15 th International Conference of National Trusts Entebbe, Uganda, 30 September – 4 October 2013 “Our Heritage, Our Future:” Cultural Diversity for Responsible.

15th International Conference of National TrustsEntebbe, Uganda, 30 September – 4 October 2013

“Our Heritage, Our Future:” Cultural Diversity for Responsible Development

Sustaining Rural Heritage through Education: An Indian Case Study

Presentation ByS.K. Misra, Chairman

THE INDIAN TRUST FOR RURAL HERITAGE AND DEVELOPMENTwww.itrhd.com

THE INDIAN TRUST FOR RURAL

HERITAGE AND DEVELOPMENT (ITRHD) was formally registered under the

Indian Societies Registration Act on 23 June 2011

“Just as the universe is contained in the self,

So is India contained in the villages.”

Mahatma Gandhi

India’s population is now at 1.2 billion. Almost 70% of our citizens live in 600,000 villages and countless small

settlements, throughout the country.

More than 30% of this rural population suffers from chronic poverty, and an estimated 15 million rural

families are both poor and landless.

They endure lack of:

Civic infrastructure

Medical facilities

Proper education

Almost all the comforts and amenities

of life

Struggling to maintain a basic existence, these rural residents are

often unaware that they may possess one rich untapped resource:

H E R I T A G E

THE INDIAN TRUST FOR RURAL HERITAGE AND DEVELOPMENT (ITRHD) was formally registered under the


Keeping in mind the vast untapped potential of India’s rich rural

heritage, ITRHD was formed in 2011 with a two-fold mission:



1.To address the challenges of

preserving India’s tangible and intangible rural

heritage, for its intrinsic meaning and value;



2. To connect the preservation and

enhancement of this heritage with economic development, livelihood enhancement, and

general improvement in the quality of rural life

THE PROJECTS

To date, we have five projects completed or well underway:

MEWAT MOSQUE RESTORATION (almost completed) (Haryana)

KHIMSAR WASTE WATER TREATMENT PROJECT (completed)(Rajasthan)

AZAMGARH CREATIVE CLUSTER DEVELOPMENT(Uttar Pradesh)

MALUTI TEMPLE VILLAGE RESTORATION(Jharkhand)

RAKHI GARHI INDUS VALLEY EXCAVATION(Haryana)

THE PROJECTS

Two additional projects are in advanced planning stages:

“LIVING MUSEUM” Project (Kohima, Nagaland (Northeast India)

“LANGA” DESERT MUSICIANS VILLAGES PROJECT(Barmer District, Rajasthan)

THE PROJECTS

Today, however, I will talk about one

aspect of one of these projects, as it

has been an especially rewarding one

for all involved.

THE PROJECTS

AZAMGARH CREATIVE CLUSTERPROJECT

(Uttar Pradesh State)

AZAMGARH CREATIVE CLUSTER PROJECT

A cluster of three villages in Azamgarh District, each with a different strong and

unique heritage asset, are the focus of this project:

HARIHARPUR Musicians Village

MUBARKPUR Weavers Village

NIZAMABAD Potters Village


IN SPITE OF THEIR RICH HERITAGE ASSETS,

ALL THREE VILLAGES SUFFER FROM:

• POVERTY,

• LACK OF CIVIC INFRASTRUCTURE,

• POOR HEALTH/EDUCATION FACILITIES,

• DIFFICULTY IN SUSTAINING THEIR HERITAGE


INTERVENTIONS

A comprehensive program of interlocking initiatives has been developed for the entire

“Creative Cluster,” involving:

1) Activities specific to individual villages,

2) Overall Azamgarh Cluster initiatives


The one I will present today involves the

HARIHARPUR Musicians Villagewhose 40 Brahmin families are the descendants of

traditional classical court musicians. Although they are farmers,

they struggle to maintain their musical heritage.


HARIHARPUR Musicians Village

From small children to octogenarians, all gather in the morning and evening to play

tabla and sarangiand to sing classical and folk songs.


Village-Specific Initiatives Underway in Hariharpur include:

• Construction of a performance ampitheatre

• Construction of a small training academy with accomplished gurus (teachers) from Varanasi

• Construction of a small museum to preserve and display rare old instruments, and provision of new

instruments to young musicians


Comprehensive Cluster Development Initiatives:

Hariharpur will also benefit from the overall initiatives. The entire cluster of three villages is being

promoted as a new tourist circuit, especially for visitors to the nearby popular destination of Varanasi

(Benares). Various plans are underway for development of

revenue-earning facilities which will be owned and managed by the village.

In addition, a “Festival of Rural Arts and Crafts of Azamgarh”

was held at a high-profile cultural center in Delhi in April 2013. It attracted substantial audiences and tremendous

publicity and TV coverage.

Evening performances involved musicians of every age from the village. They performed alone,

and also in tandem with famous musicians and vocalists who

were born in the village, but are now based elsewhere.

HIGHLIGHT PROJECT: Hariharpur School

PRIORITIZING THE DEVELOPMENT ACTIVITIES

In planning our overall Azamgarh initiatives, we

took into consideration that one of the first

requests in almost every rural village we have

encountered is for better education facilities.


This was also the case in Hariharpur, where the

villagers were united in pleading for help in

developing better educational facilities.

Although they understood and appreciated the

initiatives related to preservation of their

musical heritage, education was seen as a

more urgent and pressing need.


Without education, it is clear that the new generation has little chance of understanding and appreciating their unique heritage, much

less of obtaining the tools necessary for securing a comfortable and productive life.

With no hope for the future, there is little motivation to continue and nurture the living

heritage of their habitat.


We thus decided that establishment of a new

school in Hariharpur would be an ideal pilot

project demonstrating the way in which

education can be inextricably linked with

preservation and enhancement of a unique

living heritage.


The basic objective was to establish a primary school which would provide good quality and

value-based education free of cost to the children from all communities of Hariharpur village and its

neighbouring villages.

It was planned as a model that can in future be replicated in all the rural areas in which our

projects are located.

Indian Trust for Rural Heritage and Development

We began with two modest goals:

• To establish a pre-primary level school designed to meet nutritional and health needs of the students,

• to develop facets of their personalities not addressed in government schools, related to the creative traditions of the area. Thus, we have included such things as yoga, dance and music in the curriculum.


Given the musical heritage of the village,

plans include emphasis on music appreciation and training, giving students the tools to better

understand and continue to nurture these traditions.

When the music academy in the village begins functioning, students will also be exposed to and interact with visiting masters and performers.


Since the village is divided along caste lines, we decided that

every social sector of the population must be involved in the

school project, as students, parents and teachers.

As we give these children the tools to understand their history

and their heritage, and to equip them to join the mainstream of

contemporary life, we also are striving to inculcate values of

tolerance and inclusiveness.


With the theoretical context in place, we turned to

practical considerations. The essential requirements

were for:

• Teachers

• Teaching Space and Facilities

• Funding


CHALLENGE #1: TEACHERS

Finding (and keeping) TEACHERS in rural Indian schools

is always difficult. We therefore recruited six young

women from within the village. One has a masters

degree, three are college graduates, and the remaining

two are completing their college studies.



Most of them are daughters-in-law of village families,

which will ensure their continuing involvement. As

teaching is considered a respectable and safe

profession, there was no family opposition.

Although they are drawn from three different social sectors (castes) of the village, they quickly bonded as a team and are working together seamlessly.



• Basic foundation training of our young faculty commenced in

October, 2012 in a convent academy in nearby Azamgarh.

• Next, they underwent intensive two-month training in

Varanasi, with a carefully designed training module.

• This summer, they came to Delhi for another intensive

immersion training course, in English.


CHALLENGE #2: PREMISES

Until a permanent building could be constructed, it

was decided to begin operation in two temporary

buildings. One was taken on rent, and the other

donated free of charge. Both were renovated to

make them suitable for school functioning.


CHALLENGE #3: INITIAL FUNDING

Costs of building renovation, teacher training, and

provision of food, uniforms, supplies and equipment

were met by donations from ITRHD members and

friends. An appeal requesting donations of

Rs. 3,000 (approx US$ 50) to support one child for

one year was met with generous response.


CHALLENGE #3: INITIAL FUNDING

Uniforms and other essential supplies have also

been donated. The village residents have been

generous supporters, donating land, use of one of

the temporary school buildings,

food for mid-day meals, and many in-kind services.


With the initial challenges thus met,

and with the help of friends,

colleagues, and the community, we

were thus able to fulfil the residents’

fervent pleas for immediate start up.


In February 2013, the CHACHA

NEHRU SCHOOL opened its

doors with 64 nursery-level

students, from all sections of

the community, and with one

child from every family that

wished to participate.



BASIC CHARACTERISTICS AT BEGINNING

• Opened in February 2013 in leased premises.• Targeted to children from poor/marginalized

families.• Emphasis on including girl children.• One child per family, at initial level.• Children in the age group of 4-7 years.• No tuition fee or any other fee is charged.


AREAS OF EMPHASIS

• Uniforms, books, and many teaching aids were acquired by donation.

• Balanced “mid-day meals” are cooked at the school, under expert guidance. Many of the raw materials are donated by villagers.

• Along with the vernacular, English is taught.• Bi-annual free medical check ups are provided to

all students.


For ITRHD, however, this was just the beginning. We realized that unless the

entire community was involved in developing and running the school, chances

of sustainability and success were slim.

At this point, the British Council entered the scene.


INTERNATIONAL INVOLVEMENT

In 2012, under the auspices of the British Council,

a team of young architects

(WORKSHOP architecture)

toured India, searching for a rural area in which

they could help to design and construct a school

with the full involvement of the local community.



They chose the ITRHD project in Hariharpur, and

sanctioned Rs. 11 lakhs (approx US $18,000)

toward construction of a school building that

would be designed in collaboration with the

community, sensitive to ecological and climatic

conditions, and utilizing local skills.



The team began with a two-week architectural

workshop in the village, in which 20 young

architects, engineers, plumbing experts and

other professionals from various countries

participated, lending expertise and suggestions.



The core team then moved into the village for

3 months, overseeing initial construction and

teaching the residents various building skills.

Three prototype classrooms and a toilet were

completed. The remaining construction is being

done by the community under our supervision.


COLLABORATION

The international team worked intensively with the

entire community, as well with ITRHD staff and the

senior Indian architect who supervised the project,

engaging parents and teachers in the entire design

and construction process. It was a learning

experience for all concerned, and has led to a strong

sense of pride and ownership within the village.

TEACHERS TRAINING WORKSHOP

FATHERS, BROTHERS and UNCLES OF STUDENTS WORKING ON COURTYARD DESIGN

MOTHERS and GRANDMOTHERS OF STUDENTS, WORKING ON DESIGNS

Architectural Model of Final Plan

The residents’ involvement did

not end with planning.

Once

construction began, women as well as men

volunteered generously and threw

themselves into the tasks at

hand.

CONSTRUCTION IN PROGRESSNo outside contractors are involved; all work is being done by village residents and using local materials as

much as possible.

Progress on Toilet Construction Being Discussed with Parents

Construction of one almost complete section

For me personally, as for all members of our team, this has been an extraordinarily rewarding project.

This group of children, running wild through the village just one year ago…

Now happily and faithfully attend school every day, take part in

organized activities, and have begun to

love learning.


COMMUNITY INVOLVEMENT

We decided at the outset that the key

requirement for sustainability was to

make the entire community the prime

stakeholder. They have responded beyond

all expectations.


COMMUNITY DONATIONS

• Premises for the temporary school building given on nominal rent;

• Land provided for new school building on long-

term lease at very nominal rent; • Land donated land for school kitchen and garden;

• Contributions of grains, cereals, and vegetables for mid-day meals.


COMMUNITY INVOLVEMENT

• Active participation in recruitment and selection of school teachers and staff;

• Enthusiastic participation in design collaboration

workshops with architectural team;

• Availed of skill training by international team;

• Providing labor and supervision of construction, all without cost.


SUSTAINABILITY AND THE FUTURE

To begin, every child in the village of nursery-level age (representing all communities) whose family

wished to participate has been included in the first batch, totally free of cost.

When the heritage and tourism development initiatives begin to result in economic returns, the school can eventually move to self-sustainability.



At the moment, we have sufficient funding to

support two years of operations at current levels.

We have several grant applications in process for

funds that will provide some permanent corpus, as

well as the ability to expand to higher grade levels.



Those families who did not enter a child in the first

batch are now demanding to be included as well,

so expansion is definitely required.

Enthusiasm has, in fact, swept the village.



Our next priority is to acquire sufficient funds for

recruitment and training of additional teaching

staff, at higher grade levels, as well as to

expand the types of training being provided

to the first faculty group. We hope to be able to do

this in the coming season.


LINKAGE: THE SCHOOL / THE HERITAGE

The school is serving as tangible proof to the

residents that our work in heritage preservation

will indeed result in improvement in the

standard of living in general, and that heritage

preservation and education can be

inextricably linked.



The message is being reinforced by other means as well.

In March, the British Council in Delhi presented an exhibition “Building Community,” featuring work in process from Hariharpur, as well as replicas of work

from other projects.

Several of the Hariharpur teachers, children and residents attended the exhibition. Musicians from the

village presented an evening concert.



Seeing their school (and their work) highlighted

in the British Council galleries,

linked to performances by their musicians,

and all highly appreciated by Delhi visitors,

strongly underscored the linkage between

education and their very special heritage.



Ankita (one of the Hariharpur teachers)

at British Council exhibition in Delhi

highlighting the work at the school.



Village residents who travelled to Delhi to see British Council

exhibition on Hariharpur school project

Evening concert at British Council by Hariharpur musicians



This was further reinforced in April, when we organized a “Festival of Rural Azamgarh Arts and

Crafts” at a leading cultural centre in Delhi.

Many village residents travelled along with the local musicians, and saw them being given tremendous accolades (and much television coverage) both in

the informal daytime sessions and the formal evening concerts.



We are, in the end, trying to show our rural citizens that there are, after all, paths out of poverty,

roads that will lead to better lives.

Two of the most promising are the roads originating in their heritage and in their children’s education.

By linking the two, we think we are making a strong case.


The project has been a truly collaborative one. Under

ITRHD direction, the other partners have been:

• a leading Indian architect, Mr. Shiban Ganju;• the British Council team (WORKSHOP architecture);• Schools in Varanasi and Azamgarh (teacher training);• Individual donors (financial and in-kind); • Almost every single resident of the local community.

It has been a unique and extremely satisfying partnership.


Thank you.

please visit our website, at

www.itrhd.com

http://www.itrhd.com/

15 th International Conference of National Trusts Entebbe, Uganda, 30 September – 4 October 2013 “Our Heritage, Our Future:” Cultural Diversity for Responsible.

Documents

rajasthan slide

intangible rural heritage

value slide

indian trust

quality of rural life

rural population

development itrhd

rural families