primary school teachers the twists and turns of everyday practice

Version 20 Oct 08, edited final
- The teacher to report in a monthly peer group meeting (SKP, Sandhan and SKP-
Board) on what she has taught, the problems she faced and what support she
needed;
- Anyone who went to the school (even an inspector) had to ‘give’ something—
activity/lesson etc.; and
- The training process would weave together experiential, emotional and
conceptual aspects of teaching.
The lifeline of SKP was the selection, education and training of the SK. The first step
was to identify remote and backward villages where primary schools were not
functioning. The next step was to inform the concerned Panchayat Samiti about the
SKP. After the members and other elders were fully convinced of the importance of
education for their children, a meeting was called of all educated young people
between 18 and 33 years of age in those villages. A minimum level of 8th standard
was fixed for men and 5th standard for women. Interviews were held informally to
begin with. Later all candidates had to take tests in writing and oral skills in Hindi,
handwriting, knowledge of numbers and the basic processes, cleanliness, hygiene
and the environment were also tested.
Of the other criteria for selection of SKs, the following were important:
- A positive attitude towards children;
- Excitement about a new chance to learn and to be a teacher; and
- High energy levels.
The most significant contribution of SKP was the training process. The initial training
module lasted up to 50 days, supplemented by recurrent and advanced training
programmes for 10 days every winter and 20-30 days every summer. In addition, the
programme organised remedial training camps for weaker Shiksha Karmis. This was
as important as the formal interactions and extension of support through Shiksha
Sahayogis. The trainers were drawn from the existing pool of teachers, outside
specialists from NGOs and DIETs and also senior Shiksha Karmis. To meet the goal
of one male and one female SK in every SK school (the proportion of female Shiksha
Karmis is currently around 12 per cent), the programme also set up Mahila
Prashikshan Kendras (13) which trained 349 women as Shiksha Karmis. In addition
the programme also trained members of VECs, both to help with school mapping
exercises and to oversee the effective functioning of the SK schools, primarily in
association with the Lok Jumbish project.
Shiksha Karmi
Master Trainers
Table 3.2: Training cycle in Shiksha Karmi Project
37 days Induction Training (earlier 37 days or 50 days
depending on the model being used—Sandhan or Sankalp)
30 days First Training
30 days Second Training
20 days training after two years
20 days training after two years
20 day Refresher Course in year five, six, seven and eight
2 days monthly review, planning and difficulty removal
meetings
After eight years, a SK becomes a Senior SK and can also
become a Master Trainer
In addition to the above—SKs selected as Master Trainers
undergo 26 days of MT Training
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