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Accelerated
learning programme – A guiding light
(Parihara Bodhane – Ondu
Darideepa!)
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| Children
enacting a play on Parihara Bodhane |
Community
members watching the film on Accelerated learning programme in Kurdi,
Manvi Taluk, Raichur District |
It is 8 PM in Advi Bhavi village, about 500 Km from Bangalore and in
fact many miles from the Taluk Headquarters town. In the open compound
of the Lower Primary school, a crowd of about 200 children, 100 parents
and some village elders have gathered together. On the makeshift stage,
a mike, loudspeakers and a TV has been arranged. The 16 minute film “
Parihara Bodhane- Ondu Darideepa” is about to begin.
The Accelerated Learning programme (in its second
year) is in progress in 1029 schools (and habitations) in 16 blocks of
North East Karnataka, hoping to make a substantial difference to about
70000 children. Like all developmental programmes, the complete
involvement and support of the stakeholders is vital - the parents, the
School Head Teacher and teachers, School Development Monitoring
Committee members, the key leaders in the village, the volunteer and
most importantly the children for whom the programme is being run.
The film seems to be a runaway hit! At nearly
every single location of the Accelerated Learning programme centre, an
average of about 400 people come to watch the film. On occasions - as
in Kurumballa village, crowds of over 600 people stand and jostle while
the early birds have got the seats on the ground!
The current challenge is to get the full
involvement of the parents and other community members, by sending
their children to school. The Education Functionaries of the Department
of Education, Government of Karnataka, the field coordinators of Azim
Premji Foundation and the community leaders are conducting these road
shows to create awareness, kindle interest and subsequently positive
action. Before and after the film, the Block coordinator, the volunteer
and the Head Teacher speak to the people who have assembled and explain
how the Accelerated learning programme helps the children attain
requisite competencies. This is followed by a question-answer session
where the parents and community members seek clarifications on issues
related to the programme.
In many habitations, the school children enacted a
drama on the benefits of school education also.
At Kurumballa village, one of the parents came
forward to share, how his son who did not like school earlier had now
started taking a keen interest in school and Parihara Bodhane. In the
past weeks, the boy had started reading and writing and brought home a
workbook in which he had written many things. The father explained how
for the first time he was able to see his son coming back from school
and share what had happened in school. Then the Head Master spoke about
the importance of education and its long term benefits.
We are seeing a transformation where in the
children, their teachers and parents and the community at large are
accepting and appreciating the efforts in the school. It involves a
significant shift in emphasis from problems to achievements, from
participation to inspiration. By identifying and reinforcing positive
and constructive actions, local ownership is encouraged in activities
that contribute to the education of children and sustainable
development.
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