HINDU SCHOOLS IN T&T: School construction planning process Satnarayan Maharaj Published: Thursday, December 4, 2014 Part 3 In Trinidad, to be a partner in the national education sector, the SDMS had to fully understand the key requirements for successfully managing its role in the school construction and planning process. While to build a school sounds simple enough, there are several complexities which must be carefully considered beforehand to avoid endangering or compromising a project. Firstly, to situate a school requires proper study of the demographics to identify the targeted student population. For example, the number of temples in an area or the number of jhandis planted at homes are key indicators when considering the siting of a school. Secondly, the sourcing of an appropriate piece of land in a rapidly decreasing land space presents a specific set of challenges. Thirdly, the procurement of the required land has to be considered in the affordability index. Benefactors are sought, or the SDMS has to find ways to finance land procurement. Fourthly, there are many instances where lands have been donated but there are family conflicts to resolve. Fifthly, land from the State has to be granted through a time-consuming bureaucratic process. Sixthly, several clearances and approvals from environmental and other state agencies must be granted. These are but some of the challenges which the Hindus have had to surmount to develop its education system. But they were also part of a very important learning curve. Recruitant The SDMS’s greatest strength in the success of its schools is the rigid scrutiny which applicants must face to become a teacher in one of our schools. The recruitment policy and process are detailed and thorough. The SDMS’s applicants must confront and convince the Secretary General and a team of education experts of their suitability to enter the teaching profession. To produce the outcome, output and impact required from its teachers, the SDMS engages in various levels of scrutiny of its applicants. Frequent attendance at mandirs for all activities, active leadership role in the Hindu and general community, demonstrable positive qualities, characteristics, traits and attitude. Recommendations from the family purohit, commitment of human, financial and other resources for the development of the community, allegiance and loyalty of individual and family to the organisation etc, are among some of the major elements of the interview. The recruitment policy is designed to eliminate undesirable and irresponsible people, at source, from entering the profession. Some people change over time, but history has provided adequate evidence to support the fact that very few wrong selections have occurred over the past 62 years of SDMS involvement in the education sector. Curriculum The Hindu school understanding of what constitutes a curriculum is at the heart of its eminence and performance. For most people, the various subject syllabuses to be studied for examinations, testing and assessments are considered the curriculum. In the Hindu schools, the curriculum is more dynamic since its base is religion. At our schools, the school day begins with approximately 30 minutes of mantra recitation, bhajans, meditation, singing of Hanuman Chalisa and messages from the Shaastras and other uplifting texts. Mantras are recited at the beginning of each class, at and after lunch, and at the end of the school day. To deepen the inspiration of students and instil and inculcate good values, ethics and morals, the SDMS implemented a Baal Vikaas programme almost 30 years ago. Since that time, tens of thousands of students have had their lives enriched through the Baal Vikaas experience. Singing excerpts from the Ramayan, Gita Shloka Chanting, classical dance and song performance are components of the Baal Vikaas programme. As a result, our students were the best prepared in the country when the Ministry of Education introduced a Continuous Assessment Component to the placement exam for secondary schools. The hidden curriculum is always enacted through the behaviour, love and caring of the teachers. School leadership and management The SDMS entrusts the responsibility of its schools to the dedicated care of its school leadership and management systems. Like the recruitment policy of teachers, the selection process for principals, vice principals, head of departments, deans and senior teachers is rigorous and well-defined. People are recommended for promotion to our Teaching Service Commission based not only on academic qualifications, experience and ability but also on personal lifestyles, practices and a long history of religious and cultural involvement. Several purohits have naturally become principals at our primary and secondary schools. Our leadership must have the capacity and capability to ensure propagation of all our sacred observances and develop a love in our students for Dharma. Pujas and participation in Holi, Indian Arrival Day, Divali and other events and activities are considered mandatory encouragement activities for all school leaders. Support for school leadership and management are also provided through the central office, an academic advisory team and a school manager. School leadership, management and integrated governance are exercised in a manner to deliver all aspects of students’ education worthy of transmission in a prescribed format. • Next week: Part 4 Examination Performance Source:: Trinidad Guardian The post HINDU SCHOOLS IN T&T: School construction planning process appeared first on Trinidad & Tobago Online. #trinidad
Posted on: Thu, 04 Dec 2014 03:08:27 +0000
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