Post on 06-Sep-2018
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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
iahv.blr@gmail.com
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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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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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