Articles

Extending Education Service to the Far Flung

Opinion | Articles | M L Satyan | 04-Jul-2023

I had an opportunity to conduct training for teachers in St. Peter’s English Medium School, Barikhajuri (Garhwa district), St. Claret School, Barwadih (Latehar district) and Deepti Niketan School, Nawadih (Palamu district) located in Daltonganj Catholic Diocese, Jharkhand from June 12 to 21, 2023. The first two schools are run by the Claretian congregation and the third school is run by Sisters of Charity of Jesus and Mary (SCJM) congregation. These schools are located in remote areas. The students of these schools belong to tribal and other backward communities.

What is the socio-economic scenario? The official website of Jharkhand state government mentions that there are 32 scheduled tribes living in the state. As per National Family Health Survey (NFHS) 76 percent households are in the rural area and about 30 percent belong to scheduled tribes. As per “Analysis of Yojana Magazine (July-2022) – Tribals in Jharkhand”, the tribals face the following challenges:

• The socio-economic condition of families of STs in Jharkhand is not at par with that of other families and there is a need for critical attention of the government for furthering the welfare of the STs of Jharkhand.

• Schedule Tribes households lag in aspects such as pucca houses, electricity, health and drinking water facilities.

• The non-existence of proper toilet facilities in the houses is reflective of their socio-economic situation.

• Pre-schooling of children and school attendance of school-going children are also very low.

• Malnutrition and undernourishment are major causes of concern with respect to tribal children in Jharkhand.

• Prevalence of Naxals and law and order problems are crucial challenges to tribals in Jharkhand.

What is the literacy scenario in the area? As per 2011 census the average literacy in these three districts was 51 percent. As per India census.net (2023) the literacy rate is 63.63 percent in Palamu district, 60.33 percent in Garhwa district and 59.51 percent in Latehar district. The Christian Missionaries have contributed quite a lot in the education sector throughout Jharkhand state. With great commitment the Claretian congregation and the SCJM sisters work in these remote areas to provide quality education.        
The theme of the training/orientation was “Education for Nation Building”. The following topics were covered during the training for teachers:

• Positive aspects of the country
• Life filled with contradictions
• Valueless situation
• SWOT (Strength, Weakness, Opportunities and Threat) Analysis of the education system
• Education Scenario
• Problem-solving method of education
• The situation of girl children in India
• Children’s rights
• How to convert Rights into Realities
• Basic introduction to Artificial Intelligence
• Threat to Secularism
• Media Management
• Positive Thinking
• Leadership qualities
• The role of a teacher
• Team building

The group dynamics used were power-point presentations, songs, documentary films, games, individual and group exercises in order to focus on the above topics and also to bring out the views of the participants. The training helped the teachers to understand the importance of their teaching profession, the objective of education and the leadership role they need to play. Through their written evaluation all the participants expressed their satisfaction on the usefulness of the training. They also have suggested this type of training every year.   

A short orientation on the same theme was conducted in St. Peter’s English Medium School and Deepti Niketan School for the students of 8 to10 grades. The following topics were covered:

• Positive aspects of India
• Valueless situation
• Education scenario
• Problem-solving method of education
• Positive Thinking
• Five paths for personal transformation

1) Pray daily for peace according to your own religious tradition – to become an agent of peace.

2) Do a good deed a day without any selfish motive – to become selfless or other-oriented.

3) Skip a meal a week and contribute the savings to the poor and needy. This also helps us to understand the pain of hunger and increase helping tendency.

4) Honour parents, teachers and all human beings. When we respect others, that respect comes back to us in manyfold.

5) Respect the earth and save its resources. This helps us prevent degradation of nature and its resources and retain ecological balance.

The emphasis was on character building and personal transformation. The students took a resolution that they will follow the five paths in their daily life.

It is quite unfortunate that today’s education system is like a banking method. Teachers regularly deposit quite a lot of information on various subjects in the minds of the students. From time to time, they withdraw such information by conducting tests and examinations. After the withdrawal, very little information remains in the minds of the students. In other words, once the withdrawal is done the balance becomes less or zero. Today students study only for examinations and this exam-oriented education does not help them grow properly.    

What we need today is a problem-solving method. This method contains a “3-H Formula”. The first H stands for Head. It means that education must give knowledge to students on various subjects. It must go one step further. The second H stands for Heart. Education must create awareness in the students on various social, economic, religious and political issues in the society. Rather, every burning issue must touch the hearts of the students and help them become sensitive. The third H stands for Hands. It means that the awakened students must reach out to society and build it. Ultimately every educated student must contribute constructively to nation-building.

The main differences between these two methods:

• In the banking method, there is less or no dialogue, whereas in the problem-solving method, there is more dialogue.
• In the banking method, students remain objects and they are passive, whereas in the problem-solving method, students are subjects and they are active.
• In the banking method, there is no scope for creativity and innovation, whereas in the problem-solving method, students become creative and innovative.
• In the banking method, students are insensitive whereas in the problem-solving method, students become sensitive to the burning issues of society.
• In the banking method, the growth of students becomes static whereas in the problem-solving method, there is holistic growth in the students.

 In education a teacher has a crucial role. One characteristic could be attached to each letter of the word Teacher:

T = Tell the truth always. Give correct information and facts to students.

E = Enroll the excluded students (Inclusion). Every child has Right to Education

A = Approachable, Accessible and Available - Ensure “Easy Entry Procedure” to  
      meet the students and parents/guardians. Be available to them.

C = Concern and Care. Students come from varied family backgrounds. Hence

      understand them and handle them with utmost care. How you make them feel

      is very important.

H = Helping tendency. Play the roles of a father, mother, guide and mentor. Timely
      help will facilitate the holistic growth of the students.

E = Encourage every student. Every word of encouragement or appreciation will

      take the student a long way.

R = Recognize the individuality. Every student is unique and hence the uniqueness

      is to be recognized, respected and encouraged.

Other tips for teachers:

• Education (root word EDUCARE) means drawing out the hidden talents and abilities. Hence, draw out the best in every student.
• Future Statesmen, Police, Officials, Scientists, Engineers, Doctors, Business tycoons and great persons like Mahatma Gandhi, Swami Vivekananda, Mother Theresa and Rabindranath Tagore are in the classroom.
• The students are not “USELESS”. But they are “USED LESS”.
• Covert school into a centre of wisdom and knowledge.
• Help students to have a Vision rather than Ambition.
• Have a dream for your students.

It is said, “Values are caught and not taught”. In the NCERT document 2:1 it is mentioned, “Value Education is expected to be integrated into every aspect of school life: Classrooms, School assembly, Playground, Cultural Centres and other aspects.” The three schools that I visited are providing commendable service to students. They ensure that Value Education is part of the curriculum. In fact, the Claretian congregation and the SCJM sisters have reached out to the unreached through education. May their education service enable students to prepare themselves for nation-building!

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(The Author is a columnist who writes on social and religious issues. Views expressed are personal)

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