Development Cooperation Handbook/Stories/Learning to share learning
< Development Cooperation Handbook | Stories
The 
⇒ Playlist on Youtube
⇒ Does Charity empower? ⇒ The boss is never happy ⇒ And now let's programme! ⇒ Integrating KFI programme development in the Handbook
⇒ MDG 2: Achieve universal primary education ⇒ MDG 6: Combat HIV/AIDS, malaria and other diseases ⇒ MDG 5: Improve maternal health
Learning to share learning
Project implemented by KFI - India
Varanasi, Uttar Pradesh, India, March 2010 - July 2013
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MDG2: Achieve universal primary education
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MDG5: Improve maternal health
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MDG6: Combat HIV/AIDS, malaria and other diseases
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Contents
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
First cut by Gauri ⇒ Does Charity Empower ? Playlist of all interviews ⇒ Krishnamurti Foundation - Rural School and Hospital 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
Swami AmritanandaEdit
| What is Sewa? | KV32ppGZsDQ|300}} |
| Negativity of Benificiaries | _KEY91WEPz4|300}}
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| Causes of Diseases in the Area | 7Y1sQRKowfg|300}} |
Swami ChidanandaEdit
| Role of Educators in achieving Universal Primary Education | c-YFUsb4BSU|300}} |
KabiraEdit
| Interview for the Krishnamurti Foundation Scene | rBDbT266LmY|300}} |
Swami ChidanandaEdit
| World Citizenship | ypbWwasaPqY|300}} |
| Why should I feel resposible for the poors | NNlWIr-SsyA|300}}
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| Say of Local Communities on Use of Aid | QOIuFccCerQ|300}} |
| MDGs to You | hIywfphM0Jg|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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| Resentments from being helped | pQb5p7ifWGQ|300}} |
| Common People's Influence in Global Partnership for Development | 4lqADPrtpKg|300}} |
KabiraEdit
| World Citizenship | hAWicK5kpzQ|300}} |
| Government and Education | dQkf3MxBAgU|300}}
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| Dialogue between Cultures | o3l5TCI5aMI|300}} |