 |
|
| EDUCATION TRIBUNE |
|
Private world of public schools
Worksheets, the revision capsule
National Rank and Bolt award winners Haryana Agricultural University, Hisar
|
|
|
Private world of public schools The Lawrence School, Sanawar, and Doon in Dehradun are poised to celebrate their respective Founder’s Days in October. Both are what are called
"public schools", even though Doon School is a private institution registered under the Companies Act. Lawrence School, located in the village of Sanawar, near Kasauli, has a more complicated institutional template. It is not a privately owned institution, for it sprawling acres are vested in the Government of India. The Lawrence Society manages the school’s affairs, even though the ex-officio chairman of its governing body is the Secretary, Department of Education, in the HRD Ministry. Hardly anyone associated with these schools has much of an idea of why these privileged institutions that cater mainly to economically enriched sections of the society are called “public schools”. For the fact is that the public, as such, is virtually debarred from such schools, much as it is in old colonial clubs and military messes. It is a matter of fact that the schools like Lawrence, Doon, Bishop Cotton and others think that they are a class and brand apart from the general public. That’s what they actually say of what goes for public school education. It generally believed that public schools stand for certain perennially universal values and quality education. Values such as uprightness, dignity of labour, sportsmanship. Some schools such as Doon also emphasise the capacity or ability to “face unpopularity for the sake of truth”. Individuality as against the herd instinct is also supposed to be a forte, or a value-added part of the ethos of such schools. And, now keeping in tune with the requirements of cyber-space, public school students are also required to be computer-savvy and wired. So far so good. But the brand, suffers from some gaping loopholes. Public schools as they are, are actually private schools that cater largely to a privileged, moneyed, upper and upper middle caste and class elite. The public is actually the missing link in the world view of these schools. So, it should be asked, why are these exclusive schools called public instead of private, especially since the plebeian pubic is largely denied entry to them? The answers lie in the history of these schools as they evolved in Britain during the evolution of the parliament and the empire. Democracy as well as the requirement of Rule Britannia required the instillation of a sense of public responsibility and public services in those who could be called to steer the wheels of nation and empire. It was thus that the great schools of Britain saw the light of the day. Privately owned independent institutions, they trained a privileged elite for the public services: The civil service, military service, colonial service, church service… and so on. The pioneers of the Doon School too had such a vision in place, when Doon came out of its womb in 1935. India was then emerging into nationhood, and would soon require a cadre of visionaries, administrators, politicians, social workers, professionals in various disciplines, jurists, journalists, service officers, and more importantly responsible citizens with recognisable halo of integrity. Have these schools strayed from that vision, or have they stayed the course? Given the glitzy world of advertising, of ephemeral Page-3 fashion techies, of 5-star work and recreational culture, of Bollywood dream merchants, and of repetitive 24/7 electronic media, it is high time they first looked ourselves in the mirror, then posed the two questions mentioned above. Live as I do in an old colonial mansion in Lutyen’s New Delhi, and in a 130 year old vintage cottage in Kasuali, some of these questions came back to me with a thump and thud when I received a letter from my late daughter in 1991, then an 11-year-old, from her school in Rishi Valley. “Papa,” she wrote, “today working in the school farm, I carried a tasla of gobar on my head. And, for the first time in my life, I felt Indian.” Has the organic gobar of public reality gone out of focus in our lives. Has a virtual world taken over from a real cosmos? Have we lost the art and knack of questioning ourselves and each other? As I leave you to ponder over these questions, I reserve my verdict about how public are public schools as we have them today.
|
||
|
Worksheets, the revision capsule As little Jannat rushes to school with her pink Barbie school bag, her mother quickly puts a pink folder inside the bag saying, “This is for worksheets”. Earlier, a student went to school with a bag that overflowed with books, followed the same boring routine and came back with tonnes of homework. The questions were written directly into notebooks along with the answers. Well, those were things of the past. Now in addition to a mundane teaching—learning process, a novelty is the worksheets. Notebooks at the nursery level are giving way to worksheets. The worksheets at the junior level are made attractive with drawings and this captures and holds the attention of the young pupil. A rosy apple, a lazy bat hanging upside down, a crocodile with a lopsided grin, a dog munching a bone to his heart’s content, etc. test the child’s knowledge of the alphabets. In today’s world of competition, where the achievement scores are expected to be high, schools have adopted worksheets and are making use of them as a matter of routine. The exercise given at the end of a lesson and additional questions given by the teacher in notebooks often lead to cramming. Worksheets evaluate whether the student has comprehended the lesson and if he has complete understanding of the topic. Making a worksheet requires a lot of originality on the part of a teacher. The teacher is at her creative best as she carefully plans the layout of the worksheet. The worksheet normally includes an introduction to the topic, tests the knowledge of the student and also provides extra information. The teacher has to work diligently, ensuring that there are no monotonous questions in the worksheet that are identical to the ones done in class. The worksheets are made in such a way that they ensure global comprehension and the questions set are extrapolatory in nature. It is an attempt to move away from fixed teaching methods and a student is given ample practise in expression. The student is forced to put on his thinking cap, as he does the worksheet. The questions, fill ups and fill in the bubbles cater to the slowest learner as well as the smart Alec of the class. Worksheets serve as recapitulation capsules and help to identify the weak areas of the child. Manpreet S.B. Singh, an English teacher with a teaching experience of 20 years, positively says, “Worksheets test the sensitivity of a student towards the topic covered in class. They are an excellent way of providing extra information which is not possible during normal classroom teaching.” Simrat Brar, a mother of eight-year-old Inayat, remarks that her daughter enjoys doing the worksheets provided by her school. They make learning fun. The worksheets tell her about the progress of her daughter and she does not have to wait for the parent-teaching meeting to know how her little one is doing at school. Tavleen Kaur, a student of Class VII, adds that worksheets are better than making projects, which are graded and then locked away in the cupboard. Worksheets make the teaching-learning process very enjoyable. Worksheets increase the workload and correction work of the teacher, who apart from her daily routine of classroom teaching corrects the notebooks, grades test papers and now also bears the burden of checking the worksheets. But if the worksheets are bringing out the best in the young scholar, an inspiring and dedicated teacher is willing in shoulder the extra work. In this world of academic competition, where kids are tech savvy and gizmo freaks, worksheets are gaining acceptance and are here to stay.
|
||
|
National Rank and Bolt award winners Chau Myaseng Thoomten of Arunachal Pradesh won the National Rank Award 2006-2007 while Brian Neil Wallang of Meghalaya won the Bolt Award at the finals of the competition jointly organised by Air Indian and The Tribune and other media partners, held in Mumbai recently. Ruchi Sharma from Chandigarh and Aaditi Sinha, the state award winner of Haryana were the runners up, for the Rank award, according to Subroto
Ghosal, coordinator, Reaching Out Project. The following are the runners up of the National Rank Award: Sneha Stephen (Andaman & Nicobar), Ruchi Sharma (Chandigarh), Aaditi Sinha (Haryana), Rameshwar Prasad Meena (Rajasthan), Tshering Lhamu Bhutia (Sikkim), and Jayanta Mazumdar (Tamil Nadu). The following are the runners up of the National Bolt Award: Haresh Kumar Patel (Gujarat), Sudheer Dhume (Karnataka), Aarti Kumar (Madhya Pradesh), Meripeni Ngully (Nagaland), Jiwan Rai (Sikkim), and Fr. M.C. George (Tripura). The National award function is being slated for Saturday January 27, 2007, at Mumbai.
|
||
|
Haryana Agricultural University, Hisar
Model plants being set up
Four model plants will be shortly set up at Haryana Agricultural University (HAU) in Hisar for experimental learning of students, according to the Vice-Chancellor, Dr J.C. Katyal. He said the Indian Council of Agricultural Research (ICAR) had cleared the project proposal in this regard and sanctioned a grant of Rs 175 lakh for the year 2006-07 for its execution. Under the project four model plants on hi-tech agriculture, bakery and confectionary products, production and processing of meat and dairy products and processing of fruits, vegetables and some other food items would be established at the university for hands-on training of its students, he said. Dr Katyal maintained that apart from university students, the farmers would also benefit from the project Officials' workshop
A two-day workshop of state agricultural officers was organised on the campus of Haryana Agricultural University recently. The workshop gave a clarion call to reverse the declining trend of wheat production in the country. The speakers expressed concern over the decline in wheat productivity and expressed the need of joint and concerted efforts to make India a surplus wheat-producing nation. The workshop, convened by the Directorate of Extension Education of the university, was attended by agricultural officers and extension workers of the state Department of Agriculture and university scientists. —Contributed by Sunit Dhawan
|
||
|
Indira Gandhi National Open University, School of Agriculture, Maidan Garhi, New Delhi 110068 (M/o Food Processing Industries,
GoI) www.ignou.ac.in Diploma in Value Added Products from Fruits & Vegetables (1-year) Eligibility:
10+2 / BPP from IGNOU. Science and Agriculture students preferred. Class 10 students can enroll simultaneously for BPP and Diploma programme. Application Form: Send Rs. 100/- by DD / IPO favouring “IGNOU” payable at New Delhi / city where Regional Centre is located to the Registrar (SR & E) or download from the website. Also available at IGNOU regional centres on cash payment of Rs 50. Details: Website. Application Deadline: 10 October 2006 Armed Forces Indian Army, Army Education Corps, Independent Rect Office, Delhi 110010 Recruitment of Havildar Education (Group ‘X’) in Army Educational Corps Eligibility: Male candidate with working knowledge of English / Hindi or both / BA / BSc / MA / MSc (with BEd) and 2 subjects from the following list For 1) BSc: Maths / Physics / Chemistry / Botany / Zoology / Electronics / Computer Science Selection: Screening, Physical Fitness Test, Written Exam: 28 January 2007, Teaching Aptitude Test / Interviews. Application Form:
Send in prescribed format with all required documents and 2 self-addressed stamped registered envelopes giving your address to the respective Headquarters Recruiting Zones of domicile. Superscribe “Application for Havildar Education” on the envelope. Details: Employment News (23-29 September 2006). Application Deadline: 1 November 2006 Union Public Service Commission, Dholpur House, Shahjahan Road, New Delhi 110069 Combined Defence Services Examination (I), 2007 Eligibility:
For 1,2,3 & 4 :Unmarried males Selection Written Exam: 18 February 2007 & SSB Interview Application Form: Available at designated HPO’s / PO’s countrywide on payment of Rs. 20/- Details: Employment News (23-29 September 2006) / Website Application Deadline: 23 October 2006 Engineering
Indian Institute of Technology, Kharagpur 721302 (WB) PhD Programme in (Engineering & Technology / Science / Architecture & Regional Planning / Humanities & Social Sciences / Mgmt) Post Doctoral Fellowship Selection: Interview: 13-15 December 2006 Application Form:
Send Rs.500/ - by DD favouring “IIT Kharagpur” on any nationalized bank with a self addressed envelope (30 cm X 22 cm) to the Assistant Registrar (PGS&R) at the above address. Details:
Website Indian Institute of Technology, Madras, Chennai 600036 (TN) PhD & MS Programmes with / without Half-Time Teaching / Research Assistantship (HTRA) external / part-time / sponsored schemes in Engineering Departments of: Aerospace / Applied Mechanics / Biotechnology / Chemical / Civil / Computer Science / Engineering Design / Electrical / Mechanical / Metallurgical & Materials / Ocean & in departments of Chemistry / Maths / Physics / Humanities & Social Sciences / Mgmt Studies. Application Form: Send Rs 250/- by DD drawn on any nationalized bank favouring “IIT, Madras,” payable at Chennai with a self-addressed envelope (26 cm x 18 cm) to the Deputy Registrar (Acad) at the above address by 18 October 2006 / download from website.
Superscribe “Request for Application Form for PhD / MS Programme” on envelope. Details:
Website Application Deadline: 26 October 2006 Birla Institute of Technology & Science (BITS), Pilani 333031 (Raj) (Deemed University)
www.bits-pilani.ac.in/dlp-home / www.bits-pilani.ac.in Admission to 2nd Semester 2006 - 07: A) Integrated First Degree Programmes (6 Semester) 1) BS Engineering Technology 2) BS Information Systems 3) MS Software Systems Eligibility: For 1 & 2: Employed with Bachelors degree / Technical diploma holder / BSc with at least 2 years work experience. Application Form: Download from the website. Application Deadline:
31 October 2006 School
The Scindia School, Fort, Gwalior 474008 (MP) www.scindia.edu All India Level Entrance Examination 2007-08 Eligibility: Boys Selection: Test: 18 November 2006 (English, Maths, Hindi) and Interactive session Application Form: Send Rs 500/- by DD favouring “Principal, The Scindia School,” payable at Gwalior to above address / download from website. Admission Deadline:
5 October 2006 Scholarships
Technology Information Forecasting & Assessment Council (TIFAC), Vishwakarma Bhavan, A Wing, Shaheed Jeet Singh Marg, New Delhi 110016 (autonomous society under D/o Science & Technology,
GoI) www.indianpatents.org.in Women Scientist Scholarship Scheme (1-year) Eligibility:
MSc / PhD (Physical Sciences / Chemical Sciences / Life Sciences) / BTech / BE / MTech / MBBS / MS / MD / MVSc / M Pharma or higher qualifications. Selection: Written Test & Interview Application:
Send in prescribed format to Director, Patent Facilitating Centre at the above address. Details: Employment News (23-29 September 2006) National Institute of Ayurveda, Madhav Vilas Palace, Amer Road, Jaipur 302002 (Raj) (M/o Health & FW, D/o AYUSH, GoI) Research Fellowship in the Departments of Eligibility: MD / MS Ayurveda (Ayurveda Vachaspati) & BAMS (Ayurvedacharya) (55%) Fellowship: Rs 8,275/- pm for the first year and Rs 8,550/- for subsequent years +DA. On submission of research work to the Rajasthan Ayurveda University, Jodhpur candidates will be awarded Ayurveda Vidya Varidhi (PhD Ayurveda). Application Form: Send Rs 550/- favouring “Director, National Institute of Ayurveda, Jaipur,” to the Director at above address by 10 October 2006. At cash counter: Rs 500/- till 17 October 2006 Sciences
(Social)
National Museum, Janpath, New Delhi 110001 (M/o Culture, GoI) Intensive Training Course in Care of Paintings including illustrated manuscripts (3-month) Eligibility:
Bachelors degree preferably BSc with 1-year work experience in the field. Candidates from Art Academies, Department of archaeology, Museums & Archives and practicing conservators preferred. Selection: Merit Application Form: Send in prescribed format with required documents to the Director, (Conservation) at above address. Superscribe “Training in Care of Paintings” on the envelope. Application Deadline:
24 October 2006 University
Indira Gandhi National Open University (IGNOU), Regional Centre, NCT of Delhi II, Gandhi Smriti & Darshan Samiti, Rajghat, New Delhi 110002
www.ignou.ac.in Bachelor’s Preparatory Programme Computer & Library & Information Sciences
Journalism, Communication and Creative Writing Health, Nutrition & Child Care Application Deadline: 10 October 2006
— Pervin Malhotra
|
