EDUCATIONAL SERIES

EDUCATIONAL SERIES

A workshop was organized in our collage on educational series.two audio was played one was  on ‘BATTLE FOR SCHOOL’ by SHANTHA SINHA and 2nd was on EDUCATIONAL RIDDLES by  KRISHAN KUMAR. Both of them conveying the message of the problems with in the educational system.here is the brief summary of there lecture:-

1 BATTLE FOR SCHOOLSSTRUGGLE OF THE POOR FOR THEIR ENTITLEMENT TO                                                       EDUCATION  BY SHANTHA SINHA                   

                                                                                                                                                                                         Through her lecture she try  to show us the  education for poor in india.She said Millions of children in our country do not go to schools. Instead, they become subject to untold misery and hardship, working at farms and in factories; in sweatshops and at homes. They live lives of drudgery, surviving against all odds-uncared for, unprotected and unnoticed.Below 14 yr child are working  under conditions of total submission and servility, without any support, fear of abuse, insults and humiliation, risks to health they work for our upkeep. In fact the ‘roti, kapda and makaan’ (food, clothing and shelter) in our lives must have child labour at some stage or the other in the production chain which are local and global at times.   Young girls work under scorching heat, with blistering sore feet dug into the marshy land; these children do the sowing, weeding, harvesting of vegetables, lentils, cooking oils and all the food we relish. When they are not working in the fields they are burdened with the monotony of work at home – cooking, fetching water, carrying siblings and doing all the domestic chores.The clothes we wear too breathe child labour. Hundreds and thousands of children work in production of hybrid cotton seeds, wrapped in violence, embedded in worn out bodies, nausea of daily lives, knocking headaches, giddiness and mental depression, waste childhood toiling relentlessly and getting burnt under heat and dust. Our homes, offices, business centres, entertainment places, in fact every building owes its creation to children and at the cost of their childhood.Lacking a societal norm in favour of their right to education, multitudes of children are in the work force as child labour.                                                                                                                                                                                                                                                            Parental demand for schools and the reality of education system                                                                                                                                                                                                                                                         Poor parents are sending their children to schools and we are witnessing an explosive demand for education in the country today with 75% of all school-going children in India attending government schools. In fact in nine States of India over 90% of all school-going children attend government schools.2 Almost all these States are regions that are considered backward in all respects. They are the ‘Hindi belt’, the tribal pockets, the dry land monsoon fed 2 Punjab 99.9%, Bihar 99.3%, Tripura 97.3%, Jharkhand 96.5%, Assam 96.2%, Orissa 96%, Haryana 95.7%, Himachal Pradesh 90.2%, and Sikkim 90% agricultural zones and so on. With unwavering faith in education, they persistently send children to school, making enormous sacrifices in the process. There are innumerable examples of poor children who have persisted in schools even though schools were inadequate both in terms of infrastructure and sensitivity. This yearning among the poor parents to send their children to schools even if there are not enough classrooms or schoolteachers, even when there is no drinking water or toilets, and even if the children are not treated well is never adequately explained.system is not taking interest in curriulum development even at the primary educational level systematic educational system is set up but the result is still not good. she said SOCIETY  IS DIVEDED INTO TWO PARTS HAVE OR HAVE NOTS . only few child who have capital are gaining education in real terms but who come in have not list it showes there poor economical background.she said that EVEN SCHOOL DOES NOT WANT TO MAKE PARTICIPATION OF EVERY CHILD                                                                                                                                                                                                                                                                                                                                                          Winning the battle for schools                                         AT THE END SHE GIVE SOME SUGGESTION HOW TO WINNING THE BATTLE FOR SCHOOL. .she said                                There is a need to change our way of seeing reality. We must begin to acknowledge that the poor are making wholehearted efforts to send their children to school. There is such a mismatch between parental aspirations and the half-hearted policies that are unwilling to recognise and respond to parental demand for education.   Yet the debate on access continues as if the problem is about the inability of the poor to access schools. While in reality access is the ability of the education system to recognise the yearning of the poor for education and not giving up on them that they simply aren’t interested. Access is to be defined as the capacity of the system to reach out to the poor and in making all arrangements to get children into schools and keeping them there. It means heralding changes in the school governance system and consequently in the processes of teaching and learning within the classroom. It is responding to the silent struggle for schools in the hope that one day the education system would learn to respect them and their children.    In a more immediate sense schools are the only institutions, which can keep children out of work and abolish child labour. Thus schools perform a radical function as they become protector of child rights. In fact the right place for children to be in is the school. And therefore the battle for schools must be won!                                                                                                                                                                                                                                                                                                                                                          2.EDUCATIONAL RIDDLES-BY KRISHNA KUMAR



        

  In this audio krishna kumar convey the message about the worth teacher  according to him  Dialogue on education in our country mostly takes place in a fractured discourse. On one side of the fracture is the language used by the planner, the economist, and the sociologist of education. On the other side is the language of the psychologist, the pedagogue, and the teacher. Neither of the two languages is capable of capturing the tension that every Indian child must cope with in order to be educated. The tension has its origins in history, and it lives on because of poorly informed planning, but it cannot be diagnosed if we study history or planning in isolation from classroom pedagogy. It is in the curriculum and in teacher-pupil relations that the tension finds its sharpest expression. And this is where educational research and its popular terminologies reveal their stunted, straggling development.                                                                                                                                                            What Is Worth Teaching?                                                                         He said” My concern is not with ‘principles’ but rather with the problem of curriculum. Inherent in this declaration is the assumption that there are no principles for developing a curriculum. In the dialogue of education, my agenda is to dispel the notion that there are certain time-honoured, proven rules capable of guiding us when we want to prepare a curriculum for Children’s education”                                                                                                                                                                                                                                                                                                                       Textbooks and Educational Culture                                                   He said Textbooks are universally used but they do not mean the same thing in different countries. Their practical use in the school’s daily routine and their symbolic function vary from one educational system to the next. In some countries, textbooks are published only by private publishers; in others, only by the government. In certain countries, state authorities merely recommend suitable textbooks, leaving school authorities and teachers free to select the ones they like; in others, specific textbooks are prescribed by thestate.       Perhaps the most important variation, from the viewpoint of pedagogy and curriculum, is in the manner in which textbooks are used. In some educational systems, the teacher decides when she wants children to consult a textbook She prepares her own curricular plan and mode of assessment, and she decides which materials, printed or otherwise, she wants to use. Textbooks are just one of the many aids available to her. Such freedom can only be dreamt of in other educational systems where the teacher is tied to the prescribed textbook She has no choice — in curriculum or materials or assessment. A textbook is prescribed for each subject, and the teacher has to teach it, lesson by lesson, until there are no more lessons left. She must ensure that children can do the exercises given at the end of each lesson without help, for this is what they will have to do in the final examination. The textbook symbolises the authority under which the teacher must accept to work. It also symbolises the teacher’s subservient status in the educational culture.                                                                                                                                                                                                                                                   Teachers and Teaching                                                                                                                                                                                                                                                                    The new textbooks could not change the existing convention of mechanical reading and rote learning. Rather, the convention found in the new textbooks a convenient agency to perpetuate itself. If only the new education had tried to relate learning to the child’s real life and milieu it would have posed a threat to the existing convention of learning. This could have happened if teachers had received a better deal both in terms of money and status, at the hands of bureaucrats. The colonial administration chose not to increase its financial burden by increasing teachers’ salaries. It left the teacher in a meek professional role, which could only perpetuate the textbook culture.                                                                                                                                                                                                                                                                                                                                                                                                                    conclusion 

                                                                                         The audio cliping was very encouraging forus.they show us the realety of on going system.as well as they also give us the way how to deal with the situation how to beacume a good teacher and how a techer can change the curriuluam with there effort.they show us that the discrimination is still going on on the basis of gender and as a teacher what we can do to change the gender stereotype.