PCF5:CYP - Networks and resources for learners in difficult circumstances and rural areas

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Title of session

Networks and Resources for Learners in Difficult Circumstances & Rural Areas

Session details

  • Date: 15 July 2008
  • Time: 11:00
  • Room: 642


Session papers

  • Dr. S. K. Gandhe, Reaching the unreached: A challenge for rural development, (398)
  • Dr. Mehmet Girgin, Mobile technologies for students with hearing disability, (395)
  • Dr. Kapil Dev Sharma, Management of technology driven learning strategies for the education of young students, (706)


Key Issues that arose in the session

  • Diversity in the kind of ‘disadvantaged’ ‘unreached’ groups, which makes the situation very complex. Each of these needs diverse strategies and ways of handling.
  • The need to use available human resources, particularly teachers, through whom children [whether they are ‘regular children or those with special needs, or from disadvantaged settings] will be reached more effectively.
  • Further, there is a gap between policies related to implementing different programs and strategies and the ground reality in most situations. This is often combined with a lack of political will and in turn has major implications for funding and resource allocations.
  • Finding ways of replicating demonstrated, effective strategies at a financially viable scale.

Points for future action (Policy, recommendations, commitments etc.)

  • Need to recognize that teachers are critical partners in this endeavour and that the success of ODL or other teaching/learning will more often than not get routed through them. Ways of working with and supporting the teachers must be worked out on a priority basis. This includes finding clear, direct ways of enabling as well as supporting teachers through incentives [financial as well], recognition, certification, and training.
  • Using resources that may have been created for other purposes [e.g. ekiosks for farmers etc. in rural areas] and putting them to use for teacher training and use as well.
  • ‘Trust’ works. And one needs to repose that in teachers along with providing them the needed support.
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