REPORT

REPORT

2005









Magu Madhura Kalike

MANGALORE

sirimak@rediffmail.com

Introduction:

Magu Madhura Kalike-an educational Project is supported with the fellowship of ASHA for

education. It functions in 15 schools of the Rayee cluster of Dakshina Kannada district and

aims edifice primary education, effective. Since last three years this is done by constant get in

touch with representatives of the community, parents, teachers and the department and by

conducting auxiliary programmes. Recent emphasis is more on advocacy, production of

supportive materials and a related manual to effective education. It tries to create social justice

and gender sensitivity in education and working towards qualitative change in education with

uniting equal minded organisations and individuals through state level forum. Similarly Magu

Madhura Kalike trying to disseminate its thinking through out the state. The report gives an

overall picture of the activities of last one year.



Recent development in Education scenario

Recently there have been some changes in the field of education. Some of the decisions/stance

taken by the government provided heed to discussions. The government stated that, English

should be taught in first standard itself as a language. It created a vast for and against situation

in the society.



Some argue that for the sake of future of rural children English should be taught from the first

standard itself. But others say it will affect local languages. Teaching English as a language

from first standard is advisable in the context of social justice. But it should be

communicative English. Teaching alphabet is not helpful, but should make children able to

speak English. Major issue here is, is our primary schools have supportive environment to

teach English from first standard.



The government is getting ready to pass the bill on child rights and compulsory primary

education. Though it is appreciable it should be efficient and effective. The central

government is revising national school curriculum. If the confusions on the school curriculum

solved it could make learning dearer to children.



Department of education has conducting quality assessment programme to assess the capacity

of the teachers. The programme aiming to know the capacity of teachers evoked many

questions. First and most important is since it has become an institution objective behind the

programme is not legible. It has raised unhappiness among some people about conducting

another examination for the children to rate the teachers. The Department of education

implemented trimester to avoid burden of examinations on children. But now it is conducting

another centralized examination after 15 days of trimester examination. Is it not a burden on

children? What is the remedy if teachers are proved inefficient? If trainings are needed to

make them efficient who will take its responsibility? Will there be a system to improve

capacity of teachers? There is no clarity on necessary preparations needed to this.



Similarly taking action against teachers of the school which has less than 40% result in SSLC

exam is not appropriate. It may create additional pressure and fear in children. In addition

teachers may give attention only to children who are definitely passed and others may neglect

in the pressure of reaching target. Government is thinking of changing the examination

system of 10th standard. We have to look forward its impacts.

Intervention

Regular Interaction

1. Parents

2. Teachers

3. Member of SDMC

4. Leaders of the community



Outcome of the Interactions are,

 Teachers Network

 Teachers workshops

 health awareness programmes

 watching election by children

 poster campaign on school enrolment

 supplementary manuals

 preparation of supplementary teaching materials

 consultation on national curriculum

 state and district level education forums

 Network and Advocacy





Regular Interaction

The Project is functioning in 15 schools of Rayi Cluster for the development of schools by

constant contact with parents, leaders of the community, teachers, the peoples’ representatives

and youth organisations.



Parents/Community Leaders:

The Project is working through the implementation committee of the community school

Project that includes the local representatives of the people and the Community and teachers

and the department. Attention is given to education development through constant contact

with the community, representatives of the people and the teachers and the departments. It

organized meetings involving parents, teachers, youth organizations and representatives of the

people. Dialogues were taken place on school development, Importance of children’s

enrollment in school (especially girl child) and quality education with the people. This helped

to create awareness and interest in the community on education.

Because of these dialogues, representatives of the people and parents are serious on issues

related to the school. The land dispute of the Hennur Padav School is solved and a building

has been constructed on the site. Classes were started in the building present academic year

onwards. Representatives of the youth and women organizations show more and more interest

on school and children’s education. Similarly they are actively participating in school

enrolment and related issues.



Teachers: We are working to make classroom teaching method and supplementary activities

to the children more effective and build social commitment in teachers since role of teachers

is very important in making school more attractive to the children and nearer to the

community. To achieve this we are constantly meeting and discussing with teachers. Through

these efforts we are making them conceptually and methodically stronger and providing them

training, advice and information as per their need. We are trying to make teachers more

resourceful and training effective. We are lobbying the department to design trainings

according to the demands of the teachers and their local need. We are working with the

department to make trainings effective since departmental trainings are constant and motivate

them to adopt trainings and supplementary information in the classroom. As a result we are

witnessing positive changes in the attitude and activities of the teachers.



Health awareness programmes

Even today awareness on health in rural areas is very less. People do not attend to their illness

until it become serious. In spite of going to the doctors sometimes they go to Babas or

Mantravadis. Children especially girl children neglected most regarding their health. This

negligence not only affects their health but also affects attendance in the school and their

learning. A health awareness programme has been organized in this regard in Kerebali

School. Expert doctors guided children and their parents on child health.



Poster campaign on school enrollment

Last year a week long girl child school enrolment campaign was organized and objective of

the campaign are, enrolling children to the school and bringing back school drop outs to the

school, publicity on the importance of education of girl child, encouraging girl children to

higher education. Through the campaign many children are enrolled to the school. Positive

point of the campaign is government also organized school enrollment campaign and thus

responded to our motive in the same year.



Supplementary to this campaign, a poster campaign to create awareness on school enrollment

was organized. Posters are printed and exhibited widely to encourage enroll children to the

school. Government high schools organization supported this campaign and many children

who are out of school are enrolled to the school.



Manual for Supportive material

Preparing supplementary activity models to make primary education more effective, teaching

method dearer to children and to bring localness to the curriculum are on progress. A manual

is prepared through consultative meetings and workshops involving eminent educationists,

and innovative people in the field of education. The work is in its final stage.



The manual provides information on supportive material to text books as well as bibliography

of availability of resources. Discussions are on the way with the department of education

regarding implementation of the manual.



Preparation of manual for 1st and 5th Standard is completed and another workshop for

preparation of manual for 3rd and 6th standard held recently. Workshop was conducted with

the help of Kannada University, and held at the University campus Hampi (Bellery District).

30 members, including Block Resource Persons, Cluster Resource Persons, Teachers, Diet

lecturers, B.Ed. College lecturers, educationists', participated in the workshop from Northern

part of Karnataka. Participants are suggested to keep in mind of local (North Karnataka)

Language, Culture, lifestyle, demography while planning activities. In the workshop for

Language, Science, Social Studies and Mathematics for 6th Standard and Language,

Environmental Science for 3rd standard manuals are being prepared. Teachers, BRPs and

CRPs involvement in the workshop was committed and they expressed special interest in the

preparation of manuals. They are agreed to implement this in their field and basis of this want

to conduct District, Taluk level material preparation workshops.



They feel that, through localizing the texts learning can be made effective and they believe

these manuals contribute hugely to the changes in the field of education. The workshop was

much more effective than expected. On the demand from the participants to adopt these

manuals in B. Ed. and D.Ed. curriculum, decided to call a meeting of Principals of B.Ed. and

D. Ed. colleges. Magu Madhura Kalike will take its responsibility. It is appropriate to use

these manuals to train teachers participants opined. The Vice-chancellor of the University

visited the workshop and discusses the issues related to implementation of the manuals with

the Chief Minister after its completion he said. A new point raised in the workshop was give

emphasis to Language learning in teaching all subjects.



Workshop decided to adopt these manuals in next trimester and meet again in September. The

teachers demanded to conduct these kinds of workshops in Northern Karnataka frequently.

They also demanded to prepare similar manuals to seventh standard.



Manual preparation workshop on project work in school education

Concept of Projects is recently introduced in Primary education. But teachers are not very

clear about this concept; they are confused about how to give projects, what are the subjects,

and its objectives. The dilemma is prevailing on what are differences between activities and

projects, only points included in the text books be given as projects or other issues are also

included in the projects. In this backdrop a two days workshop was conducted to prepare a

manual on project works.



The manual is prepared including the aspects of-what are the subjects, how children do it,

how children can be motivated to think locally through giving local and day-to-day subjects.

Discussions are held how to develop an educational environment in school area. Emphasis is

given to gender sensitivity and self experience of children while preparing manual. This is the

first manual on projects prepared systematically. To honor the demand from teaching

fraternity this book is printed and published. The book is released in Diet and Principal Diet,

DDPI and other officials from department of education present in the programme. Good feed

back is received from the teachers on the book.



Workshop on preparation of competency based evaluation manual:

Evaluation has given more importance through implementation of activity based learning

instead of examination. Examinations are dropped to conduct competency based evaluation.

But confusions are prevailing even today on what is competency based evaluation, what is the

difference between examination and evaluation, how it should be conducted, whether it is

product evaluation or process evaluation. Though little information provided to teachers,

adequate information in teachers is needed. Evaluation is undergoing similar to examinations.

In this regard a workshop on model manual preparation is held to clarify the concept of

competency based evaluation. The process under progress and manual will be completed

shortly.

Workshop on Gender sensitivity:

Teachers and representatives of the community participated in a workshop on gender

sensitivity. Issues included in the workshop are what is gender sensitivity? What are the

difference between sex and gender? And how women are treated in the society? Suggested

aspects in the constitution on gender, Directive in the National education policy to bring

gender equality in education, and aspects on gender equality among various schemes

including Sarva Shiksha Abhiyana are explained to the participants.



Information is disseminated on children rights and women rights. Discussions are held on

gender biased aspects in the syllabus and environment at home. Participants decided to teach

given texts gender sensitively and to create empowering and enabling environment at homes

for girl children in their limited capacity.



SDMC Training and advocacy kit to community:

Community has an important role in implementing education effectively in the changing

world. Every scheme talks about community participation and community ownership. But

how the community participation and ownership is, is not clear so far. A haunting question

here is in a situation where community participation is understood as attending in school

programmes and giving contributions, expecting community ownership is possible? Parents

and Local community should understand their duties and responsibilities in education to

achieve community ownership in true sense. Adequate information should be available to

parents and members of their representative and school administration committee-SDMC- in

this regard. Trainings should be made available to them and training material should be

developed. Preliminary discussions in this regard are held and overall design of the manual is

prepared in the meetings.



Similarly process to develop advocacy kit to prepare community to advocacy is under

progress. Normally people who maintain constant contact with government on education are

not from the local community. They may be representatives of organisations or others. In fact

this should be done by local community. Constant and demand driven advocacy is possible

only when it is done by local community. The community should be empowered in this regard

and work on preparation of adequate material is under progress.





Process of preparing Flip chart on social science teaching

Preparation of manual on supportive material to make class room activities effective is under

progress. Based on this, efforts are going on to prepare a flip chart to make social science

texts of 5th and 6th standards more attractive and critical. Common notion of the teachers

regarding social science text books are it is a boring subject. They complain there are no

supplementary materials available and none tried to make it attractive to the children.

Teachers’ are right. Social science lessons have very less supplementary materials compared

to other text books. The vacuum of Confusions prevailing on what kind of material should be

developed made us to develop a flipchart to teach social science. In addition, through social

science lessons we can make children socially committed and concerned. Because of all these

reasons social science texts should be given more attention. In this regard we are developing

materials keeping in mind gender sensitivity, social justice, rights and responsibilities of

children. Since these flipcharts are completely based on text books teachers need not bring

text books to the classes. Instead they can use flipcharts to conduct classes. Through the

flipcharts teachers can command more respect from students. There is a plan to provide

additional reading materials on related subjects. Because of financial constraints for the time

being we are developing flipcharts only.



Many educationists, subject experts (history, civics, political science, geography etc), gender

experts, dalit leaders, advocates, artists participated in the workshop.



Meetings: Conceptual discussions held on preparing teaching flipchart in the first meeting. It

also covered issues such as necessity and nature of the flipchart. After close examination of

the civics text book of 5th standard, necessary pictures and information will be included in the

flipchart are discussed.



Same team met second time to design supplementary information related to civics text book

of 5th standard. Third and fourth meetings were held to discuss and design issues should be

covered in the flipchart of history and civics text books of 6th standard.



Consultative meeting: Subject experts, gender experts, educationists, social activists,

teachers and principals of D Ed., colleges participated in the consultative meeting. Designs

evolved in the earlier meetings are presented before the gathering. Their suggestions are

incorporated, necessary changes are made and final decisions are taken on the nature of the

flipcharts.



Artists’ workshop: First round of artists’ workshop held to prepare pictures needed in the

flipchart. Seven artists participated in the workshop; subject experts and experienced teachers

participated in the workshop to guide them. In the workshop artists presented blue prints of

the pictures. Changes are suggested on their presentation and another workshop was planned

after two days to present final pictures.



Artists' Workshop 2: Two days second round workshop of artists' is held to review the

pictures drawn in the first round of artists' workshop with the suggestion from experts. With

the artists, resource persons too expressed their suggestions. Minute changes are observed in

the drawings and suggested to artists. Artists' are suggested to avoid every kind of technical

and gender based issues. Pictures are redrawn to accommodate gender sensitivity. Similarly

necessary and supplementary information is prepared.



Resource Persons Meet: In previous meetings and two artists' workshops pictures and

information on History and civics of 5th and 6th Standard prepared. In the present meeting all

lessons of geography are reviewed and pictures and information designed. Resource persons

prepared required information and suggested necessary pictures. As per these suggestions

pictures and flip charts are ready. Consultation with officials of department of education and

implementation of the flip chart is awaited.



In addition book lets are being developed on every lesson as per the requirements. These book

lets are being developed keeping in mind that, children should be motivated to equate aspects

in the lesson to present situation. Major thrust in these booklets is gender sensitivity.

Information on women leaders, activists, achievers and situation of women will be included in

these booklets. It will be developed to gain three fold advantages to children, teachers and

parents.



Election observation by children

Education is not just learning alphabet; it should include knowledge on various activities of

the society. Through the knowledge children learn their civic sense and responsibility. In this

regard a programme to watch election by children was organized. Objective of the programme

were, creating social commitment and stemming leadership dreams in them through learning

the election environment, voters expectations, candidates developmental projects, and feelings

of the people. More than one hundred students studying in 6th and 7th standards in three

schools of Rayee cluster participated in the watching election programme in recently held

Grama Panchayat election. Most of the students participated in the programme are girl

children. They visited polling booths and studied the process of voting, took permission from

the officers and visited inside the booth and took note of the process, and observed the

campaign, security arrangements, and other arrangements. In addition students interviewed

voters, candidates, political leaders, and police officers. Voters are being asked about their

expectations and candidates about their future projects if they won the election. Students

drawn candidates’ attentions by asking them, what their schemes to improve education system

are.



Students participated in the election watch programme prepared a detailed report about their

observations and presented before teachers and other students of their respective schools.



Consultation Meeting: A half day consultation is held on development in education, quality

education, and education of girl children. Officials of education and other departments,

educationists, and intellectuals participated in the meeting. Discussion is held on achieving

quality education and all agreed to necessity of all working together. Proposals are presented

on importance of education of girl children.



Consultation on national curriculum

National Council for Educational Research and Training reviewing the national school

curriculum framework designed in 2000, and invited suggestions to incorporate in the new

framework. A one day consultative meeting is organized to discuss present curriculum.

Educationists, teachers, representatives from the department, academicians, socio-educational

activists participated in the programme. Recommendations of the meeting are sent to NCERT,

and NCERT positively responded through a letter, that the recommendations will be

considered.



Similar consultation is conducted on revised framework 2005 and its aspects are discussed in

detail. Educationists, representatives from departments, academicians and intellectuals

participated in the meeting. Three experts presented papers on relevant issues. Revolutionary

changes are possible if framework of syllabus with new insights implemented in its original

spirit. But we usually have a problem in implementation. Therefore consultation demanded

government to implement it effectively. Issues raised in the meeting are brought into the

notice of the government.

Karnataka Children Rights Bill 2005: Government of Karnataka is stepped forward to

bring children rights bill to implement rights of children effectively. The Government

prepared the bill and it is ready to be staged in the house. But the bill is not complete and

comprehensive and many times it is confusing. In addition many aspects are left out. Most

harmful practice to the children- child marriage- has no reference in the bill is a surprise. An

attempt is made to review the bill keeping children's interest in mind. In this regard, two-one

one day and one two days- consultation are conducted in collaboration with DEEDS and

Valored and reviewed the bill in detail and suggestions are forwarded to the government.

Some of the issues identified in the bill are as follows: Language used in the bill is male

dominated; there is no reference of child marriage, major problem children face today, in the

bill; in children perspective, every work they do is mentally and physically harmful to them.

Therefore dividing it as hazardous and non hazardous is meaningless. Many times translation

from English to Kannada did not give proper meaning. In child rights contract child is

referred to 18 years old in its complete meaning. In this bill age referred in other laws did not

taken into consideration. There is no opportunity to children in children rights bill to

participate. Representation of children is necessary to their opinions. When referring about

children boy and girl children should be treated equally. Though there are references of

development of girl children, we can mark the disparities. Dividing sexual harassment into

severe and so severe is not appropriate. Objective of keeping time for teaching gender

equality is not clear. Gender equality is not a subject a taught but practiced in every activity. It

should be a forum to develop gender sensitivity in children. Most of the time school student

leadership goes to boys. It should be reserved to girls once in every two years. There is no

reference about this in the bill. We demanded to change all these aspects and some other

aspects.



Study on nature of gender in children: Our social system considers women as

secondary citizens. They are treated in house, school, and outside discriminatively. It seems,

our education system symbolizes it. Home and school environment motivate children to

cultivate a disparity feeling. In this regard a study is being taken up keeping -what is the

gender feeling in children, how boys treat girls and vice versa, what is the impact of social

stereotypes on them, who are behind this, whether it is teachers, parents or society-in mind.

Study on Nature of gender in children is conducted to understand this.



We need to grasp how children respond to the activities of the society, what are the values

societies teaches to the children, Are children develop gender bias or gender sensitivity while

they growing. When we conducted a study on gender sensitivity in teachers, teachers are

found gender biased. Study is under progress to find how this bias influenced them. Study is

undergoing in Dhakshina Kannada district. Each two students (one girl and a boy) are selected

from 7th and 10th standard from specific number of schools to conduct the study. They are

interviewed and collected data through questionnaire and report is yet to be compiled.





State level education forum

Recently lots of changes are taking place in the field of education. Though, Karnataka state

bringing lots of changes in primary education, discussions on pros and cons of the changes are

very less. Many institutions working on education in Karnataka, but they are not initiating

discussions or providing clear suggestions. A scrutiny of the changes is needed and

educationists should raise their voice in this regard. In many places experiments are going on

in the field of education. Since they are not documented its benefits are not spreading widely.

To overcome these problems, an attempt is underway to create a state level forum of

educationists, gender experts, socio-education activists, and other institutions working in the

field of education. Its first meeting held in Mysore, hosted by Vivekananda Youth Movement,

Heggadedevanakote. All participants in the meeting expressed their keen interest in the issue.

Sri Lingadevaru Halemane, Renowned educationist nominated as convener of the forum and

Hameed Manjeshwar as co-coordinator. Next meetings of the forum are held in Bangalore

(NIAS), and Chamarajanagara (Deenabandhu Trust). Urgency to from a forum, its nature and

activities are clarified and finalized in these meetings. Resolutions are taken regarding

lobbying with the government for qualitative changes in education and as advocacy group to

advice government on appropriate issues time to time.



Efforts are on to expand the forum to other parts of the state. Members of the forum opine that

through the meetings conducted in northern parts of the state an academic discussion should

be started. We are trying to conduct next meeting in some place in northern Karnataka. Four

meetings will be held in a year-once in a quarterly-and forum will work as a joint voice of

teachers and community. Magu Madhura Kalike and Valored will take the responsibility of

co-ordination and organizational works of the forum. Forum will keep Mangalore as its head

quarters.



Networking and Advocacy

 Government Department: Pressurising tactics are used to bring-out qualitative

changes in the education sector through constant contacts with departments. More

contacts were building with departments of education, women and child

development, health, revenue, field publicity and Grama Panchayats and City

Corporation. This helps to resolve problems related to schools. These contacts

helped to solve land dispute of schools and problem of lack of teachers in schools,

enroll drop outs to school and create awareness on child labour. It also helped to

enroll school drop-outs, and encourage parents and other concerned to give more

attention to children.

Usually trainings are centrally designed and implemented. No one think about do

teachers need a trainings, if they needed what kind of training they need, are the

activity suggested in the training supplementary to teach in the class, could it

possible to conduct it using local resources. Every teacher has his/her own skills

and all do not need trainings on similar subjects. Therefore trainings should be

need based and localized. To achieve this designing of trainings should be

decentralized. Text books also designed at least in the divisional level. We are

pressurizing the department to bring necessary changes needed.



 NGOs: Work is under progress on education and child rights in collaboration with

Valored, Deeds, CACLK, NGO Forum and other NGOs. Valored is a constant partner

in most of my ventures related to education and its collaboration is available to most

of the efforts towards child rights. Since Deeds has been working in Gender sensitivity

and legal aspects, it is helping to work on these issues among teachers. With the help

of NGO Forum attempts are bring made to create awareness among other NGO’s

about child rights and education. All the above have also helped in enrolling Girl

children to school. With the help of CACL, a girl child-labor was rescued from a

government servant’s house.

 Memorandum: To encourage education of backward and dalit children government

of Karnataka is running residential and ashram schools in the state. Teachers and

principals are appointed to these schools on contract basis. Hence their full service

will not be available to the children. Lack of sufficient number of teachers in the

schools is also a serious lacuna in children’s learning. Principal is not available

throughout the year and children suffer because they could not get their certificates

necessary to continue their education. Another problem in these schools were

untrained and retired teachers appointed by the government. A memorandum is

submitted to the chief minister to solve the problem; chief minister responded

immediately by forwarded a letter to the department of education is to take necessary

action. A copy of the letter is sent to Magu Madhura Kalike.



Another memorandum is submitted to chief minister and minister for water resources

to stop privatization of water. While numerous people are undergoing all kinds of

hardship to get drinking water private companies are minting money by selling water.

In the memorandum this issue is highlighted and requested the government to stop this

contradiction.

 Consultative meeting on school sanitation: department of rural development,

government of Karnataka implementing a project to construct toilets to government

schools and Anganavadis. A consultative meeting was held in Bangalore on the design

of the toilets. On their invitation I participated in the meeting and rendered my

suggestions.

 Education fest: Karnataka unit of Bharata Jnana Vijnana Samiti celebrate an

education fest every year. Fest held in Raichur this year and more than thousand

teachers across the state participated in the fest. I participated in the fest as a resource

person and presented a paper on SDMC.

 Member of advisory board: Karnataka unit of Bharata Jnana Vijnana Samiti

publishes a monthly journal on education called ‘teacher’. Recently its advisory board

and editorial board were reconstituted and I was invited to join the advisory board.

Advisory board includes renowned educationists and thinkers of the state.

 CACT (Campaign against child Traffic) month: In order to avoid child trafficking

and through that to avoid the torture that they come across and to educate them and

create awareness in the community on the same CACT organized a months campaign

across the district. I actively participated in the campaign. Attempts are made to create

awareness in the community through seminars, workshops, and distribution of

handbills.

 Information for members of SDMC: Shri Vivekananda Youth Movement,

Heggadedevana Kote organized a workshop to render information to members of

SDMC. I participated in the workshop as a resource person and exchanged my view

on necessity of SDMC forum, and strengthening of SDMC.

 Material development workshop on HIV and health: Participated as a resource

person in the information material development workshop to create awareness on

HIV/aids and health in schools.

 Media Support: Attempts are being made to inform community on education and

other issues related to children through media. Media are playing an important role by

supporting ventures on education and other issues related to children and bring it to

the people’s knowledge. It was possible because of constant contacts with the media

personnel. Recently media are emphasizing children and education.

 Discussion on proposed bills: NGO federation conducted a dialogue on bill on child

rights, compulsory primary education and other bills government of Karnataka

proposed to pass. Suggestions were made after examining the bills in the meeting. I

participated in the meeting actively.

 South India Consultation on rights of children: Participated in two days

Consultation on implementation of rights of children conducted jointly by Unicef and

other organizations. Millennium development goal and other projects and issues

related to children are discussed in the meeting in detail.

 Women study circle meeting: Presented a paper on children's rights bill in a women's

study circle programme conducted by DEEDS.

 Field visit of SDMC team: Information on objective of the SDMC is provided to a

team of members of SDMC from Bangalore rural.

 New bill on registration of foreign contribution: Participated in two days

consultation conducted by DEEDS on a new bill implemented by the government on

registration of foreign contribution. Pros and cons of the bill are discussed and how it

will pressurize the works of non governmental organizations. Necessary suggestions

are given to the government.

 Information on supplementary material to college students: Participated and

presented in the exhibition organized by students of department of English language,

University College Mangalore exhibiting models of high school grammar and other

lessons. Necessity and importance of supplementary is explained to the students.

Information is provided on aspects and values we should keep in mind when designing

supportive materials.

 BGVS Workshop: Participated as a special invitee in three days State level workshop

on quality education organized by Bharata jnana vijnana samiti in DIET Mysore.

Teachers, trainers from the department, officials, educationists and intellectuals

participated in the workshop. Issues discussed in detail in the workshop are common

quality in education, commitment of teachers etc.



Conclusion

Last year Magu Madhura Kalike has been actively involved in bringing about awareness in

the community and teachers on Education and priority is given on advocacy and development

of supportive materials. These are the attempts to make primary education more effective.

Developing concern over community education by teachers and qualitative changes in

educational environment is needed now. Changes should occur in teaching system and policy

level in this regard.



Lots of changes taking place in education field today. But discussion on pro and cons of the

changes are not taking place. No foresight on how these changes are beneficial to the children

and community. Prior to any project critical evaluation is needed. Everyone who has concern

over education should raise their voice on this issue.

Networking will be appropriate in this regard. State level education forum where education

thinkers sit together and discuss on educational issues will help raise their voice on issues

related to education and communication and lobbying in policy level. It will create

supplementary environment to advocacy. The Department of education also responded

qualitatively. To develop social commitment and concern in children attempts are being made

to make social science dearer and attractive. All these efforts help to make education context

change qualitatively.



Last year Magu Madhura Kalike with the collaboration of other organizations conducted

school enrollment week, whereas this year department itself conducted the same. This is

recognition to our attempts. Department also extended its helping hand to poster campaign.

School syllabus should respond to the nativity. But rarely happens this in our system. A

manual on supportive material to the syllabus is prepared giving importance to nativity and

gender sensitivity in this regard. Because it is done keeping Northern Karnataka in mind has

drawn more attention. This is a new contribution to educationally backward area. Awareness

is created on creating academic environment is possible through localizing syllabus. The hand

book on project works in schools is a more effective work. The department also responded

positively and suggested teachers to utilize it. Magu Madhura Kalike is going to successful in

creating an educational thought. Similarly expectation on Magu Madhura Kalike is increasing

and our responsibility also.