Latika
Download as PPTX, PDF1 like1,035 views
Education plays a fundamental role in personal and social development by creating opportunities to learn how to live together. Ashram schools were introduced in tribal regions of India to provide residential schooling based on Gurukul principles and impart general education while encouraging cultural traditions. Learning to Live Together is an ethics education program that uses experiential learning methods like discussion, reflection, and group work to develop students' ethical values and identities so they can build relationships and work towards positive change.
Latika
- 2. Education has a fundamental role to play in personal and social development of an individual. It creates opportunities through different ways, strategies and situations to learn how to live together. Learning to Live Together is an intercultural and interfaith programme for ethics education designed to contribute to the realisation of children’s right to a full and healthy physical, mental, spiritual, moral and social development.
- 3. Education designed for learning to live together nurture children’s ethical values to help them strengthen their identities and critical thinking, build constructive relations with others, and work collectively towards positive change. It can address a wide range of themes, including the prevention of violence, racism, discrimination or exclusion, poverty alleviation, conflict transformation. Learning to Live Together process allows participants to discover and reflect on different cultures, faith traditions and ways of thinking. Space is provided for interaction and exchanges, discussion, and reflection, and this process is expected to lead to some kind of relevant action.
- 4. Ashram Schools are residential schools located in sparsely populated areas to provide functional and liberal education to tribal boys and girls on the educational pattern of Gurukuls with free boarding and lodging facilities. Ashram school are in general residential and the inmates are provided with facilities of board and lodging, moreover, they function within highly structured and systematic framework. Ashram school scheme was originally a centrally sponsored scheme, operated by the states. In spite of this their structure; functioning and objectives widely very among the states to such and extent that it is difficult to find similarities in their working pattern, or in resource allocation. In some states such as Gujarat, Maharashtra and Orissa.
- 5. The concept of Ashram school has been derived from the traditional Indian Gurkulas and the Gandhian philosophy of basic education. In Ashram School the teacher and the taught live together and have close interaction with the purpose of helping the student in the development of complete personality and in sharpening their capacities. The educational philosophy of Ashram is based on spiritualism, discipline and yoga. It provides close interaction between the teacher and the taught through the increased individual attention.
- 6. The Ashram school, introduced in tribal regions with residential facility to motivate tribal children for education and to create an urge among them to improve their social and moral status. The main objectives of Ashram school as envisaged by the various committees and commissions are: ◦ to impart general formal education, ◦ to encourage tribal traditions like folk songs and dances ◦ to reduce the drop-out rate and ◦ to improve the retention capacity of the school.
- 7. In self-catering contexts, planning and preparation which involves buying and cooking food clearly resonates with promoting healthy eating habits for health promotion and nutrition. Insensitive visit offers a unique form of intensive experience which encourages children and young people to engage with staff and peers at a deeper level and build relationships. Spending time away from the home environment gives children and young people opportunities to develop confidence, by living more independently and making their own decisions
- 8. Individual and Group Ownership Staying in new environments provides a chance to reflect on experiences and learning. Residential experiences, careful planning and preparation, including work undertaken with children and young people before and after the residential experience, is key to the relevance, coherence, breadth and depth of learning.
- 9. The experience of project work carried out during the residential schools build team spirit, cooperation and collaborative learning. Scope to critically reflect on experiences and relate lessons learned to their own contexts. Scope to learn in a self-driven environment ultimately leads towards the development of their personal and collective commitment to bring about positive change in society. Learning to Live Together incorporates both traditional and modern learning methodologies based on experience, cooperation, problem solving, discussion, and introspection.
- 10. As decision-making becomes increasingly non-participatory and problem solving more reactive, an increasing number of short-sighted policy decisions are made that appear to compound existing problems. Unresolved interpersonal conflicts increase and are not resolved. Aggressive behaviours among the leaders and staff members create unwarranted situations As the organization becomes more hierarchical there is a progressive and simultaneous isolation of leaders and a “dumbing down” of staff. Sometimes the leaders and staff lose sight of the essential purpose of their work together and derive less and less satisfaction and meaning from the work. Sometimes staff feel increasingly angry, demoralized, “burned out”, helpless and hopeless about the people they are working to serve.
- 11. Lack of Counselors to address specific problems of adolescents Lack of sufficient staff in Ashram Schools Restrictions among the Staff Members Teachers lack necessary skills to deal Expose to violence and other forms of traumatic experience, including neglect – particularly if these stressors are recurrent and/or chronic – may respond with a complex variety of problems. Insecurity problems for adolescent girls
- 12. Special teaching strategies and goal-related content Unique teaching approach will have to take account of the learning processes required for the development of cognitive and affective skills and values. Structured experiential activities are needed to involve students actively in thinking about and developing their own values, while skills practice is required for them to apply what they have learned. Case studies Case studies can be used to address some of the goals of learning to live together. Through case studies students can develop skills and commitments to peace, human rights, active citizenship and health preserving behaviours.
- 13. An Integrated curriculum framework. An Integrated curriculum framework is needed, in which the goals can feature as part of a pedagogically-derived curriculum framework for the skills and values dimensions of learning to live together. This framework should follow the principles of a cyclic (spiral) curriculum, in order to provide reinforcement and deepening of the skills and understandings acquired and of personal commitments to behavioural norms. Provision of special earmarked time,. Allocation special times is required to inculcate different specific values. Stimulus activities should be provided to the students in order to involve them personally in behavioural exercises or skills practice, and then facilitate discussion of the skills, values and concepts learned.
- 14. Special teacher training and support Teachers need special training and support for this work, together with structured teaching/learning materials. Proper orientation is required for the teachers to work in a focussed way to inculcate these values in a diversified contexts. They are required to play the role of facilitators in relation to what may be ‘sensitive’ topics (e.g. reconciliation with former enemies, tolerance for other cultures and ethnicities, gender issues and sexual behaviour). Formation of Core Team Creation of a core team including committed educators, teachers, experts who have proven skills in experiential education and in-service teacher training.
- 15. THANK YOU