Tuesday, September 13, 2022

Edu-leader Naziya works to bring children back to school

Naziya, an Edu leader saves the day through her daily observations. Six months ago she noticed that four children had out of nowhere stopped coming to school. As days went by, this concerned her deeply and she decided to ask around among their classmates. This revealed that the children have moved to live in a locality named Parham, which was two kilometers away from where their school was located which meant they had to shift schools in the middle of the term due to the difficulty in commuting.

To check up on them Naziya contacted the parents who assured her that they were all for educating their daughters. However, they were anxious given that the Headmistress of the school had refused to give them a Transfer Certificate (TC) which meant that the girls wouldn’t be able to start in another school that was nearby any day soon.

The Edu-leaders promptly decided to step in and talk to the Headmistress. However, given that the transfer was in the middle of the term and strict regulations had to be followed which meant ensuing complicated processing, the Headmaster stuck to the previous decision and refused to follow through with the TC. Nonetheless, Naziya refused to give up on the prospect of good education for these girls and kept thinking of numerous options that would give a positive output, when her attention fell on the address of the Headmistress who herself came from Parham.  But that didn’t pan out as she came by a two-wheeler with her son and couldn’t bring two more girls in the vehicle. However, she suggested the school cook, as she too lived in Parham. The edu-leaders decided to talk with her and she replied positively stating that she would bring the girls in with her to school every day. 

The parents were informed of the new development and were pleased to be able to send their daughters to school every day, given that they were already behind on a few weeks of schooling. They now go to school every day and the edu-leaders, especially Naziya are doing their best to get them back on the fast track to learning and all the efforts finally paid off.


Naziya is an edu-leader in Munger, Bihar. Shruthi works with Tata group. She is volunteering with i-Saksham to bring stories from the field to you.

Back To School

In a village named Sitarampur, there live two girls named Komal and Shivani who are now fourteen and thirteen years old respectively. A few years back they had to drop out of school before reaching sixth grade so as to undertake the management of household responsibilities. Both their families remained silent towards pushing their children to school due to the workload at home. The fathers of both the girls had themselves only completed primary education before immersing themselves in going to work and earning for the family. When the team approached the family to understand the situation behind the scenes, the parents revealed that while they had no issues with education itself it becomes a problem when there are several tasks at home that the mother itself is unable to handle which means the children are assigned tasks to support the family. Largely this means that school and education are put on the backburner. 

The team then proceeded to explain the merits of learning and the long-term returns that children who are educated accrue in the future. While the parents came to a general agreement they desired to send their daughter to school only if they themselves showed inclination towards education as they were unwilling to push their children into something undesired. The team then went on to have conversations with the children who immediately expressed interest but their enthusiasm was dampened with the worries of getting admissions given their three year gap and receiving a new transfer certificate from primary to middle school. 

Delighted by their eager response, the Edu-leader team reassured them that all the processes involved would be taken care of without hassle. They took both of them to meet the Principal of the Primary School who agreed to give them the Transfer Certificate. They then approached the Middle School and successfully got them enrolled there. The girls then promised that they would go to school everyday. But they didn’t have any uniforms ànd their parents readily agreed to get them new uniforms,bags,shoes and socks.

Two days later when their father brought them to meet the Edu-leader team, he confirmed that they now go to school regularly. The people in Komal’s village who had earlier said that Komal can’t and will never go back to school are astounded by her progress and conviction in returning to school. Komal and Shivani are now happier than ever and so are their parents.

           Given a chance, Everyone can move forward.

Credits: Shruthi works with the Tata group. She is volunteering with i-Saksham to bring stories from the field to you.

Monday, August 29, 2022

Seema's Journal - Key To Unleasing the Hero in Every Child


Seema Devi, an edu-leader from Gaya has put in a great deal of hard work in supporting the learning journey of the children of a school in her village in Bihar while learning and re-learning her own notions.Every day she ensures that her duties for the day are completed but she doesn't stop there. She meticulously plans the course for the next day to be on top of the game. Since the initial days at the fellowship, an idea struck her; to journal her time at school.

This gave her the space that she required to think freely and not be bound by the normal conventions of what was expected of her role as edu leader . This provided an avenue to process thoughts as she began bullet journaling by answering her questions such as-

  • What is the aim of today's class?
  • What does my job as an edu leader entail?
  • Did I succeed in delivering the objectives of the lesson for the day?
  • Was I able to successfully impart in the minds of the students what I set out to fulfill?
  • How are students responding to her ?

While collecting this information was challenging at times due to its qualitative nature, Seema manages with her keen observation skill and feedback from her students.

Upon continuing with the practice, her outlook on the process and her role as an edu leader gains a new dimension as she tries and succeeds in comprehending how any activity performed in the classroom has a deep impact in not just their minds but also their EQ and overall development.

This meant going the extra mile, to keep an eye on the pursuits of the students.

As her Eureka moment was possible only because of her newfound passion for journalling, Seema goes on to pass this knowledge trail to fellow edu leaders who are equally fascinated by their newfound recognition of the infinite details in their students' behavior and psychology.

To ensure the modus operandi was kept alive, regular dialog with other edu leaders was started to keep up the banter. On one such occasion, Seema recollects that she had been in touch with a fellow edu leader for over a week and on engaging in talks about their on-the-job experience it took her and others over a day to understand the experiences of the predecessor that helped them all make useful inferences.

Upon further review of the journal, the personality traits of the students became more and more evident, more so than would have been possible had the edu leaders merely relied on their communication skills and not jotted down their interactions with every student, which further strengthened her belief on penning down one's impressions and purpose after clocking out.

She also throws in caution that while it is important to jot down your activities, it mustn't be done to prove a point to a superior, guilt trapping a fellow educator by projecting superiority, making a pretense by displaying false claims or using it as a means to offhandedly project job not done. Instead, it should be undertaken with due diligence knowing that each student deserves your attention and while it might be difficult for those edu leaders who have a larger class population, one can always learn through experimenting for oneself and adopting best practices.

She concludes by stating that-

When I started working as an Edu-leader I was only aware of myself - what I did in class, what I did outside class, and how I had prepared for the day. But now I am becoming more and more conscious – of the vital role of the child. After all, the learner is the child and his function is the most important.

Credits: Seema is an edu-leader in Gaya, Bihar. Shruthi works with Tata group. She is volunteering with i-Saksham to bring stories from the field to you.

Meet Danish, the curious green warrior in Munger, Bihar

Edu-leader Babita went on with her day, as usual, especially given that it was the beginning of a productive week undertaking the task of observing the ongoing classes and came to check in on a class handled by edu-leader Sama when she encountered a little boy and her interaction with him fascinated her beyond belief. It is in the simplicity of everyday life and the mundane things of nature that children find joy and this awareness itself is beautiful.

As Babita entered the class buzzing with activity, her attention immediately fell on a little boy looking outside at the corn fields that were located behind the premises of the school and there in his hand was a corn stalk that he had gripped tightly so as to not let go.

She slowly went up to him and asked him to introduce himself. He courteously replied that his name was Danish. Having realized that Babita had noticed the corn stalk in his hand asked her if she knew what the item in his hand was. Babita, to assess the depth of his understanding, faked surprise and asked him to tell her what the flowering plant in his hand was.

Upon completing class observation, Babita decides to ask edu-leader Sama, who is more experienced in handling these kids, about Danish’s intrigue. Sama explains that he is a student in grade four and is involved in Story Writing Activities. Any story that he creates and narrates has elements of plants and trees in them. He never misses a chance to learn more about the green life around him. To learn more about Dhanish’s engrossment in this subject, Babita met up with his mother, who elaborates on his interest with enthusiasm stating that not only does he enjoy gathering information on plants and trees but in fact, he cherishes planting them and enjoys watching them grow from scratch. In his house, he had an area separated solely to grow flowering plants and fruits. 

In an age where deforestation due to excess human consumption has caused problems of severe environmental degradation, to see a fourth grader not just show interest in planting seeds for tomorrow as a theory but show involvement and get to work without any external push is a wonderful sight to behold. Babita was convinced that the future of India looked greener in hands of such young citizens of tomorrow.

Credits: Babita is a peer-mentor to edu-leaders in Munger. She shared this experience. Shruthi works with Tata group and is volunteering with i-Saksham.

Sunday, January 30, 2022

शिक्षा के बारे में बापू के विचार : प्रियंका

 शिक्षा के बारे में बापू के विचार

महात्मा गाँधी जी के अनुरूप विद्यालय, घर का ही विस्तार होना चाहिए। यदि सर्वोत्तम परिणाम प्राप्त करना है, तो एक बच्चा घर और विद्यालय में जो संस्कार सीखता है, उनके बीच सामंजस्य होना चाहिए। एक नयी भाषा के माध्यम से शिक्षा उस सामंजस्य को तोड़ देती है जो एक बच्चे के लिए उसके शुरुआती सीखने के सफर में मौजूद होने चाहिए। 

जो लोग मातृभाषा के साथ इस रिश्ते को तोड़ते हैं, वे लोगों के दुश्मन होते हैं, भले ही उनके इरादे नेक हों। इस शिक्षा प्रणाली का स्वेच्छा से शिकार होना उतना ही अच्छा है जितना कि अपनी माताओं के प्रति अपने कर्तव्य के प्रति विश्वासघात।

विदेशी पद्धति की शिक्षा द्वारा किया गया नुकसान यहीं नहीं रुकता; यह बहुत आगे जाता है। 

इसने शिक्षित वर्गों और जनता के बीच एक खाई पैदा कर दी है। लोग हमें अपने से अलग प्राणी के रूप में देखते हैं।

गाँधी जी कहते हैं कि जिस तरह से अंग्रेजी शिक्षा दी गयी है, उसने अंग्रेजी पढ़े लिखे भारतीयों को कमजोर कर दिया है, इसने भारतीय छात्रों की ऊर्जा शक्ति पर भारी दबाव डाला है और हमें नकलची बना दिया है। स्थानीय भाषाओं को विस्थापित करने की प्रक्रिया ब्रिटिश संबंध में सबसे दुखद अध्यायों में से एक रही है।

(Source: महात्मा गाँधी के चयनित कार्य, वॉल्यूम 5, सत्य की आवाज)

नई तालीम के माध्यम से बापू ने दर्शाया है कि किस तरह हम अपने बच्चों का सर्वांगीण विकास अपने गाँव समाज की बातों, क्रियाओं को सीखकर कर सकते हैं। अपने आसपास के क्षेत्र में होने वाली शारीरिक गतिविधि का सम्पूर्ण बोध तथा अपने समाज, वातावरण का महत्व बच्चों को पता हो यही गुण बापू के अनुसार किसी भी व्यक्ति को सक्षम बनाने में सही साबित होंगे। 

बहुत सारे लोग आज मानते हैं कि नई तालीम एक पुरानी शिक्षा पद्धति है। गाँधी जी के विचार बीसवीं सदी तक ठीक हैं उन्होंने गांवों के विकास के बारे अनेकों बात कही है। आज के समाज मे नई तालीम कैसे लाभप्रद होगी? आज हम ऐसे परिवेश हैं, जहां अमीर और अमीर होता जा रहा है और गरीब और गरीब। इसका संतुलन बिठाना किसका काम है? 

हम आज आपको इसी विचार के साथ छोड़ते है कि क्या यही शिक्षा हम अपने बच्चों को देना चाहते हैं, जो हमने प्राप्त की है या हमें गांधी जी के विचारों पर विचार करने की आवश्यकता 21वीं सदी में भी है?

Saturday, January 15, 2022

रंगों की दुनियाँ : काजल गोस्वामी

मेरी कक्षा में एक बच्चों का कोना है जिसमें बच्चे अपनी मनपसंद और मर्जी के चित्र स्वयं बनाकर लगा सकते हैं। आज मैं जब बच्चों को पढ़ा रही थी तो बीच में मैंने बच्चों से रंगों के बारे में पूछा लेकिन उन्हें रंगों के नाम के सबरे में ज्यादा नहीं पता था। 

फिर मैंने बच्चों से पूछा कि आप लोग क्या सारे रंग पहचानते हैं? तो बच्चों ने बताया कि नहीं दीदी हमें रंग का नाम नहीं पता है तो मैंने सोचा क्यों ना बच्चों के साथ एक छोटी सी गतिविधि करवाई जाये जिसमें कि बच्चे थोड़े से रंगों के बारे में जाने और और उनका मनोरंजक भी हो जाये।

तब मेरे मन में ख्याल आया, “क्यों ना हम रंगों का बाजार बनाए”!

जहाँ पर सभी रंग दिखते हों- लाल, पीला, हरा, नीला, गुलाबी, सफेद और काला। तो मैंने बारी-बारी से बच्चों को कहा बच्चों अपने पास उपस्थित सारे रंग निकाल लीजिए। 

आज हम रंगों का बाजार सब मिलकर बनाएंगे तो मैंने बच्चों को अपनी मनपसंद एक एक रंग चुनने को कहा और उनको मैंने कहा कि वह एक पन्ने पर उस रंग को पूरे में भरे और साथ में उसका नाम भी बताएं। 

मुझे कुछ बच्चों का नाम नहीं पता था तो मैंने उन्हें बताया कि इसी तरह एक-एक बच्चे ने अपना रंगों का बाजार बनाया और हमारे बाजार में सभी प्रकार के रंग थे। इस गतिविधि से मैं यह समझ पाई कि जब हम बच्चों को कुछ करने के लिए प्रोत्साहित करते हैं तो बच्चे उससे सीखते हैं और उसे याद रखते हैं और इसलिए आज का अनुभव मेरे लिए बहुत खास रहा।

Friday, January 14, 2022

स्त्री (कविता) : प्रिया कुमारी


स्त्री माँ है, स्त्री बेटी है। 
स्त्री ही बहन है, स्त्री देवी है। 

 स्त्री धन है, स्त्री मन है,,
 स्त्री ही लक्ष्मी है, स्त्री कर्म है।

 स्त्री में ही पूरा संसार है, 
 स्त्री से विना कोई कहानी नहीं है। 

 स्त्री धर्म है ,स्त्री ही कर्म है, 
 स्त्री केे सम्मान भी पुण्य है। 

 स्त्री राग है वो ही बिराग है, 
स्त्री सुलझी हुई एक किताब है। 

 स्त्री प्रेम है वो ही कोर्ध भी है। 
स्त्री से ही जीवन भी हैं। 

 स्त्री ही सुख है ,स्त्री ही दुख है,
स्त्री ही सहनशीलता का मुरत भी। 

 स्त्री की सम्मान ही सबकी सम्मान हैं,
स्त्री का अपमान ही जग का अपमान है।