken to DB on his
old TVS moped. I had lunch there with the inmates of
the orphange -rice, sambar, a curry, buttermilk and
pickle. The function was to start at 2pm and we waited
for the Block Education Officer who was to go with us
to the venue in his jeep. He did not turn up nor
informed DB. When his office was called they said
that BEO was out of office busy with arrangements for
the Teachers day on 5th. Bureaucratic attention is for
the modern rituals and such symbolic acts. The
substance of education is the concern of others.
Jeyadev hired an autorickshaw and we reached
Chandakawadi thirty minutes late. The teachers were
waiting. I performed the ritual of inaugurating the
workshop in the absence of the BEO. We returned to
Ch.nagara after the programme by bus standing.
Jeyadev assured me that the project was getting
support and cooperation of the education dept. The
DDPI Seshagiri Rao was personally interested. The
departmental cooperation is necessary for the smooth
conduct of the project. BEO is helpful by sending
circulars on time to teachers to attend workshops of
the project. He does it because DDPI is interested in
the project. Equation with the top bureaucrat is
necessary for an NGO to run projects successfully.
Jeyadev and DB as well as Vivekanada Foundation have
good standing and so I do not envisage lack of
bureaucratic support to the project.
Scalability is not a problem as there will not be
difficulty in recruiting the required number of social
workers-even motivated ones. The project is replicable
in other places, provided there are NGOs with
credibility in the teaching community and
acceptability with education dept. officials like DB.
Monitoring social workers in a large scale may be less
efficient and so the project under one organization
may not go beyond a district.
The project is conducted by committed people and the
money is spent very carefully. There are three
substantive questions to be asked in evaluating the
project. The first question is whether the project is
a duplication of work. There is an inspectorate in the
education department whose officers visit schools to
inspect teacher performance and functioning of the
school. They are not concerned with improving teacher
competence. This project is not inspection of schools.
There is a need for in service training for teachers
because their pre-service training may have become
outdated as changes are made in the curriculum; in the
training school the prospective teachers are not
sensitized to the problems of rural schools and are
not oriented to empathize with first generation
learners. DIETs provide in service training also. Some
teachers told me that it was not sufficient. To a
question on the difference between DIET in service
training and DB's one teacher told me that attending
the former is compulsory and later voluntary. I am not
so sure because the BEO sends circulars to teachers to
attend DB's programmes. Another difference according
to a teacher is that DB programmes are lively and
there is lot of discussion. It amounts to the fact
that govt. institutions do not do their job properly
and so NGOs step in to do that job well. Ch.nagara
district is a DPEP district and DPEP programmes
include in service training. I did not think of this
at that time to ask.
The second question is whether there is any
confrontation or uneasy relationship between teachers
and social workers and as a result, non-cooperation
from teachers. Both groups told me there is none. One
reason given was that the social workers are more
qualified than the primary teachers and so there is
acceptance of their intervention. This is not very
convincing. The reason may be the fact that Dheena
Bandhu and Jeyadev are held in high esteem by the
teachers (as by the department officials). Another may
be that the project is very new and the social workers
have established rapport with teachers. It is
difficult to say now whether it will change over time
and the teachers' initial enthusiasm will wear out.
Once the teacher competence is improved, the social
workers' job ends- at least until some years when the
curriuclum substantially changes. I am not aware if
there is any time frame for the project and if the
social workers will be assigned to schools uncovered
in the first stage. Adoption of schools also must have
a time frame and DB may have to adopt new schools.
The third question is about the retention of the
social workers. Most of the current batch have B.Ed
and they could not get regular teaching job. There are
thousands of unemployed B. Ed trained teachers in
Karnataka. This may be one reason why people choose to
be social workers. But I must say no one gave the
impression that they are in it for want of anything
better and all were enthusiastic and committed. DB has
done a good job of selection. Some of them are former
students of Jeyadev and they were inspired by him and
are loyal to him. But it is natural that they will
like to leave if they get a regular teaching job,
which gives a salary four times more than their
present one, when the employment situation in the
state improves. When the social workers get married
their monetary need will be more. Turn over of social
workers will not be catastrophic to the project if DB
gets new recruits and orients them. This will have the
advantage of sustaining the initial enthusiasm of new
recruits.
During my brief interaction with teachers the
following points emerged. The govt. in its effort to
decentralize the administration of education wanted to
give the management of schools including payment of
salary to teachers to village panchayats. The teachers
opposed this move and the govt. dropped it. The
apprehension of the teachers was that the panchayat
members may misuse their power, which may include
taking a cut in their salary. This apprehension might
have some validity but it is interesting that the
teachers do not resent the power of the education
department officials -they belong to their class- but
resent the power of the villagers over them. The govt.
has formed school improvement committees for each
school, in which village panchayat members and parents
are members. I was told that after this watch dog
committee teacher absenteeism has come down. I don't
have independent verification of this. Teacher's leave
has to be approved by this committee and the teachers
feel that it is undignified for them to get leave
sanctioned by 'illiterate' parents. They are objecting
this. The social workers may play effectively the role
of link between parents and teachers as there will be
no status problem.
DB and the social workers prepare notes for their
talks on subject that are adjunct to the curriculum.
After a few trials DB may be encouraged to publish
them as supplementary/ reference materials for
teachers. Such materials are not many in Indian
languages.
The ultimate test of course is the improvement of
education through this project in terms of students'
better scores for one academic year, if not for two.
There is a delicate difference between privatizing
education and involving private agencies to supplement
govt.'s efforts to improve education. I would say that
the Asha project carried out by DB belongs to the
second. It is unique in going beyond providing
physical facilities, library, teaching aids etc to
improve teacher competence and attitude. To ensure
that the govt. does not shift or dilute its
responsibility in this area, such voluntary in-service
enrichment may be linked with and used for improving
similar in-service programmes in School Cluster
Centres, DIET and DPEP.
Site Visit Report: Adopting Government Schools
by Prof. E. Annamalai
Dheena Bandhu (DB) is an NGO in Chamarajanagara,
headquarters of the district by the same name situated
60km west of Mysore. It is a bilingual town with
speakers of Kannada and Tamil. DB is run by Mr.
Jeyadev guided by a committee, who was a teacher of
chemistry in a local college and took voluntary
retirement recently to devote full time for social
service in the field of education. DB runs an
orphanage and a school and is on shoe-string budget.
It is supported by donations and funding from
individuals and organizations, Indian and foreign. Its
activities are guided by Vivekananda's spirit of
dedicated service to the helpless. DB has an organic
link with Vivekananda Foundation jointly established
by Dr. Sudarshan, Dr. Balasubramanian and Prof.
Jeyadev. DB is an organization working out of
commitment and the atmosphere is not of a professional
NGO. The staff of DB work with a sense of voluntarism
drawing meager salary; one of them is a woman, who
took voluntary retirement from bank service.