1.1S) Almora Field Immersion Report (16-10-2016)

Almora Field Immersion Report

Group Members: - Section-1 = Gyan Vikash, Avinash Patil, Ann denny, Neelashi & Sukesh Kumar

Section-2: - = Adti Bhargava, Rupali, Chinmayee & Dominic

Mentors: - Asif Akhtar Ji (For whole Immersion), Iqbal (Village Immersion Mentor), Pragya (School Visit Mentor)

{In Field Immersion we did “Interaction with people Observation in sites & practiced theory”, through this all we got some understandings that now I am reflecting and Reflections are my outcome (LEARNINGS) from Field Immersion. These all are my experiences}

LEARNINGS ABOUT ALMORA (Field Immersion Site)

Almora is one of the 13 districts in Uttarakand, Almora district is having 2 administrative mandalas that are Kumong & Kadwar based on languages (Two regions).  Almora is having 11 blocks

History of Almora: -

It is one of the old district in Uttarakand & also in Uttara Pradesh, British developed this area as a hill station, they laid roads, constructed buildings, schools & etc. At that time Almora 1^st municipal corporation chairman is an Indian only, that too local member, So many freedom fighters & spiritual leaders came here (Mahatma Gandhi, Swami Vivekananda, Nehru wrote his autobiography here only). Most of the people mother tongue is Kumouni. 

Geography & political description about Almora:-

Almora is mid hill type district in Uttarakand. (Dehradun is under shivalik mountain range). It is mostly under Himalayan hill range. Uttarakand is state in India, having border with Uttara Pradesh, Himachal Pradesh. Haryana. And countries like China, Tibet & Nepal

Educational structure Administrative & Academic:-

Total 622506 students & 307 single teacher schools are there in entire Uttarakand.

Total 18,085 students & 2,784 Bhojan Matas are there in Almora District.

There are 11 blocks in Almora district, each block is having one Block Resource Coordinator (BRC). There are 107 clusters in Almora district, each cluster is having one Cluster Resource center (CRC) has one Coordinator (CRC C). But there are limited number of CRCC are there in Almora District.

Comments & Learning:-

Almora people are saving their rich historical architect. Almora is a hill station mostly all people are physically fit because of climbing it mostly. Most of the people treating us respectfully they are feeling guest as a god. I felt very happy about that. In Almora agriculture is decreasing & building are increasing a lot. Hindi is taken charge over kumouni. Migration is a major problem in Almora District, so many young people are migrating to major cities like Delhi & etc. Its Natural beauty is very nice, they are having fear of animals (Cheetah & other wild animals)

About Azim Premji Foundation (APF) Work:-

 Azim Premji Foundation is having good collaboration with Uttarakand Government. Here they are mainly focusing on government schools, especially with government school teachers training. The APF Members are going to school and teaching children and volunteering the teachers. APF is also working with DIET’s, DPO & DEO offices for developing Education System.

(Through orientation & interaction we learnt about Almora basically)

Comments & Questions:-

We had formal informal interaction with Azim Premji foundations members, it is very nice experience, and Azim Premji Foundation fellows are doing good job to develop the education system. The APF Strategy in developing Government schools I liked a lot because they realized the problems of teachers & told them that we will help you, instead of criticizing them.

In APF, the fellows gave us reading about Government schools. By reading that “Anand Swaminathan Reading” In the presentation (Preparation) I learnt about government system in education. Through the reading I came out from stereotype thoughts regarding government schools. They are working a lot than private schools.

DIET: - (District Institute of Education Training)

Observations:-

In DIET all pre-service teachers are wearing a Uniform, standing according to gender, attending & participating in assembly. All the DEE (Diploma in Elementary education) students are from Almora District only. The DIET building was constructed by British only having wooden roofs &etc. It was constructed in 1905.  Many text, story books, Maxine’s & etc. are there. In Service teachers training is giving to teachers mostly on Sundays. For pre-service teachers training they started DEE (Diploma in Elementary Education)

Learnings about Diet:-

In DIET office there are 7 departments are there, that are

1)      In Service Teachers training (Giving training to teachers those who are already working in schools)

2)      Pre Service Teachers training (Giving training to students those who have to go to school as a teachers)

3)      Education & Technology department (Giving training to teachers about technology mainly for PPT Teaching & etc.)

4)      Curriculum and Material Development Evaluation (Developing the school curriculum & materials)

5)      District Resource Unit (It is develop the Literacy rate in the district level)

6)      Work Experience Department

7)      Planning & Management department. (Planning & managing takes place here)

In bracket what I have written, those points told by respondents in DIET Institute.

Ondogram of DIET System: - {NCERT-> SCERT -> DIET-> BRC-> CRC} DIET is responsible to SCERT.

Comments & Questions:-

Government is spending a lot in improving Education system. According to me, in educational Hierarchy. In DEE, DIET is giving training to them by treating them like a child, wearing uniform, attending assembly, and standing according to gender in assembly. These looks funny to me, at the same time I (we) remembered our school days, how it helped us. It helped us to see everyone, it developed my patriotic feeling, it made me some responsible for my country.

Is this assembly is necessary in DIET

District Projection office (DPO)

District projection office is under control District Educational Officer (DEO). Its Main aim is provide education for all. For that D.P.O is focusing on Sarva Shiksha Abyam & Mid- Day- Meals Scheme etc.

“Sarva Shiksha Abyan {SSA}”:-

SSA Main aim (Long Term) is to establish primary schools for every one kilometer, Upper primary schools for very three kilometers. & to give quality education in all schools & reification of gender gap.

Short Aim is to give training to teachers through pedagogy department. Providing free textbooks to children 1 to 8^th class.

What they are doing -

They are giving free textbooks to all children from 1^st to 8^th class students (Worth of 150 Rupees to each children), free uniform distribution to all children (Spending 400 per head)

They are making some innovative works for children, every year they are changing the programs this year they are teaching self-defense skills to children

For 1^st to 5^th class students they distribute free story books for developing their thoughts, from 6^th to 8^th class SSA will give practical’s to math’s & Science subjects.

Every year they are giving Swachbharat School Award, to school which maintains clean hygiene for that school this award will come. 

SSA gives 10,000 rupees to all government schools for repairing the school per year.

SSA is Identifying child with special needs through Block resource Coordinators. They only go to village & conduct tests and select the child for special care.

Usually government will make census every decade, but for children they made every year census through teachers & etc. This made clear details about children’s gender, age, education, in which school they are studying & etc. They will join with SMC members to know the details of the school.

With Kasturba Gandhi Balika Vidhyalaya the both central & state government are free education, accommodation, security (Financial also) to girls.

“Mid-Day-Meals Scheme (MDM)”:-

Information got through interaction with them

District Educational Officer supervises the mid meals scheme. Government of India 1^st started in Uttarakhand itself (Dehradun). District Supply Officer (DSO) will check the quality of products which they going to cook for children. They spend nearly 4.13 Rupees for primary school children and for Upper primary children the government will spend 6.13 rupees. They get 90% of fund from central government & 10% from state government.

Meals was made by Bhojan Mata. And Bhojan Mata must be relative of the student studying in the same school. In School Management Committee (SMC) members will select them on contract basis. There are 2,784 Bhojan Matas & 18,085 students are there. Up to 25 students 1 Bhojan Mata, up to 50 students 2 Bhojan matas are there in every school. The Bhojan Mata gets nearly 2000 P/Month.

Questions & Comments:-

Government is spending approximately 5 rupees every day per child. Even though it is little amount per child they are managing a lot. They are not following the menu given to school, but they are giving some quality food to them. For me taste and quality of food is nice.

Cluster Resource Centre Visit:-

We went to Jageswar cluster. Hem chand Bhatt is coordinator there (CRCC). He is not only working for Jageswar cluster, but also working another 4 clusters.

He is conducting monthly meeting with teachers, which dedicated to build & develop their teaching abilities in his team, (In Service Training), Implementing CCE (Continuous Comprehensive Evaluation) & Lindics (Learning Indicators). CRC is identifying slow learners helping them in academics (Total 65 students are there)

In Jageswar cluster 23 schools are there, among them 15- Primary school, 2-inter colleges, 2- private schools & 4 upper primary schools are there. Under Jageswar cluster total 45 Bastis and 11 panchayats are there.

He started CRCC Groups Named as CRG (Cluster Resource Group), they have meetings frequently. They are Challo school rallies in that they are identifying the problems & solutions for the problems faced by community people.

They are facing the problems like extra responsibilities. Geographical reach to the schools most of the schools are in valley areas, it difficult to go to schools frequently & office is also in forest area. Having more administrative works.

Block education Office visit, Interactions

They are visiting schools, making curriculum as child centric education. Concentrating on solutions than problems. Their problems are political interference in teacher’s recruitment, lack of suffient resources.

Village Immersion (Khaikatta)

Khaikatta is a Mid-hill village in Hawalbagh block. Uttarakhand state.

Observations:-

Khaikatta is backside to the road on the hill. The small concrete road was there to enter in the village from the main road. Village is completely surrounded by the forest. Under the hill agricultural area is there, there the people is cultivating the land. There all houses are pucka houses. Cattle is there in some houses. In most of the houses electricity is there, having direct water connections & no gas connection. And 1 government primary school (Single teacher school)

Understanding:-

Most of the people go to Raniketh hospital if they get major health issues. They take the patients through Dholi.  Here most of the people belongs to Dangi caste. They never faced any caste, religious problems here. Majorly aged people are staying here & their children are working in cities. So many are migrating from the village, due to problems. Most of the men have migrated, women manage all the work. There are not getting enough income through Dairy farm & agriculture (although sufficient water, fertile land is available, the crops was destroying by animals).

Leesa is an oil, collecting from pine tree, which is used for industrial work & etc. (Work done by village people, & money will go to Village panchayat). Agriculture, Dairy farm & another works for this people. So many migrating for work to New Delhi, Raniketh & etc. Households works done by women only (collecting grass for cattle, cooking & etc.)

They celebrate mainly Holi & Deepavali.  Remaining festivals will celebrate when all family members are there.

Learnings:-

Those are new to pleasant nature they can enjoy a lot. But after some days they face the some problems. By interacting with local people I realize the problems faced by them. Rural people are facing so many problems when they feel ill-health in remote area.  There are sending their children to town to study. It became problem to them by roaming here & there.

Dhora Upper Primary School (School Visit)

Observations:-

It is upper primary school having 75 students & 7 teachers including physical training teacher. Having 6 rooms in that 3 are using for keeping good grains, cement bags & etc. are keeping in that some students are sitting outside. Having computer teachers, principal & etc. yearly they conduct health checkups, SMC & staff meeting are going there

Interactions with them:-

They are no gender issues, upper primary teachers are having more academic work & primary teachers are having more administrative work in Almora district. Teacher’s background is from Hindi, students are from Kumoni, for primary school teachers it is difficult to handle with children.  Some teachers facing problems & some happily receiving the works. Teachers are there for academics but they also doing same amount of administrative work.

 

Education Policy of School System (EPSS):-

In EPSS I learnt about school systems, how it functions, hierarchy of school system, policies made for development of school systems. We read about DIET, BRC, CRC & etc.

In Field Immersion (Reality) I watched these all things, how is school systems. In field we met some CRCC’s, DIET & etc.

Comparative History of Education (CHOE): -

In CHOE we learnt about Nationalism, Bureaucracy, western countries education systems & etc.

In Reality we saw the Educational bureaucratic system practically, what are benefits & hurdles of bureaucratic system in education. Benefits are getting funds from higher command & etc. Hurdles are recruitment & etc.

Sociology of Education (SOE):-

In Sociology I learnt functionalist perceptive & conflict perceptive, social stratifications that are class, caste & gender how it affects education & etc.

In Field I saw the school mostly as a functionalist perceptive. They are many benefits if we have educated, than conflicts. How class, caste & gender effects schooling to children. 

Child Development Learning (CDL):-

In CDL we learnt who is child, how s/he will develop, ecological model of developments, behaviorism & etc.

In Field Immersion I experienced how child is influenced by his/her surroundings that are family, peer group, society & etc. (Ecological Model).

Philosophy of Education (POE):-

In philosophy we read the concept, aims of education. Which leads us to think critically & logically.

In Field immersion we learnt that there is no single solution for single problem. For one problems different types of solutions are there. Child is not coming to school, it one problem, but for this different types of solutions have to be taken based on time, place & etc.  this type of critical thinking will get through studying philosophy.