Tuesday, September 4, 2012
providing free education to kids in Assam
Uttam Teron, investing where it counts – providing free education to kids in Assam
Mere solutions of critical and perennial problems do not entice the stakeholders, what truly catches their attention and take them by astonishment is the simplicity of the thought process in crafting the anatomy of the solution. Solutions, by the virtue of the definition, are not non-existent; all that remains to be done is excavation. The treat becomes doubly sumptuous if the path to the solution is simple, linear, and uncluttered. One exemplary case of such simplistic approach to solve the long existing issue of illiteracy is Parijat Academy, founded by Uttam Teron.
– Devashish dhar, Youth Leader India
Birth of an idea
One who is empathetic towards the society feels its pain as a fellows-sufferer. Uttam realized the need of the solution when he witnessed, “The poor tribal children of my village, ones which were not going to school and were not interested to attend school used to roam dangerously near by stone quarry aimless. The sight made me think to start a small school at my home.” It did not take a high degree of effort for him to see the gap in the society, an inherent quality of an educated mind and compassionate soul. In fact, his dream aligned with the solution. Uttam, a young man from Pamohi (20 km from Guwahati), had an ambitious dream for 100% literacy in his village. For the same he used his expertise he gained after graduating in 1999 from a city college where he was active member of the Guwahati Zilla Moina Parijat, a local group working with children’ giving them training in leadership, music, physical education etc. He happily concludes, “I was training kids anyway and decided to set up a school at home to take kids around my village under my wings.”
Street play for kids
Time for pre-school
How Uttam defied the basic logic of preparing first and then taking the challenge remains a highlight of his initiative. Instead, he scaled his preparation while actively taking up the cause. He exclaims, “Parijat Academy started in 2003 with four students.”
Uttam was born to a train driver father and a homemaker mother who never went to school; he invested the Rs 800 he had earned as a private tutor in constructing a room with a tin roof and bamboo walls. Parijat got its first classes. With the remaining amount, a pair of desks and benches was procured from a village carpenter. Nothing is more motivating than an example of immense human grit, courage, and risk absorption.
Taking tests and exams
Uttam is quick to admit that Parijat academy’s journey was frequently inundated with tests; though, they remained miniscule in comparison to the task that lies ahead. He recalls the mindset of the villagers as, “When I asked the
Czech volunteers
villagers to send their children to my school, they said that education is useless for their children. If our children work with their parents in jobs such as collecting firewood, their family will be in gain.”
He further adds that the culture of disruption of societal activities owing to incidents deeply impact the education in the area. “In Assam, the Bandculture could halt activities by different groups in state or a district.” Further, he attributes the economic limitations of the area as an undercurrent for the slow development of educational activities. He explains, “Assam lacks behind others state of India in due to the poverty/major flood problem. The plain areas are damaged by floods while face the problem of communication. Together they impact development in the field of education.”
While he chalks the social impediments as, “here in Assam the major tribes live in rural areas. Moreover, the tribal people not much aware on education.” He briefly mentions the cultural factors as well, “Where dowry/early child marriage system is prevalent and the many tribes have their own different culture and dialect.”
Though, he has managed to take up the economic limitations for the institution on his own and external support. The major limitations existed in the form of paying fees to teachers, have basic medical amenities and provide books for education.
Passing the matriculation
After eight years of rigorous effort and unflinching determination, Uttam now proudly proclaims, “Today at our school there are 508 children studying from Nursery to Class 10 with free education. Out of the total, 256 are girls” What further complements the celebration: “Now the tribal people realize that education is important.”
It does not require a mind of high intellect to realize that reasoning similar to that of Uttam Teron might have been a driving force behind the Right to Education Act. India witnessed a momentous period in 2010, when the Government passed the Right to Education Act, 2010. Thus, a lot has changed for Uttam and for Indians. What seemed as a prerogative of fortunate people has now been drawn as a level of subsistence for all Indian citizens. Though, we shall always remain indebted to Uttam for taking a cause seven years before it translated into an Act and which has found supporters in one and all. In fact, he stands in stark contradiction to state governments which claim the Act as absurd and shredded with hidden motives.
Uttam is all praises for the Act, though he mentions, “Only degree is not enough for a teacher to teach children. He needs to have passion and interest for the profession. Children need more motivation. Teaching should be skill/job oriented in higher class towards learning for earning. If this goes properly it may reduce poverty.” A progressive mind hardly rest on glories; instead, prepares meticulously for the tasks at hand.
Preparing for graduation
Uttam Teron
Uttam, vindicated and optimistic, has now bigger plans for his academy. He believes employability is the next logical step for education at his academy. He has a plan in place to logically transit kids from basic education to vocational training. He considers, “I am giving more attention on vocational skill development with formal education at Parijat Academy. Without skill, in today’s world, it is tough to sustain. My plan is to provide Vocational Skill Training for the youth between 18-30 years with 90 days training model and plan for placement. Here youth will also hone their communication and computer skills. The students will have a minimum education till Class 8 or class 10 and the program will be focused on Learning for Earning.”
Uttam believes that it does not matter how many people join the cause. Instead, the quality and passion is more important. He says, “Do something for the society. Need not ask what society will give us. It’s our duty what we can do for our society. Parijat Academy work is small but trying to do sincerely for the underprivileged with limited resource. If somebody wants to serve the cause, do from heart.”
Uttam Teron can be contacted at: Parijat Academy, PO. Garchuk, Guwahati, 781035, Assam.
E-mail: parijatacademy03@yahoo.com. Mobile: 098640-41711
—————————————————————————————————————————————–
About the author
Devashish Dhar: I am an Equity Analyst by profession and based out of Gurgaon. A graduate from India’s pioneer undergraduate B-School – CBS, I am currently working in a financial research firm. A staunch believer of – ‘ask not what your country can do for you; ask what you can do for your country’, I pursue my interest in political developments, international development, public policy, and history after my work hours. I am also a voracious reader and world cinema enthusiast, along with having interests in swimming and music. Going by my belief – ‘This is the best time to be an Indian to make a worthy difference’, in the long run I wish to work towards infusing contemporary and robust fundamentals in India’s public policyJoy of support a child
Seven years before the Right to Education Bill was introduced in the Parliament, Uttam Teron, a young man from Pamohi, 20 km from Guwahati, dreamt of 100 per cent literacy for the children of his village. Education was the lowest priority in this Karbi-dominated hamlet and most children, especially girls, helped their parents in the fields. This changed when Teron began the Parijat Academy in a cowshed in 2003 with just four students. Today, the school, with a small hostel, provides free education to 502 students of which 256 are girls.
PARIJAT ACADEMY
a school for the underprivileged children
PAMOHI, GARCHUK, GUWAHATI-781035, ASSAM, INDIA
email: parijatacademy03@yahoo.com
www.parijatacademy.org
www.parijatacademy.blogspot.com
Volunteer in Assam
A Canadian Volunteer in Assam
I am a retired Canadian university professor of history and have just returned from my second volunteer experience in Assam. I taught spoken English at Parijat Academy last October and returned in April of this year to help at Prajnalaya Academy and Asha Darshan.
Uttam Teron of Parijat was my initial contact in Assam and I learned of him and his work through the Omprakash Foundation website. I had been to India a number of times, but never to the northeastern states, and his school provided a perfect introduction to the area. I am deeply indebted to him and his family for welcoming me into their home and providing a window on life in Assam. As a volunteer I worked each day with the children in Classes 4 through 8, helping them understand my spoken English and encouraging them to speak English through a variety of games and interactive activities.
I fell in love with the beauty of Assam and the warmth and openness of of its people, and I wished to return. Uttam suggested volunteering at Prajnalaya and Asha Darshan and was highly instrumental in arranging my stay at both. |
|
I spent one week at Prajnalaya where Prabudh Basak not only organized my work at his own school, Pranjnalaya, but also arranged visits to several other schools in the area. I thus had an opportunity to speak with teachers in both large and small schools and, with the aid of a translator, to their students. At Prajnalaya I met with all the classes, but perhaps more significantly, had extensive contact with the school's hostel students. Since I was staying at the school, they were able to visit with me in the evenings or join me on my early morning walks. These informal settings significantly increased their willingness to try to speak in English.
Subsequently, I spent three weeks with Biju Borbaruah and Asha Darshan, staying first in Kumarikata, and then in Tamulpur and Guwahati. My initial task as a volunteer was to lead a six-day training program in spoken English. The participants were either teachers from Asha Darshan schools or Asha Darshan staff. I then visited eleven of the twelve Asha Darshan schools and wrote a report on each, describing both the schools' condition and improvements requested by the teachers. I also took illustrative photographs. The most inadequate school was completely surrounded by water in the wet season and consisted of one large room with only three bamboo walls (there was a hole big enough to walk through in one of these). There was no toilet, drinking water, or furniture (the children sat on floor mats brought from home). There had been a lunch program, but money for it ran out in December 2009. Two teachers taught Class Nursery through Class Four (158 students). They estimated that 30 per cent of the children who started in the school finished Class Four. My final task with Asha Darshan was to help organize thirty boxes of books (sent by Omprakash Foundation) into a working library.
I am reasonably certain that my volunteer work is useful, both directly in the contact I provide with a native English speaker and indirectly in the evidence my presence offers that the rest of the world cares and is willing to encourage and support the work of these teachers and pupils. Incidentally, for many of the pupils I was the first non-Indian they had ever met. In addition to my work, I made a modest monetary donation to Asha Darshan; Prajnayala would not accept any such, considering it (I think) a slight to their hospitality. But clearly money is needed - for teachers' pay and for repairs and further development. If anyone reading this is in a position to help monetarily, I hope they will seriously consider doing so.
Margaret W. Andrews, Ph.D
Vancouver, B.C. Canada
21 May 2010
Subscribe to:
Posts (Atom)