Welcome to 
, a timely forum for readers' opinions and perspectives about programs and initiatives aimed at alleviating social problems.
What Makes Survival Education Work?
Survival education is a learning process that offers life choices to the disenfranchised so they never need to be victims of their circumstances.
- What are the crucial factors for achieving greater impact of successful "survival education" programs? Are they different for differnt regions or continents?
- Is it possible (or even desirable) to bypass the incremental (and desperately slow) implementation of community- or culturally-specific educational programs in order to reach larger numbers of children and young people who are ready to benefit from such programs?
- Is there a role for the private sector in the spread of survival education programs?
- Does the spread of such programs depend on the students acting as agents of change at the next level?
In Wales: Survival Education Empowers and Awakens Vision
November 12, 2002 15:03
I believe the thread running throughout this topic is "empowerment" – giving students the tools to take control of their own learning – to apply a wide range of skills to the very thorny problems they are faced with. Here in Wales, UK, our children suffer from apathy and lack of vision. Too often they fill their lives with a diet of TV and a life of drugs and despair. For them survival education is awakening their vision and helping them to realize their dreams in positive proactive ways. In Wales, we are fostering a learning country that will be aspirational and inclusive. This country will, we hope, be based on highly skilled independent learners in a sustainable economy.
- Cheryl Morgan, Development Advisor, Dysg - The Learning and Skills Development Agency in Wales, Wales, UK, cmorgan@lsda.org.uk
Children of India Need Human Rights Education
November 7, 2002 23:40
With utmost urgency we need to focus on the children of India, that are bearing witness at very impressionable ages to the most complex of processes unraveling before their eyes. They see only the symptoms of dark maladies that have gripped this nation. . . . Voices firmly protesting the warped ideologies in all communities must reach the children, and these voices need to be loud enough to drown the cacophony of bloodthirsty slogans. The importance of human rights education has been part of Western academic discourse for a long term now. Any suggestion of its promotion in previously colonized countries is looked upon with contempt; this is unfortunate for a civilization entrenched in the pursuit of liberation and in the quest for God. The education of rights and freedoms is a prerequisite to any logical and concerted opposition to the current tides. It does not matter whether it is clothed in the jargon of rights, the mantra of the superiority of the Indian Constitution or the voice of God. But every child of India must know that he has a right to life that no one, absolutely no one, must deny him.
- Dr. Satchit Balsari, research associate, Harvard School of Public Health, Program on Humanitarian Crises, US, sbalsari@hsph.harvard.edu
Spread should not Depend on the Initiative of Students
November 23, 2002 21:12
In response to the last question, the spread of value education programs, as they're described here, should not depend on the initiative of participating students, though their energy and experience are a key component of growth. Programs like those described in this issue ought to flow from a combination of private sector and public funding and initiative; these support grassroots energy, which is the domain of the students (and teachers, who also go out to found new programs).
- Jill Davidson, editor, Horace, US, jdavidson@essentialschools.org
There is a Role for the Private Sector if they are Committed
November 25, 2002 4:52
The crucial factors for achieving greater impact of successful "survival education" programs are trust building, active participation of the referral community, demand generation, planning, strategy, methodology and linkages with real-life situations, along with public opinion from out side. The general principle and conceptual framework should be the same, but a specific plan for a specific region or group is required to meet the challenge.
There is a role for the private sector if they are convinced or committed – but not if they want their mileage/profit or ownership. Survival education program should remain so, in the true sense and practice.
- Dilip Banerjee, community development professional, India, dilipban15@rediffmail.com
Microfinance Provides Good Opportunities for Survival Education
November 26, 2002 10:44
In some parts of India, microfinance programs managed by "self-help groups" (SHGs) are proving to be quite effective in empowering weaker sections of society (e.g., scheduled castes, scheduled tribes, and other poor and educationally backward persons, especially women). The members of these groups are often eager to learn from each other, and they are also receptive to new ideas. An important attribute of these
groups is improvement in their self-confidence over a period of about 2-3 years.
In South India, as many participants may be aware, a large number of self-help groups are already existing, and the success stories are being replicated in newer areas. Broadly speaking, the members of these groups have not gained much from the formal educational systems. There is need for an alternative approach of (adult) education that can be appropriate for self-help groups. In my view, "the survival education" approach can fulfill this need. The survival education modules should be based on assessment of native skills, attitudes, knowledge, and opportunities and constraints of the prospective learners. I think we should discuss more about approaches for making education meaningful for the disadvantaged sections.
- K. L. Srivastava, consultant, Participatory Rural Development Initiative Society (PRDIS), Hyderabad, India, klsrivat@yahoo.com
Some Questions Require Clarification
November 27, 2002 10:33
Yesterday I posted a message dealing with relevance of microfinance approaches for promoting survival education among poor people. But after reading the background questions for the second time, I have some questions which require clarification:
- Is survival education a one-time learning activity or a life-long learning process?
- Do we need different approaches for different age groups?
- How to stimulate a demand for this type of education among potential learners and development agencies?
- How to attract support for such programs?
I hope these questions will be answered during this discussion.
- K. L. Srivastava, consultant, Participatory Rural Development Initiative Society (PRDIS), Hyderabad, India, klsrivat@yahoo.com
"Tread Softly for You Tread on My Dreams"
November 27, 2002 22:36
What would a crucial lever be to achieve a greater impact among students? All too often educational systems are top-down and teach through a system of fear, repression and pressure. Making learning relevant and enjoyable are key to motivating children. Textbooks, with their endless facts and figures that do not seem relevant to children's lives, actually hinder learning.
Better teaching tools would certainly help make education relevant for a greater number children. Teachers are often hard pressed to find the time and the energy to manufacture materials to make their subjects more interesting. They are also not always sufficiently motivated. Practical help on a large and dedicated basis, is therefore essential.
There are hundreds of excellent small organizations dedicated to manufacturing better tools for teaching. The problem is that of effective marketing, and not thinking in terms of subsidising kits for cash-strapped schools. What is needed is increased productivity and honing the manufacturing skills of these outfits on the one hand, and networking with educational institutions, on the other.
I'd also suggest the sharing of tips by interested teachers with interested teachers. As every good teacher knows, once student interest is captured, their motivation to learn increases. This not only applies to the taught, but to the teachers as well!
Greater accessibility to computers is also essential in today's world. Many large companies are increasingly investing in the social sector and schools could think of a tie-up with them for donations of old computers. Electronic networking permitting, computers would speed the efficacy of teaching immensely, if every rural and urban school had easily available computers and someone trained to handle them.
The "Survival" approach looks better equipped to cope with job options, and problems like dropouts, apart from having a therapeutic, rehabilitating value for so many individuals. In a successful school of this kind, the children and their parents are aware that a difference is being made, or else they would not cooperate. They are aware that they are being given a choice, that they do not need to be stuffed into bottles and boxes to be packaged to do what they are not equipped to do.
Above all, what we need to incorporate into any learning system are sympathy, empathy and compassion. These are the greatest levers of all. We forget that when we learn,and when we teach, we are treading on the most delicate fabric of all human thought, that of our dreams. Yeats once said "tread softly for you tread on my dreams." When we hand out substandard education, we trample on children's dreams. We also sometimes forget that those who are economically, environmentally, or educationally stressed, also have the right to go BEYOND survival and into their dreams. Survival schools should and often do help them do just that.
When we supply adequate and relevant education with empathy, we help turn children's dreams into reality.
- Shaiontoni Bose, educator, children's books author, and illustrator, Mumbai, India, lubanka@yahoo.com
Some Answers to K. L. Srivastava's Questions
November 28, 2002 14:12
1. Is survival education a one-time learning activity or a life-long learning process?
It�s a question of a need/ philosophy/ attitude/ belief. It�s a matter of process, in the field of development initiatives by the people themselves, with technical support and facilitation from development organizations or others. It�s an ongoing process.
2. Do we need different approaches for different age groups?
Not only age group, but the gender, class/ social strata, religion etc. have their unique impact or influence too. Moreover some groups and individuals have their very different and particular needs.
3. How to stimulate a demand for this type of education among potential learners and development agencies?
I think first we have to look into generating demand in its first stage. If one can ensure that, then stimulation will be the task of the referral group of learners. The approach has to be process-oriented one.
4. How to attract support for such programs?
Quality, innovativeness, public opinion and wider impact with clear indication of its replicability. It's better if one can "live it" for the referral groups in question. By process, let them realize that they need support from others, let them decide accordingly (learning by doing). Otherwise, it will be others' headache and agenda – which opposes the whole idea of survival education.
- Dilip Banerjee, community development professional, India, dilipban15@rediffmail.com
Education and Learning can be Based on Human Rights
December 15, 2002 3:29
The education system of India is a tool always used by the ruling class to control the exploited South whether in Indian villages or elsewhere in the world. Nevertheless, the exploited South has its own way of indigenous education and learning. Kabir, the 15th century mystic poet and musician saint of Varanasi, is a best example of it in India. Economic globalization and patriarchal and feudal caste-based societies are making an alliance that creates marginalization throughout the world. Alternatively, we want a pro-people education and learning system based on human rights and people-centric development that would challenge marginalization throughout the world and create globalization based on human sensibilities.
- Dr. Lenin Raghuvanshi, convenor, People's Vigilance committee on Human Rights (PVCHR), India, dpvchr@yahoo.com
It is Too Simple to Say the Ruling Class Controls Education
December 22, 2002 12:56
The generalization can't be made in such a simple way – many factors are to be considered. Now there is no ruling class, rather there is a ruling clique, or something similar. I appreciate and accept the statement: "Alternatively, we want a pro-people education . . . based on human sensibilities."
- Dilip Banerjee, community development professional, India, dilipban15@rediffmail.com
The Wolf can be in Any Clothing
December 25, 2002 12:13
The wolf can be in any clothing. The ruling class once, now the ruling clique – the means and the ends are the same: denying of education to the marginalized. Until we can empower the marginalized to exercise their voice, the cycle of exploitation will never end.
- Dr. Lenin Raghuvanshi, convenor, People's Vigilance committee on Human Rights (PVCHR), India, dpvchr@yahoo.com
Disclaimer: Changemakers reserves the right to edit all submissions for length and clarity and cannot guarantee that all submissions will be posted.
