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Bringing Tribal Community Inside the classroom

The presentation is towards seeking support for a project in troubled triabal areas of Chattisgarh, India
by

Ashish Shrivastava

on 1 July 2015

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Transcript of Bringing Tribal Community Inside the classroom

How can you contribute?
5 YEARS KEY MILESTONES

Challenges In tribal areas…
Let's become student again....

:+91-87-500-400-42


:ashishshrivasta@gmail.com


:https://in.linkedin.com/in/ashishshrivastava1



Contact Details

Ashish Kumar Shrivastava
Child centric schools with familiar atmosphere leading to actual average student attendance as 90%

Easy learning and comprehension leading to increase academic results by 80% pass rate and 1 grade level improvement

Documented and animated oral traditions in form of 500+ stories

Knowledge and culture retention

Increased community presence through School Management Committee ( SMC's )

Outcome

Targeted reach.. ( Multiplier effect )

THE METHODOLOGY–
Key stakeholders on a common platform

Were you able to relate to the content contextually?

Did you feel comfortable trying these?

Were you able to read and comprehend a text that was not in your mother tongue?

Will you be comfortable to talk about something you have never seen?

Were your parents able to support you academically at home?

Congratulations!!

You just read a text in Gondi and saw a pic of Danteshwari Temple
Universal Concepts,
Local Methodologies

Bringing community inside classroom

EVERY RURAL AND TRIBAL COMMUNITY CONTRIBUTES TOWARDS AN EXCELLENT EDUCATION FOR THEIR CHILDREN

MISSION
Create a platform for Community to contribute to holistic development of the child by playing a role inside classroom

Create academic resources for tribal/rural children that is in resonance with their eco-system leading to academic improvement in schools

Bridge the gap between community and schools by creating a support structure for the government system to effectively work on the long term education plan of the tribal/rural children

Create documented repository of tribal history and culture

VISION
Can you name this famous temple in Bastar?
Can you comprehend the text?

Try this..
The RED CORRIDOR –...
Chhattisgarh and Jharkhand are the most affected

70%
Indians live in Rural Areas

25%
of India is Naxal Affected

Tribals form approximately
9%
of the total population in India and more than
30%
of total population in Chhattisgarh

**Data Source: ASER 2014 and Research Study by Dr. Manoj Kr. Nag on tribal schools and children

70% Class 1 & 2 children
don’t understand Hindi

> 90% school going children have local dialects(Gondi, Halbi)

≈90% children
NOT MOVED
beyond village

A tribal child takes
3 years
after joining school to understand context in classroom

78% teachers
in Bastar agree on effectiveness of local language and resources

98% teachers
feel difficulty teaching without local language

Maximum children dropout
reason: language issues


54% children prefer local language in classroom

Think about this:
What makes a school interesting?

5 years - 260 schools blasted

A decade of conflict..
Children and their education
suffered the most
Child:
Mostly
1st generation
school learners
Mother tongue
IS NOT
the medium of instruction
Comprehension problem burdens the child

Teacher:
Language + communication barrier
Non Contextual teaching-learning environment
Inability to connect with students

Community:
No Academic Support
to child
Non Utilization
of Local Resources
Non participation
of community
Lower prioritization
of need to education

While we all are striving for a better India.
Let us not forget the under-served and underprivileged who can't speak for themselves.

Leading Areas of Concern
Low Academic achievements

In standard 3rd 17% cannot read a std 1 text

In std 5, 21.3% can only do basic subtractions

Struggling School Management Committees
( SMCs )
90% of SMC’s NOT FUNCTIONAL in Bastar, Chattisgarh

Negligible presence of community in classroom

High student dropout

Student Retention rate reduced from 59% to 33% between 2009 and 2012

The Constructive approach..

Utilization of local language and context in classroom

Empower teacher to use local resources

Increasing community participation in schools

Planned transition Mother Tongue to State Textbook language

Use of community and its resources in curriculum planning and implementation

Community

WORKSHOPS: Stories, games, songs, dance, livelihood, art and craft in local language using local resources

Compilation and documentation of workshops

Strengthening School Management Committee through Community Workshops

Textual, pictorial, audio and video animations.

Teachers

Subject specific labs
Lesson plans with local customs and culture.
Capacity building programs for teachers to extract concepts out of the local customs and livelihood

Administration
Advocacy
Policy designing and Implementation
Technical support

PHASE1 - 2 years
PHASE2 - 2 years
PHASE3 - 1 years
COMMUNITY
Community workshops: Storytelling, art, craft, dance and music
Documentation and recording of Community workshops
School Management Meetings defining role of community in education of their children

TEACHERS
Subject (Language, Science, Mathematics) Labs using local resources
Lesson plans for teachers using local resources

ADMINISTRATION
Help with Research and Development and Implementation
Administrative support

COMMUNITY
Illustrated story books, magazines in Hindi and local languages told by community members
Community workshops, documentation and recording
SMC involvement in school processes

TEACHERS
Teachers' capacity building to extract local resources and prepare lesson plans

ADMINISTRATION
Scaling up subject labs at district level

State curriculum in digital format with contextual content.

Advocacy and implementation at state level through government departments

Digital/Animated local stories in local languages and Hindi

PHASE1
PHASE2
PHASE3
**As per SSA Appraisal report 2012
Full transcript