Sir pls send history club activities in Kannada version On May 17, 2016 9:49 AM, ITFC-Venkatesh <[email protected]> wrote: > > 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. > > 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. > > 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. > > 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.† > > 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. > > 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. > > 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. > > 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’. > > 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.  > > 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. > > 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.  > > 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. > > 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)/ > > > -- > > Gurumurthy Kasinathan | Director > IT for Change > (In special consultative status with the United Nations ECOSOC) > 91-80-26654134 | 91-9845437730 > Email:[email protected] > > ________________________________ > Have you visited: Subject Teacher Forum > > We have probed the earth, excavated it, burned it, ripped things from it, > buried things in it, chopped down its forests, leveled its hills, muddied its > waters, and dirtied its air. That does not fit my definition of a good > tenant. If we were here on a month-to-month basis, we would have been evicted > long ago. -Rose Bird, Chief Justice of California Supreme Court (2 Nov > 1936-1999) > > > > -- > *For doubts on Ubuntu and other public software, visit > http://karnatakaeducation.org.in/KOER/en/index.php/Frequently_Asked_Questions > > **Are you using pirated software? Use Sarvajanika Tantramsha, see > http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software ಸಾರ್ವಜನಿಕ > ಇಲಾಖೆಗೆ ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ > ***If a teacher wants to join STF-read > http://karnatakaeducation.org.in/KOER/en/index.php/Become_a_STF_groups_member > --- > You received this message because you are subscribed to the Google Groups > "SocialScience STF" group. > To unsubscribe from this group and stop receiving emails from it, send an > email to [email protected]. > To post to this group, send email to [email protected]. > Visit this group at https://groups.google.com/group/socialsciencestf. > To view this discussion on the web visit > https://groups.google.com/d/msgid/socialsciencestf/573A9BCC.4080700%40itforchange.net. > For more options, visit https://groups.google.com/d/optout.
-- *For doubts on Ubuntu and other public software, visit http://karnatakaeducation.org.in/KOER/en/index.php/Frequently_Asked_Questions **Are you using pirated software? Use Sarvajanika Tantramsha, see http://karnatakaeducation.org.in/KOER/en/index.php/Public_Software ಸಾರ್ವಜನಿಕ ಇಲಾಖೆಗೆ ಸಾರ್ವಜನಿಕ ತಂತ್ರಾಂಶ ***If a teacher wants to join STF-read http://karnatakaeducation.org.in/KOER/en/index.php/Become_a_STF_groups_member --- You received this message because you are subscribed to the Google Groups "SocialScience STF" group. To unsubscribe from this group and stop receiving emails from it, send an email to [email protected]. To post to this group, send email to [email protected]. Visit this group at https://groups.google.com/group/socialsciencestf. To view this discussion on the web visit https://groups.google.com/d/msgid/socialsciencestf/5751a354.015b620a.3f687.4eeb%40mx.google.com. For more options, visit https://groups.google.com/d/optout.
