PCF5:CYP - Networks and resources for learners in difficult circumstances and rural areas
(Redirected from PCF5:Livelihoods - Networks and resources for learners in difficult circumstances and rural areas)
Title of session
Networks and Resources for Learners in Difficult Circumstances & Rural Areas
- Date: 15 July 2008
- Time: 11:00
- Room: 642
- 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.