Dr. Lalit Kishore

Over-emphasized industrialization and market economy degrading both the natural and social environments

Education as social process can result in an ecological consciousness

Local crafts and their education need to be promoted to counteract industrialization

40% of environmental studies curriculum is open for redesigning to contextualize it as per the local social and natural environment (Kishore, 2011)

Incorporate the cultural, social, and creative attributes of craft into the educational system, through both theory and practice

Ensure that craft is viewed as a professional skill, leading to employment opportunities

Integrated heritage into the study of other subjects and EVS as an integral part of Indian culture, aesthetics, and the economy.

Environment consists of the physical, social, biological, and natural conditions in which an organism lives and thrives symbiotically.

Kishore, 2011

Articulated need of gems craft artisans of Jaipur;

Available curricular scope for leveraging EVS curriculum and NGOs-supported ILM school;

Lack of educated skill workforce due to no basic related knowledge of pure sciences, environmental science and mathematics;

Non-existent school-level gems-centric craft courses

To identify supplementary gemology topics as a part of school level EVS

To set up norms for transaction of curriculum

A mixed methodology of focus groups, secondary analysis and triangulated validation was used.

Focus group interaction : (N=3; gem industry functionary:1, student of higher education in gemology:1, higher education teacher:1),

Secondary research (NCERT-EVS Book, NCF-2005 Document, In-house Documents)

Triangulated expert validation (3: Teacher, Gemology Hr Ed teacher, Pedagogue/Investigator)

FOCUS GROUP & SECONDARY ANALYSIS

FOCUS: SCIENCE & CRAFT OF GEMS

8 topics as concentric curriculum within EVS: Crystals, gems, platonic solids, basic optics, paper folding, specific gravity, hand tools, bead jewelry

The gemology section of the EVS has been proposed after the core curriculum has been completed.

80-hour study in three months for grades 3 to 8 50-50 weightings to theoretical learning and

hands-on work. Creation of an activity-room for hands-on

experiences on identified eight topics.

Development and piloting a 32-page gemology supplementary material for each grade

Try material in the vertical grouping format if less number of interested children.

One week teacher training and academic support system of weekly on-job training and monthly review workshops.

 

In conclusion, it can be said that

….school-based environmental studies curriculum can be used to include local crafts through networking and mobilizing community resources to counteract the environment degrading industrialization to some extent.