'The possibility of our children is our responsibility'

Every child born is a message of love from God
telling that God is still not fed up with humanity...

Like Jesus, every child should grow 'both in body and in wisdom, gaining favour with God and men.' Lk 2:52

Sunday, November 13, 2011

Happy Children's Day!


Children dear, you are the joy of the world!
Let us make it abundant! Smile…

Back to the Basics – Forge Close Bonds with Your Children

“Times have changed and we are passing through a period when we need to forge closest bonding possible with our children and more so with our adolescents. To bring out the best in our children, we should let our children bathe and splash in the pool of parental love. It is often said, ‘excess ghee will not spoil the kheer.’ Love will not spoil your son. It is the failure to discipline him that spoils him.

When your little daughter of four spills milk on the floor for the third time, you become angry. You feel like giving her a nice spanking. But, wait a moment. Instead, why not hand her a towel and a mug of water and ask her to clean up the floor? Let her feel the pinch of cleaning up the mess. Likewise, when your son breaks the flower vase, give him the adhesive and tools to fix it. When he fumbles, you can step in and give a hand. When children are made to feel the burden involved in remedying wrong, it will make them think.

All the same, when your little son falls down from a forbidden staircase and cries out in pain, never commit the blunder of giving him a bonus beating; he is taking his lessons for defying his mom already. Now what he needs is your comforting. Overdose of discipline can backfire with bitter results.

Well then, as your son grows, he needs freedom. But how to dispense it? Concede him freedom in small doses, yet ensure that he uses it in a responsible way. Compliments and commendations are the best catalysts for sound emotional growth. Children crave for them.

Yet, there is the risk of children becoming one-sided or skewed personalities. Sensible balancing initiatives on the part of parents can make them well-rounded, balanced and complete human beings. Take your son to the huts and cottages of poor people around you who struggle to make a living as also to the bungalows of your rich neighbours. Let him see how you socialize with people big and small assigning honour to both. You are training him in fairness in dealing with others.

Let your daughter learn how to tie the electric fuse and wash the car from her father while your son learns to cook and do the dishes from his mother. In future, as husbands and wives, they will be more accommodative to their mates. Let your son play with his peers. But train him up to cut across the age barrier and mingle with those of his parents’ age with ease. Make him unlearn the habit of making fun of others, but learn that admiring others for their strengths. Create an atmosphere at home where your adolescent feels free to ask you anything under the sun without the least inhibitions. If you care, sure enough, your children will get a firm footing in emotional maturity that will safeguard them from many a pitfall in future.

Remember, life’s most important lessons are not discussed in classrooms. Parents have to teach their children these lessons extra-curricular. How to live with little and still be happy and content, how to make failure a blessing, how to prevent success from getting into one’s head, how to endure pressures with resilience, how to stand by one’s principles without offending others, how to build up friendship in an unfriendly environment, how to find more happiness in giving than in receiving.

Life has taught us many lessons; often we learn them the hard way. Our children need not start all over again – let them draw from what we have learnt and steer their destiny. Whether you are a father or mother, by word and deed, play out your role as the mentor of your child. No one can take your place, the role is unique and non-negotiable.” [V Mathew Cherian, The New Indian Express, Thiruvananthapuram, Monday 14 November 2011., p.6.]

Monday, November 7, 2011

Schools in Trivandrum and Neyyattinkara Dioceses...


Schools in Trivandrum Archdiocese and Neyyattinkara diocese - a contrast...!

1
Anchuthengu, St. Joseph's HSS
2
Arayathuruthy, LPS
3
Ayroor, St. Thomas' UPS
4
Chittattumukku, St. Andrew's UPS
5
Kadinamkumalam, St. Michael's HSS
6
Kalliyil, R. C. LPS
7
Kaniyapuram, St. Vincent's HS
8
Kochuveli, St. Joseph's LPS
9
Mampally, St. Aloysious LPS
10
Moongode, St. Sebastian's LPS
11
Mudiacode, St. Sebastian's UPS
12
Palappoor, Holy Cross LPS
13
Palayam, St. Joseph's LPS
14
Pallithura HSS
15
Paruthippara, Holy Cross LPS
16
Paruthiyoor, St. Mary's LPS
17
Pettah, St. Anne's LPS
18
Poonthura, St. Thomas' HSS
19
Poozhikkunnu. St. Antony's LPS
20
Puthenthope, St. Ignatious' UPS
21
Shangumughom, St. Peter's LPS
22
Thazhampally, St. Veronicas' LPS
23
Veli, St. Thomas' LPS
24
Vennicode, Monut Carmel, LPS
25
Vettucaud LPS
26
Vettucaud HSS
27
Vizhinjam LPS
28
Vizhinjam HSS
Gave up Mangalathukonam school later!



Schools bifurcated for the Neyyattinkara Diocese:
                              1
Anthiyoorkonam, L. F HS

2. Kamukincode, St. Antony's HS
3. Undencode, St. John's HS (HSS)
4. Peyad, St. Xavier's HS (HSS)
5. Chullimanoor, Sacred Heart UPS
6. Kattakode, St. Antony's UPS
6. Manikapuram, St. Theresa's UPS
7. Perayam, St. Joseph's UPS
8. Plamootukada, St. Joseph's UPS
10. Vlathankara, St. Peter's UPS
11. Balaramapuram, St. Joseph's LPS
12
Changa, St. Mary's LPS
13
Kallikad, St. Anne's LPS
14. Kundamabhagam, St. Mary's LPS
15. Kazhanad, Little Flower LPS
16
Keezharoor, R. C. LPS
17. Mangalathukonam, St. Aloysious LPS 
18. Mulluvila, St. Joseph's LPS
19. Muthiyavila, St. Albert's LPS
20. Olathanni, St. Theresa's LPS
21
Palode, St. George's LPS
22. Parantode, St. Victor's LPS
24.
23. Punnakad, K. V. LPS (Perumpazhu
Thevanpara, Sacred Heart LPS
25. Thoongampara, St. Theresa's LPS
26
Uchakada, R. C. LPS
27. Udiyankulangara, R. C. LPS
28
Valiyavila, B M LPS
29
Vattavila, St. Jacob's LPS
30
Veliyamkode, St. Theresa's LPS
 Mangalathukonam schools was given later...!









Wednesday, August 17, 2011

To keep it alive...

It is after a long time, am again with you. Was keeping a low profile for some personal reasons and if that have lagged things a little bit, you all will be generous enough to bear with me. Let us do our bit together to build a better tomorrow for our youngsters, especially through education.


Friday, June 10, 2011

58th Central Advisory Board of Education (CABE)

Summary Record of Discussions of the 58th Central Advisory Board of Education (CABE) - The Fifty Eighth Meeting of the Central Advisory Board of Education (CABE) was held under the Chairmanship of Shri Kapil Sibal, Union Minister of Human Resource Development. The meeting was also attended by eminent educationists, authors, artists, linguists etc. apart from Heads of different autonomous organizations, senior officials of different departments of the Government of India as its members and Ministers incharge for education from the states and union territories. The CABE is the highest advisory body to advise the Central and State Governments in the field of education. The previous meeting i.e. 57th meeting of CABE was held on 19th June, 2010. The minutes of the previous meeting were confirmed along with the Action Taken Note on them.


In his opening remarks, Kabil Sibal put forth the main challenges facing the nation. He stated that delivering the right to elementary education enshrined in the Constitution, has been taken up in right earnest by the Centre and the States. He placed the suggestion that the Right to Education needs to be extended up to the secondary level (class 10) to provide avenues for children emerging from elementary education, as a natural corollary. He also stressed the need to ensure quality in educational delivery aimed towards bringing down drop-out rates and providing value to the children through the educational process. He also mentioned that one of the critical challenges before the nation is to develop, recognize and enhance skills in youth to be productive members of society and the economy. It is essential to develop a set of nationally recognized qualifications tailoring the qualifications to the requirements of industry. The National Vocational Education Qualification Framework (NVEQF) proposed in the agenda aims to embed vocational education in the educational system providing for horizontal and vertical mobility for youth to seamlessly move between general and vocational education. Hon’ble HRM underlined the integral role of State Governments in preparing this Framework, as the levels of diversity in skill development in the States will best be addressed by the State Governments. He also said that an element of diversity must be built into the education system to enable mobility; and the necessary unity that is also required will be provided by the standards set by a common NVEQF.


Another pressing need of the day is to promote transparency and accountability of the educational system towards its primary stakeholders i.e. children and their parents. Kabil Sibal informed the CABE that the Centre is proposing a legislation to prevent and prohibit adoption of unfair practices in school education for which he sought suggestions and views from the CABE to generate a platform for consensus. He said that this legislation could be modelled on the lines of a similar legislation on prevention of unfair practices in Higher Education already introduced in the Parliament and on which the recommendations of the Standing Committee of Parliament have since been received.


Regarding the Higher Education sector, he stated that an important item on the agenda is consideration of the recommendations of the recently held conference of Vice Chancellors of Central and State Universities in the public sector, especially with regard to reforms in the affiliation system in universities. Affiliation had emerged in the period of colonial India for the rulers to control what was being taught. There has to be a change in the philosophy of affiliation to enable the power of independent thought to flower in the collegiate system. He requested CABE that efforts need to be made to reduce the number of colleges affiliated to universities so that universities could become centres of learning. He also mentioned the importance of Book Promotion as also preservation and promotion of languages in creating a knowledge society.The CABE resolved as under:-


(i) Members expressed deep appreciation for the earnest efforts in implementing the Right of Children to Free and Compulsory Education Act, 2009. Further, all members of CABE endorsed the proposal to extend free and compulsory education to the secondary sector. It was felt that every child in the country – irrespective of gender, caste, class or community to which he or she belongs must have the right to at least 10 years of formal schooling. It was decided to constitute a CABE Committee comprising Ministers, members of civil society as well as educationists to formulate the draft legislation. The CABE Committee will prepare a preliminary draft in about three months time, so that it can be discussed with all stakeholders, including students, teachers, teachers associations, parents and community members.


(ii) Members earnestly shared the concern about the increasing trend of adoption of unfair practices in school education sector and expressed the need to arrest this trend. While the Ministry has already introduced a Bill in Parliament to prohibit unfair practices in the higher education sector, it was agreed to initiate a similar legislative proposal for prohibiting unfair practices in the school education sector also. It was decided to constitute a CABE Committee comprising Ministers, members of civil society as well as educationists to formulate the draft legislation. The CABE Committee will prepare a preliminary draft in about three months.


(iii) There was unanimous endorsement of the need for a National Vocational Education Qualifications Framework (NVEQF) providing for a nationally recognised framework with vertical and horizontal mobility between general and vocational education. The Group of State Education Ministers already constituted will develop a road map for implementation incorporating the requirements and concerns of all the States. State Governments were urged to identify regional and local skills and develop curriculum content to feed into the NVEQF. The courses chosen should be locality specific to be implemented through plans devised by the States, which would be woven into a national grid within the parameters of NVEQF.


(iv) The recommendations of the Vice Chancellors’ Conference held on 25-26th March 2011 were presented before CABE. Considering the criticality of the need for expansion in higher education consistent with quality in order to address issues of access with equity, university reforms including governance reforms are essential. In order to chart a road map for such reforms, it was decided to constitute a committee of CABE consisting of State Ministers and academics. The CABE Committee on University Reforms would submit its report within three months. All the State Governments were requested to examine the recommendations of the Vice Chancellors’ Conference and send their views and comments to the CABE Committee.


(v) The initiative taken in formulating a National Book Promotion Policy was widely appreciated and endorsed by CABE. Members felt that implementation of this Policy would go a long way in reviving the interest in Books particularly amongst children and youth.


(vi) CABE expressed their concern for preservation of the linguistic diversity and resolved that measures be taken to protect and preserve endangered languages in the Twelfth Plan thru’ appropriate schemes.


(vii) CABE also discussed the need for integration of sports and physical education with academic curriculum as also introduction of "10 Great Thinkers of Modern India" in the syllabi of schools.

(Catholic News Update Asia, IV-196 June 10, 2011)

Wednesday, May 25, 2011

മലയാളം വളരുന്നുവോ, തളരുന്നുവോ?

ഭാഷകൂടാതെ ആശയ വിനിമയം ഏതാണ്ട് അസാധ്യമാണ്. വിചാരങ്ങളോടൊപ്പം വികാരവും സന്നിവേഷിപപിക്കപ്പെടേണ്ടാതാണ്. എങ്കിലേ അതിനു ജീവച്ചൈതന്യമുണ്ടാവ്. അതിനു ഏറ്റവും അനുയോജ്യം മാതൃ ഭാഷ തന്നെയാണ്. എന്നാല്‍ മലയാളി സുഹൃത്തുക്കള്‍ വാക്കിനു വാക്ക് ആങ്ളേയ ഭാഷ പ്രയോഗിക്കുന്നവരാന്. അതുകൊണ്ടുതന്നെ പുതിയ വാക്കുകളോ, പ്രയോഗങ്ങളോ ഉപയോഗിക്കുന്നതിനു പകരം, അത് സൃസ്ടിക്കുന്നതിനു പകരം എളുപ്പത്തില്‍ മറ്റു ഭാഷാ പ്രയോഗങ്ങളും വാക്കുകളും കടമെടുത്തു സ്വന്തം ഭാഷയെ ധരിദ്രമാക്കുന്നു! കാലക്രമേണ ഈ ഭാഷ നശിക്കാതിരിക്കണമെങ്കില്‍ അത് സര്‍വാത്മന ഉപയോഗിക്കപ്പെടണം. അതിനു ഭാഷാ പ്രേമികള്‍ തയ്യാറാവണം.

Tuesday, May 24, 2011

National Commission for Minority Educational Institutions...




TheHon'ble Justice Mr. Siddiqui, Chairman of the National Commission for Minority Educational Institutions along with the member of the Commission, Dr. Cyriac Thomas visited Trivandrum on Monday, 24th May 2011. The Commission had a Conference with 'the representatives fo the various Christian Educational Institutions' in the city as arranged by the Syro-Malankara Major Archdiocese of Trivandrum.










From our archdiocese Mr. S. Varghese, its Pastoral Council Vice-President and former member of the State Human Rights Commission, Former Principal, University College, Thiruvananthapuram, Dr. Sunny Francis, the Pastoral Council Secretary and Member, Board of Education and Professor at Universtiy College, Thiruvananthapuram, Mr. Nelson, our Office Administrator and former Dy. Secretary to the Govt. of Kerala, Fr. Shaji D' Silva, the secretary to the archbishop and myself represented.










It was mostly an interactive session wherein doubts could be clarified and matters were made easy and clear as for as the process of obtaining Minority Status Certificate from the Goverment of India.










Besides this, there seemed to be somekind of sefl interest for the Malankara archdiocese in presenting their proposal of making Mar Ivanios College and the other institutions in the campus into an autonomous institution or a deemed university and of seeking the support of the Commission and it was made clear when the member of the Commission announced that as a good news!










Yes, people know how to manipulate an occasion to their favour and invite people for that without in any way giving any doubts. Well, they can make their demands, but why should they invite us and make us onlookers to such shows?

Wednesday, May 18, 2011

Informations one can't ignore...

1. If you see children Begging anywhere in INDIA , please contact: "RED SOCIETY" at 9940217816. They will help the children for their studies.

2. Where you can search for any BLOOD GROUP, you will get thousand's of donor address. www.friendstosupport.org

3. Engineering Students can register in www.campuscouncil.com to attend Off Campus for 40 Companies.

4. Free Education and Free hostel for Handicapped/Physically Challenged children. Contact:- 9842062501 & 9894067506.

5. If anyone met with fire accident or people born with problems in their ear, nose and mouth can get free PLASTIC SURGERY done by Kodaikanal PASAM Hospital . From 23rd March to 4th April by German Doctors. Everything is free. Contact : 045420-240668,245732 "Helping Hands are Better than Praying Lips"

6. If you find any important documents like Driving license, Ration card, Passport, Bank Pass Book, etc., missed by someone, simply put them into any near by Post Boxes. They will automatically reach the owner and Fine will be collected from them.

7. By the next 10 months, our earth will become 4 degrees hotter than what it is now. Our Himalayan glaciers are melting at rapid rate. So let all of us lend our hands to fight GLOBAL WARMING. -Plant more Trees. -Don't waste Water & Electricity. -Don't use or burn Plastics

8. It costs 38 Trillion dollars to create OXYGEN for 6 months for all Human beings on earth. "TREES DO IT FOR FREE" "Respect them and Save them"

9. Special phone number for Eye bank and Eye donation: 04428281919 and 04428271616 (Sankara Nethralaya Eye Bank). For More information about how to donate eyes plz visit these sites. http://ruraleye.org/

10. Heart Surgery free of cost for children (0-10 yr) Sri Valli Baba Institute Banglore.10. Contact : 9916737471

11. Medicine for Blood Cancer!!!! 'Imitinef Mercilet' is a medicine which cures blood cancer. Its available free of cost at "Adyar Cancer Institute in Chennai". Create Awareness. It might help someone.Cancer Institute in Adyar, Chennai Category: Cancer Address: East Canal Bank Road , Gandhi Nagar Adyar Chennai -600020 Landmark: Near Michael School Phone: 044-24910754 044-24910754 , 044-24911526 044-24911526 , 044-22350241 044-22350241 12.

Please CHECK WASTAGE OF FOOD If you have a function/party at your home in India and food gets wasted, don't hesitate to call 1098 (only in India ) - Its not a Joke, This is the number of Child helpline. They will come and collect the food.


Please circulate this message which can help feed many children. AND LETS TRY TO HELP INDIA BE A BETTER PLACE TO LIVE IN Please Save Our Mother Nature for "OUR FUTURE GENERATIONS"

Monday, May 16, 2011

Theera Jyothi TTI







St. Jacob's Teacher Training College - B. Ed



The staff and students of 2011-12 batch. An able faculty with an endeavouring disciples! Make us proud and the society at large. Through you may we get good, examplary and dedicated teacher to take the younger generation to a bright and promising future.

Wednesday, May 11, 2011

A sense of the archdiocesan education...

Territory : 686 sq km
Population : 22,51,800/2,44,488= 9.2%
Catholics : 2,44,488
Male : 1,22,865
Female : 1,21,623
Families : 62,101
Family Units : 1,998
Baptism : 3,738
Marriages : 2,069
Death : 1,402

Lower Primary Students : 4,546/4 classes = 1,136
Families : 62,101/1,136=54.66
That means 54 families send one child to school!

Baptisms : 3,738/1,136=30.39% only go to our schools

Much to be done in the admissions to our schools...

Latin Catholics - much to aspire for...

Latin Catholics are known to be one of the backward communities! Instead of empowering them to reach the top, backwardness is still used by the 'authorities' to bargain little trifles. They conveniently forget that this repeated usage of 'backwarness' somehow makes them to passively accept this 'backward' title!

That is what is more than evident in the results of the Engineering and Medical Entrance Examinations. A comparison with the Muslims since 2008 will speak volumes.

Engineering: 100 1000 5000 10000

2008 LC 1 8 61 137 (first at 465)
Muslim 12 102 628 1349 ( first at 19)

2009 LC nil 8 58 151 (first at 212)
Muslim 10 151 832 1689 ( first at 14)

2010 LC nil 7 65 165 (first at 258)
Muslim 5 123 765 1598 (first at 12)


Medicine: 100 1000 5000 10000
2008 LC 1 11 103 183 (50)
Muslim 18 218 1133 2123 (9)

2009 LC 2 15 107 220 (50)
Muslim 27 254 1258 2192 (6)

2010 LC 1 12 112 253 (34)
Muslim 14 227 1222 2365 (9)

We have miles to go before we sleep....

Friday, April 15, 2011

Literacy Mission

Total Literacy Programme to eradicate illiteracy for the whole of state was inaugurated by the Prime Minister of India on 4th February ’90.


The unique feature of the programme was the inclusion of linguistic minorities in the state in the districts adjacent to Tamil Nadu and Karnataka by divisions into tailor made packages.


Kerala was finally declared a ‘totally literate state on 8th April 1991.

Education for all and Forever In Kerala, after achieving ‘total literacy’, it was realised that nothing was available to sustain the interest in the neo literates to keep their urge to learn alive. To create an environment for this, the state government took up the Continuing Education Project offered by National Literacy Mission and Kerala State Literacy Mission organised. Education for all and for ever’ is the motto of Kerala State Literacy Mission. The Mission imparts non-formal, life oriented education to the neo literates. Hence no definite curriculum and learning methodology can be adopted. The kind of education to be imparted to each group is finalised after studying the local culture, social peculiarities, life style and habits of the community concerned. The new knowledge acquired is to help the neo-literates for making positive contributions towards creating a better life for himself and improving the social life accordingly.


Objectives: Retention of literacy skills and provision of opportunities to the neo-litterates to take their learning beyond basic literacyCreating scope for application of functional literacy for improvement of living conditions and quality of life.Dissemination of information on development programmes and widening & improving participation of traditionally deprived sections of the society.

Creation of awareness about national concerns such as national integration, conservation and improvement of the environment, women’s equality, observance of small family norms etc. and sharing of common problems of the community.

Improvement of economic conditions and general well being as well as improvement of productivity by organizing short-duration programmes, orientation courses for providing vocational skills and by taking up linkage activities for establishing direct linkage between continuing education and development activities.

Provision of facilities for library and reading rooms for creating an environment conductive for literacy efforts and a learning society.

Ensuring the sustainability of the Kerala Model. 'Beyond Letters’ is an ambitious project visualised by KSLM. The slogan owes its genesis to an understanding of the fact that though none can claim to have a thorough knowledge of all things, at least a general awareness almost all branches of knowledge including information technology has become part and parcel of educational process.

‘Beyond letters’ is poised to give a new sense of direction to the beneficiaries of the literacy campaign. Developmental literacy, legal literacy, environmental literacy, consumer literacy, health literacy, habitat literacy, agricultural literacy cultural literacy, computer literacy, labor literacy, economic literacy, medicinal literacy, heritage literacy etc. are some of the areas covered under this.

Equivalency Programme Equivalency Programme has been designed by KSLM inorder to help the neo literates to qualify themselves at par with those who finish formal education. The programme helps the neo-literates irrespective of their age to appear for levels 1,2 and 3 which are equivalent to STD 4, 7 & 10 of the formal stream Training for this is imparted in all the 14 districts with the help of local bodies. Trainers are given special orientation. KSLM issues certificates to those who successfully complete these courses and these are deemed to be equivalent to the respective levels in formal education. Thudarvidyabhyasa Kalajatha Fourteen colourful Cultural rallies were organised which travelled throughout the state simultaneously to popularise the message of Continuing Education among the less adventurous. The Cultural rally christened Thudarvidyabhyasa Kalajatha’ comprised of art forms which announced the unlimited possibilities of Continuing Education. This was well received by all sections of society and all regions alike. Continuing Education Centres The function of CEC include · Evening class · Library and reading room · Discussion group · Vocational Training Programme · Sports and adventurous activities Training Centre The continuing Education Project in Kerala is implemented through Local Bodies and NGOs. A network of voluntary workers and other activists are oriented towards the objectives of Continuing Education Programme. Several organisations both Governmental and Non-governmental are included in the project for resource mobilisation and training.

Various level training were conducted for different groups involved in Continuing Education with the support of SRC,SCERT, DIET, Govt Departments, Universities, NGOs, Population Cell, CDC etc.

A permanent State Level Training Centre is established for this in Thiruvananthapuram.


Peoples Planning In the allotment under the 9th plan, the local bodies have been given the right to spend 35-40% for the Projects decided by them. The panchayaths are often willing to spend a part of this amount to conduct skill development courses jointly with the CE centres.

Contact: Kerala State Literacy MissionSasthamangalamThiruvananthapuram-10Ph: 0471-314105,314106,314107E-mail: literacy@md4.vsnl.net.in

Monday, April 11, 2011

Dr. Francis Sunny at the height of academics…

Dr. Francis Sunny, one of our Board members, and presently the Archdiocesan Pastoral Council Secretary is awarded ‘Bharat Shiksha Ratna’ by the Global Society for Health and Education Growth, New Delhi for his research and academic excellence.

Besides this he was conferred the Membership in Reproductive Biology and Endocriminology [MRE]by the Society for Reproductive Biology and Comparative Endocrinology, Chennai for his meritorious research contribution in the field of Endocrinology.

While congratulating him on this great achievements, I wish him further achievements in his field for the better future for our progenies and be an inspiration for the young minds.

Sunday, April 10, 2011

Universalisation of Education remains a universe away…

Nearly 90 years ago, on January 24, 1922, Mahatma Gandhi wrote in a letter: “As we become independent, all the defects of the systems of elections, injustice, tyranny of the richer classes as also the burden of running administration are bound to come upon us.” Everyone now realizes how prophetically accurate he was. In the same letter, he suggested: “But there is hope, if education spreads throughout the country… Otherwise India would become the abode for grave injustice and tyranny of the rulers.” He reiterated the call for universal education in 1937 when the conceptualization of basic education was presented to the country. His heirs in positions of power never gave the priority to education that it deserved. The constitutional directive to provide free and compulsory education to “all children till they attain 14 years of age” was just ignored in practice for decades together. Even after the Supreme Court ruling in 1993, the 86th Constitutional amendment came only in 2002. The coming in force of the Right to Education (RTE) Act on April 1, 2010, was a welcome step in spite of severe deficiencies such as its applicability only to 6-14 age group.

After a year, the Central government has its progress report ready. It is only data and statistics that come to the rescue of the bureaucracy in all such areas that defy real progress in a comprehensive sense. In this case even that does not help. Education is on the concurrent list and any major policy decision that the Centre initiates is presumed to have the concurrence and support of all the state governments/UT. Only six states – Sikkim, Orissa, Manipur, Arunachal Pradesh, Andhra Pradesh and Rajasthan – have notified the Act. Seven UTs have also done so. But the most significant point would be why not Uttar Pradesh, Bihar, Madhya Pradesh, Maharashtra and the remaining states? The Government has accepted that 21 per cent teachers are without professional qualifications. The ministry could claim the credit for sanctioning 4.5 lakh additional posts of teachers but even among the existing sanctioned posts in state schools, there is a shortage of 5.8 lakh teachers. The total additional number estimated a year ago was around 13 lakh. The recruitment procedure in states is still archaic and no one is held responsible if the vacancies in larger states exceed even beyond 25-30 per cent. Recall Operation Blackboard Scheme introduced after the National Policy of Education, 1986, which promised to convert every single-teacher school into at least a double-teacher school. Even today, there are 9 per cent single-teacher schools in the country. The RTE has made no impact on this situation. The actual percentage of single-teacher schools may be much higher than the official figures. In such conditions, quality is bound to be a casualty. Inadequate learner attainments are a major cause of children being withdrawn from schools within three-four years. Even official figures admit 8.1 million children not entering schools. Is it not shocking that only 50 per cent of those who come to class I finish class VIII. Among them, more than 50 per cent are deficient in learner attainments. No nation can accept this situation. The neglect of the criticality of taking the state governments on board now stands exposed. Visit a primary school in a remote area of Bihar or Uttar Pradesh and talk to teachers about RTE. This interaction would result in shocking revelation of the schools being unconcerned about the significance of the RTE. For them, they receive so many routine instruction from above; nothing new about it.

The implementation of the RTE required environment-building as the first step. It was possible only when state governments were enthusiastic about it and their functionaries convinced of the “change” that was being expected to occur post-April 2010. Every teacher deserved reading material on the implications and his/her changed role, particularly the responsibility to generate awareness among people. This aspect remained ignored at every stage: nothing has visibly and effectively changed in the sector of universal elementary education in India during the last one year. The RTE can’t be effective if the teacher-taught ratio remains skewed; if the presence of teachers remains elusive, particularly in rural schools; if the teachers are continuously assigned duties other than teaching in spite of all pronouncements not to do so. A significant outcome of this one year could be put as: there has been no change in the approach, attitude and work culture of those responsible for successful implementation of the RTE. It is an open secret that around 20 per cent private/public schools charging high fees cater to the educational needs of the children from elite and the privileged sections of the society. The concept of neighbourhood schools or common school system has never been sincerely pursued. The KendriyaVidyalayas were established to cater to the requirements of the wards of all categories of the Central government employees. The elite sections of these services did not relish the idea of “all” and a Sanskriti school was set up in Chanakyapuri, Delhi, for the higher echelons of bureaucracy. Now the Centre shall “provide funds for the infrastructure development (capital expenditure) for all Sanskriti schools which will be set up in other states”. The government’s priorities, including its commitment and sincerity to the elite, are as clear as the day light. During the Common wealth Games, it was pointed out that 60 government schools in Delhi are running in tents. The point is: Are public funds needed for these schools or to establish more Sanskriti schools? [J S Rajput, former Director of the NCERT, in The New Sunday Express – Magazine, p.8 of 10 April 2011]

Thursday, April 7, 2011

Local Managers Meeting et al...


Today the local managers of all our R. C. Schools, the education of co-ordinators of all the eight foranates, the forane education convenors and the forane animators were invited to be introduced into the annual plan and budget, the newly formed transfer policy etc. Nearly some thirty three people participated, both priests and laity.

Sunday, March 6, 2011

A different kind of farewell...

The heads of the schools of our management arranged an outing for all of them on Saturday, 5th March 2011 to Ponmudi. Though people started coming well in advance, we could start at about 9.30 a.m only.
The following heads of the schools participated: I. St. Joseph's HSS, Anchuthengu 1. Mr. Sylvester - Principal2. Ms. Mary Freeda - HMII. Pallithura HSS 3. Mr. Stephen Pereira - Principal4. Ms. Mary Pushpom - HMIII. St. Mary's HSS, Vettucaud 5. Ms. Roselin - PrincipalIV. St. Mary's HSS, Vizhinjam 6. Mr. Varghese - Principal7. Ms. Florence Fernandez - HMV. St. Michael's HS, Kadinamkulam 8. Mr. Dominic - HMVI. St. Vincent's HS, Kaniyapuram 9. Mr. Vijayakumar - HMVII. St. Ignatius UPS, Puthenthope 10. Ms. Sushamma - HMVIII. St. Andrews UPS, Chittattumukku 11. Ms. Iona Grace Paris - HMIX. St. Veronicas LPS, Thazhampally 12. Ms. Mary Assumpta - HMX. St. Sebastian's LPS, Moongode 13. Ms. Sharlet Almeda - HMXI. Holy Cross LPS, Paruthippara 14. Ms. Devika Rani - HMXII. Holy Cross LPS, Palappoor 15. Ms. Alphonsa - HMXIII. St. Joseph's LPS, Kochuveli 16. Ms. Saramma - HMXIV. St. Aloysious' LPS, Mampally 17. Ms. Jessy Pereira - HM. Besides this Mr. Nelson of the Office of the Corporate Manager also joined.
On the way had tea and little snacks at Neumangad. The journey continued straight to the top of the Hill, Ponumdi where we spent good time climbing the peak of a nearby hill while others who could not make it enjoyed their mutual presence in the shades of the trees with sweet and soft breeze even at noon. This was followed by lunch we brought at a children's park nearby. Teachers became children once again when they saw the swings and other play things. As we were all sufficiently hungry we relished the lunch and shared the rest with the Vana Samrakshana Smithi guards there.Then we came to the KTDC centre and relaxed there with some fun games with our own Tintmons and Tintumols! It was followed by an unusual farewell programme to Messers. Varghese and Vijayakumar so naturally organized. Almost all spoke so beautifully of the two great men of our management and wished them everything best in their 'retired' life. Varghese sir said that he does have enough strength to go on teaching for decades if needed! Vijayakumar sir said that he is only happy to be of help to the only schools worked and retired, that is St. Vincent's.For want of time we left to reach Kallar for another cup of tea from a village hotel on the road side and reached home safely and relaxingly by 5.40 p.m. All of us enjoyed every bit of it. Congratulations and thanks to the orgnizers.
You the 16 of us really missed it! [1. Poonthura HSS; 2. Vettucaud HS and LPS HMs; 3. Ayroor UPS; 4. Mudiacode UPS (to retire this year!); 5. Arayathuruthy; 6. Kalliyil LPS; 7. Palayam LPS; 8. Paruthiyoor LPS; 9. Pettah LPS; 10. Poozhikkunnu LPS; 11. Vennicode LPS

Thursday, February 24, 2011

The surprising benefits of lemon!

Lemon (Citrus) is a miraculous product to kill cancer cells. It is 10,000 times stronger than chemotherapy.
Why do we not know about that? Because there are laboratories interested in making a synthetic version that will bring them huge profits. You can now help a friend in need by letting him/her know that lemon juice is beneficial in preventing the disease. Its taste is pleasant and it does not produce the horrific effects of chemotherapy. How many people will die while this closely guarded secret is kept, so as not to jeopardize the beneficial multimillionaires large corporations? As you know, the lemon tree is known for its varieties of lemons and limes. You can eat the fruit in different ways: you can eat the pulp, juice press, prepare drinks, sorbets, pastries, etc... It is credited with many virtues, but the most interesting is the effect it produces on cysts and tumors. This plant is a proven remedy against cancers of all types. Some say it is very useful in all variants of cancer. It is considered also as an anti microbial spectrum against bacterial infections and fungi, effective against internal parasites and worms, it regulates blood pressure which is too high and an antidepressant, combats stress and nervous disorders.The source of this information is fascinating: it comes from one of the largest drug manufacturers in the world, says that after more than 20 laboratory tests since 1970, the extracts revealed that: It destroys the malignant cells in 12 cancers, including colon, breast, prostate, lung and pancreas ... The compounds of this tree showed 10,000 times better than the product Adriamycin, a drug normally used chemotherapeutic in the world, slowing the growth of cancer cells. And what is even more astonishing: this type of therapy with lemon extract only destroys malignant cancer cells and it does not affect healthy cells.

Institute of Health Sciences, 819 N. L.L.C. Cause Street, Baltimore, MD1201

Wednesday, February 23, 2011

COASTAL PEOPLE - A Second Literacy Drive Underway...

"FILOMI is past 55, she could be seen selling fish in the hereby market early in the day. Her two daughters are no more and she has six grandchildren to look after. But nothing stops her from taking her lessons these days. As the clock strikes two, she would be present at the 'Athulyam' class organized by LEAP Kerala Mission, which aims to achieve cent percent primary education literacy in the state. Until four, when the church bells ring, she would struggle with Malayalam and Mathemetics.

Filomi is just one of the many fisherwomen who are giving 'Athulyam' a unique dimension in Pulluvila, a coastal neighbourhood in Karinkulam panchayat. One of the many places across the State where the programme is evolving into a second literacy drive.

Thresia's daughter is just four months old, but she carries her child with her to the class. Mary goes for daily labour but makes it to the class regularly. Like Filomi, like Usha and Maria and many others here, it is something they never thought would happen to their lives. "My children who are in school remind me to join them when they study at night. I can't be a bad student," Usha laughs out loudly.

Latha, the Panchayat Co-ordinator of the programme and Athiyannoor nodal 'prerak', says this is the same story with many women in the coastal area. "Though we aim at fourth equivalency, this is one place where we are starting from the very beginning. It's brush-up for some, those who were part of the 'Saksharatha' movement. Some others had gone to shcools, but never completed and some have not had the fortune to study. The response in coastal areas towards Athulyam has been tremendous," she says. Soshamma, the class coordinator, seconds her opinion.

In Pulluvila itself, there are more than nine centres working in close distance. Everywhere, we met the same excited and enthused faces. More women than men; in fact, in most classes, we met only women. Where there is no electricity, we saw them on the beachside, late in the evening, under a chimney lamp. But some of them do not hide their disappoinment.

"This is my son's book, we need books and pens. We have no money to spend on our education, when our children are in school," says one of them.

Karimkulam panchayat 'prerak' Vimala says since it is the end of the Plan year for the panchayat, the local body is finding it hard to find money and has promised to hep during the start of the next fiscal year. Until then, the LEAP Mission would have to find its own sources. "We have planned it as a three-month campaign. But going by the response, we have focused all our attention on it. All efforts are being taken to see to it that the adult learners are supported in their motivation to learn," says Prabhakar Pahassi, LEAP Mission Director.

By the end of March, the classes are to finish and the 'students' have to sit for examination on April 18. It sounds a Herculean task as many are yet to go beyond the 'sarakshararm'. But the class coordinators are hopeful.

"They are able to work wonders, for they are real people who know how to handle everything," Pushpam, a class coordinator, says. They have three textbooks and a special curriculam which is designed for adultl learners.

Though many were not aware why their exams have been set for April 18, one LEAP Mission official disclosed the secret. "It was the day when Kerala was declared cent percent literate 20 years back." The women know it's their turn now."

[Asha P. Nair, expresso, The New Indian Express, Thiruvananthapuram, Tuesday, 22 February, 2011.]