Last modified on 29 April 2013, at 18:12

Development Cooperation Handbook/Stories/Learning to share learning


India

OTVbelweder-front.jpgPlaylist on Youtube

Script.pngDoes Charity empower?
Script.pngThe boss is never happy
Script.pngAnd now let's programme!
Script.pngIntegrating KFI programme development in the Handbook
Smiling Camera.pngMDG 2: Achieve universal primary education
Smiling Camera.pngMDG 6: Combat HIV/AIDS, malaria and other diseases
Smiling Camera.pngMDG 5: Improve maternal health


Learning to share learning
Project implemented by KFI - India
Varanasi, Uttar Pradesh, India, March 2010 - July 2013

MDG2: Achieve universal primary education
MDG5: Improve maternal health
MDG6: Combat HIV/AIDS, malaria and other diseases

IntroductionEdit

This scene shows how educators in India are contributing to the 2nd MDG that aims at achieving primary universal education for all children. We take the example of a particular educational institution where educators are trying to achieve this goal without the direct help of EU funds.

The story showcases the Krishnamurti Foundation that runs a private residential school whose profits are utilised to fund a rural school and a rural clinic. "It was with a feeling of responsibility towards the community that motivated Krishnamurti to start the rural institutions," says Prof. Krishna, Secretary of the Krishnamurti Foundation of India in Raj Ghat, Varanasi

But what are the perceptions of villagers regarding this help they receive from the Krishnamurti Foundation?

In this very interesting documentary, we discover how people can become accustomed to aid and stop valuing it in the same way as they did earlier. Should this change in people's approach stop the Krishnamurti Foundation from giving assistance?

In this scene, we try to understand if we as individuals can contribute in any way to the achievement of primary education for all. Here, we focus on the success story of a particular education institution and see how educators here have been able to contribute to primary education for the poor living in local villages. We will do this by:

  • interviewing the educators
  • evaluating the impact they have achieved with their work
  • understanding if their work is really benefiting the target population and how it is contributing in a larger way.



Issues:

The rich school and the poor school - Can we do it?  Can we help excluded children in being included in education? Can the educators cope with these challenges?

  • In the middle of a city but out of the ordinary world. Searching for knowledge. Is there a tranquil and peaceful place ?  Or is it a battlefield for ideals?  Neighbourhood, sharing a place ...  and a hope.

Through this scene, we want the audience to be aware of how high Indian ideals relate to social realities; see how  it is possible to "do something"; to make a change; how problems do not discourage believers; and document the success stories of some authentic persons contributing justice and learning.


New footage:  http://docs.google.com/Doc?id=ddf4q7jp_0hhh9skft

Visual Tour of the area: The school and the field nearby. Other Camera Operations. One shot will be done from the car (or from the cycle rickshaw). Will drive through the school gate.


Script

draft:    http://docs.google.com/Doc?docid=0AUXIIHdGfRMWZGRmNHE3anBfMmR2NDlzbWhm&hl=en




Video clipsEdit

Film-Camera.png First cut by Gauri ⇒ Does Charity Empower ?
Film-Camera.png Playlist of all interviews ⇒ Krishnamurti Foundation - Rural School and Hospital
Film-Camera.png On Wikimedia Commons ⇒ Learning to share learning - edited version

Sanjivan HospitalEdit

Seva done for waking up the consciousness that providing health services to all is everybody's duty.


General objective: To show who are the people, institutions and organizations working for the MDGs:

  1. portray their stories,
  2. see what their projects deliver
  3. if their work really benefits the target populations and impacts on wider social settings.

Specific objective:  This scene wants to portray one institution in Varanasi, India, that is working towards the achievement of child health through combatting diseases affecting children in the rural areas of India.

We will try to analyze who are the people working for this institution, what is it that motivated them to work in this field, what they have achieved so far and most importantly where does the aid come from?. We will also try to verify the pre-supposition that most aid comes from the west.


The focus in the scene is:

  • To analyze the challenges of working in the field of health for an Indian NGO by portraying their story and what their project delivers.
  • To analyze the direct and side impact of foreign aid given to this institution. To challenge the presupposition that this aid is wasted or misused and to verify if the aid is coming mostly from the west.

The story here is Front-stage.

We are giving the ongoing status of the MDGs related to reducing child mortality and combatting various diseases affecting children in the rural areas of India.

How much can individuals do to help? Is it possible to work in a global way to improve the health systems in India? Is aid the solution for solving this problem? What's the responsibility of individuals?

What is the "drama"  Infant mortality in rural India is still high and kids still die from diseases that can be prevented through modern medicine. People in Indian villages have very little awareness about diseases that cause infant mortality and affect child health, the symptoms and effects of such diseases and the way to treat thm. Access to health in terms of hospitals and facilities are missing in many parts of India.  

What is that creates suspense?  Can we understand the implications of doing "seva" to the poor?  Is it a "secret" ?

What is the "atmosphere"?   There is human suffering here.  There is  question of basic human dignity and rights here. Where is the Sanjivan Hospital located? Inside the fields?  Or inside the ideals?

What alternative views, facts or ideas does the audience need to understand?  The audience needs to understand how responsible people in India are taking care of the disadvantaged and marginalised. Education and health services: are these rights or gifts? And if they are rights, whose duty is it to ensure and protect these rights?

What evidence will you show to get the audience to see those different truths?   Do the villagers see this issue in the same way that the managers at Krishnamurti see it?  Let's find out ...

What facts must the audience gather by watching it ?  That some people take up the responsibility of taking care for others. 
Ultimately through this scene, I want the audience to feel :  Some people are taking care. And you who are watching the TV, don't you feel also some responsibility?  Why don't you contribute?

and to understand that   most of the media attention is on city life and does not take in consideration the aspirations and the suffering of rural people.


TestimonialsEdit

P. KrishnaEdit


The students of the Urban School teaching to the students of the Rural Centre - P. Krishna


The mission of the Krishnamurti Rural Centre and the social responsibility of educational institutions



The programme of the Krishnamurti Rural Centre






















Swami AmritanandaEdit

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Swami ChidanandaEdit

Role of Educators in achieving Universal Primary Education c-YFUsb4BSU|300}}


KabiraEdit

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Swami ChidanandaEdit

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Why should I feel resposible for the poors NNlWIr-SsyA|300}}


Say of Local Communities on Use of Aid QOIuFccCerQ|300}}
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Local Commuinities Counting in Development Choices Gb8OvW6kzq4|300}}
Individual Difference to the Poorest in the World 9tx3WTKBD48|300}}
Importance of NGOs YdXdVZlULyk|300}}
Efficacy of Foreign Aid OXWmhp3HNdk|300}}
Dialogue between Cultures neBbg1AI3q8|300}}


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Common People's Influence in Global Partnership for Development 4lqADPrtpKg|300}}


KabiraEdit

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Government and Education dQkf3MxBAgU|300}}


Dialogue between Cultures o3l5TCI5aMI|300}}