Documente Academic
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Documente Cultură
INDIA
A R U N A ROY
upstart and a parasite, who with the education he had received, thought he
was too good for his parents' occupation and was very often not good enough
for the petty white-collar job he wanted. The parents were happy therefore to
keep the younger children at work, mostly farming, shepherding the flock,
or the girls baby-sitting and cooking.
This is not to say that the village school was a dismal failure. The old system
was able to provide opportunities ofeducati0n in the conventional pattern for
children in the upper and middle level of the social and caste structure, and for
many lower caste children, the more fortunate of whom got white-collarj o b s -
though many found themselves misfits. But what it also did was to ignore the
needs of the farming community and of the poor who, with their traditional
skills, formed the bulk of the rural population and had the potential to
contribute positively towards changing rural life.
were doing a job and the family could not afford to get a substitute:
therefore school had to be open when they could come.
2. The teacher commuted and so was alienated from village life: therefore a
teacher should be appointed who was already resident in the village and
would continue to live in the village.
3. The curriculum did not take the environment into consideration: therefore
it should be changed; and if that was not possible, then the methodology
should be adapted to the needs of the villagers.
Efforts were to be made to locate resources in the village which could both
more relevantly meet the learning needs of the child, and at the same time
teach the villager that education did not have to be formal and utilize
traditional methods and aids. The most immediate and crucial need in the
identification of local resources and a first step in launching the programme,
was to find the right teachers. Since they had to be able to make a different
approach, it was decided that the regular government-trained teachers would
not have the right background for innovation and change- even if they could
be persuaded to live in the village. That meant that local people would have to
be recruited with the help of the villages. Being local they would understand
and appreciate the needs, unexpressed hesitations, superstitions and prob-
lems instinctively. They must not only be competent in teaching, but also
respected, tactful, good organizers and, above all, responsible individuals. It
seemed a tall order, if you added to it the fact that they must also be educated
at least up to the high school and not have aspirations to leave the village!
It was planned to start the programme in three villages. There were
expected to be too many children in each village to make the task possible for
one teacher to handle - which meant two teachers in each school.
The timings of the school had to be such that children who worked during
the day could come. The school had to be open in the evening or at night. The
actual timing would be decided by the teacher, the parents and the children,
depending mainly on agricultural needs. Examinations and vacations would
take into consideration local festivals, village activities and agricultural
seasons.
The curriculum would be the same as that prescribed by the Government,
as this would enable the child to join middle school if he wanted to, on
completion of the 5th standard. But the methodology would be radically
different. The text book would become supplementary reading, if needed at all,
and the environment would provide the main resources for the teacher. He
would have to be conversant with the agriculture of the area, the animal
husbandry pattern, and the local work-people - to be able to relate teaching
with what the child saw in his everyday life. It was decided that the project
would take agriculture and animal husbandry as the main areas of emphasis.
The village teachers would now have to run the morning school for the
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normal school-goers and the evening school for those who would not, or
could not (because of their work) come during the day. The regular trained
teacher was to be transferred away for the three-year experimental period.
The school building could now be used during the night, and the experiment
could cover the aspects in the traditional system that needed improvement as
well. For the purposes of this paper, however, the night school and its place in
the village will be concentrated on.
The project began in May 1975. The teachers, who were recruited from the
villages where they were to teach, spent a considerable period of time with a
specialized team of educators at the Regional College of Education at Ajmer
and in Tilonia itself with the professional staff of the village. Lakhminarayan
and Bhagwatnandan were priests, Ghisa Lal and Kishen Singh were farmers,
Rattan Devi was a widow, and Ghisa Puri was an unemployed youth. In the
beginning they had to contend with a non-co-operative attitude from many
who belonged to the establishment, like the Education Department. Each
village, which met to approve the teachers, the school and the experiment,
welcomed it - though in the village hierarchy, the local politicians and the
teachers expressed reservations.
In spite of many teething troubles, the school in Tilonia was established and
accepted by the community within a year. The single factor that is generally
taken to be a criterion of acceptance - attendance - showed it to be so.
Children in the morning school doubled, and the evening school drew a
number of children who came despite the fact that they sometimes fell asleep
in the last half hour of school, and went home around 9.30 p.m. Initially the
parents were surprised and irritated by the fact that the school did not teach
their children from books and slates, and that there was no hum of class-
learning by rote. Learning through games also had to be explained to parents,
who were difficult to convince. But gradually the school settled down to an
irregular routine of evening work.
Buharu was a fairly typical village of medium size with about 250 houses.
There were equal numbers of farmers and herdsmen, some rajputs (former
rulers), weavers, potters and carpenters, and a large community of leather
workers. The usual political factions that always oppose each other were to be
found there, and there was a small group of educated brahmin. A few village
temples, a couple of wells for different castes, and a village tank completed the
picture- with the village school, built of stones and lime some forty years ago
and situated on the outskirts. The walls had not seen white-wash for years and
the walls inside the class rooms - of which there were two - were bare, except
for the blackboard which was so worn that the chalk hardly made an
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impression. After whitewashing the walls and blackening the blackboard, our
teachers at Buharu (Rattan Devi and Bhagwatnandan) encouraged the first
lot of children to plant trees. At least fifty trees of different kinds were planted
- and the children learnt about them, what effect,they had on climate, why
Rajasthan was semi-desert and what could be done to contain it. The children
also asked why certain kinds of trees did not grow here. Of course each one
jealously guarded his or her tree, and damage caused by the stray goat which
came in at night, caused a lot of tears the next day. The school attendant often
interrupted with a story or an anecdote and the children felt it was fun. There
was some regional geography of India for the older ones, and the names of the
states for the younger ones, and then it was time for a little reading and
writing.
The village school was different and so much more relaxed than a city
school. Children wandered in after an early supper, boys in their dhoties (loin
cloths) and shirts, with bright turbans, looking every inch as mature as adults;
the girls were a smaller replica of their mothers, perhaps already married at 5
or 6 and bearing evidence of this in the jewellery worn. Rattan, their teacher,
saw to their hands and feet: a small wash, with explanations about the need for
it. Children were not required to change into a uniform that alienated them
from what they were used to. Most of them had had a tiring day herding cows,
buffaloes and sheep away from the village in search of pasture, others had
been doing a man's job in the fields; the girls had been looking after babies.
The first thing they wanted to do generally was to relax, talk and take time
settling down, grouping themselves on the floor around the kerosene lamps
that provided the light.
There were about fifty children and two teachers to take three classes. The
children were doing a project on the panchayat (the village council). The
younger ones were trying to recall what they knew about the panchayat. The
older ones who had a clearer idea, aided by the teacher came up with
information about its constitution, periodicity, method of election. Here they
digressed to revise what had happened before independence when Rajasthan
was governed by kings (rajputs) and their representatives in the villages
(thakurs). The children talked about village structure and the change which
had taken place. They discussed methods of government at the village and
district level. Then they wrote a small piece on what they knew, calculated the
constituency representation and the number of adults eligible to vote in their
families, worked out proportions in ratio and voting strength. The children
finally decided to nominate and second candidates and go through the whole
detailed process of election for themselves.
The local panchayat secretary and the Sarpanch (local elected representa-
tive in the village council) were invited to the school to answer questions and
to talk to children about the role of the panchayat and what it could do for the
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people, and what the people should do for the panchayat. The secretary also
explained why cesses and local taxes were collected from the village and what
was normally done with them. The answerability of the panchayat to the
village was also stressed. The teacher very often learned along with the
children about the detailed working of the panchayat.
The first few candidates nominated belonged to the upper castes and the
voting pattern was on the basis of caste. The class monitor was therefore
decided by the strength of the particular caste representation in the school.
The teacher let it be, as she had already cautioned them against an election
which did not take merit into consideration. The school assembled on the
following days and all matters relating to discipline were forwarded to the
elected monitor. He was unable to decide fairly on most issues and they were
brought before the teacher for final decision. But she refused to become
involved as the monitor had been elected by the children, and they had to bear
the consequences. However, when they pleaded with her, she agreed to hold a
re-election the next term. In that election, the children who were nominated
were capable and the assessment was fair. The children had learnt better than
any academic lesson could ever have taught them, the necessity of a fair
election and how this had a direct and far reaching effect when applied to the
local panchayat.
Bhagwatnandan, who learnt only basic science at school, was very keen on
science teaching and had spent a lot of time identifying learning aids for
science from the environment. He was talking about the expansion of metal.
There was an experiment on expansion ready for the children to conduct, but
first a general discussion about the phenomenon. One older boy remembered
that his bullock-cart at home had wooden wheels with a metal band round
them. In winter the wheels were all right, but in summer the metal tyres
expanded - so the wheels had to be packed with cow-dung and mud and
soaked in water for the wood to swell. The children discussed this, then went
on to the experiment.
With two teachers there would generally be two or more groups of children,
one using self-learning aids while the others discussed or were taught some-
thing new. One group might be writing a small piece about the village, and an
older group seated around another lamp learning arithmetic ... The teacher
was asking a young boy what he did during the day. The child told him that he
looked after his uncle's cattle. His father had taken a loan from the co-
operative, and when, years later, he could not repay it and was threatened
with legal action, he had to borrow from his brother to repay it. The brother
lent him the money, but at the prohibitive interest rate of 24% per annum. The
boy's father had then given his son to be used as bonded labour in return for
the waiving of the interest payments. This real-life problem was discussed in
detail, the teacher using the opportunity to draw out the humanitarian,
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The Future
Since 1975 there have been many developments. The three-year programme
was a success - even by formal educational standards - and the Tilonia
experiment has now spread to schools in 10 villages with a total attendance of
more than 500 children. It has clearly demonstrated that one of the answers to
Rajasthan's problem of illiteracy is to open regular evening school for chil-
dren who cannot go to school during the day. The children do not wish to
remain untaught and unlettered: it is the system which has failed them. But
schools like those initiated by the Tilonia experiment, run by staff living in the
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village and known and respected locally, and with an approach and cur-
riculum based on the life of the community, can make an important contri-
bution not only to the quality of life of the students but also to the develop-
ment of the village itself.