report India July 2015 - Pius X

 Sip to Indian
Study trip to our Indian partnerschools
Jamnabai Narsee School, Mumbai and Pawar Public School in Pune
July 2015
Jeanne Corsten,
Pius X-College
Bladel
The Netherlands
Dear Reader,
Within the framework of EUmIND more than 1,000 Indian and European secondary school
students have undertaken school exchanges since 2008. Without exception, these visits prove
how important it is for young people in the 21st century to meet and learn about each other in
many respects. Schoollife, family life and national culture go together with intercultural learning,
global citizenship and social responsibility.
The schoolyear 2014-2015 was the first opportunity for teachers of the EUmIND-network to
organize an individual study-trip with a grant of the European Platform and after having coached
three students’ visits in 2008, 2010 and 2013 this was the right moment for me to learn and teach
at Jamnabai Narsee School in Mumbai and Pawar Public School in Pune, the Indian
partnerschools of the Pius X-College in Bladel, The Netherlands.
With this report I will try to summarise the history of EUmIND and share my personal findings
and experiences of the weeks I have spent at the Indian partnerschools in July 2015.
It goes without saying that I owe my deep and sincere gratitude to the staff, teachers and students
of JNS and PPP and to Mrs. Vas and Mr. Mateusen of EUmIND for their support, their
flexibility and especially for their dear friendship and warm hospitality I have enjoyed during my
stay.
1 Report Study trip Jeanne Corsten (PiusX-­‐College) to Eumind schools in India , July 2015 1. A BRIEF HISTORICAL OUTLINE.
I am a teacher of English at the Pius X-College in Bladel and I have always been interested and
active in international schoolcontacts; I have attended teachers’ courses in the U.S.A. and
Finland and since 1990 content-based students’ exchanges with Belgium, Poland Great Britain,
Belgium, Poland, Germany, Denmark, Italy and India have been part and parcel of my
professional career.
When I initiated bilingual education at my school in 2005, the component of European and
International Orientation became a compulsory standard of the curriculum. Thus our first
contacts with secondary schools in Panchgani and Mumbai in 2007 proved to be the ideal place
and the ideal time for the Pius X-College and for me personally. Bilingual education was
booming in The Netherlands and the initiatives and plans for the EUmIND network coincided
miraculously. 2 Report Study trip Jeanne Corsten (PiusX-­‐College) to Eumind schools in India , July 2015 The Pius X-College became a pilotschool in 2008 with the first e-journal project with India.
Since then our school has participated in 5 digital projects with our junior secondary students and
7 students’ exchanges for 95 senior students so far (grade 4-5/standard 10-11).
All in all, hundreds of young people from Bladel and Mumbai/Pune/Panchgani have shared and
met a new and unknown world and learnt unforgettable life-lessons.
3 Report Study trip Jeanne Corsten (PiusX-­‐College) to Eumind schools in India , July 2015 2. EDUCATION IN INDIA AND THE NETHERLANDS, MACRO AND MESO.
In an article in The Economist of August 2015 it is stated that 19% of primary education in
India was provided by private schools in 2006 and this percentage increased to 29% in 2013.
If secondary education shows more or less the same numbers, it means that about one-third
of Indian youngsters attend non-government funded schools.
For the Indian teachers it is quite a surprising fact to hear that education for the age group 418 is government-funded for 100% and completely free of charge in The Netherlands and
that taxes in our country can go up to 40-45%!
The above-mentioned article also analyses one of the causes of this phenomenon and states
that “the failure of state education, combined with the shift in emerging economies from
farming to jobs that need at least a modicum of education, has caused a private-school
boom...”
EDUCATION IN A BUSINESS MODEL.
Private education implies business where supply and demand should be matched, where
quality must be defined and measured, where location is of utmost importance and where
management is a key factor to maintain and/or develop the business model to keep schools
up-to-date.
Private schools can decide on new curriculums, on schoolfees and class size, start new
branches, invest in facilities for students and teachers and employ staff on individual
conditions. Facilities at both partnerschools are excellent and can be compared with Dutch
standards. Canteens, auditorium, computerrooms for teachers and students, sports facilities
are examples of quality-enhancing provisions.
All EUmIND schools in Mumbai, Pune and Delhi are private schools and they all have their
own marketing model and organization.
Jamnabai Narsee School offers NIOS (National Institute of Open Schooling) for academic and
vocational education, ICSE (Indian Certificate of Secondary Education) with exams in grade
4 Report Study trip Jeanne Corsten (PiusX-­‐College) to Eumind schools in India , July 2015 10, ISC (Indian School Certificate) with exams in grade 12 and IB (International
Baccalaureate). During my visit in July 2015 the school opened the MYP curriculum (Middle
Years Programme) and the festivities were covered in the Mumbai and national press.
Pawar Public School in Pune, Hadapsar branch, comprises ICSE and is considering the
introduction of a senior secondary curriculum. On the website parents can show their
preference for either HSC (Higher Secondary Education) or ISC (Indian School Certificate).
OPPOSITES.
The Indian students and teachers I have met in Mumbai and Pune live in a world of
demographic growth, whereas our schools in Europe suffer from decline. Telling my Indian
colleagues that enrolment at teachers’ training colleges has dramatically decreased in The
Netherlands because of lack of employment proves to be a shocking message. And I am
equally surprised when I visit a newly opened branch of PPS in Nanded City. The estate
developer’s website describes Nanded as “ an area that is growing rapidly as a prime
residential and commercial destination. It is conveniently located at an area that is easily
accessible yet away from the chaos of the city. The vast green spaces and thoughtful
architecture only add to the beauty of the surrounding areas.” The PPS new branch will
develop rapidly into a school for thousands of students.
JNS in Mumbai can impossibly accept every student; in spite of recent expansion there is a
long waitinglist and the ICSE/ISC departments have introduced morning and afternoon
shifts, starting at 7.00 a.m. and 1.00 p.m. Both teachers and students will have to cope with
the pros and cons of the new timetable.
“India faces the challenge to upskill 500 million people by 2022 and will be the biggest
contributor to the world’s workforce in the future.”
5 Report Study trip Jeanne Corsten (PiusX-­‐College) to Eumind schools in India , July 2015 More than 50% of the Indian population (1,250,000,000 people) is younger than 25.
(source: NRC 27-8-2915)
IN ENGLISH.
It is relevant to mention that the EUmIND-partnerschools in India are all English medium
schools. A perfect command of English and education in English will greatly contribute
to young people’s career opportunities, if not decisively. Many students are considering
college/university or employment abroad and every individual I meet is unanimous about
the importance of education in English. Combined knowledge and English skills is a
recipe for success.
The world of education in India that I visit in the summer of 2015 is the place where east
meets west, where growth meets decrease and where Indian private entrepeneurship
meets European social democratic values and where national governments the quality of
education.
3. MICRO PERSPECTIVE.
During this visit I have started to understand the broader implications of (private)
education on the level of teachers, students and parents.
* The workshops for teachers that I have given make clear that it is new for the Indian
6 Report Study trip Jeanne Corsten (PiusX-­‐College) to Eumind schools in India , July 2015 colleagues to hear that the Dutch ministry of Education (and most European
governments) decide nationwide on e.g. working hours and wages and that the majority
of secondary schoolteachers work part-time with classes of 20-30 students on average.
The Indian colleagues mostly work fulltime and their working conditions, wages and
class size depend on the school. Employability for teachers is huge and motives to change
jobs can depend on e.g. travelling distance, wages or facilities such as curriculum or class
size. Schoolfees are 50% for teachers’ children and this can also be a reason to teach at a
specific school. For Dutch colleagues the market is extremely “ low” and in general
financial reasons are no incentive to change, if there is an opportunity at all.
* The curriculums that are offered at JNS and PPS are defined by clear standards,
assessment criteria and exams. The results in final exams are extremely important for the
school’s ranking and quality and of course for the students’ future opportunities.
Achievements are published on the schoolwebsite and for future “ clients” these details
are transparent.
Excellent final exam results can only be scored if the programme is taught according to
the set requirements as to content and the Indian colleagues have shown me how pressure
of time and performance demand efficiency, time-management, frequent schooltests and
scheduled mock exams in order to train their students and make them familiar with the
right approach. I highly admire the hard, consistent work and the commitment that both
teachers and students have to show in this process.
NIOS, ICSE and MYP require uniformity and agreement within every department and
various strategies have been developed to supervise and verify individual lessonplans
and class-tests. At JNS the vice-principals pre-check every class test of every subject.
A major effect is that the level of both teaching and learning has improved considerably.
Teachers are organized in small teams, supervised by head of departments and vice
principals.
In the Dutch schoolsystem where the final result consists of 50% schoolexams + 50%
national exams, teachers and students have considerably more freedom in programme and
assessment and pressure on achievements is much lower.
7 Report Study trip Jeanne Corsten (PiusX-­‐College) to Eumind schools in India , July 2015 * When teaching Shakespeare’s “ The Merchant of Venice” at both schools in India the
focus is on text and analysis and it is very difficult to find time for a different and/or
contextual approach. The play is a compulsory exam text in the ICSE-curriculum for
14/15-year-olds in grade 9 (Dutch grade 3) and it is dealt with in detail with regard to
plot, characters and text. In Dutch schools only 10-15% of the students will ever read an
unabridged work by Shakespeare, let alone in grade 9. Shakespeare in The Netherlands is
for senior secondary students of pre-university level and schools are free to deal with this
topic. Teaching and learning this work of literature will focus much more on the context
of Elizabethan England and the Renaissance in Europe.
The Indian students and I very much appreciated and enjoyed the opportunity at JNS and
PPS to show the world of Shakespeare with regard to 16th century European science,
exploration and social classes. The students highly appreciated this new view on the text
and even in the conference room in Pune more than 100 students proved to be an
attentive and enthusiastic class.
8 Report Study trip Jeanne Corsten (PiusX-­‐College) to Eumind schools in India , July 2015 * The fact that exam results in grade 10 and 12 are so crucial for everyone involved also
affects the students. At JNS I have given workshops in grade 12 where 17/18 year-old
teenagers are in their final year and everyone is making plans for their future careers.
The majority of the students at JNS have had the opportunity to visit Europe with their
families and many have relatives who live in a European country.
Coming from a continent with an ageing population, a monetary crisis, refugee issues and
high rates of unemployment, I have met young, energetic and well-educated privileged
Indian teenagers. Their list of advantages of studying and working in Europe or in North
America consists of points like relatively clean air, beautiful culture, less traffic, good
universities, no overpopulation, less competition in education and a high demand for
young professionals.
Students and parents whom I have met in Mumbai and Pune clearly feel the enormous
pressure of achievement at a young age and everyone agrees that it can be too high. Final
results of 95-100% are required for enrolment at a good college or university, which
makes competition and pressure extreme. Good education is vital for one’s future, hard
work is a must and only the best results count. Teachers give extra support, PPS in Pune
provides daily after-school tuition in e.g. English, Maths, Physics and Chemistry.
Commercial extra tuition on top of the regular timetable is a common phenomenon, also
for the best students.
Besides the achievements, students also show their motivation for extra-curricular
activities to promote their CV in the best possible way. At JNS I assisted Ms Rebecca
who is responsible for the EUmIND projects; together we interviewed more than 60
students and selected a group of 20 to join next year’s digital platform.
9 Report Study trip Jeanne Corsten (PiusX-­‐College) to Eumind schools in India , July 2015 The EUmIND team of JNS
The schools offer a long list of extracurricular activities that range from sports and art to
extra tuition and debating clubs.
* The pressure on parents is one of support and finances. Schoolfees for primary and
secondary education can vary widely and competition at prestigious Indian colleges and
universities is fierce. Maximum performance is an absolute requirement.
In personal contacts with Indian colleagues/parents these issues appear to be reasons for
concern. Parents often sacrifice much more when I compare this to Dutch standards and
they feel it is their full responsibility to coach their children in both personal and financial
respect.
4. A NEW PERSPECTIVE.
July 2015 has been a month of new perspectives. After the students’ exchanges in the
past I have now had the opportunity to experience school and family life as an individual.
This perspective has given me a deeper insight in the Indian partnerschools, their
organization, working conditions and the commitment staff and teachers show for their
schools.
The same goes for the students. In my lessons and personal contacts I have felt the deep
urge for excellence, their commitment and their motivation.
The Indian students have enthusiastically participated in lessons on “shape poetry” and
debates with students of grade 8 and 9 show their high level of commitment and content.
10 Report Study trip Jeanne Corsten (PiusX-­‐College) to Eumind schools in India , July 2015 Many issues that we have discussed boil down to the fact that India is an emerging
economy that has to come to terms with more than a billion inhabitants. Opportunities
and competition, private and public responsibilities, discipline and individual freedom,
Indian culture and globalization are reflected in the schools. Society is changing rapidly.
Apartment buildings that do not provide enough room for extended families, distance that
is measured in time because of congestion, the important role of religion, the status of
India’s many languages are only a few important factors that affect Indian society now.
I am aware that I have met students from the upper and middle class of Indian society
who are well aware of the fact that globalisation opens new worlds. If English is not their
first language at home, they will learn and be taught the world’s lingua franca at English
medium schools.
RECOMMENDATION.
This study-trip has deeply affected both my personal as well as my professional
perspective. I have genuinely enjoyed teaching at our partnerschools and I would like to
express my sincere gratitude to everyone who has contributed to the success of my stay in
India. New contacts have been established and friendships have become even stronger.
I truly recommend a partnership for teachers within the EUmIND-network to offer both
Indian and Dutch professionals to learn from each other and to be inspired by their
foreign colleagues in an atmosphere of true friendship.
11 Report Study trip Jeanne Corsten (PiusX-­‐College) to Eumind schools in India , July 2015 The management of Pius X-College in Bladel has kindly approved of this study visit and
will hopefully show their commitment for bilateral contacts on teachers’ level to continue
this initiative. It will undoubtedly contribute to a wider and deeper perspective of the
EUmIND network.
July 2015.
Jeanne Corsten
Pius X-College,
Bladel.
12 Report Study trip Jeanne Corsten (PiusX-­‐College) to Eumind schools in India , July 2015