REACHING THE UNREACHABLE: TRAINING THE TEACHERS OF

CHILDREN FROM MARGINALISED

SECTIONS OF THE SOCIETY

A report of the Programme Advisory

Committee (PAC) approved programme, “In-service Education Programme (ISEP) for the Social Science Teachers working in schools run by the Scheduled Caste and Scheduled Tribe welfare departments in Uttarakhand, Madhya Pradesh and Tamil

Nadu.”

M.V.SRINIVASAN

Coordinator

Department of Education in Social Sciences

National Council of Educational Research and Training Sri Aurobindo Marg

New Delhi

2

May 2016

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TABLE OF CONTENTS

Acknowledgements 2 Teachers and Learning: Some Visuals 3 1. Introduction 26 2. Why this programme? 26 3. How teachers were tracked? 28 4. How were programme schedule prepared? what were 30

made possible and not possible? 5. What were taught (!) and shared? Some Random Notes 31 6. Process of Learning: Issues and Challenges 38 7. Follow up and Issues for Future ISEP 43 Appendices

1. Details of Social Science Teachers Attended the 46 In-Service Education Programmes in three states

2. Programme Schedules 58 3. List of Reference Books and Materials used and distributed 61 4. Details of Resource Persons 62

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ACKNOWLEDGEMENTS Tracking the teachers of marginalised sections of the society is not an easy

task. It was possible because the officers and employees of the following

organisations and departments were with us. We sincerely thank each one of

them for successfully conducting the programmes.

1. Joint Director

Social / Scheduled Caste Welfare Department Uttarakhand

2. Joint Director Scheduled Tribes Welfare Department Uttarakhand

3. Joint Director Secondary Education Department Uttarakhand

4. Commissioner Tribal Welfare Department Madhya Pradesh

5. Commissioner Scheduled Caste Development Department Madhya Pradesh

6. Joint Director

Tamil Nadu Adi Dravida and Tribal Welfare Department Chennai

7. Director and Administrative

Officer Institute of Cooperative Management Dehradun Uttarakhand

8. Eklavya Malakhedi Hoshangabad Madhya Pradesh

9. Don Bosco Media Manikandam Thiruchirapalli Tamil Nadu

Within one year, we could work with social science teachers from 101 schools

in three states! We thank all the head teachers of all the 101 schools from where

teachers were deputed to participate in the programme and teachers’ families who

allowed their family members to stay away from home for almost one week. Finally

we record our due acknowledgements to all the social scientists and professionals

interacted and worked with our teachers during the programme.

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TEACHERS AND LEARNING: SOME VISUALS

Fig.1: Officer on Special Duty, Department of Tribal Welfare in the augural session, Uttarakhand.

Fig.2: Dr. Seema S Ojha and Ms. Neelam Sharma were responding to questions

in History, Uttarakhand.

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Fig. 3: Teachers are participating in a session, Uttarakhand.

Fig. 4: Dr. Tannu Malik is explaining different properties of Maps, Uttarakhand.

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Fig.5: Dr. MVSV Prasad presenting on Political Science Content in NCERT Textbooks, Uttarakhand.

Fig.6: A Commercial Advertisement made by teacher as part of ISEP Assignment, Uttarakhand.

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Fig.7: A Campaign Poster Made by Teacher as part of ISEP Assignment, Uttarakhand.

Fig.8: A Campaign Poster Made by Teacher as part of ISEP Assignment,

Uttarakhand.

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Fig.9: Dr. Sudhansu S. Patra with a teacher showing a presentation, Uttarakhand

Fig.10: Teachers read and take notes in a History session, Madhya Pradesh.

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Fig.11: Questions developed by teachers based on discussion, Madhya Pradesh.

Fig.12: Rashmi Paliwal is showing what is there in NCERT History Textbooks,

Madhya Pradesh.

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Fig.13: Reading activity a History session by CN Subramaniam and Rashmi Paliwal, Madhya Pradesh.

Fig.14: Sitting on the floor the whole day broke Teachers ‘views on children sitting long on the floor, Madhya Pradesh

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Fig.15: Prof. Joshi teachers questions on geography, Madhya Pradesh.

Fig.16: Prof. Joshi answering to questions raised by teachers on geography, Madhya Pradesh.

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Fig.17: Prof. Joshi answering to questions raised by teachers on geography using globe. Others in the photo are CN Subramaniam (History) and Ram

Murthy (Political Science), Madhya Pradesh.

Fig.18: Spouses, relatives and children of social science teachers participated in

the programme, Madhya Pradesh

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Fig.19: Spouses and children of social science teachers participated in the programme, Madhya Pradesh

Fig.20: Arvind Sardana and Ram Murthy respond to teachers’ questions on Indian Constitution, Madhya Pradesh

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Fig.21: Mr. Amal is speaking on the problems of SC and ST students, Tamil Nadu

Fig.22: Mr. Shyam Sundar with teachers discussing the problems of SC and ST students, Tamil Nadu

13

Fig.23: Ms. Sudaroli speaks on understanding adolescence and learning, Tamil

Nadu

Fig.24: Dr. Pavananthi speaks to teachers after showing documentary on Constitution

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Fig.25: Prof. Mani Kumar interacts with teachers on teaching history, Tamil Nadu

Fig.26: Teachers gathered to play a game to get introduced to the concept of longitude and latitude, Tamil Nadu

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Fig.27: Teachers play a game to get introduced to the concept of longitude and

latitude, Tamil Nadu

Fig.28: Visit to Kallanai (Stone Dam) built by Cholas around Second Century AD

in Tamil Nadu

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Fig.29: The Remodelled part of Kallanai by the British during 19th Century in Tamil Nadu

Fig.30: Teachers are engaged in a group work, Tamil Nadu

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Fig.31: Teachers are engaged in a group based on the reading of the visual material

Fig.32: The group facilitator is sharing the views of the group, Tamil Nadu

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Fig.33: The group facilitator is sharing the views in the whole group, Tamil Nadu

Fig.34: The group facilitator is sharing the views of the group, Tamil Nadu

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Fig.35: Teachers share their write-ups as part of group work, Tamil Nadu

Fig.36: Teachers are facilitated with a visual-based group work, Tamil Nadu

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Fig.37: Teachers are discussing in group work, Tamil nadu

Fig.38: Mr. Priya Krishnamurthy from CMCA guiding teachers in a group activity on democracy and citizenship

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Fig.39: A teacher is writing social science question developed on the basis of discussion, Tamil Nadu

Fig.40: A teacher is writing social science question developed on the basis of discussion, Tamil Nadu

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Fig.41: Dr. Pushparaj speaking on economics, Tamil Nadu

Fig.42: Prof. Balachandran describing the importance of learning geography from daily life events to teachers in Tamil nadu

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Fig.43: The youngest social science teacher gives certificate, Tamil nadu

Fig.44: The senior-most teacher gives certificates, Tamil Nadu. Dr. MV Srinivasan, coordinator is reading the names of the teachers

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1. Introduction National Council of Educational Research and Training is mandated to work with

schools and to provide specialised training to teachers. In 2005, the NCERT came out

with new syllabus and textbooks for classes 1 to 12 in all the curricular areas

including social science. This has led to schools - both affiliated to Central Board of

Secondary Education, New Delhi and state level School Examination Boards, using

syllabus and textbooks. The NCERT as a response to this wide use of its curricular

materials has been conducted a variety of short term programmes for teachers

helping them to understand curricular reforms initiated as part of NCF 2005.

During April 2015 to March 2016, the department organised In-service

Education programmes (henceforth ISEP) – one each in three states (Uttarakhand,

Madhya Pradesh and Tamil Nadu) for the social science teachers working in schools

run by the state level Scheduled Caste and Scheduled Tribe welfare / development

departments. This report contains the details of the ISEP in six sections viz., (i) Why

this programme was taken up by the department; (ii) How was programme schedule

got prepared, changes in them and what were made possible and not possible; (iii)

How the state authorities were contacted, venue and resource persons were

identified, books and other teacher support materials were procured and issues

challenges faced in these processes. (iv) Process of Learning – Issues and Challenges

and (v) Follow up and Issues for future ISEP

2. Why this programme? The first objective of this programme was to provide opportunities for social science

teachers working with students of classes 6 to 10 and who were not generally

exposed to training opportunities available through SSA and RMA organised by the

state government education departments. Second, the government allocates

separated budget to undertake programmes / activities under Special Component

Plan (SCP) for Scheduled Castes and Tribal Sub-Plan (TSP). These programmes are

organised in two ways - inviting teachers who are working in schools in which

majority or all the students belong to Scheduled Caste and Scheduled Tribes, if there

are not sufficient number of teachers in a state, teachers who belong to Scheduled

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Caste and Scheduled Tribe and working in schools run by state education

departments are invited.

Three states were chosen purposively – Uttarakhand, Madhya Pradesh and

Tamil Nadu. Each state has a different set of curriculum and syllabi. While

Uttarakhand follows NCERT syllabus and textbooks, Madhya Pradesh and Tmail Nadu

prepare their own syllabus and textbooks. They are used in all the schools affiliated

to its Boards. Teachers and students in schools run by ST welfare department

established by Madhya Pradesh under the Centrally Sponsored Programme - Eklavya

Model Residential Schools (EMRS) and affiliated to CBSE use NCERT syllabus and

textbooks. In one informal interaction in one of the EMRS in Madhya Pradesh,

teachers reported never underwent a single training programme on the use of

NCERT syllabus and textbooks. This was one of the reasons for selecting this state.

Teachers invited to participate in this programme were mixed group – (i) those

following Madhya Pradesh state Board and (ii) schools which are run by state

government but affiliated to CBSE and use NCERT syllabus and textbooks. In the case

of Tamil Nadu, all the schools follow syllabus developed by the TN state education

department and affiliated to state level Secondary and Higher Secondary Education

Boards. Thus the ISEP is expected to meet the needs of (i) two categories of teachers

in Madhya Pradesh – those who follow NCERT and state syllabus and textbooks; (ii)

teachers following NCERT syllabus and textbooks in Uttarakhand and (iii) teachers

following the syllabus and textbooks prescribed by the Board of Secondary

Education in Tamil Nadu.

Table 1: Social Background of Teachers Attended the Programme (%)

State Scheduled Caste

Scheduled Tribe

Other Backward

Class

Others Caste Details Not Provided

Total Total (in %)

Madhya Pradesh

12.5 22.5 37.5 20.0 7.5 100 12.5

Tamil Nadu 70.3 - 21.6 5.4 2.7 100 70.3 Uttarakhand 37.5 33.3 4.2 20.8 4.2 100 37.5 Total in % 39.6 16.8 23.8 14.9 5.0 100 39.6 Total 40 17 24 15 5 101

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The social background of teachers participated in the programme is given in

Table 1 which shows that nearly 60 per cent of teachers belong to Scheduled Caste

and Scheduled Tribes. The proportion of SC teachers working in welfare department

schools is more than Tamil Nadu. Madhya Pradesh had a small share of teachers

working in welfare department schools. In Madhya Pradesh, SC and ST Development

Departments run the entire district administration including Education and Revenue

Departments. They run schools where SC and ST students are not in majority. They

run thousands of schools under this arrangement. The address details revealed that

teachers working in schools located in far flung locations but belong to other caste

categories participated in the programme.

The gender composition suggests that majority of social science teachers attended

the programme were males (Chart 1).

3. How were teachers tracked? The SC and ST welfare department schools recruit teachers and administer their pay

and other aspects, teachers can leave the school only after getting prior permission

from the district level officials of welfare department. The state level officials are also

expected to be informed about this. It was reported by the teachers and officials

working in state education departments that the SC and ST welfare departments do

not send (in official terms this means - deputing officially or allow) teachers for the

8

16

8

3232

2116

69

0

10

20

30

40

50

60

70

80

Madhya Pradesh Tamil Nadu Uttarakhand Grand Total

Chart 1: Number of Teachers Attended the Programme by Gender

Female

Male

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training programmes organised by state level education departments under Sarva

Shiksha Abhiyan (SSA) and Rashtriya Madhyamik Shiksha Abhiyan (RMSA).

It was a challenge to collect the details of schools run by SC and ST welfare

departments. First we tried to get into communication with SC and ST welfare

departments. In July 2015, we sent a letter to higher level officers (Commissioner and

Directors) of the state SC and ST Welfare departments. There was no reply from all

the three states for four months i.e. until the end of October 2015. Then, we began

contacting the officials based on the telephone numbers available in the websites

maintained by these departments, by contacting through teachers, and through

officials working in state education departments such as SCERTs. We also contacted

officials from education department or SCERTs from Madhya Pradesh, Uttarakhand

and Tamil Nadu visited NCERT to attend other programmes. Finally we got to know

the list of schools.

Then we searched for the venue to conduct the programme. After getting

confirmation about the venue and the dates of the programme, we sent letters to

state officials to depute the required number of teachers.

In Uttarakhand, the number of schools run by SC and ST welfare departments was

less. Due to this, we contacted the state education department particularly at the

secondary level (which means contacting officers looking after secondary education

and Rashtriya Madhyamik Shiksha Abhiyan Programmes) to depute 10 teachers

belonging to SC and ST and working in schools near Dehradun districts. Many of

them attended the programme. When compared with Madhya Pradesh and Tamil

nadu, the participation of teachers from schools of SC and ST Welfare departments

was less. In Madhya Pradesh, as pointed out earlier, the number of schools run by

welfare departments is more. The official of the state SC and ST departments sent

letters to districts and district level officials contacted schools and the school

principals deputed the social science teachers working in their schools. We also

noticed that SC welfare department functions separately in both the states. The

Government of India has been implementing a programme in which residential

schools are established for tribal students. These are called by different names in

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different states. Teachers from these schools also participated in the programme. In

Madhya Pradesh it is known as Eklavya Model Residential Schools (EMRS).

In Tamil Nadu, we received the list of 375 social science teachers working in

more than 350 schools. The department officials suggested to choose the teachers

by the NCERT. Teachers were randomly selected and a letter inviting 50 teachers –

one each from a school was sent. In Uttarakhand and Madhya Pradesh, letters were

sent to departments to send the required number of schools. Though letters were

sent to departments 15-20 days in advance, teachers reported that their school head

teachers received communication from district officials just 1 or 2 days before the

commencement of the programme. This has caused immense problem in booking

tickets, finding out the programme location and leaving all the responsibilities at

school and at their houses.

4. How were programme schedules prepared? What were made possible and not possible?

One of the challenges in teaching social sciences in India and all over the world is

that the syllabus and contents are based on four subjects - history, geography,

political science and economics. It is usually expected that a person who studied the

subject at least at the graduation level should be able to understand and teach

concepts at upper primary and secondary levels in schools. In most schools social

science teachers studied only one or two subjects in their graduation. The lack of

expertise or domain knowledge in other subjects makes social science teachers

finding difficult to teach other two subjects. Till 2015, social science teachers come to

teach classes 6-10 after studying a one-year course in education (B.Ed.) after

graduation. Many teachers also teach social sciences for classes 6-8 with a three-year

Diploma on Teacher Education after passing Higher Secondary. Teachers’ exposure

to different practical methods of teaching, assessment practices and recent

educational policies is also limited. Hence the in-service education programme

envisaged to take up these concerns – providing exposure to all the four different

subjects, teaching methods, assessment practices and educational policies.

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Hence it was decided to give exposure to basic ideas of each subject (history,

geography, economics and political science) rather giving emphasise on the topics

given in NCERT or state textbooks.

A similar programme schedule was prepared for all the three states (appendix

2). The programme schedules show that besides sessions on school social science,

history, economics, geography and political science, two areas – Understanding the

challenges faced by Scheduled Caste and Scheduled Tribe Children and

Understanding Adolescence were also included in the programme. There was no

separate session on teaching methods and they were inbuilt in the subject-specific

sessions.

5. What were taught (!) and shared - Some Random Notes

This section is the summary of presentations made and reported by the resource

persons invited for the programme.1

Social Science: In all the three states, teachers were introduced to what is social

science, the difference between social science and social studies, history of social

science curriculum in Indian schools and some of the challenges faced by curriculum

developers while developing and changing the syllabus and textbooks. As part of

group activity, teachers formed different groups of 4-5 members and also compared

the textbooks brought out by the NCERT. They presented their observations. It was

followed by discussions on why there was change in the presentation of contents in

NCERT textbooks. In the case of Uttarakhand, teachers compared the textbooks

brought out by Uttarakhand for the classes 6-8 and some of the old NCERT

textbooks. In Tamil Nadu and Madhya Pradesh, teachers compared NCERT textbooks

with their own state textbooks.

History: In Uttarakhand, teachers were introduced to using sources in History. The

resource person attempted to answer questions such as what is meant by the source

in history, what were the ideas that led to use of source in NCERT textbooks.

1 The programmes were conducted in different states and the coordinator was not able to record to develop report on each session. Resource persons were requested to send the details of their presentation three months after the programmes were conducted. Only a few send the details. Hence this part contains only a partial account of the whole programme contents.

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Activities were given to teachers to interpret primary sources. There was also a

session on using Information Communication Technologies (ICT) and doing projects

in history. Teachers were exposed to some exemplary videos available in the internet

and projects done in the schools. Important books every social science teachers need

to understand world history were listed in a session in Tamil Nadu. Another historian

introduced history, made a power point presentation what historians do in their

profession in Tamil Nadu. He explained historical sources using examples of recent

excavations in Tamil Nadu. Developing perspective in history was attempted by

reading prefaces and important notes given in the preliminary sections of NCERT

history textbooks. Besides talking on topics such as Freedom Movement and

Partition, Madhya Pradesh teachers were exposed to a variety of reading materials

and particularly NCERT textbooks. In order to develop perspective on History,

teachers also read collectively the foreword, introductory notes given in the NCERT

textbooks. Some chapters of class 11 and 12 history texts were discussed in the

history sessions of Madhya Pradesh.

Geography: Prof. Balachandran from The Institute of Geographical Studies (TIGS),

Bangalore used power point slides to illustrate how geography is embedded in every

bit of our lives and the need to introduce them to school students. Since reading

maps is an important skill every social science student should learn, one geographer

in Uttarakhand took a session on maps – what are maps, different kinds, tools to

understand / read maps, drawing maps and concepts required to understand maps.

Emphasise was laid on how to find out longitude and latitude. In Uttarakhand and

Tamil Nadu, geographer and historians worked with teachers with a simple activity to

understand these concepts. In Uttarakhand, teachers were introduced to reading of

maps in Bhuvan, a joint initiative of NCERT and Indian Space Research Organisation

(ISRO). While interacting with teachers, Dr. Butola, Professor of Geography linked the

geography topics of classes 9 and 10 with local examples from Uttarakhand. He cited

many local (different parts of Uttarakhand) examples. There are many questions

students ask while teaching. Teachers from Madhya Pradesh listed nearly 30

questions which took almost three hours to answer by Dr. Joshi, Retired Professor of

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Geography, Mr.Subramaniam and Mr. Arvind Sardana. It also revealed that teachers

required basic understanding of geographical concepts. Prof. Joshi gave many local

(Madhya Pradesh) examples. His report of the session is given below.

In Hoshangabad, the discussion started with the general perception of the

students about History and Geography that they are boring subjects, as traditionally

both had been based on the memorization of a number of facts and information

which fade out early, without leaving an impression of relationships. It was stressed

by me, on the outset, that it was the geography writing in the textbooks and the

mode of teaching of the subject which had been largely responsible for this sorry

state of affairs. It had to be realized that the core of geography was the relationship

of nature with human beings, based on scientific reasoning and human experience,

which make the subject both interesting and relevant. It was stressed that unless the

“feel of the subject” is created, the interest in the subject cannot be evoked. It was

also discussed how the change in the orientation of textbooks, teaching

methodology and the mode of setting of questions in the examination can together

make this change possible.

In the second part the focus had been on the basic concepts of Geography

involving space, distance, scale and relationship of human beings and nature. The

role of map as a cognitive tool for understanding and memorizing human-land

relationship was thoroughly discussed and it was stressed that in all geography

classroom teaching atlas should invariably be provided to all the students and be

used by them.

The third and the last session was the question-answer session pertaining to

individual queries of the teachers about the subject. It was an open session in which

the teachers put a number of diverse questions relating to topics like, latitude-

longitude, revolution of the earth and related seasons, earth movements, origin of

mountains, cyclones, monsoon, weather changes, global warming, and etcetera.

These were answered to their satisfaction.

Political Science: The political scientist from NCERT presented the details of how

and why political science syllabus and textbooks were developed in Uttarakhand. It

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was followed by showing movie, “Patel.”In both Tamil Nadu and Madhya Pradesh,

Indian Constitution was the major focus. The Indian Constitution was introduced

through a documentary brought out by Rajya Sabha. Teachers raised a good number

of questions on different aspects of Indian Constitution. Mr. Ram Murthy, a visually

challenged teacher clarified the doubts of teachers in Madhya Pradesh. After

teachers watched the documentary, Dr. Pavananthi Vembulu spoke on what is

constitution, how is it different from other religious and non-religious documents.

Here follows the account of political science session in Honshangabad, Madhya

Pradesh.

In Hoshangabad, the resource persons Ram Murthy and Arvind Sardana

selected the topic, an introduction to Indian constitution and its various concerns.

The rationale of this topic was that an institutional structure of democracy revolved

around constitution therefore teacher must be clear about the key concepts of the

Indian constitution. To begin with, questions were invited from the teacher about

different aspects of the constitution which they want to know or they had doubts in

their mind. We told them that these questions will be clarified at the end of the

session. They came up with number of interesting questions about the making of

Indian constitution, key areas of the constitution jurisdiction of various institutions

and their organs etc.

After this activity, we showed them the first episode of the documentary by

Shyam Benegal entitled “BHARAT KA SAMVIDHAN”. This episode was about

historical development of Indian Constitution, especially after 1940’s. Teachers

found it quite rich and interesting and demanded to show the other episode some

time in future. It was followed by an interactive discussion with the teachers.

In the pursuance of the topic, next activity was conducted about referencing

from the constitution. For this purpose, the copies of the constitution were given to

the groups of teachers and they were asked to find out the particular item such as

article, schedule, entry etc. in the constitution.

After this activity, some portion from the 8thstandard textbook of Social and

Political Life was read among the groups of teachers and key questions were

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discussed. These portions were related to basic philosophy and structural/power

sharing arrangements in the Indian constitution.

At the end, Question and Answer session were conducted and the remaining

unanswered questions/quarries were addressed in the detail.

Economics: In Tamil Nadu, teachers were introduced to what economics is about

and different branches in economics. This was followed by teachers’ learning to

draw bar and pie diagrams and interpret the drawn visual materials. In Madhya

Pradesh and Uttarakhand, economic aspects introduced in school students were

discussed. Teachers were given economic statistics from Pocket Book of Indian

Agriculture 2014 to illustrate how economists generally interpret data and come to

broad understanding of the economic phenomenon was explained. One instance of

how and why pulses prices have increased suddenly during 2014-15 was explained

with the agricultural statistics. Then teachers were introduced to diagrams

particularly bar and pie diagrams. All the teachers were provided with data sets in

tabular format. They were asked to draw bar and pie diagrams.

Understanding Adolescence: There were different resource persons in different

states. The following is the report on the session in Dehradun, Uttarakhand.

The session began with a self introduction of each participant by providing a

positive attribute to self. Since the session was on adolescence they were asked to

recollect a memorable moment in their adolescence. 2-3 participants were asked to

share some of the experiences and facilitator captured some of the characteristics of

adolescence, taking a clue from the participants’ own experiences.

The ice breaking activity was followed by discussion on importance of

Adolescence Education (AE) and “Why AE is important in school settings?” After a

small brainstorming session with the participants, the facilitator explained the goal of

Adolescence Education which is “to empower young people with accurate, age

appropriate and culturally relevant information, promote healthy attitudes and

develop skills to enable them to respond to real life situations in positive and

responsible ways.” Life skill development is one of the core objectives of

adolescence education. AE is guided by National Curriculum Framework (NCF), 2005,

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which talks about “education to instill ‘independence of thought and action,

sensitivity to others’ well-being and feelings, learning to respond to new situations

in a flexible and creative manner, and the ability to work towards and contribute to

economic processes and social change.”

As AE follows participatory teaching-learning methods that build on the

experiences of learners, the facilitator shared few case studies for discussion among

the participants followed by group presentation on each case study among the larger

group.

The case study covered the following aspects.

Peer relationships, friendships, peer influences and attraction

Different styles of communication

Differences in growing up process and effects on body image

Understanding and challenging discrimination

Understanding and reporting abuse among adolescence

The discussion was followed by a small video clipping on “good touch and bad

touch”and a small power point presentation by the facilitator.

The entire discussion was interactive and participants shared their own

experiences in managing the AE concerned issues in school set up and to make a real

life connect. The facilitator emphasised to infuse AE concerns while teaching the core

subject areas of social science teaching learning process.

Educational Problems of SC & ST Children: In two states, resource persons worked

with teachers on this session. In Hoshangabad (MP) and Thiruchirapalli (TN), teachers

were given National Focus Group Position Paper on Problems of SC and ST Children

(Hindi and English respectively) was distributed. Experts from Eklavya, Dewas Campus

and Institute for Social Education, Thiruvallur, Tamil Nadu worked with teachers.

Since all the teachers are teaching in schools in which most students are belonging

to SC and ST, teachers shared their own experiences of working with students.

Developing Quality Questions: In two states – Tamil Nadu and Madhya Pradesh,

teachers were given two page of a social science chapter and were asked to develop

questions and write on the charts pasted on walls. They were also told that questions

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should not be memory recall and direct answer should not be found in the text.

Teachers were also told that they should not repeat the questions. Within short span

of time, there were many questions poured from teachers. Teachers also identified

best questions which promote critical thinking among the pool of questions they

developed and they were read out in the session.

Assignments: All the three training programmes were residential which means social

science teachers who reside and teach near the programme venue and within the

district commuted daily and the rest stayed for 5 days accommodation was provided

in the host institutions. Some teachers travelled daily from neighbouring districts as

well.

All the teachers were given three-four assignments: (i) Book Review; (ii)

Preparation of two posters – one campaign poster and one commercial

advertisement; (iii) submission of bar and pie charts based on the statistics given in

tabular form. While the assignments (i) and (iii) were to be done individually, (ii) was

done in groups of 3-5 teachers. The number of female teachers was less in all the

programmes. Groups were formed in such a manner that in each group at least one

female teacher should be a member. Teachers were issued with stationary – folder,

white papers, notebook, pen, pencil, scale (30cm), protector, sharpener and eraser.

For every group, one set of sketch pencils were also issued. All the teachers were

given a book related to social science topic purchased from National Book Trust,

NCERT and other publishers (see Appendix 3).

Use and Distribution of Materials: Science textbooks require laboratory materials

for conducting the experiment. Activity books are also available in markets. In case of

social science, one general limitation often cited by teachers, teacher educators and

curriculum developers is that there are no resource materials available which can

supplement content materials in textbooks. An effort was taken during this project to

procure support materials for use during the programme. For Uttarakhand, the

programme coordinator personally went to National Book Trust, New Delhi looked at

the catalogue and selected list of books related to the syllabus topics. He procured

5-6 books of each title and carried to the venue. In case of Madhya Pradesh books

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published from New Delhi (NCERT and private publishers) and also from Eklavya, the

co-organisers of the event in Madhya Pradesh were procured. Books distributed to

teachers in Uttarakhand and Madhya Pradesh were in Hindi as all the teachers invited

for the programme teach in Hindi medium. In case of Tamil Nadu, all the NCERT

textbooks (English version) and other materials were procured. Besides these, books

were identified from the bookshops in Tamil nadu. A few CDs developed by the co-

organisers of the programme (Don Bosco Media, Thiruchirappalli) were also procured

and shown to teachers during the tea and lunch breaks, prior to the session and in

the end of the session. Two episodes of a (10-episodes) documentary film

Saamvidhan, produced by Rajya Sabha TV and available in Youtube were also shown

to participants in Madhya Pradesh and Tamil Nadu. The list of books used and

distributed to teachers and multimedia materials used in the programme is given in

the appendix 3. It was noticed that we could have selected better titles of books, if

planned in advance. Since the allotted amount got sanctioned just 2-5 days before

the commencement of the programme, we could not get sufficient time to search,

consult textbook development team members and identify highly appropriate book

materials.

6. Process of Learning: Issues and Challenges

Organising a programme outside the NCERT and RIE campuses require many aspects

– space for conducting the programme, availability of resource persons and

teachers’ willingness to participate in the programme. These aspects are discussed

in this section.

Logistics: The way teachers were identified and invited for the programme – extreme

ranges of random selection, asking state level departments to select and sent for

training. Institute of Cooperative Management (ICM), Dehradun provided us with a

air-conditioned conference room. Hostel rooms were allotted to accommodate non-

local participants. The seating arrangement was static and teachers were not able to

move while participating in group works (see visuals). This was not found to be

suitable. However, the administrative officer took care of facilities and accounts work.

In ICM, the coordinator did not face any problem from logistics point. In

37

Hoshangabad, the Eklavya provided a large space for teachers (three sides closed

and one side fully open) and they had to sit on the floor. Many teachers initially felt

hesitant but got used to it after one or two sessions. Later a few elderly teachers sat

on chairs. While ICM hostel provided food, participants need not have to wash their

utensils – plates, cups and glasses. In Eklavya, all the participants - teachers and

organisers washed our utensils. Many male teachers pointed out that this was the

first time they washed their own utensils and sat on the floor in the official

programmes. In ICM, we stayed in two-bed hostel rooms. In Eklavya, we resided in

the dormitories. In two dormitories, male participants resided and in one dormitory

all the female participants resided. There were 2 two-bed rooms accommodated four

resource persons as well. In Don Bosco Media, Tiruchirapalli, one air-conditioned

mini theatre was allotted for the programme. Seating arrangement (chairs with

writing pad attached) was relatively better than in the ICM. All the teachers and

resource persons resided in two-bed rooms. Here also participants washed their

utensils. All the venues had LCD facilities and resource persons used them.

Teacher Participation: Many teachers after receiving letters from NCERT called the

coordinator to know whether the participation in the programme was compulsory.

They also told a variety of reasons for not able to participate in the programme.

Nearly 20 teachers from Tamil Nadu and five teachers from Madhya Pradesh called

over phone to get excused from participating in the programme. Many of them came

to the programme when they received letters or telephonic communications from

their district level offices. However, at the end of the programme, many teachers

reported that they “enjoyed and learned” new ‘things’ during the programme.

All the three venues were a bit away from the main cities. Teachers had to reach the

city by train or by bus and took town / city buses or auto to reach the venue. In some

towns, teachers were sent SMS using NIC-QUICKSMS the details of reaching the

venue such as bus numbers and directions.

In Madhya Pradesh, three female teachers came with their husbands and

infants. Husbands and teachers managing kids during the sessions was quite

different experience. Sometimes kids also slept on the lap of teachers (mothers),

38

while sessions were in progress. Since Navarathri festivals were going, two male

teachers mobilised 10-12 teachers took them to Narmada river everyday early

morning to take bath and came at 8.00 am. Since there were separate dormitories –

males and females, grown up kids were taken care of by husband residing in male

dormitories and infants were taken care of by teachers. We also noticed local female

teachers’ husbands brought in bike daily and picking them in the evening. In Tamil

nadu, one teacher came with her lawyer husband who then was given

accommodation.

Washing utensils by the male teachers was a different experience, according

to teachers. On a lighter note, a few male teachers in Hoshangabad complained that

the female teachers who came with their husbands washed their husbands’ utensils

and served them food!! Tamil Nadu teachers organised a tea party on the last day.

They mobilised Rs. 100 from each other and gifted sarees for cooks in the Don Bosco

Media and a small silver cup for the coordinator with a shawl.

How teachers spent their evenings and mornings was different. While there

was no visible activities in Dehrarun and Hoshangabad, teachers in Thiruchirappalli

sat in groups singing songs and some went to temples on a Friday. On the second

day of the programme in Tamil Nadu, fish and chicken were served to participants

during the lunch and dinner time. Though there were a few vegetarian teachers, one

middle aged teacher stopped taking food from the mess till the end of the

programme. For the rest of the days, he walked over to a hotel serving vegetarian

food (Arya Bhavan) located about 2 kilometres away from the programme venue!

Though teachers preferred to go for field visit in all the three states, only one

field visit was arranged in Tamil Nadu. We visited Kallanai, one of the oldest dams in

India and built by Karikala Cholan, a South Indian king. The memorial built near the

dam states that this dam was built during Second Century AD, almost 2200 years

before. We also went to Sri Rangam Temple, one of the oldest temples in Tamil

Nadu and Butterfly Park.

Teachers were asked to write down their feedback in blank sheets. Though

they were told to note down important views about the programme, good quality

39

feedback was not collected particularly from Madhya Pradesh. In Tamil Nadu, some

teachers sent their feedback by post.

Some teachers appeared to be indifferent as they later reported that they

were retiring in one or two years and yet were compelled to participate in the

programme. A couple of them refused to work in groups – formed larger groups, did

not submit posters.

Each teacher was provided with a book identified by the coordinator to submit

book review. They were told to submit those books to the school library. This was not

done in Madhya Pradesh. As there was a good library in Eklavya, teachers were

suggested to pick up a book related to social science topic from the library. Teachers

submitted something in the name of book review as most of them chose social

science textbooks from the library! They were given a copy of the book review

published in a journal to understand how a book review could be written. Teachers

did not face this challenge in Dehradun and Tamil Nadu. They submitted the book

review which was peer evaluated on the last day. This suggests that neither

programme coordinator communicate the task for the teachers clearly and helped to

locate social science books from the Eklavya Library nor teachers know to write book

review.

On the last day, in order to give grades, teachers were asked to raise their

hands who genuinely participated in all the sessions - read the materials given to

them, asked questions during the sessions, engaged actively in the group work and

assignments. In Tamil Nadu, about 20 teachers raised their hands they were

participating in the programme actively; 10 teachers raised their hands in

Uttarakhand; we do not know how many in Madhya Pradesh. Most of the teachers

received “A” Grade (75-90%).

One teacher brought blue print, model question paper and something written.

Later he reported the nature of training programme offered typically in BRCs and

CRCs as different from NCERT ISEP.

Resource Persons: We realised language as one of the crucial dimensions in this

programme. This programme required experts from different disciplines who could

40

speak local language (Hindi for Uttarakhand and Madhya Pradesh and Tamil for

Tamil Nadu) and hence resource persons invited include professors who work or

retired from universities and colleges, members of textbook development committee

of NCERT textbooks, NCERT faculty members, experienced school teachers,

specialists working in the area of Adolescence Education, a medical doctor and

educational activists. One visually challenged teacher also came to make

presentation on Indian Constitution. It was realised that whenever a resource person

travel from faraway places, reach the programme venue in the early hours / morning

and plan to leave on the same day evening, we have to make accommodation

arrangements for that day. The list of resource persons is given in the Appendix 4.

Resource persons used power points, worksheets, documentaries, globe, atlas

and chart papers. They also developed activities requiring drawing on the floor. One

resource person took teachers outside the hall, in open space to introduce the

longitude and latitude. There were also reading sessions – teacher read articles, book

chapters.

While evolving programmes and during financial sanctions, it is assumed that

only one resource person is taking one session. The experience during the present

programme shows that resource persons also come as a team or 2-4 persons. When

only one person taking the session, we also noticed a sense of monotonousness in

presenting the ideas. On the other hand, when more than one person is present in

the session, they share the tasks. When teachers were given activities, while one

resource person is concentrating on the instruction, the other one guide the teachers

in forming the group, distributing the worksheets and stationary. Monotony is also

avoided as they share which sub-topic they can talk during the session. When a

teacher asks a question, the resource persons, when they were teams provided

teachers with varied explanations and with different examples.

Sometimes team of resource persons come to hierarchical (one as the main

speaker and another as a supporting member) and on other occasions, they found

sharing equal responsibilities. We need to take into cognizance of this - changing

nature of any professional development / training/ in-service education / capacity

41

building programmes which involved more than one resource person. Due to this

reason, the number of resource persons participated in different states was different

(see the photographs showing group of team members working with teachers) in

three programmes – in one it was less and in two others it was more.

Coordinator: When programmes are organised in NCERT, support is available from

department staff in different ways. When they are organised in outside the NCERT,

many challenges have to be addressed. Though there was a provision for support

staff and accounts person, they have to be instructed all the time. Sometime,

coordinator himself had to go for photocopying, verifying accounts, TA/DA forms.

The coordinator was not able to spend more time on recording the proceedings of

the training. For every programme, he had to carry heavy loads of book materials to

venue. The office of Programme Director procured stationary and kept available for

us. At times, the coordinator was not able to verify the bills properly. Though this

created problems while submitting accounts, the NCERT Accounts department

cooperated well in completing the accounts. It would be better if Accounts

Department prepare and circulate a simplified guideline to all the NCERT faculty

members on TA/DA bills, payments to teachers and resource persons, food,

accommodation and travel reimbursement norms and what kinds of documents

need to be submitted.

7. Follow up and Issues for future ISEP In June-July 2016, a questionnaire will be sent to all the teachers participated in the

training. Apart from trying to get in touch with the teachers, we also need to

contemplate on the nature of in-service education programmes organised by NCERT

and other agencies. Where this model of training fits in the theory of training? How

much pedagogy contained in this model? How much subject content is provided in

the ISEP? How much of it would reach the minds of the teacher? Where is

constructivism in the present model of training / in-service education programme /

professional development programme / capacity building programme?

42

What is the nature of in-service teacher education programmes provided in

India? What models SSA and RMSA are promoting or following? Which are effective

and how? What about training 15-21 day training programme organised by the

NCERT? If we are going to work with teachers every year, we should have a

curriculum for professional development of teachers of all subjects including social

science.

There could be some flexibility in the financial aspects. For example, Rs.75 was

allocated to purchase stationary and photocopying, printing etc. This was not

sufficient in all the three programmes. The coordinator had to apply for special

permission to use additional amount.

In future, we could seek the accounts department of NCERT to send accounts

staff for settling the accounts. In two programmes, an amount of Rs.1800 was

sanctioned for settling the accounts. In the third programme, Rs.1000 was

sanctioned. In the state, staff of the organising institution (Don Bosco Media) found

this was not sufficient. This put the burden on the coordinator. The PMD and

Accounts Department need to think how much amount would be required if a

accounts person sent for settling accounts and the amount currently sanctioned.

Limitations: One limitation of the study was that there was no feedback form was

prepared specially for the present programme. Teachers were asked to provide their

feedback on the last day and the last session. In all the three programmes, teachers

were in a mood to go for home and were not able to express their views clearly and

in a relaxed manner. Many teachers reported that the programme and its contents as

good but could not elaborate why it was good and not good and in what way these

training sessions could help them in improving the quality of teaching-learning of

social sciences in the coming days.

We have to prepare a good Feedback Form within the department and

appropriate for the social science teachers and based on the programme schedule. It

could be prepared and translated to languages of state in which ISEP is to be

conducted.

43

There were two other issues as well. It was envisaged to conduct need

assessment from teachers. The various sessions of the programme were identified

was conducted based on (i) the intuitive understanding of the coordinator, (ii)

consultation with resource persons and textbook development committee members

who were involved in teacher orientation programmes earlier and (iii) the research

study on NCERT social science syllabus and textbooks conducted in Uttarakhand and

Haryana during 2013-15. As per the Results Framework Document (RFD), the

programmes were to begin in September and end in December-January. Due to

other pre-occupations in the department, the programmes were conducted in the

months of November, January and February. Teachers could have wholeheartedly

participated had we conducted as per the schedule. Schooling in December-March is

the revision time for not only students but also for teachers.

In the middle of this academic year (2016-17), it has been envisaged to send a

questionnaire to all the teachers who participated in the programme to know in what

ways the programme became relevant to their teaching of social sciences. Their

replies might help us to understand what we did in 2015-16. This would also help in

relooking the department’s capacity building programmes planned for the current

year (2016-17).

44

APPENDICES

1. Details of Social Science Teachers Attended the In-Service Education Programme in three states

S.

No. State Name Designation School

Address Residential Address

Category

1 Madhya Pradesh

Bhavana Shukla Govternment Gyanodya Vidayalaya Sahdol, M.P

Mahavir I.T.I Court k piche Sharma Colony, Sahdol, M.P.

Others

2 Madhya Pradesh

Lalit Mohan Shukla

UDT Govt Gyanodaya Vidyalaya, Hoshangabad

Lumbaji Ka Makan, Near S.C Hostle Board Nagar, Hoshanagabd

Others

3 Madhya Pradesh

Dhanpat Patel Eklavya Adarsh Avasiya Vidyalaya, Anupur, M.P.

Vill. Mauhri, Post, Jamudi District, Ashappur, M.P

OBC

4 Madhya Pradesh

Ayodhya Prasad Teacher Gyanodaya H.S.S. Shahdol

Shahdol M.P ST

5 Madhya Pradesh

Kapil Rai TGT Sukhtawa, Kesla, Hosangabad

Kanchan Nagar, Rasuiya Hosangabad

OBC

6 Madhya Pradesh

Ganesh Prasad Rathore

EMRS Anuppur Post Barabspur Jila Anuppur

Mu. Po. Anuppur, Jila Anuppur, M.P.

OBC

7 Madhya Pradesh

Madan Kumar Sharma

Eklavya Adarsh Avasiya Vidyalaya, Anuppur, Jila Anuppur M.P.

Vill. Post Behtila, Tehsil Fitma, Jila Anuppur M.P.

Others

8 Madhya Pradesh

Pavan Kumar Mishra

Sahayak Adhyapak

Govt. Gyanodaya Vidhyalay Ujjain (M.P)

A-1, Awasiya Prasiar Lalpur, Ujjain (M.P)

Others

45

S. No.

State Name Designation School Address

Residential Address

Category

9 Madhya Pradesh

Amrit Lal Pawar Govt. Boys H.S.S Shahpur

Subhash ward, Amla Road, Hamlapur, Betul

OBC

10 Madhya Pradesh

B.L. Kumre EMRS Shahpur

Patesl word bhoura post bhoura shahpur (Betal)

ST

11 Madhya Pradesh

Suryakand Pathak

UDT Govt. M.S. Poice Line Shahdol, M.P.

Ghorolla Mohalla Word No. 13 Shahdol M.P.

Others (General)

12 Madhya Pradesh

C.B. Neelkanth Adhyapak Govt. H.S. School Sankheda DIS Hosangabad Block Kesla

Khandwa M.P. SC

13 Madhya Pradesh

Jitendra Kumar Jain

Assistant Teacher

Govt. Gyanonday Vidhyalaya, Sagar

Govt. Gyanonday Vidhyalaya, Sagar

Others

14 Madhya Pradesh

Ramsingh Thakur

Teacher II Govt. Middle School Lambisadar

Village P.O Ranisingh the. - Rawti Dist- Ratlam (M.P) Pin code - 457001

ST

15 Madhya Pradesh

Arun Kumar Sahu

E.M.R.S. Tansan Seedhi

E.M.R.S. Tansan Seedhi

OBC

16 Madhya Pradesh

Sevak Ram Inwati

Govt. Exil. School Hannai

At. Junglikheda post Bakraheena tehsil. Amanwara Dist Chhindowara

ST

17 Madhya Pradesh

O.P. Marskole Teacher Govt. Girls Higher Secondary Vidhalaya, Bhaura

Mu. Rampur Post Pahawadi , Shahpur Jila Belul

18 Madhya Pradesh

J. S Dhumketi Eklavya Adarsh Avashiya Vidayalaya, Dindori

Mu. Amarpur Post Amarpur Tehsi. Jila Didoni

ST

46

S. No.

State Name Designation School Address

Residential Address

Category

19 Madhya Pradesh

Smt. Anuradha Malviya

T.G.T Social Science

E.M.R.S. Kukshi (Dist Dhar)

Eklavya Modal Residential School Kukshi

SC

20 Madhya Pradesh

Smt. Archna Mourya

Teacher Govt. Gyanodaya Vidyalaya Sagar (M.P)

Behind Panchvati lauj Neha Nagr Makronia Sagar (M.P)

SC

21 Madhya Pradesh

Pushpa Chaurisiya

Government Gyanodaya Vidhayalay Sahedol, M.P

Police Line Chan Ganga Road Vard No 12 Sahdol, M.P

OBC

22 Madhya Pradesh

Kiran Rai Sukhtawa, Kesla, Hosangabad

Malviya Ganj Itaris M.P, Hoshangabad

OBC

23 Madhya Pradesh

Rajendra Kumar Swami

UDT H.S.School Jhirpa (Chhindwada)

Jhirpa OBC

24 Madhya Pradesh

Chandrashekhar Rajpoot

Govt. H.S.School Patjan, Khandwa

V+T- Patjan Dist - Khandwa

Others

25 Madhya Pradesh

Kantiyaked Male M.S. Dhamaniyn (Ratlam) Govt Boys H.S.S. Raoh

Ratlam

26 Madhya Pradesh

Smt. Geeta Pahane

T.G.T Social Science

E.M.R & Junnardeo

Ward No 17 Sukri Junnerdeo

SC

27 Madhya Pradesh

Subhash Mahajan

Govt Higher Secondary School, Doiphodiya Dist. Burhanpur M.P

At- Gram-Nayar Past- Doiphodiya Thl- Khkrar dist- Burhanpur M.P

OBC

28 Madhya Pradesh

Ajay Ramchandra Kinage

Teacher Govt. H.S. School Tukaithad

At Post & Tehs. Khaknar Dist Burhanpur (M.P)

OBC

47

S. No.

State Name Designation School Address

Residential Address

Category

29 Madhya Pradesh

Ishwar Singh Rathod

Govt. Higher Secondary School Sirpur dist. Burhanpur, M.P.

At. Gram Sandeskala Post, Mahagulara T. Nepandgar Dist Burhanpur M.P

30 Madhya Pradesh

Sharad Kumar Yadav

Govt High School Gajpur

Balaji Colony Babai

OBC

31 Madhya Pradesh

Smt. Preeti Sexena

Govt. Model Residential Higher Secondary School Sheopur

Sheopur Others

32 Madhya Pradesh

Santlala Meravi UDT Govt. Girls Higher Secondary Vidhalaya, Behar Jila Balaghar

Civil Line Ward No. 09 Behar Po. Behar Jila Balaghat M.P - 481111

ST

33 Madhya Pradesh

Arunod Kumar Verma

Guest Teacher

Eklavya Avasiys Model School, Roshni, M.P

Khalwa OBC

34 Madhya Pradesh

Hare Singh Chauhan

Teacher Govt. High School, Padhanya, Khargon, M.P - 451001

Mu. + Po. Singun Tah. Kasarvad, Jila Khargon, M.P.

ST

35 Madhya Pradesh

Deveram Paridar UDT Govt. High School, Peepri, Jila Khargon M.P

Mu. Po. Peepri, Tah & Jila - Khargon M.P - 451440

OBC

36 Madhya Pradesh

Dhanendra Kumar Ramteke

UDT Govt. High Secondary Vidhalaya, Dakgha, Jila - Balaghat

Ward No 13, Budi (Ganga Nagar Raod), Vaishali Nagar, Balaghat, M.P-481001

SC

37 Madhya Pradesh

Habu Singh Baghel

UDT H.S.S. Nanpur Village and Post Nanpur Dist. Auragpur

ST

48

S. No.

State Name Designation School Address

Residential Address

Category

38 Madhya Pradesh

Prashant Kumar Sahu

Senior Teacher

Govt. Ex. H.S. School Shahpura (Dindori), M.P

Ward no 04, Shahpura, Dist - Dindori (M.P) Pin - 481990

OBC

39 Madhya Pradesh

Vudhmal Rai UDT Govt. Girls Educational Parisar, Sahdol

Ward No. 22, Sahdol

OBC

40 Madhya Pradesh

Prakash Bhuriya Govt. Higher Secondary School, Ashapur

Govt. Higher Secondary School, Ashapur

ST

41 Tamil Nadu

V. Srinivasan B.T. Asst Govt. ADW. HSS Kolappancheri Chennai 72. Tiruyallur Dist.

47/12, Thirumurgan Nagar, Gomathipuram, Tiruninravur - 602024 Tamilnadu

42 Tamil Nadu

G.Bala Subramaniam

B.T. Asst Govt high School (ADW) Amoor, Thiruvarvr, Dist- 610101

30/7 Murugaiya colony, Newstreet Thiruvanur - 610001

OBC

43 Tamil Nadu

K.J Kandavel B.T. Asst Govt. Adw B Hr. Sec. School, Arakkonam, Vellore (DT)

Arakkonem OBC

44 Tamil Nadu

M. Vijayan B.T. Asst Govt. Adw. HR. Sec. School Injambakkam, Kanchipuram DT

AIHI TNHB Qtrs. Dallavan Nagar, Kanchipuram

SC

45 Tamil Nadu

T. Mahendiran B.T. Asst Govt.(ADW), HSS, Dharmanallur, Cuddalore, DT

12 M.A. P. St, Pudupev - PO Panrvti TK, Evddalore DT

OBC

49

S. No.

State Name Designation School Address

Residential Address

Category

46 Tamil Nadu

V.Sekar HM ADW MS - Kazhikuppam - Yillupuram. DT 604303

No 23, II Cross-West, Kurinj, Nagar Extn. Lawspet Ponidcherry - 605008

OBC

47 Tamil Nadu

K. Ranganathan B.T. Asst GTR High School, Innadu, Kalvaroyan Hills, Villupuram Distrct

Kolliyankuram Village, Milam post, Tindivarum, TK Villupuram Dist 604304

SC

48 Tamil Nadu

M. Sathiyabama B.T. Asst GTR High School, Annaikatty Coimbatore

51/11 Agraharam Kolinjiwadi, Dehapuram, Tiruppur DT

OBC

49 Tamil Nadu

R. Banumathy B.T. Asst G. ADW. Hr. Sec. School, Alamelumagapuram, Vellore -9

16/4, 4th Cross St, Vellore Main Road, Arcot Vellore - DT-632 503

SC

50 Tamil Nadu

S. Pangaja Lakshmi

B.T. Asst Govt. ADW. Hight School Virvgambakican. Ch-92

172, Murvgasen Appartment, 10th st, Krishna Nagar, Madura Voyal Ch-95

OBC

51 Tamil Nadu

D. Malarvizhi B.T. Asst Govt. ADW Hr. Sec. School Nagalkeni Chennai - 44

10/16 Thoulkappier St, S.V. Nagar, Peerkankararai, Chennai - 63

SC

52 Tamil Nadu

M. Ezhilarasi B.T. Asst GADW Hr. Sec School Rettamangalam Vihiramerer Kancheepuram Dist

No48 AdimooCanSt. Bignathan Chengalpattu 603002 Kanchee Puram Dist

SC

50

S. No.

State Name Designation School Address

Residential Address

Category

53 Tamil Nadu

M. Kanimozhi B.T. Asst Govt. High School, Karaimedu, sirkali,

2/40 Nehruji Street, srinivasapuram, Hayiladuthurai

SC

54 Tamil Nadu

T. Mathialagan B.T. Asst Govt ADWHigh School, Thirumalai Raja Puram, Kumbakonam-Thanjavur

1303/13 Krishna Nagar Kumbakovam, Melakaveri (PO)

SC

55 Tamil Nadu

T. Chinnadurai B.T. Asst Government High School (A.D.W) Kulluninikkadu, Thanjavar (D.T)

South Street, Thirukkarugavur Papanasam (T.K.) Thanjavun - 614302

SC

56 Tamil Nadu

A. Valarmathi B.T. Asst G.A.D.W. Hr. Sec. S.Thulaiya - naham, Musiri TK - 621205

4/45 Balaji nagar, Notchiyam Trichy Dt

Others

57 Tamil Nadu

S. Veera Pandiyan

B.T. Asst Govt. ADW Hr. Sec. School Melavaniyar

Malavaniyur, Cuddalore Dist. Kattumannarkru Tk

SC

58 Tamil Nadu

V.Balu Head Master

ND. Dravidar's Welfare & Middle School, N.Naraiyur - 606 304

Thoravalur & Post Veppur, Talvk C__

SC

59 Tamil Nadu

G. Jagadeesan M.A. B.Ed. B.T. Asst. in Social Science

Govt. ADW. High School, Thirumangalan, Chennai - 40

No:5, Indira Nagar Kovil Pathagai, Avadi, Chennai

SC

51

S. No.

State Name Designation School Address

Residential Address

Category

60 Tamil Nadu

S. Ayyadurai M.A. B.Ed Govt. (ADW) High School- Ladapuram Perambalur (D.t) 621101

No. 74/5 F M.V.K Nagar, 4th Cross, Perambalus (T.K) & (D.t)

SC

61 Tamil Nadu

S.Annakili B.T. Asst Govt. (ADW) Higher S.School Kavarai

No. 3 Sakkarapuram, New Colony, Gingee

SC

62 Tamil Nadu

R. Paranthaman B.T. Asst Govt (ADW) Higher Secondary School Singanur Villupuram District

54B IVth Cross Anna Nagar M.K.Road Tindivanam Villupuram District

SC

63 Tamil Nadu

P. Sarala B.T. Asst G.A.D.W. (B) Hr. Sec. School, Kattur Try - 19

3/840 B, Venugopal Nagar II St, N. Kattur Tru -19

SC

64 Tamil Nadu

A.M. Kalaiselvi B.T. Asst Govt. (ADW) Hr. Sec. School Milaguparai Tiruchi - 1

20.A Gandhi Mathi Nagar Mutharasanallur (Post) Srirangam (T.K.) Tiruchi (DE)

SC

65 Tamil Nadu

N.G. Natarajan B.T. Asst Teacher

Govt. A.D.W. Hr. Sec. School Kondal. Sirkali T.K. Nagai Dt - 609110

21/10 Gnanasambandar st Sirkali Nagai Dt 609110

Others

66 Tamil Nadu

R. Karuppasamy B.T. Asst Govt. (A.D.W.) High School Mavathur

Kadavr (T.K) Karur (D.T) Pin : 621311

SC

67 Tamil Nadu

R. Gopal B.T. Assistant

Govt. ADW. High School, Kottamedu, Kultihacai (TK), Karur DT-639120

Gandhigramam North, Karur DT. Pin 639004

SC

52

S. No.

State Name Designation School Address

Residential Address

Category

68 Tamil Nadu

S. Ruby Jeevamani

B.T. Assistant (History)

Govt. A.D.W. Middle School, Peruratanallur, Lalkudi, Trichy

20, Tranquebar House Trichy - 1

OBC

69 Tamil Nadu

M. Gopal B.T. Asst Govt High School (ADW) Ayyapalayan, Tiruvannamalai Taluk & District

No 1/2 Bharathi Nagar, Puthu Manthoppu Street, Polur Main Road, Tiruvannamali.

SC

70 Tamil Nadu

R. Selvaraj B.T. Asst (H) G.T.R. Middle School

Nochikottai PO - 636903 Pappireddipatly (T.K) Dharmapuri Dt

OBC

71 Tamil Nadu

G. Sumathi B.T. (Social Science)

G (ADW) Hr. Sec. School Semakottai, Panruti, T.K. Cuddalore Dist.

No. 33 Sri Jayalakshmi Nagar Velisemmandalan, Kondur (PO) Cuddalre - 6

SC

72 Tamil Nadu

P.C. Kalaichelvi B.T. (Social Science)

Govt. Nandanar Girls Hr. Sec. School, Chidambaram

43 S.R. Nagar Chidamparam

SC

73 Tamil Nadu

R. Rengarajan B.T. Asst. Govt. (ADW) High School Vilanthi - Andimadam, Udaiyarpalayam

Kundavely-Meensurutty Udaiyarpalayam Ariyalur Dt - 612903

SC

74 Tamil Nadu

M. Mahalakshmi M.A.B.Ed. B.T. Asst (History)

Govt Higher Secondary School Kalangani, Namakkal (ADWD)

696 FLA - Anbu Nagar Near A.G. Church. Salbm Road, Namakkal (Dt)

SC

53

S. No.

State Name Designation School Address

Residential Address

Category

75 Tamil Nadu

R. Ramani B.T. Asst (History)

Govt. A.D.W. Hr. Sec. School Killambakkam, Kanchi puram

No. 2 Bajant Street, Gandhi Road, West Tambaram, Chennai - 45

SC

76 Tamil Nadu

K. Balambiga Govt High School (ADW) Munneerpallam, Tirunelveli Dist. 627356

No. 1 Krishna Nagar, NGO "A" Colony Palayamkottai (T.K) Tirunelveh - 7

SC

77 Tamil Nadu

N. Kumar B.T. Asst G.ADW. H. School Orikkai Kancheepuram Dt

M - 173 Mustard Manickam Street Kancheepuram - town - 631501

Sc

78 Uttarakhand

Hanshkumar Chauhan

Spread teacher/Assistant Superintendent

Rajkiya Ashram Padhti Balika Vidayalay Laldhang Haridwar

Vill. Post - Majdumpur Tahseel - Rurkee Distrct. Haridwar = 247665

OBC

79 Uttarakhand

Birendra Singh Negi

L.T. Samanaya

Govt. High School. Mundhan Block Kalsi, Dist- Dehradun

Vill- Mundhan Block- Kalsi, Dist-Dehradun - 248158

ST

80 Uttarakhand

Mahendra Singh Rawat

A. Teacher General

GIC Bhatad Block Chakarta

GIC Bhatad Block Chakarta

ST

81 Uttarakhand

Surendra Singh Mong

GIC Nagthat GIC Nagthat SC

82 Uttarakhand

Khilesh Dajwal L.T. General G.H.S.S Kamala Kalasi

Kamala Kalasi SC

83 Uttarakhand

Mamta Chauhan Assistant Teacher (L.T)

G.H.S.S Vidayalya Haripur (Kalasi) Dehradun

H.No. 315 Vijaya Park Ext. Gali NO. 14 Dehradun

ST

54

S. No.

State Name Designation School Address

Residential Address

Category

84 Uttarakhand

Smt. Likbo Devi Assistant Teacher (L.T)

Rajkiya Ashram Padhti Ucch Madhyamik Balika vidayalay, Chakrata, Dehradun

Vill. Post Kavali, G.M.S. Road Dehradun

85 Uttarakhand

Indu Dhuniyal Assistant Teacher (L.T)

G.H.S.S Kotal Santor , Dehradun

H.No. 117, Lane No 05, Shristi Vihar, Ajabpur Kalan, Dehradun

SC

86 Uttarakhand

Mamta Tomar Assistant Teacher (L.T)

GIC Langha Dehradun

10/4 Motipur Preamnagar Dehradun

ST

87 Uttarakhand

Smt. Deeksha Dharmsattu

LT. (Social Study)

Govt. Inter College Koti, Colony, Block - Kalsi (Dehradun)

Type II/8, Old Officers Colony, Race Course

ST

88 Uttarakhand

Leela Ram Assistant Teacher (L.T)

Govt G.A.T.H.S.S. Gularbhaj (U.S.N)

Govt G.A.T.H.S.S. Gularbhaj (U.S.N)

SC

89 Uttarakhand

Diwan Singh Bisht

Assistant Teacher

Govt. ATS Gadarpur (USN)

Govt ATS Gadarpur

Others

90 Uttarakhand

Rakesh Kumar Dev

A.T. (L.T. Social)

G.H.S.S. Udpalta Kalsi Dhradun

G.H.S.S. Udpalta Kalsi Dhradun

SC

91 Uttarakhand

Mahabir Singh A.T. (L.T. Social)

G.H.S.S. Astad G.H.S.S. Astad Kalsi Dehradun

ST

92 Uttarakhand

Kulbeer Singh Chaudhari

Govt. A.T.S. Tuni

Tuni Dehradun ST

93 Uttarakhand

Kishori Lal Bijawani

L.T. General Govt. I.C. Nagaukhet, Kalsi Dehradun

Govt. I.C. Nagaukhet, Kalsi Dehradun

ST

94 Uttarakhand

C.S. Bhatt Assistant Teacher (L.T)

Govt. A.P.H.S Khatima Udham Singh Nagar

Khatima, U.S. Nagar

Others

55

S. No.

State Name Designation School Address

Residential Address

Category

95 Uttarakhand

Puran Singh TGT (S.St) GIC Tiuni Dehradun, Uttarakhand

H.No. 13 R.K. Puram Tarla Adhriwala Dehradun

SC

96 Uttarakhand

Vinod Kumar रा.आ.प.उ.मा. वयालय

बेतालघाट

नैनीताल

रा.आ.प.उ.मा. वयालय बेतालघाट

नैनीताल

SC

97 Uttarakhand

Narender Kumar Ast. Teacher Govt. A.T.S. Binshon, Dehradun

Rani Pokhari Binshon Dehradun

SC

98 Uttarakhand

Bharat Singh Rana

Assistant Teacher

Govt. A.T.S. Siakot Chamoli

Bharat Singh Rana Vijay Bhawan Near P.G.C. Gopeshwar Charmai

Others

99 Uttarakhand

Mrs. Indu Saini LT (Drawing) Govt. Adarsh Awasiya Vidhyalya Makhanpur Haridwar

Govt. Adarsh Awasiya Vidhyalya Makhanpur Haridwar, C/o GIC Chapur Cholli

Others (Gen)

100 Uttarakhand

Chhotelal Ranjan

Asst teacher General

G.H.S.S. Kheecishit Kohur

Vinay Kunj Rorkee

SC

101 Uttarakhand

Km. Garima Misra

Govt. A.T.S. Boys Laldang Haridwar

557/17-A Om Nagar Alambag, Lucknow U.P

Others

56

Appendix 2: PROGRAMME SCHEDULES

1. Institute of Cooperative Management, Dehradun, 30 November -04 December 2015

Day 9.30 am to 11 am

11 a

m 1

1.15

am

(Tea

Bre

ak)

11.15 am to 1.00 pm

1 to

2 p

m (L

unch

Bre

ak)

2 pm to 3.15 pm

3.15

to 3

.30

pm (T

ea B

reak

)

3.30 pm to 5.15 pm 30.11.2015 Inaugural session &

Introduction to the Programme (theme: Why is important to

Teach Social Science?)

Teachers’ Initial Remarks &

Teaching Social Sciences: Issues and

Challenges (MVS)

Teaching Economics – I

(MVS)

Teaching Economics- II (MVS)

01.12.2015 Teaching History - I Teaching History – II Teaching History – III

Teaching History – IV

02.12.2015 Teaching Geography - I

Teaching Geography - II

Teaching Geography - III

Teaching Geography – IV

03.12.2015 Teaching Social & Political Life and

Political Science - I

Teaching Social & Political Life and

Political Science - II

Teaching Social & Political Life and

Political Science – III

Teaching Social & Political Life and

Political Science – IV + Movie (Patel)

04.12.2015 Understanding Adolescence

Teachers’ Presentation and

submission of assignments

Award of Certificates

Valedictory Session

57

2. Eklavya, Hoshangabad, Madhya Pradesh, 13-17 January 2016

Day 10 am to 11.15 am

11.1

5 am

11.

30 a

m (T

ea B

reak

)

11.30 am to 1.30 pm

1.30

to 2

.30

pm (L

unch

Bre

ak)

2.30 pm to 4.00 pm

4.00

to 4

.15

pm (T

ea B

reak

)

4.15 pm to 5.30 pm 13.01.2016 Inaugural session &

Teachers’ Initial Remarks

Understanding the education issues and challenges of SC & ST

Children (CN Subramaniam)

Understanding Adolescence – I (Anu Arvind Bali)

Understanding Adolescence – II

(Anu Arvind Bali))

14.01.2016 Understanding Adolescence

(contd..)

Reforming School Social Sciences (MV Srinivasan)

Freedom Movement and Partition - I

(CN Subramaniam)

Freedom Movement and Partition - II

(CN Subramaniam) 15.01.2016 Role of Statistics in

Teaching Economics - I (MV Srinivasan)

Role of Statistics in Teaching Economics -

II (MV Srinivasan)

World History / Indian History (Ancient,

Medieval and Modern) (CN Subramaniam &

Rashmi Paliwal)

World History / Indian History (Ancient,

Medieval and Modern) (CN Subramaniam &

Rashmi Paliwal) 16.01.2016 Teaching Geography

(Joshi and Arvind Sardana)

Teaching Geography (Joshi and Arvind

Sardana)

Reading Maps and Visuals in History and

Geography (CN Subramaniam and

Joshi)

Reading Maps and Visuals in History and

Geography (CN Subramaniam and

Joshi) 17.01.2016 Indian Constitution

and Teaching Political Science

(Ram Murthy and Arvind Sardana)

Indian Constitution and Teaching Political

Science (Ram Murthy and Arvind Sardana)

Peer Evaluation and Teachers’ Feedback

Valedictory Session

58

3. Don Bosco MEDIA, Thiruchirappalli, Tamil Nadu, 24-02.2016 to 29-02.2016

Day 9.30 am to 11 am

11 a

m 1

1.15

am

(Tea

Bre

ak)

11.15 am to 1.00 pm

1 to

2 p

m (L

unch

Bre

ak)

2 pm to 3.15 pm

3.15

to 3

.30

pm (T

ea B

reak

)

3.30 pm to 5.00 pm 24.02.2016 Inaugural session &

Teachers’ Initial Remarks

Understanding the learning difficulties of

SC & ST Children (Amal, Sudaroli,

Sridhar and S Sundar)

Understanding Adolescence – I (Amal, Sudaroli,

Sridhar and S Sundar)

Understanding Adolescence – II (Amal, Sudaroli,

Sridhar and S Sundar)

25.02.2016 Indian Constitution (Dr. Pavananthi

Vembulu)

Reforming School Social Sciences

(MV Srinivasan)

Teaching History - I (Prof. Manikumar)

Teaching History- II (Prof. Manikumar)

26.02.2016 Teaching Political Science – I (Priya Krishnamurthy &

CMCA)

Teaching Political Science – II (Priya Krishnamurthy &

CMCA)

Teaching Political Science – III (Dr. Priya

Krishnamurthy & CMCA)

Teaching Political Science – IV (Priya Krishnamurthy &

CMCA) 27.02.2016 Social Sci. & Health

(Rajarajan, DM) Framing Questions

(MVS)

Teaching Economics (Dr. Pushparaj)

Teaching Geography – I (Prof. Bala Chandran,

IGS)

Teaching Geography – II (Prof. Bala

Chandran, IGS)

28.02.2016 Teaching Geography – III (Prof. Bala Chandran, IGS)

Teaching Geography – IV (Prof. Bala

Chandran, IGS)

Visit to Kallanai, Srirangam Temple and

Butterfly Park

Visit to Kallanai, Srirangam Temple and

Butterfly Park 29.02.2016 Teaching History – III

(Fr.Arockiasamy Xavier)

Teachers’ Presentation of

assignments

Teachers’ Feedback and Award of

Certificates

Valedictory Session

59

Appendix 3: List of Reference Books and Materials used and distributed

1. NCERT Social Science Textbooks for classes 6 to 10 2. National Focus Group Position Paper on Problems of Scheduled Caste and

Scheduled Tribe Children (NCERT) (English and Hindi) 3. National Focus Group Position Paper on Teaching Social Sciences (English and

Hindi) 4. Development with Dignity by Amit Bhaduri (Hindi), NBT, New Delhi 5. Gandhi: A Life, (Hindi), NBT, New Delhi 6. Bharat Ki Nadiyan, (Hindi), NBT, New Delhi 7. The Making and Working of the Indian Constitution, (Hindi), NBT, New

Delhi 8. Jawaharlal Nehru – Years of Struggle, (Hindi), NBT, New Delhi 9. Bharat Ke Adivasi Kshetron Hi LoH Kathayen, (Hindi), NBT, New Delhi 10. Stri-Mukti: Sajha Chulha, (Hindi), NBT, New Delhi 11. Democracy: 80 Questions and Answers, (Hindi), NBT, New Delhi 12. Condition of Indian Peasantry, (Hindi), NBT, New Delhi 13. The Constitution of India by Bakshi 14. Our Constitution, Subhash Kashyab, NBT, New Delhi 15. िवषय सूची (Foreword of NCERT history textbooks) 16. अध ् ययन केन् का िबन् द ु 17. सं िवधान क ज रत क् य , Eklavya, Bhopal 18. िकशोरावस् था, Eklavya, Bhopal 19. जीिवका, अथव ् यवस् था एव ंसमाज, Eklavya, Bhopal 20. मुि लम लीग, Eklavya, Bhopal 21. अं ेज के शासन म जंगल और आिदवासी , Eklavya, Bhopal 22. िश ा क चनुौितयाँ, Eklavya, Bhopal 23. इितहास के बच ् च,े Eklavya, Bhopal 24. Reforming school social science curriculum in Indian Schools: Issues and

Challenges, Economic and Political Weekly, Vol.L, No.42, October 17, 2015, pp.52-58.

25. इितहास और बदलती दिुनया, Eklavya, Bhopal 26. सावजिनक और िनजी स् वास् थ सेवाए,ं Eklavya, Bhopal 27. Pocket Book of Agricultural Statistics 28. Learning Curve vol. XV (special issue on Social Science), Azim Premji

Foundation, Bangalore 29. What is the core of Economics, Amit Bhaduri, Eklavya, Bhopal 30. Rushi – Kushi (Hindi - Eklavya), Bhopal. 31. Hamare Samaaj mein shram ki garima (Hindi by Kancha Ilaiah, Eklavya) 32. Kithna Thanda? Kithnma garam? (Eklavya)

60

33. Hamare samvidhan mein mul adhikaar or karthvya (Eklavya) 34. Ayyavin Adichuvadil (Tamil) 35. Varalaarum Karuththiyalum (Tamil) 36. Raani Mangammal (Tamil) 37. Raajaji (Tamil) 38. Indhiya Arasiyal Varalaaru (Tamil) 39. Robinson crusoe, (Tamil) 40. Kalinga Rani, (Tamil) 41. Pablo Neruda, (Tamil) 42. Bhagat Singh, (Tamil) 43. Agathi Vaazhkkai, (Tamil) 44. Enge ethu thavaragipponathu, (Tamil) 45. En Anna, (Tamil) 46. Rajiv Gandhi, (Tamil) 47. Nellai Jameengal, (Tamil) 48. Muthalaam Rajaraja Cholan, (Tamil) 49. Annavin Arasiyal Guru (Tamil) 50. Che Guevera, (Tamil) 51. Gandhiyin Theendamai, (Tamil) 52. Paarthipan Kanavu, (Tamil) 53. Liberal Palayaththu Kathaigal, (Tamil) 54. Samakaal Indiya Varalaaru, (Tamil) 55. Kolla varum inbam (Tamil CD, Don Bosco Media) 56. Pattikaadu (Tamil CD, Don Bosco Media) 57. Sudum (Tamil CD, Don Bosco Media) 58. Thalarathe – Munneru, (Tamil CD, Don Bosco Media) 59. Thiruppu Munai, (Tamil CD, Don Bosco Media) 60. Paathai Thediya Payanam, (Tamil CD, Don Bosco Media) 61. Bandh, (Tamil CD, Don Bosco Media) 62. Thorattiyamma, (Tamil CD, Don Bosco Media) 63. Kulanthaigal Jaakirathai, (Tamil CD, Don Bosco Media) 64. Dan Sing, (Tamil CD, Don Bosco Media) 65. Kanimozhi, (Tamil CD, Don Bosco Media) 66. Ullathu ullapadiye, (Tamil CD, Don Bosco Media) 67. Katchipilai, (Tamil CD, Don Bosco Media) 68. Vaalkai inithu, (Tamil CD, Don Bosco Media) 69. Naan sollum ragasiyam, (Tamil CD, Don Bosco Media) 70. Valaralam vaanga, (Tamil CD, Don Bosco Media) 71. Namma theruvizha, (Tamil CD, Don Bosco Media) 72. Naathi sollum saathi, (Tamil CD, Don Bosco Media) 73. Sollin Sidharal, (Tamil CD, Don Bosco Media) 74. Fidel Castro (Tamil)

61

75. Soolavaai (Tamil, kilakku pathippagam, Chennai) 76. Siraiparavai, (Tamil, kilakku pathippagam, Chennai) 77. Periyar, (Tamil, kilakku pathippagam, Chennai) 78. Kimukipi (Tamil, kilakku pathippagam, Chennai) 79. Inthiya suthanthira poratta veerarkal, (Tamil, kilakku pathippagam,

Chennai) 80. Vaadhyar, (Tamil, kilakku pathippagam, Chennai) 81. Thimuga uruvaanathu en? (Tamil, kilakku pathippagam, Chennai) 82. Nehru, (Tamil, kilakku pathippagam, Chennai) 83. Irandaam ulagapor, (Tamil, kilakku pathippagam, Chennai) 84. Veera shivaji, (Tamil, kilakku pathippagam, Chennai) 85. Kaamaraj, (Tamil, kilakku pathippagam, Chennai) 86. Muthal ulagapor, (Tamil, kilakku pathippagam, Chennai) 87. Mozhippor, (Tamil, kilakku pathippagam, Chennai) 88. Oru nathiyin maraivu, (Tamil, kilakku pathippagam, Chennai) 89. Akbar, (Tamil, kilakku pathippagam, Chennai) 90. Thannatchi, (Tamil, kilakku pathippagam, Chennai) 91. Inthiyapirivinai, (Tamil, kilakku pathippagam, Chennai) 92. Valaivirikkum inthuththuvam, (Tamil, kilakku pathippagam, Chennai)

62

Appendix 4: Details of Resource Persons Uttarakhand

1. M.V.Srinivasan (in all 3 progs.) Assistant Professor Department of Education in Social Sciences, NCERT, Sri Aurobindo Marg New Delhi – 110016. 9560952497

2. Dr. Butola Professor of Geography Centre for the Study of Regional Development School of Social Sciences Jawaharlal Nehru University New Delhi 110067. 8826526225

3. Dr. Seema S Ojha Associate Professor (History) Department of Education in Social Sciences, NCERT New Delhi 110067. 9818630595

4. Ms.Neelam Sharma

PGT History Delhi Public School Sector C, Pocket V, Vasant Kunj New Delhi 110 070.

5. Dr.Tannu Malik

Assistant Professor (Geography) Department of Education in Social Sciences, NCERT Sri Aurobindo Marg New Delhi 110067. 9871656411

6. Dr. M.V.S.V.Prasad

Assistant Professor (Political Science) Department of Education in Social Sciences NCERT Sri Aurobindo Marg New Delhi 110067. 9818787123

7. Dr. Sudhansu S. Patra Content Expert Adolescence Education Programme (NPEP) Department of Education in Social Sciences, NCERT Sri Aurobindo Marg New Delhi 110067. 9868486547.

63

Madhya Pradesh

1. Dr. Y.G. Joshi Emeritus Professor (Geography Madhya Pradesh Social Science Research Institute 6, Ramsakha Gautam Marg Bharatpuri Administrative Zone, Dewas Road, Ujjain - 456010

2. C.N.Subramanian Senior Fellow Eklavya Hoshangabad

3. Rashmi Paliwal Senior Fellow Eklavya Hoshangabad

4. Anu Arvind Bali

Eklavya Dewas Madhya Pradesh

5. Arvind Sardara

Director Eklavya E-10, BDA Colony, Shankar Nagar, Shivaji Nagar, Bhopal 462 016.

6. Ram Murthy Hindi Master (Political Science) Government High School Karkaur Block: Dera Bassi District: Mohali – 140 507

64

Tamil Nadu 1.Sudaroli, Secondary Grade Teacher, Panchayat Union Middle School, Karikalavakkam, Thiruvallur 602 021. 9500126753 2. Shyam Sundar, Chief Editor Samathuvakalvi 2/324, Lakhsmi Nagar 2nd Street Vandaloor Chennai – 48 3. A. Amal, Paadhai Soceity for Underprevileged, Paadhai Illam No.24B, Kalaignar Street, Valasaravakkam Chennai – 600 087. 9841393283 4. E. Sridhar, Tamil Teacher Chennai 9600886311 5. Dr. R. Pavananthi Vembulu, Assistant Professor, Directorate of Distance Education, Madurai Kamaraj University, Thallakulam Madurai 625 002. 9787146693 6. Prof.Manikumar (Retd) 108/4, 6th Street, Perumalpuram Thirunelveli – 627 007. 9443555373

7. Prof Balachandran, Director, The Institute Of Geographical Studies, 1118/58, 9th Cross 2nd Block, Ashok Nagar BSK I Stage Bangalore – 560 050. 9886779900 8. Dr. Pushparaj, Assistant Professor, Department of Economics, Madurai Kamaraj University, Madurai. 9488678678 9.Fr. Arockiasamy Xavier, Head & Associate Professor, Department of History, St. Joseph’s College (Autonomous) Thiruchirapalli. 9486781270 10. Priya Krishanamurthy & Vrinda Bhaskar, Children’s Movement for Civic Awareness, #346, 3rd Cross, 8th A Main, 4th Block, Bangalore – 560 034. 9880885000 11.Dr. Rajarajan, Nephrology Consultant, Kaveri Hospital Thiruchirapalli 9442256218