Skip to main content

Simple Solutions to the Rural Education Crisis

It seems many people are trying to find innovative solutions to improving the quality of education in rural areas, especially among the poor. Since most rural children study at government-run schools, the focus of any effort to improve quality and performance must be on those institutions. Without waiting for the state government to act, NGOs can directly interact with the administrators of those schools, especially the headmasters, and village leaders to implement measures that can yield positive results. That is precisely what The George Foundation has been doing since 2004 in the 17 villages surrounding its own school, Shanti Bhavan.

Three years ago our foundation initiated a community development plan that included working with government-run schools in our area. Deverapalli Government School was the first one we took on, and within two years of starting the program, it was judged as the “best” in the district by the educational authorities. Based on this project and our Shanti Bhavan experiences, I have tried to compile what I consider as simple and low-cost measures that NGOs can take which will, in my opinion, make much of the difference we are looking for:



  1. Hire young motivated teachers (even those who may not have teaching degrees or prior training), especially for lower grades, and give them 1 month training. In our case, we hired high school graduates from the local area as teachers and teaching assistants to complement government teachers.

  2. Make sure that all students have the required text and note books, and teachers/classes have black boards and chalk.

  3. Offer 1 hour after-school individual tuition to students who require special assistance.

  4. Provide snacks for all students around 10 am, as many come to school hungry without sufficient breakfast. Government offers lunch.

  5. Make sure that roofs are not leaking, classes have benches and desks, and toilets are functioning.

  6. Have frequent (once a week) medical consultation for children who come to school sick. Also conduct an eye, ear and general check-up once a year.

  7. Offer special “bonuses” to teachers if children do well in independent testing every 6 months. Let teachers know ahead of time what will be tested. No need for surprises.

These measures are relatively economical and easy to implement. Computers and libraries are lower priorities for most rural schools, though some reference books are essential. As and when financial resources permit, computers may be introduced when teachers trained in information technology can be found and electric power is reliable.

In summary, I urge everyone to figure out ways to motivate children. Make coming to school a fun event. Provide financial incentives to good teachers. Everything else will fall in place automatically.

I have copied below the response to my email on the subject from Bhamy Shenoy who has been involved with rural schools.

Extract from Mr. Shenoys email on his experience at a rural city school in Bantwal town in Karnataka State:

“I think you pretty much covered most of the essential elements. I would say with the first point you have mentioned, it should be possible to meet 90% of the needs. All others are useful and will contribute. But it is the first which is the most important.

Right now we are having an interesting experiment in our rural based town. As I wrote to you, I have been holding series of seminars for 30 students. My wife is taking classes in a government school where its strength has fallen from 250 to 35 over ten years. The reception she is getting and the level of interest shown in her classes are not matched even among college students. She had given as assignment last Friday to 7th graders to write a poem on any subject. Today when she had gone to the school, all the eight students in her class had written poems. They were not all of same standard. The important thing is that all of them had attempted. Each time she goes there for teaching, they ask her to come the next day. The difference is that she is making learning fun, she prepares before going to each class, tries to bring creativity in the students by asking them to do some activity. Can we inculcate such interest and concern in our teachers? She has found a very precocious student and we have decide to help him as much as possible by sending him to a private school in the town by giving scholarship after his graduation from this school. In fact we are even thinking of inviting him to the valedictory function at the college to distribute the certificates as a VIP.”


Please visit us at http://www.tgfworld.org/ and http://www.indiauntouched.com/

Comments

roaring angel said…
Great blog! Great work! I'll keep coming back.
Moab said…
Mr. George:

All of your ideas for simple solutions sound great, but I'm curious about the standardized testing.

While I understand, I believe, the need to have some quantitative way to assess the performance of the students and the teachers, it seems there is a very large risk of focusing the teaching such that the goal is to do well on the test, especially when teacher bonuses are tied to the test results.

Teachers may feel they are unable to explore areas of their own or their student's interests as fully as they might otherwise as they have to cover the material on the test.

Do you see this as a potential problem or is this a non-issue because any education is better than no education?

Thanks,
Mike
Dear Mike,

You raised a valid question about testing. It may not be a serious problem in the rural setting where the standards are extreemly low, and we are trying to give teachers some direction and goals to achieve. The difficulty we face now is that the teachers are not motivated to teach, let alone do anything really creative.

abraham
borudeb said…
"The difficulty we face now is that the teachers are not motivated to teach, let alone do anything really creative"

1...because they came out of an educational process where their creativity, resoursefulness,self-reliance and self-worth took a batttering.
2... because no one has told them education is about learning not teaching. So when they concern themselves about learning they raise their possibilities of becoming good "teachers".
3.....because they don't yet see that good learners make good "teachers"

There are many more very moot points to raise here, but allow me to continue another time.
Pramod Shinde said…
sir
In india we have developed a revolutionary product that has the potential to fulfil the entire educational need of rural.
the device runs on Solar energy and has a electronic examination system for real time assessment.
kindly visit our website www.eprashala.com to know more about it.

Popular posts from this blog

A Second Front

It has been quite a while since I wrote my last blog. For some reason, I had concluded that there wasn’t enough readership interest in my personal notes and critiques of the country’s system. But recently, a friend of mine who stumbled upon my earlier blogs urged me to continue. Moreover, I had promised in my last blog to write about my experiences as an artillery officer along India’s western border with Pakistan, but I hadn’t kept my word. So finally I made up my mind to venture into writing blogs once again. My medical leave following the dynamite explosion in which I was injured while at Se La Pass was to last six weeks. I had returned home to Trivandrum sufficiently frost bitten to have my large ear lobes and nose turn dark, and skin pealing like a snake’s scales. It was a central topic in several hilarious conversations with guests when they visited our home, and I had a lot of stories to tell about my adventures in the snow-covered mountains of the Himalayas. Everyone wanted to …

Rape, Incest and Other Contradictions

The recent Delhi rape incident has elevated national attention about nonconsensual sex and violence.There is no doubt that most reasonable people disapprove sexual violence against women. Yet, the picture about what constitutes rape is not clear in India. The subject is further complicated without any legal guidance on incest.
For the starter, let me briefly describe the laws in India. Marriage for girls is permitted after 18 (except Muslim girls who may marry at 15) and 21 for boys.  But many underage marriages take place, and the government does not intervene. Sex with a “minor wife” below the age of 15 is punishable. But no one bothers if a man marries a girl below 15 as long as the couple does not disclose that they had sex with each other.
There is no law in India concerning incest, often described as having sex between a parent and a child, or between siblings. If one is to believe ancient Indian writings, incest was not very uncommon. Today in India, sex with a close relative gir…