Nagapattinam Educational Project Report - us.iahv.org · Nagapattinam Educational Project Report The International Association for Human Values 21st Km, Kanakapura Road, Bangalore

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INTERNATIONAL ASSOCIATION FOR HUMAN VALUES AND ART OF LIVING

Nagapattinam Educational

Project Report

The International Association for Human Values

21st Km, Kanakapura Road, Bangalore South

Karnataka 560 082

[email protected]

Phone: 9342540105

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Overview

Based on IAHV‟s experience over the past 6 years, sustainable development can

only happen when a permanent presence of the leading development force is

ensured. The idea is to provide the child with opportunity of education in Primary

School, and then Higher Secondary School. A young educated person will later take

up skill training program and become self reliant. Through the implementation of

this project we will achieve many benefits for the communities in Nagapattinam

district. For this purpose IAHV purchased a plot of land (7.9 Acres) near Anakovil

village. The plot is centrally located and can serve a population of over 15‟000

people residing in the surrounding villages. The following facilities were built here:

Sri Sri Vidya Mandir Matriculation School, Sri Sri Industrial School, and Multipurpose

Community Centre.

ACHIEVEMENTS

YEAR PROJECT 2006 Tsunami-Resistant Houses in Periamanikapangu Village

2007 Sri Sri Vidya Mandir Matriculation School(Two Buildings)

2008 Sri Sri Industrial School

2012 Multipurpose Community Centre

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Sri Sri Vidya Mandir Matriculation School

Sri Sri Vidya Mandir (SSVM) was formally inaugurated on 20th July 2007. When the

school started there were 196 students. Present student strength is 620. At the

beginning the classes were up to 6th standard only, but now are up to 10th

standard. In 2007 there were only 11 teachers, and now there are 44 teachers. All

of the currently enrolled students are provided with free tuition, midday meals,

books and uniforms. Medical camps are organized in the school. Moreover school is

used as hub for initiatives that result in the social and economic upliftment of the

surrounding villages. The school employs qualified educators who receive special

orientation and training at the Sri Sri Teacher Training Academy. A syllabus

developed on NCERT recommended curriculum ensures all-round development. All

buildings and infrastructure are designed to be eco-friendly and in harmony with

the environment.

20.07. 2007 - Inauguration of SSVM by District Collector of Nagapattinam

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Activities of School

Fully equipped Montessori Learning environments for the 3-6

age group

A typical Montessori environment for students between 3 - 6 years.

Students take materials of their choice from the shelves and work independently.

Three students working independently

Above: A student working on „Decanomial Squares‟. A student works with the

secondary colors. A student works with picture cards and locates its corresponding

label.

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‘Activity based learning’ classrooms from 1st to 5th standard

The school aims to have small classrooms where classroom student strength does

not exceed 30. This is a typical Primary (Std. 1 -5) classroom where students work

independently as well as in groups.

Use of Learning Materials in Classrooms

Gradually, teachers are finding greater use for learning materials. Above, students

of Standard I are using number cards to understand place value. To the right, a

student categorizes words under „place,‟ „person,‟ and „thing‟ and is using a

dictionary for words he is not sure of.

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Karadipath Supported Audio-Visual English Language Learning

program for primary sections

Creating engaging classroom environments

Students have ample opportunity to improve language by using information that is

strategically placed on walls and soft-boards.

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Folk music and dance training for all students

Guitar classes for students

Subject specific classrooms from 6th standard onwards

Daily Yoga practice in the morning

Students enjoying yoga

Free Porridge for all students and free lunch up to 5th standard

Children having their free midday

meal

Drinking water facilities

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Big playground and good sports facilities

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2/3 acre of land used to teach farming to children

Electives offered for 9th and 10th standard students: Farming,

Electrical, Welding and Tailoring

Agastya Science Lab

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Library

Learning – Small Group work

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Computer class

Learning outside classroom

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Teacher Development Sessions

Teachers regularly have an opportunity to improve their subject knowledge.

These trainings play important role in improving teacher capacity and

creating inviting and engaging classrooms.There are opportunities for formal

and informal sessions. Above you see a variety of such examples.

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Art of Living Personality Development Workshops for Teachers

and Students

Teachers regurarly have an oppotrtunity to improve their subject knowladge

(This is during Art of living training on self-development and value education

for teachers[Part-1 and follow-up sessions])

Children undergo Art of living Art Excel and Yes Courses and also do Follow-

up sessions

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Growth of School at a Glance

YEAR CLASSES TOTAL

CHILDREN

TOTAL

GIRLS

TOTAL

BOYS

TOTAL

TEACHERS

NON-

TEACHING STAFF

2007-

2008

Up to 6th

standard

196 91 105 11 5

2008-

2009

Up to 7th

standard

297 124 173 13 8

2009-

2010

Up to 8th

standard

483 215 268 18 10

2010-2011

Up to 9th standard

467 206 261 31 11

2011-2012

Up to 10th standard

570 246 324 38 13

2012-

2013

Up to 10th

standard

623 264 359 45 15

2013-

2014

Up to 10th

standard

620 300 320 44 18

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10th standard results 2013-2014

Total Number of students who appeared in the examination: 42

Total number of students who passed: 42

Number of students who scored about 80%: 29

Number of centums in Science: 3

100% results over the past 3 years

New Initiatives

Art of Living Yoga sessions: Instructor from Art of Living conducted yoga

sessions for teaching and non teaching staff. He continues to conduct a half-hour

morning yoga session for all students between standards III-X. The students go

through the basics of pranayama, bastrika and surya namaskar.

Botanical names: A phase-wise naming of plants across the campus has been

completed. However, cardboards used for the name-boards are not sturdy and we

are thinking of methods to have permanent boards hung on the plants.

ESTE: „Exploring Science through Exhibitions (ESTE)‟ was launched in July to

research on the hypothesis that regular science exhibitions can increase interest in

science among students.

This year the school had two exhibitions. The theme for August was environmental

awareness and more than twenty models were displayed. For World Science Day, in

February, the idea of a „Herbarium‟ was explored with students and staff exploring

the variety of species of plants that are on the campus. They have, as a result of

this exercise, compiled a folder with a number of different leaf types to aid in

identifying trees.

English News: Two students, supported by the English teachers, have taken it

upon themselves to convey some „school news‟ to the school community. Once a

week, these students display the news on a soft board placed on the walls of a

corridor.

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Mathematics immersion: Mathematics immersion is happening via puzzles and

presentations in spaces beyond classrooms at SSVM. Teachers put up puzzles on

the walls and students are found thoroughly engaged in these puzzles. The puzzles

and other material that are presented outside the classrooms are methods to

engage students in mathematics meaningfully.

As part of creating awareness among the whole staff (teaching and non-teaching),

the Math‟s team in collaboration with the Pre-primary Teachers, displayed the entire

breadth of the school‟s Montessori-based Math‟s materials. Staff spent the better

part of three hours discussing the various materials and the ways in which the

materials promoted mathematics learning.

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Print Rich environment: The team of language teachers continues to create a

print rich environment in the school. A print rich environment, it is argued, aids

language learning. The walls in the corridors have pictures and sentences that

describe the pictures; informative posters; and, in some cases, instructions that aid

safety.

.

This method of delivering information seems to be an effective way for some

students to engage in reading and learning new vocabulary. Students are often

seen looking at these and conversing about the content. These materials, in some

measure, have also served as a way for the staff to communicate with the students.

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New Sports Curriculum: Dr. Jana Conrad visited the school in the month of

August. She spent some time at the school campus and helped the sports teachers

restructure the sports curriculum so that the games played are developmentally

appropriate and there is focus on development of specific skills and training of body

parts.

In the photograph to the left, students are seeing working on their volleyball skills.

You can see that the numbers on the court are few giving each student an

opportunity to improve his/her skill.

Tamil Exhibition: There was a Tamil exhibition organized on the school campus on

August 6th, 2012. Themes such as sea, forest were created and children presented

exhibits based on these themes that reflected their knowledge of Tamil and its

cultural history.

Mothers’ committee: A mothers‟ of the school committee, according to the

guidelines from the government, has been set up. Every week, a set of four

mothers come in and suggest changes to us in terms of school infrastructure and

maintenance. We have been trying to put in place the changes suggested.

Campaign against tobacco: Our campaign against tobacco has gone to the next

level and we have declared the school as a NO TOBACCO zone. Nobody, including

visitors, can consume tobacco while inside the school campus.

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Student health profile: The health profile of students is almost under completion.

We plan to conduct health camps in the month of June.

Conversation on rights: The teaching body had an open conversation on

upholding Human Rights within the school premises.

We discussed that our rights may be compromised at times in workplaces. We

decided that it is our duty as a group to protect the rights of every individual and

evolve a system for such protection. Over the course of the past few weeks and

continuing into the New Year, the staff is critically looking at each of forty-odd

rights that the teachers have identified. The school is looking forward to the journey

of making the school a place where reflection, critical thinking and respect are

considered paramount.

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Vegetable farm: A significant amount of our vegetables for mid-day meals come

from the vegetable farm.

Excess vegetables produced are bought by the staff themselves and the money

goes back to maintaining the daily needs of the farm. The farm has helped us

provide nutritious organic food to children at a low cost. In the coming year, we

hope that farming becomes a part of the curriculum and that students participate in

the sowing, maintaining, harvesting and distribution of vegetables.

World Map and India Map: We painted the outlines of a huge India map and

world map on the floor of the yoga hall and community hall respectively. These

maps would be used as teaching-learning material to help children learn geography

through total physical response. 12 man hours were spent on painting the India

map and over a month of all „free hours‟ were spent on painting the world map.

This was a result of tremendous commitment shown by one teacher without any

expectation of incentives or appraisal. He was also helped by a few other teachers.

Tamil Newsletter: The Tamil newsletter, Manavar Malar‟ (students‟ newsletter),

that started on 29th June, 2012 successfully completed its first year. The newsletter

is being published regularly by the teachers and students every week. Every week

students from 6th to 10th standard get a chance to gather news, edit it and present it

on the school notice board.

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News is represented as displayed to the left. The Tamil teachers are doing a

wonderful job of keeping alive the motivation to edit the enormous amount of

writings they get from students amidst their busy teaching schedule. The school

also sees it as a complimentary pedagogy for language teaching. We hope that this

endeavor will enjoy a long and a successful life ahead.

School committees: 13 committees were set up by teachers to take care of the

everyday activities of the school. This initiative was taken to create a sense of

ownership and responsibility among the teachers and to co-create a culture of team

spirit and unity at the school. These committees are meeting regularly and also

maintaining minutes of their meeting. They are critically involved in building a

caring and democratic school. There are intense and informed discussions that

happen in these meetings and teachers who once never spoke are opening up.

Teachers are finding and asserting their voices responsibly through these

committees and this aids development of the individuals and the school as a whole.

Although thirteen committees were setup, due to the limitations of time, a number

of them are not able to meet regularly. Only four are actively functioning and

influencing decisions taken in the school.

The Kitchen Management Committee has revised the menu and has looked at

streamlining purchases of materials from different vendors. They were instrumental

in ensuring that redundancies are avoided and the materials purchased were of

good quality. In an effort to conserve water while cleaning plates, the Kitchen

committee has initiated a small pilot program. Students of 4th and 5th standard are

using a serial washing method. Water is placed in four tubs with one of the tubs

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containing soap water to wash away any grime. Plates are dipped in tubs with each

dip washing away the soap. Water usage has significantly reduced as a result of

this initiative. The school‟s electricity bill has also been impacted.

The Academic Affairs Committee and Inspector of Matriculation Schools (IMS)

Affairs Committees are gaining a better understanding of ways in which academic

systems can be deployed to ensure better student learning/achievement. While the

former looks into any academic issues related to the school, the latter represents

the school, whenever required, at IMS (a government school recognition body)

Meetings. This committee is also responsible for the correspondence between the

school and the IMS.

The Van committee has had to tackle many issues related to streamlining the van

services that the school provides. The committee liaises with the Van drivers to

ensure that safety regulations and schedules are followed. The committee has also

initiated and moderated meetings between the Van Drivers and Parents.

Understanding Gender discrimination: A workshop was conducted for the

teaching and the non-teaching staff on understanding issues related to gender:

construction of gender stereotypes in our society and gender oppression.

Some teachers then personally met the trainer and shared their problems. While

gender discrimination and oppression is a „cultural phenomenon‟, this discussion

also showed that women do not approve of it. This left us with the question on

whose culture is it anyway?

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Reflection and rationale: Over the course of the year, we had issues with

children running in the corridors and jumping from the stairs resulting in injuries.

As a response to this we initiated a cartoon strip in the school where the events are

codified and opportunities offered to children to rationally reflect on it.

The cartoon strip also doubles up as language learning material. The response to

these strips has been welcoming and teachers have observed that running in the

corridors has reduced drastically and jumping has disappeared. This is coupled with

discussions in the classrooms with children on safety.

New Eicher Bus: The new 40 seater Eicher Bus, purchased in July, operates

between Thiruvengadu and the school. The bus is very spacious and offers children

a lot of moving space.

Community Outreach

Tobacco Awareness for Parents: Mr. Karthik, the school‟s visiting counselor,

spoke to the parents of the school on issues related to tobacco addiction and

cancer. Many of the parents appreciated this initiative by the school.

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Evening program, part I: In December, we started an evening program for local

children who are not enrolled in our school. They came in the evenings to learn folk

dance and songs. Mr. Pavendan, our dance and art teacher is coordinating the

program. We were in the process of building rapport with the local parents through

this program and the parents were encouraging the children to attend these

programs. Unfortunately, after a month, the program was forced to stop as no child

was ready to come fearing a backlash from the teacher in their school. We are in

the process of determining what the next course of action should be.

Evening program, part II: In March, we started a new evening program for

young adults in the community. Spoken English classes and computer classes are

being run every evening throughout the week. Mr. Karthik, the school‟s visiting

counselor, and Mr. Gajendraprabhu, the electrical engineering teacher from the Sri

Sri Industrial School/Shriram IGNOU Community College, are conducting these

classes

Staff capacity building

One permanent teacher trainer for primary section Support given in lesson planning, execution and evaluation

Art of Living workshops every week for emotional wellbeing of the staff

Library equipped with books relevant to curriculum, pedagogy, child

development and learning Workshops on pedagogy for teachers

Training on teaching-learning materials

Resource support for teaching-learning material preparation

Future plans

Continue Karadipath Learning Program for secondary section in 2015-2016

Create a Center for Community Dialogue in the school to aid in community development

Water and energy conservation

Recycle, Reuse and Reduce waste generated from the school and the community

Explore alternative sources of energy

Decentralized and distributed administration and responsibilities

Community owned and managed institution Create a Center for Community and Cultural Studies

Offer extensive learning opportunities to all children

Offer varied career paths to the school staff.

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Sri Sri Industrial School

Sri Sri Industrial School provides - Immediate vocational training in the areas of plumbing

and electrical works,tailoring, weilding,computer training.

Sri Sri Industrial School offers a six month

course in tailoring and welding.

In the Year 2011, in association with Shriram Foundation, the Shriram

IGNOU study centres have been extended to the premises of Sri Sri

Industrial School, Anakoil, Nagapattinam, Tamilnadu to provide distance

education in graduate programs.

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Present Strength: Student Strength: 31, Teacher Strength: 3, Total Staff: 6

Indira Gandhi National Open University (IGNOU) Diplomas in:

Welding (12 students)

Electrical & Plumbing (18 students)

Cutting & Tailoring (1 student)

Non-Banking Finance Company (starting from Jun 2012)

Two Wheeler Mechanism (starting from Jun 2012)

Starting June 2011, we are offering Electrical & Plumbing as part of the IGNOU

Diploma Programs. IGNOU Diplomas require students to be proficient in Computer

basics and English.

Placement: All students graduating with Diplomas in Welding and Electrical

Technician have been placed.

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SRI SRI COMMUNITY CENTRE

The third initiative as part of the continued Tsunami Long-Term Relief and

Rehabilitation efforts, a multipurpose community centre has been build to create

common space for the community to come together in different activities. This has

been constructed with the help of Chicago Balaji Temple Charitable Trust,

U.S.A and IAHV Tsunami Relief Fund.

SRI SRI COMMUNITY CENTRE, VILLAGE ANAKOIL, THRANGAMWADI, NAGAPATTINAM

The Community Hall was inaugurated on 23rd February 2012 by Sri Sri Ravi

Shankar, IAHV Founder. It was attended by District Collector of Nagapattinam.

The Art of Living – IAHV has not only built Homes, Schools, and Community

Center, it has also built lives that were devastated, spirits that were

destroyed, hope that was washed away, and most importantly it has

instilled the values of harmony and belongingness among the people, who

continue to live as an example to the whole world.

Acknowledgement The school has been supported entirely by Shriram Foundation and Give Life Trust.

The school is thankful for generous donations from Shah Foundation, Bangalore. We

are also thankful to others donors who have come forward and have supported the

SSVM School.

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APPENDIX

Tsunami Relief and Rehabilitation

On 26th December 2004, an earthquake of magnitude 9.0 shook the western coast

of Northern Sumatra. The earthquake spawned a series of tsunamis that traveled

across the Indian Ocean from Indonesia to Africa‟s Eastern Coast. The waves left in

their wake an unprecedented natural catastrophe that led to extraordinary loss of

life and economic damage. The tsunami hit thousands of people and left them

deprived of their families, livelihood, and homes. It left the survivors traumatized

by the event and magnitude of the calamity.

In India alone, the face of coastal districts (such as Cuddalore, Nagapattinam,

Nagercoil, Kanyakumari and to some extend Chennai) was altered in the matter of

a few moments.

In Nagapatinam district, one of the areas which were the most affected by the

tsunami, more than 6000 people died and 1.5 Lakhs become homeless. According

to a report 1500 children lost one parent, and 117 children were orphaned.

In the aftermath of this calamity, IAHV volunteers took the initiative to provide

necessary relief to the affected. For a catastrophe of such unprecedented

proportions, a sustained effort was required to bring about a holistic rehabilitation of the survivors.

More than 300 IAHV volunteers from around the world came together in

Nagapatinam alone, to work towards relief and rehabilitation

Survivors in the Relief Camp

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The help in Nagapattinam, Tamilnadu has been delivered in three phases;

Phase-1 Immediate Relief

It consisted of distribution food, clothing, and medical relief.

His Holiness Sri Sri Ravi Shankar distributing school bags to children

Food distribution campaign

Medical Relief Camp

Eye Relief Camp

Trauma Relief

Trauma Relief Workshops have been conducted across the entire Nagapattinam

district in 34 villages as well as in Nagapattinam Town and 6 villages in Karaikal and Pondicherry, covering more than 35000 affected victims.

Tsunami Relief Workshop in progress

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Phase-2 Intermediate Sustainable Rehabilitation Projects

Empowerment through Income Generation-

IAHV introduced Vocational Training Projects providing instructions in employable

skills to generate alternate means of occupation for the survivors. Sri Sri Rural Development Program, IAHV‟s sister organization began various small-scale income

generation initiatives in the district. The technical knowledge of a chosen trade

coupled with an entrepreneurial spirit enabled the community to initiate and sustain income-generating activities using appropriate technology. Under the scheme IAHV

established various vocational training units in different villages.

Agarbatti (incense stick) Manufacturing Unit

Women (the most affected group among the tsunami survivors) were trained in making incense sticks, in order to ensure a regular, dependable source of income.

Free training was provided for a period of 15 days. Trained women were employed

in manufacturing the product that would be finished by the IAHV unit.

More than 50 women were trained in two such units in Vadakpoigainallur village.

Tailoring Unit (Fancy Jute Bad Manufacturing)

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Former India President A.P.J. Abdul Kalam during his visit to IAHV-Art of Living Fancy Jute Bag Manufacturing Project at Akkaraipattai

Computer Centre

Computer centre imparting useful technological skills was developed as an initiative

towards long term, sustainable planning for the local population.

Computer class in progress

Child Care Centre

With the vision of creating a trauma-free ambience and bringing about the holistic

development of children, IAHV facilitated the establishment of child care centers in several areas of tsunami-affected region.

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Children playing in the Child Care Centre

Phase 3 - Long Term Projects

Construction of Tsunami-Resistant Houses in Periamanikapangu Village

To make the villages self-sufficient, self-reliant and progressive, the first and the

foremost thing was to provide homes for people. The housing project posed a big challenge to IAHV team considering the strong undercurrents of caste and

communal hostilities in the area. IAHV team was able to ensure harmony and sense

of belongingness among the locals. 94 tsunami-resistant houses were built in-situ (in the same place where the previous house stood prior to tsunami). This ensured

that the families felt a sense of continuity and familiarity with the surroundings. The

beneficiaries have participated in the construction of their homes. All these houses

have been insured in beneficiaries‟ names.

H.H. Sri Sri Ravi Shankar handing over the model of Tsunami Resisting Home and the key to the District Collector, Naggapatinam

For the hundreds

and thousands of

survivors, this

group is providing

much more than

just food and

water.” (Fox

News. Austin,

Texas)

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Inauguration of 94 tsunami-resistant houses by Sri Sri Ravi Shankar on 18th August 2006

Packiriswamy: “I never expected such a house. I am very happy to live.”

Suriya Moorty: “Due to Tsunami I lost everything. Now I have a house. I am very happy

Palaniswamy: “I can‟t repair even my hut. Now I‟m in a pakka house. Moreover you gave me a painter job for this house. I earned wages as well. I‟m too happy. Thanks to IAHV organization

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Construction of Houses in Kallimedu, Nagapattinam

10 houses were constructed in Kallimedu village by the residents themselves.

Villagers were instructed in brick making skills, and assisted by experts during

construction of the houses.

The villagers in their own house, in construction of which they actively participated