Print ArticleThere is a lot to learn from India´s educational program especially the ongoing primary education one (Sarva Shiksha Abhiyaan or SSA).
There are many features and a complete discussion is not intended here, what I wish to point out are improvements in the Indian methodology that can be taken up.
The teacher training is done through a cascade process. High level trainers train the second level who train the third level. The first level also trains the third level. This is the rough process and it takes considerable time, workshops have to be synchronized, teachers also have to teach.
One missing element is of small groups of trainers interacting directly with students and also teachers at the same time. If such small groups could be created they would be immediately improving the quality of education imparted. At present in India also it is recognized that only some teachers are good.
A small group of about three could take up the following tasks: 1. Through Nepali songs enliven proceedings. 2. Teach English nursery rhymes. 3. Carry out small dramas and skits with messages for social and environmental changes. 4. Introduce drama especially as a means to role playing. 5. Encourage teachers and children to put up their own skits. 6 Teach simple exercises.
This would impact not only the school but also the village, messages about agricultural practices and a wide variety of subjects could also be imparted. The group of three could stay for a week in a particular village and work with a school.
Another benefit of such an approach is that teachers would receive training.
At present under the SSA many teachers in India have devised an large number of activities to be carried out in schools. Many of them would be relevant to Nepal also. It reduces the dependence on texts and makes classes more interesting. When the student class size is large activities become an imperative. Also when students of different age groups are clubbed in the same class.
There is a school of thought which feels that children should not be burdened too much especially with foreign languages. In the state of Bengal the government removed teaching of English at the upper primary level and introduced it only at grade 8.
A few years ago the government realized that students were losers and reintroduced it at a lower level. Access to English even if it is only by reading and writing provides access to higher education. The demand for English in India amongst the common folk is growing very fast.
In the Kendriya Vidyalayas (about 900 in number, all over India) meant for children of central government employees most subjects are taught in English with some taught in Hindi. And a Tamilian, Keralite or Bengali etc would have a mother tongue that is different from these languages. Still students are able to manage three languages.
Nursery rhymes are a simple way of visual recognition of alphabets and having fun. Many nursery rhymes can be play acted. Again students would learn a different way of speaking when learning English rhymes. Further rhymes usually stay in memory for long.
Drama helps a student mentally grow by playing different roles. Also in dram there are many physical exercises which would help. Besides messages drama is fun.
Simple routines like cartwheels, handstands, other gymnastics could be taught. Games in villages are usually much the same, new games like one legged catching etc could be introduced.
The group of trainers could identify students who learn fast and they could go to nearby villages to pass on learnings. It would obviously be limited but would boost their morale and create waves.
The trainer groups would obviously need to be well trained and fit and able. Using immersion techniques of teaching it would be possible to teach them English nursery rhymes. Selection of such groups could pose to be a problem.
At present the SSA in India is locked into a mode of teacher training, production of text book and teacher handbooks. Nepal should avoid that and make their program varied.
In terms of content teaching English could have a significant impact in the future. Drama is an under used tool since the basic principles of imparting education are over a hundred years old and have not changed. Drama is modern and most western countries use it to advantage. So can Nepal.
There are many features and a complete discussion is not intended here, what I wish to point out are improvements in the Indian methodology that can be taken up.
The teacher training is done through a cascade process. High level trainers train the second level who train the third level. The first level also trains the third level. This is the rough process and it takes considerable time, workshops have to be synchronized, teachers also have to teach.
One missing element is of small groups of trainers interacting directly with students and also teachers at the same time. If such small groups could be created they would be immediately improving the quality of education imparted. At present in India also it is recognized that only some teachers are good.
A small group of about three could take up the following tasks: 1. Through Nepali songs enliven proceedings. 2. Teach English nursery rhymes. 3. Carry out small dramas and skits with messages for social and environmental changes. 4. Introduce drama especially as a means to role playing. 5. Encourage teachers and children to put up their own skits. 6 Teach simple exercises.
This would impact not only the school but also the village, messages about agricultural practices and a wide variety of subjects could also be imparted. The group of three could stay for a week in a particular village and work with a school.
Another benefit of such an approach is that teachers would receive training.
At present under the SSA many teachers in India have devised an large number of activities to be carried out in schools. Many of them would be relevant to Nepal also. It reduces the dependence on texts and makes classes more interesting. When the student class size is large activities become an imperative. Also when students of different age groups are clubbed in the same class.
There is a school of thought which feels that children should not be burdened too much especially with foreign languages. In the state of Bengal the government removed teaching of English at the upper primary level and introduced it only at grade 8.
A few years ago the government realized that students were losers and reintroduced it at a lower level. Access to English even if it is only by reading and writing provides access to higher education. The demand for English in India amongst the common folk is growing very fast.
In the Kendriya Vidyalayas (about 900 in number, all over India) meant for children of central government employees most subjects are taught in English with some taught in Hindi. And a Tamilian, Keralite or Bengali etc would have a mother tongue that is different from these languages. Still students are able to manage three languages.
Nursery rhymes are a simple way of visual recognition of alphabets and having fun. Many nursery rhymes can be play acted. Again students would learn a different way of speaking when learning English rhymes. Further rhymes usually stay in memory for long.
Drama helps a student mentally grow by playing different roles. Also in dram there are many physical exercises which would help. Besides messages drama is fun.
Simple routines like cartwheels, handstands, other gymnastics could be taught. Games in villages are usually much the same, new games like one legged catching etc could be introduced.
The group of trainers could identify students who learn fast and they could go to nearby villages to pass on learnings. It would obviously be limited but would boost their morale and create waves.
The trainer groups would obviously need to be well trained and fit and able. Using immersion techniques of teaching it would be possible to teach them English nursery rhymes. Selection of such groups could pose to be a problem.
At present the SSA in India is locked into a mode of teacher training, production of text book and teacher handbooks. Nepal should avoid that and make their program varied.
In terms of content teaching English could have a significant impact in the future. Drama is an under used tool since the basic principles of imparting education are over a hundred years old and have not changed. Drama is modern and most western countries use it to advantage. So can Nepal.
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