A hundred years, a hundred pledges

A hundred years, a hundred pledges

For three days, starting March 23rd, Bihar celebrated itself. The epicentre of the centenary celebrations, which transmitted the feel-good vibes to the public at large, was undoubtedly the historic Gandhi Maidan, the central park which is also known as the ‘lungs’ of the state capital.

For three consecutive days, hundreds of thousands visited the site of the Bihar Centenary Celebrations. It was here that the past glory, the present progress and the future goals were represented in the form of tableaus, exhibition stalls, activities and workshops, food stalls, competitions, and cultural displays. People from all walks of life dropped in at the Gandhi Maidan.

In the midst of all the excitement, visitors were attracted by a bold brass bell hanging outside a small pavilion painted in blue. A sign read: “100 years/100 pledges”. This space was for people to make a commitment to contribute to the ‘Beautiful Bihar’ dream.

“Everybody, especially the middle class, agrees that the image of Bihar has improved in the recent past. They say it’s because of the political vision of the Chief Minister and his government. But it’s also true that Bihar is still at the bottom of the development table. Just new tall buildings and shopping malls are no indicators of progress. It is the behaviour of the ordinary Bihari that’s a barometer for the state’s progress,” pointed out Shubraja Singh, the State Project Coordinator of Mahila Samakhya, Bihar. Singh, along with some 3,000 rural women from 17 districts held a convention in five pavilions, celebrating their own development story over the past two decades.

PARTICIPATION AND PROMISES

The blue pavilion, an initiative of the Education Department and supported by UNICEF aimed at ensuring the cooperation of the ordinary Bihari and her (his) participation in environment building for Brand Bihar. The stall “AAO Sapath Len” (Come let’s make a pledge) was for visitors to walk in to take oath for Bihari pride. A certificate photograph and pledge was issued to each individual. 

Pandit Jawaharlal Nehru, India’s first Prime Minister had said,” Citizenship consists in the service of the country.” It was Theodore Roosevelt, once President of America, who had said almost a centenary ago “The first requisite of a good citizen in this republic of ours is that he shall be able and willing to pull his own weight.”

The Bihar ‘100 Years/100 pledge pavilion put forward a simple proposition: Will you do your bit to make Bihar the best state in the country? If so, come and sign on the dotted line.

 A hundred pledges? “Well, let’s say they are a 100 suggestions, very simple and achievable things that a person can do. And you don’t have to do all of them. Just pick one thing to do or not to do and swear to abide by your promise,” a UNICEF facilitator at the stall.

Education is about human resource development. The quality of the human resources will impact programme delivery and effectiveness for any planned intervention.

Says Nalin Mishra, an officer with the Bihar Education Quality Mission, “It is necessary to nurture the resources. If people have a sense of pride and good behaviour, this will make a difference and increase the growth of the state. Bihar has glorious past. Youngsters should be aware of their past and contribute to the further growth of Bihar. Bihar Divas is to instil a sense of pride in belonging to Bihar.”

The eight millennium goals of which education, gender equity, health and sanitation are prominent have been simplified into very common behaviours that can be easily done by the ordinary citizen. By linking each of these behaviours directly with a promise for the betterment of the state, a sense of pride and kinship is evoked.

THE PROCESS

The process began with a pre-event brainstorming session, which led to the selection of the hundred pledges. These pledges were development indicators in fairly simple and easily understood words. A few examples: To encourage out of school kids to go to school; not to spit indiscriminately, to treat visitors to Bihar with respect, to conserve energy, to pay special attention to girls’ education, not to waste food and so on.

A visitor would fill out her (his) name on a ticket, choose an oath, and then go inside the tent. S(he) would then sit in front of a computer fitted with a camera. The operator would immediately affix her(his) photograph on a soft copy of the oath and after a minute, the visitor would receive a beautifully printed and certified copy of the oath.

Having made the pledge, the visitor would ring the brass bell outside the stall: a symbolic announcement of the commitment to God and State.

Anjani Kumar

Space for expression was provided outside the stall, and children were encouraged to write or draw their dreams and hopes for Bihar. People of all ages took part in this creative exercise. They wrote slogans, penned best wishes to Bihar, and expressed their hopes for a future filled with hope for children.

RESPONSE

In all 10,094 people took a pledge. 3,293 of these were women and girls.

Among those who took the pledge were the Bihar Education Minister Hon’ble P K Sahi, who selected pledge number 34- ‘I will never behave in a manner that will bring down the prestige of Bihar.’ Mr Anjani Kumar, the Principal Secretary (Education) signed his name to pledge number 100: ‘I will encourage girls to achieve higher education.’ Dr. Rajesh Bhushan, the State Project Director of the Bihar Education Project Council pledged to make others aware of the glorious history of Bihar. Unicef Chief Dr Yameen Mazumdar took an oath to protect the rights of children.

The most taken pledge was the first on the list, “Encourage out of school children to enrol in school”. 831 men (12 percent) and 672 (22 percent) women took this pledge. The next important issue for women, was girls’ education. 146 women pledged to give special attention to the education of girls. The males’ second focus was the planting of tress ( 248 men, 93 women), followed by giving respect to teachers (226 males, 122 females). Conservation of water was the third most important issue for females, but it ranked 6th for males. The fourth most important pledge for males was number 82: ‘Completing my work with honesty and sincerity’. Higher education of girls ranked 5th on the men’s priorities, but 9th on the women’s after giving aid to orphans, helping the hungry, protecting trees, and standing up against domestic violence. Domestic violence ranked 25th  on the male priority list.

Each visitor could take only one pledge, thus one had to select the most important issue. The exercise was significant because the data collected can be an indicator of the status of advocacy on various issues.

The exercise had a lasting impression away from the Gandhi Maidan as well.

The mother of a college going student looked at her pledge card and remarked, “So you pledge not to discriminate on the basis of gender, you should have taken a pledge number 66- I promise to use my mobile phone sparingly!” Her daughter replied, “Ma, this isn’t a new year’s resolution. It’s a pledge. It has my photograph and signature on it. I’m not going to make a pledge I can’t keep!”

Author: Frank Krishner

Then there was Utthan...

The Utthan Programme has been regarded as an innovative venture in the ongoing push for the speedy and complete coverage of all Bihar’s children under the umbrella of Elementary education.


The programme, first piloted and supported by UNICEF in 2007, initially focussed on those among the Dalit communities who had the least indicators of development. Following the success of the pilot intervention and initial replication in selected districts, the state Government through BEPC decided to roll it out throughout Bihar. The target population was out of school children of primary school-going ages from the ‘Mahadalit’ castes. The range was soon expanded when the State Government extended the ‘Mahadalit’ nomenclature some relatively better off caste groups .

The programme has resulted in a significant increase in the enrolment numbers of Dalit children from the most depressed classes and in retention and performance statistics as well.

The programme has also faced varied challenges due to geopolitical and socio-cultural factors.

This review looks at the programme implementation at ground level, assess its strengths and opportunities and looks at its implications in the light of the UN Convention on the Rights of the Child and the RTE Act 2009.

here's the link: this is a 40 page report....

BRIDGE TO SCHOOL

Frank Krishner

July 2009

Author: Frank Krishner

Dispatching Despatches

Last week, The Telegraph started a Bihar edition from Patna. I started reading The Telegraph from its inaugural issue some twenty years ago, when it stood up to challenge the staid Statesman, which was every Calcuttan’s breakfast read at the time. It is wonderful to see the familiar Broadsheet at my doorstep every morning, this time from Bihar.

And that triggered memories about my own days as the Gangtok Correspondent of The Telegraph, when I was in the Northeastern India in the mid eighties and early nineties. In those days, there was no internet, and so we newspaper correspondents had to depend on the old wire services provided by the Postal Department. We would write or type our stories out in longhand, and then toodle off to the nearest post and telegraph office to submit them at the counter for telegrams. In those days regular telegrams cost fifty paise a word, so the members of the Press had special ‘P&T’ cards that allowed us to send telegrams to our newspapers on credit. The special ‘newspaper rate’ was four paise per word.

We would have to write our stories in duplicate, and keep a carbon copy. When we arrived at the post office, we would have to submit both the copies at the counter. The despatch ( a very official sounding word, I loved it) would be recorded, and the carbon copy stamped and handed back to you. The chap receiving the telegrams wouldn’t be wearing a smiley face. He’d stare glumly at the paper and say something like , “Seven hundred words! I’ve got to type seven hundred words, and that UNI fellow has handed in a report six hundred words long!” How quickly the telegram would reach Calcutta from Gangtok would depend entirely upon how enthusiastic and skilful the telegraph operator was, and we pressmen had to keep the fellow in good humour if we wanted our despatches to be ‘first off the block’.
In 1989, the fax machine made its appearance, and what a wonder it was. The first time I saw a fax machine was in the office of the UNI Bureau Chief in Shillong. He really showed it off. In fact, he invited all of us 'hick journalists' in Shillong to his place to ogle at it over a couple of swigs of cheap rum!

I dug up a couple of my old ‘Telegram cards’: the yellow one is the one for The Telegraph, and the other one is the telegram card for The Times of India, which I wrote stories for while in Shillong. As I turned them over in my hand, I heard a song play inside my head.. “Those were the days, my friend, we thought they’d never end, we’d sing and dance forever and a day….”

Author: Frank Krishner

Forgotten short story

 Almost two decades ago, one of my short stories was published in The Illustrated Weekly of India.
It was typed on an old 'Brother' typewriter and sent off by good old  India Post from Gangtok.
I didn't think it would be published, but it was.
Since then, I've lost the carbon manuscript and even the copy of the published story, which a friend 'borrowed' and forgot to return many years ago.
On rummaging through some old papers, I discovered this acceptance letter.

It says

Dear Mr Krishner

This is with reference to your letter dated January 17, 1992 --- which I found on my desk only a few days ago, since I was on long leave. Anyway, this is ust to inform you that we have neither a shredder nor a lady in high heels in our outer office mailing rejection slips. Yes, we do have one in our inner office, but that bit of information is rather irrelevant, since your short story will not have to go by that route. Look for it in the Weekly issue dated February 29, 1992.

With best wishes,

Radha Rajadhyaksha

Assistant Editor.

Now these were the times before the e-mail and the SMS invaded our lives and made communication terse, functional, or merely banal.
Author: Frank Krishner

Abhivyakti: Subaltern Voices

As usual, the 9th Ravi Bharati Bihar Low Cost Film Festival featured a few films that provoked responses. One of these films was Debaranjan Sarangi's  'From Hindu to Hindutva'. This film revisited the scenes of the worst ever anti-Christian riots in Orissa and presented the various voices and viewpoints around the Khandamahal carnage. The film was mis-named.

Several people visited the festival with the sole purpose of seeing the film, and one of them was Mr Patrick John, a fairly well known commentator in the Patna Church media. He expressed his appreciation of the film and said that  it showed how religion is being use as an excuse to wipe out the minorities. He called for the Christians to find ways to heal the wounds. A pious thought, no doubt.

Rajinder Dash a former administrator who has handled some of the worst communal conflicts in Bihar during his time, mentioned that the film clearly stated the complexity of the problem: the clash between the militant missionaries on both sides of the divide: Hindu versus Christian; the other issue of it being a Dalit versus Adivasi conflict over land and resources, a third angle being the adivasi communities pitted against the mining companies, and a fourth angel being the political angle: administration, its political alliances with the mining lobby. The root of the clashes were mainly economic, he pointed out. Rajinder Dash, being an Oriya and familiar with the langage of the film and the area, said that the area was so remote that it was no surprise that the adinistration took a couple of days to repond to the violence.

If  Debranjan Sarangi's film [screened on the first day] presented the complexity of religious hatred and manipulation in the name of religion to commit murder and genocide, Arzoo, directed by Shashi Ghosh Gupta [screened on the last day] was the story of a young Muslim girl who rose above the hatred and trauma caused by the Gujarat genocide, and did something beautiful for children. the film was rated the most outstanding of the evening. Arzoo, agreed many participants, was the answer to all the Kandamahals and Gujarats. The courage of conviction of the protagonist of Arzoo shone through the film. Young people took an instant liking to the film. One participant said that the film should be shown in all the colleges of Bihar.

Morality TV or Living a Jehad – Ek manohar Kahani by Paromita Vohra sparked off a lot of reactions - outrage, disgust, incredulity, and wide eyed amazement at the blatant way in which human rights are violated in small town India, how news is manipulated and how myth and lies masquerades as news, the way the small town media of Indore panders to the Hindutva Brigade, and how the police and society targets women. Even women policemen are hand in glove with this regressive repression. Someone said.. "Just look at that sickening display of corruption and coercion... nothing like that would happen in Bihar....and yet they give Bihar a bad name!

The beauty and pace of Do Din ka Mela by Anjali Monteiro and KP Jayashankar took many viewer's breath away, and discussions ranged around the beauty of the shots, and certain sequences, the subtle humour, the nuanced editing.

Student films also sparked off debates and appreciation. BRIDGE THE GAP by Sharanya Gautam & Shilpi Gautam was appreciated for its very interesting use of symbols to argue for holistic primary education. Inside Out by Divya Cowasji and Shilpi Gulati sparked off a considerable discussion about a woman's right to space, a woman's right to her body, how the burkha has been portrayed as  a symbol of liberation, as a means for a girl to access spaces within the city, how the burkha isn't really a symbol of freedom, as a woman she should be able to claim the spaces without hiding behind the burkha and so on.

The films from Bihar were noticed for their portrayal of themes that many of the residents of Patna were not aware of - the beauty of Bhagalpuri silk, the forgotten wedding and birth songs from Mithilanchal, and so on.

Author: Frank Krishner

Bihar's RTE Dilemma

Background

The Right to Education Act, 2009 is a path-breaking piece of legislation that has widespread ramifications on the primary education delivery system. This Act will come into force on the first day of April, 2010. The Act calls for a substantial reworking and remodelling of the institutions and procedures at State level, as well as for the framing of rules under the Act that will ensure Primary Education coverage for every child in the state.

Objective

In order to effectively formulate the State Rules under the Act, a series of consultations have been organised by the Bihar Education Project Council with national experts, state implementation partners and decision makers and stakeholders.

The first consultation was held at State level on 18th and 19th February 2010 at Hotel Patliputra Ashok, Patna.



Mr Anjani Kumar Singh, IAS, Principal Secretary, Department of Human Resource Development introduced the aims and objectives of the Consultation.

Addressing the stakeholders present, he pointed out that the Act was an ambitious one, specifically in the context of Bihar. He stated that in the past decade and a half, the kind of development expected on the elementary education front didn’t happen due to multifarious reasons.

“We can see that, in respect to other states, our state was quite backward in student-teacher ratio, school rooms, quality, teacher training, and facilities for disabled children. In the past three to four years, we have taken some measures which have resulted in the improvement of the situation to a small extent, but the ideal platform for us to launch such an ambitious Act does not exist at present,” he said.

The RTE Act had already been passed and was expected to come into force on the first of April. Bihar would have to do a lot, and do a lot of new things to implement the provisions of the Act.

The Principal Secretary HRD urged the participants to examine the ramifications of the Act carefully and try to come up with solutions. He highlighted some of the challenges.

Parameters have changed a lot. For example it was quite difficult to bring the teacher-student ratio to 40:1. In the recent past, the government had appointed more than two lakh teachers, but even more teachers need to be appointed to attain that standard. If, in conformity with the Act, the ratio is made to 30:1, the question would be from where would three lakh teachers come? The Act calls for trained teachers, where would these teachers come from, he asked.

[The Act stipulates that EVERY child betweeen 6 and 14 MUST access school Compulsorily, and the STATE shall ensure this as the Act comes into force April 2010 ]

There are different categories of teachers at present, but under the Act all teachers would have to be trained and meet a nationally determined standard.

Stressing on the fact that the law had been passed and that there was no room to debate the provisions of the Act, he said that the Model Rules were a guideline along which individual states would frame the rules taking into consideration the local conditions, possibilities, and constraints.

He drew attention to the existence of implementation time frames within the Act, and asked the participants to deliberate on the ways and strategies that could be used to handle these time frames.

The Act calls for all schools to be registered with the Government, and the good thing about this would be that a minimum standard would have to be maintained in all schools. If these minimum standards were not maintained, then the schools would have their registration cancelled. He pointed out that there was a danger of harassment for private schools and complications in this context, and stresses the importance of evolving a system whereby implementation would be smooth and transparent.

It would be necessary to prioritise the areas of implementation, taking into consideration the priorities in the State. A workable time frame for the implementation of each aspect would have to be worked out.

One of the major challenges would be the fiscal aspect. Financial resources and allocation for different components would present a challenge.

He pointed out that currently education spending was about 15 percent over the budget allocation. The implementation of the new Act would weigh heavily on the state exchequer, and the challenge would be mobilising resources to meet the projected expenditure of approximately Rs 28,000 crore. He mentioned that even the developed states were finding it difficult to muster the resources required to implement the RTE act, and that it was generally felt that the Centre should contribute towards 90 percent of the resources required for implementation.

Mr Anjani Kumar urged the participants to come up with an implementable road map taking into consideration the ground realities of the State. He said that even though the issues thrown up by the RTE looked huge, it was not a time to be disheartened.

He said that the participants present represented a wide range: NGOs and pressure groups for educational reform, private schools, and stakeholders and it was his belief that the two day consultation would throw up useful recommendations that would help in a viable and priority based implementation road-map for Bihar.


Author: Frank Krishner
Frank Krishner documents several educational initiatives for UNICEF, the State Government agencies, and other International Organisations. This post and subsequent ones on the consultation are for the purpose of general awareness and for the response of the enlightened public.

Video in the ELT classroom

I have been using video technologies in the classroom since the late 1980’s. From videotapes to DVDs and streaming video from the Internet, the visual mode is still the most powerful and popular medium of communication. Far from being mere entertainment, carefully chosen films are, in fact, useful and highly motivational teaching tools for practicing listening skills and stimulating speaking and writing.
Though video technology became affordable in the late 1970s, video became an even more widely available teaching aid in the next twenty years or so. Today, although the CBSE[1] recommends the use of selected films in the classroom, its penetration into everyday classroom practice and course/syllabus design hasn't been deep. In fact, the video is still an outsider in over 90 percent of Bihar’s ‘English Medium’ classrooms. It’s a shame that even in University classrooms, the number one teaching aid at an ELT teacher’s disposal is usually a stick of chalk.

How can teachers use video in the classroom? Most often it is used either to present students with spoken language input for listening practice or to elicit student language output via speaking or writing. Videos may also illustrate cultural and nonverbal behaviour and can also be used for teaching a variety of content (e.g., “about” linguistics) and skills (e.g., media literacy, literary criticism, comparing book and film versions). [2]
Looking back at the early days, it may be recalled that the first pedagogical practice was the direct adaptation of existing methodologies to incorporate the new technology. The 1960s and 70s had seen the emergence of the functional/notional approach to describing and teaching language, and this had begun to substitute transformational grammar as the main underlying principle behind materials and course design. One example is the appositely titled "Video English", a series of videos which took the main functions of the English language (e.g. greetings and introductions, asking for and giving information, etc.), and developed short sketches around them. The videos were accompanied by useful teaching notes, classroom activities, transcripts, suggestions for teachers and additional language material.

I use videos in several ways in my language classes. Actually, there are broadly three kinds of videos that I use. The first category is gleaned from BBC English language teaching resources. These are specially designed teaching videos that are developed around a teaching point and come with a downloadable script that can be very useful for teacher and student alike. The second category is popular films and episodes from television series.
The third category – which the teacher in India can acquire with a little bit of resourcefulness – is the adaptation of authentic TV and video material for language teaching. Two examples are the BBC's "Television English" series, in which excerpts from (mainly non-dramatic) UK broadcast TV programs are the focal point for well-written language learning activities, and Sony Corporation’s teaching materials based on a limited number of major feature films.
In addition to these three main categories of video resources, there is content or theme specific course material such as “Business English" and "Tourist English" videos, as well as courses using cartoons, aimed at children.

How does one use video in the classroom? Like other ELT practitioners, I have developed my own techniques. These techniques are far from new. One such technique is silent viewing. The students view a sequence, for example of a couple ordering a meal in a restaurant, and then attempt to generate an appropriate dialogue for the scene. The actual dialogue can then be used as a model from which to adapt the students' efforts. Alternatively, if the students are already familiar with the dialogue, they can use the silent re-viewing to reproduce the conversation. The reverse technique is to play the sound only, and have students discuss what the scene might look like. The teacher may also make good use of the ‘pause’ or ‘freeze-frame’ option, to check comprehension and to answer unanticipated questions. In some viewings, students should be encouraged to indicate if they want a pause in the viewing to pick up on points of confusion or general interest.
There are a number of features found in real spoken language but not in typical teaching materials. Real people mumble and talk with food in their mouths; some speak rather rapidly and use nonstandard forms; they incorporate different levels of formality and colloquialisms; they talk in incomplete sentences and use all sorts of pause fillers, hesitation phenomena, and the like. Differences in speech may be found from those of different regions, ethnic groups, social classes, ages, even gender. Speech is full of variety and ambiguity and students need to develop some ability to deal with this, even if it’s just to learn how to ask for clarification when they don’t understand something. Using video examples, teachers can guide students do deal with language as it is really used.[3]

Normally, however, merely watching and listening is not enough in the classroom. Teachers have to structure activities around the video. We may have the students summarize the plots of movies or entertaining TV shows; they may be encouraged to describe specific scenes or characters in detail. For news or information programmes, students may be encouraged to locate specific information by looking for the answers to WH-questions such as What happened? To whom? Where? With some other stories , they may be interested in discovering he answers to: What is the problem? What are the effects? What caused it? Are any solutions suggested?
The abovementioned activities incorporate listening and understanding, as well as writing down key information, and talking about the video with others. The activities might take the form of comprehension questions (multiple choice, ticking off, or completion), note-taking, and discussion. The students may also be asked to fill in blanks in the transcript while listening or to focus on certain lexical and grammatical usage. This, of course means that the teacher has to do his (her) homework well, planning out the activities and developing the task sheets that are to be used in the class.

On a more practical level, where the classroom is fitted with a television and cable connection, such as the one we have at the Department of Communicative English with Media Studies in Patna Women’s College, it is possible to let the students have access to English news programmes aired on satellite channels such as NDTV 24x7, Times Now or CNN-IBN. The English news on Doordarshan can be a fairly useful tool to help beginners with weak vocabularies and limited exposure to the spoken word familiarise themselves with registers.
The television programmes that I have found most useful are those that relate directly to the students’ worldview. The popular chat show ‘Koffee with Karan’ , NDTV’s talk show ‘We the people’, and the quiz show ‘Are you smarter than a fifth grader?’ can be potent language teaching tools.

One of the great advantages of video is that it provides authentic language input. Movies and TV programs are made for native speakers, so in that sense video provides authentic linguistic input. Students in Bihar are usually taught to memorize some grammar rules and vocabulary; the actual ability to use the language may or may not follow. When faced with a real native speaker, they panic. The unfortunate situation prevalent today, especially in the ELT ‘teaching shops’ is that ELT teachers in are not native speakers of English, and in this context, the judiciously used film/TV show can be used as a substitute for the ‘authentic’ native speaker.

[1] Central Board of Secondary Education
[2] Katchen, J. E. (1996). Using authentic video in English language teaching: Tips for Taiwan’s teachers. Taipei: Crane.

[3] ibid


Author: Frank Krishner
Frank Krishner is a journalist, film-maker and documentation specialist who has authored the weekly column “Wordsmith” on English usage in the Education Times (Times of India). He has been teaching mass communication at Patna Women’s College for the past decade.