ಆತ್ಮೀಯರೇ,
ಸರ್ಕಾರಿ ಶಾಲೆಗಳಲ್ಲಿ ಗುಣಮಟ್ಟದ ಶಿಕ್ಷಣ ಮತ್ತು ಗುಣಮಟ್ಟದ ಮೂಲ ಸೌಲಭ್ಯ ಲಭ್ಯತೆಗಾಗಿ ಸರ್ಕಾರ ಮತ್ತು
ಸರ್ಕಾರೇತರ ಸಂಸ್ಥೆಗಳಿಂದ ಹಲವಾರು ಪ್ರಯತ್ನಗಳು ನಡೆಯುತ್ತಲೇ ಬಂದಿವೆ.
ಕಂಪನಿಗಳು ಅಥವಾ ಸಂಸ್ಥೆಗಳ ಸಾಮಾಜಿಕ ಜವಾಬ್ದಾರಿ ನಿಧಿ (CSR) ಯ ಮೂಲಕ ಸರ್ಕಾರಿ ಶಾಲೆಗಳಿಗೆ ನೆರವು
ನೀಡುವ ಕಾರ್ಯಕ್ರಮಗಳಿವೆ. ಈ ನಿಟ್ಟಿನಲ್ಲಿ ಸರ್ಕಾರಿ ಶಾಲೆಗಳಿಗೆ ನೆರವು ನೀಡುವಾಗ ಸರ್ಕಾರಿ ಶಾಲೆಗಳ
ಅವಶ್ಯಕತೆಗಳೇನು ಎಂಬುದನ್ನು ಗಮನಿಸಿ ಸರ್ಕಾರಿ ಶಾಲೆಗಳ ನಿಜವಾದ ಮಾಲೀಕರಾದ ಸಮುದಾಯ, ಸ್ಥಳೀಯ ಸರ್ಕಾರ
ಮತ್ತು ಇಲಾಖೆಯನ್ನು ಒಟ್ಟುಗೂಡಿಸಿಕೊಂಡು ವಿಭಿನ್ನವಾದ ಚಟುವಟಿಕೆಗಳ ಮೂಲಕ ಖಾಸಗಿ ಸಂಸ್ತೆಗಳು ಹಾಗು
ಎನ್.ಜಿ.ಓ ಗಳು ಶಾಲೆಗಳ ಅಭಿವೃದ್ದಿಗೆ ಶ್ರಮಿಸಬಹುದು ಎಂಬುದರ ಬಗೆಗಿನ ಲೇಖನ.
ಐಟಿ ಫಾರ್ ಚೇಂಜ್ ಸಂಸ್ಥೆಯ ನಿರ್ದೇಶಕರಾದ ಶ್ರೀ ಗುರುಮೂರ್ತಿಕಾಶಿನಾಥನ್ ರವರ ಲೇಖನ ದಿನಾಂಕ
17.05.2016 ರಂದು ಆಂಗ್ಲ ದೈನಿಕ ಪತ್ರಿಕೆಯಲ್ಲಿ ಪ್ರಕಟಗೊಂಡಿದೆ. ಈ ಕೆಳಗಿನ ಲಿಂಕ್ನಲ್ಲಿ ಲೇಖನ ಓದಬಹುದು.
Source -
http://www.deccanherald.com/content/546890/govt-schools-community-not-csr.html
Govt schools for community, not CSR
By Gurumurthy Kasinathan, May 17, 2016,
*Recently, there was a news item about a corporate social responsibility
(CSR) organisation adopting 16 government schools in Haryana. Adoption
signifies the taking over of caregiving of a child who has no parent or
guardian. It suggests inability of or abandonment by the primary caregiver.
*
And the popular impression of government schools is one of being
abandoned; as places with non-working toilets and crumbling walls, where
teachers are insensitive to students’ needs and where children may be
going primarily for the free mid-day meals, uniforms and textbooks; but
where no meaningful learning activity happens.Â
School adoption by a wealthy corporate may be seen by education
bureaucrats as a means of getting funds to repair and renew
infrastructure and of disciplining errant teachers with business sector
methods. However, school adoption ignores a vital fact; that schools are
not forsaken, they ‘belong’ to the local community in which they are
located. The community is the primary custodian and the recipient of
the school’s services.Â
Education policy in India, including the Right to Education (RTE) Act,
treats School Development and Monitoring Committees (SDMCs) of parents
and other community members as the primary decision-making body for the
school. Hence, giving away the school for adoption, when its
‘guardians/owners’ are around, is absurd.
The term government school gives an impression of the government
being the ‘owner’ of the school. Instead, it needs to be
seen as the ‘trustee’ of the school, supporting school development
on behalf of the local community, making decisions in consultation with
them, and in their broader interests.Â
This requires a perspective change in government officials. As a
commissioner of Public Instruction in Karnataka said, “The
Samudayadatta Shaale (periodic meeting of the parents and teachers in
government schools) is seen by officials as a government programme which
seeks community participation, rather it needs to be seen as a community
programme with government participation.†Â
If the community is the guardian and the government the trustee of the
school, corporates, CSRs, NGOs can only be participants supporting
the school’s development. In 2012, the Karnataka Knowledge Commission
and the education department, launched a programme of school
nurturing – Shalegagi Naavu Neevu – with this sentiment.Â
Any individual or institution interested in supporting a school could
enter into a tripartite deal with the school (represented by the SDMC)
and the education department (represented by the block education
officer). The supporting entity could not arrogate any authority from
ownership, or from money power.Â
Giving authority to a private entity to manage a government school
affects the critical parameter of local accountability. Wh-ile the
community can seek accountability from a government- managed school,
private managements can keep them at bay.Â
*Deficit model
*Besides the philosophical challenge, such adoptions often derail
the school’s functioning, taking away valuable time of teachers and
students for unclear activities. In the paradigm of abandonment and
adoption, the adopting institutions bring in a ‘deficit model,’ they
believe that government schools are dysfun-ctional and need to
be ‘set right’.Â
The solution could be curricular content that the initiator has, teacher
training, a toilet or a laboratory that needs to be built, with the
plaque of the initiating institution prominently displayed – whether
the school wants any of this, or not. There is inadequate or no effort
to understand the challenges and difficulties of the schools, and
resp-ond with appropriate solutions. Â
As the headmaster of a government high school in Adugodi, Bengaluru,
said, “Every one wants to build toilets in my scho-ol, I already have
enough. What the school wants is maintenance support for the toilets,
towards the cost of consumables and labour to keep the toilets
usable†. But institutions which are willing to spend lakhs on creating
unwanted infrastructure are not willing to spend thousands on
consumables, there being no possibilities to embed plaques.Â
Yes, government schools could do with more funding. School
infrastructure need renewal. Teacher training and performance management
need to be considered, but these are complex processes. Community
participation needs to be enhanced, but this is diametrically opposed to
the adoption model. Â
The government high school in Domlur, Bengaluru, has been preparing its
own school development plan for years now, cle-arly recording its
support requ-irements. The requirements are identified by the teachers
along with the SDMC, and shared in an annual meeting with parents,
community members, local philanthropies and CSRs.Â
Any support that anyone wants to provide must respond to specific items
in this plan. The school is planning its destiny, and inviting
collaboration and support, not passively waiting to be adopted. As Lilla
Watson, an aboriginal activist stated: “If you have come here to help
me, you are wasting your time. But if you have come because your
liberation is bound up with mine, then let us work together†.
(/The writer is the Director, IT for Change, an NGO working with
government high schools across Karnataka/)/
--
<http://www.ITforChange.net/>*Gurumurthy Kasinathan*| Director
IT for Change <http://www.itforchange.net/>
(/In special consultative status with the United Nations ECOSOC)/
91-80-26654134 |91-9845437730
Email:[email protected]
------------------------------------------------------------------------
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