Close encounters with Livelihoods - Pochampalli

For a long time, I've thought of the questions of learning, learning for life and learning in the context of "making a living". And since the question has kept me engaged for so long, how about focussing my research question on the topic? Not a bad idea...

Step 1: Get a broader view of livelihoods. Read, talk, discuss a bit. And I figured there was loooots to be read - and I scraped the tip of the iceberg.
That being done, I was itching to go and get a look at a wider variety of livelihoods, first hand. I called up my good friends working all over the country and began my first brush with a non-urban, non-IT livelihood: Weaving in Pochampalli. Not really far away from "Urban" at 50 km from Hyderabad, just an hour, even in the bumpy red government bus... but still, not exactly your mall-infested city.

Some events and impressions that stayed with me and gave me much to reflct on:

• The weavers (at least all the ones I met) have an almost pre-prepared "script" to tell an outsider about themselves, their work and their woes. I don't for a moment doubt they have their troubles, but obviously, they've seen many many people come asking for their story. And quite predictably, they are quick to play up the "I-am-downtrodden-and-the-world-is-so-cruel" aspect of their lives. I repeat - it's not that I don't empathise with their genuine issues ... but I guess the "outsider-interest" in their lives might have gone too far.
  
• Pochampally weaving is an amazingly complex, skill intensive and time consuming activity. I'll need the rest of 4 blog entries just to describe it, so you can just read it elsewhere or hang in with my observation without a description. My weaver friends told me they make about Rs 200 (about 4USD) per saree... and they need 45 days to make 8 sarees. And that's 8 sarees of the same design... change the design and you've exended the production life cycle! A typical silk saree sells for around Rs 2000 to the customer (45USD) That left me thinking... what real value is being added here? "Completely hand made" ... is that a vlaue that the market is willing to pay for? And will the price for that perceived value be adequate to cover costs for the weavers?? What would automation do to this? Does it kill the "traditional", "artistic" aesthetics of the saree? Is automation impossible (as the weavers seem to be convinced). Is there another way to improve the economic incentives in this activity??
  
• "Who wants to weave?? I want to do computers". That's the common refrain from everybody - the 60ish year old master weaver to the kid just out of school. Computers is where the good life is. What of computers? you ask them. What does it mean to you? "Computers are well... you can do accounts", "With computers, you can get a job", "I dont know, I havent seen one, but Computers are the only way forward". Most of the younger kids are not familiar with weaving and dont intend to be. Neither do their parents want it. The old man at a shop near the bus stop asks me - in a friendly sort of way - what do I do for a living? Did I come here by car? How come I know Telugu? What do you call a banana in English? We fall to talking - and he tells me quite confidently "Teach all these kids computers! Only then is there some hope"
  
• Along with computers is the conviction that English is the way forward, the city is the way forward.. and interstingly for the two girls I spent all afternoon with - working and earning your own money is the way forward.

Watch this space for continued adventures with other livelihoods, in other places...

The making of policies...

Just back from the National Instructional Design conference organized by USAID, EDC, Azim Premji Foundation.
The conference brought together a bunch of people from government, non government and commercial e-learning content development to think about how instructional design can improve the quality of education, and what policies are required to support this improvement.

Some recurring themes at the conference:

• The learning comes before the 'e'. Technology is only a tool. (Hmm. Good. Nobody can disagree with that. But as APF head Dileep Ranjekar pointed out, we need to think too about how to actually use this tool to improve the quality of education. There is potentially much at stake)
• Train the teachers and the teachers' teachers! Why aren't we using technology to educate teachers and teacher trainers? (Not teachign them how to use technology but to improve their own perceptions of teaching-learning anf what value they can add to the process)
• Learner centered design!! (Yes. Right. So what exactly are we going to do about it? how do we make our lessons learner centered? And where are the people who will do this?!)
• Technology is not computers alone. Yup. Got that. There's plenty of other great stuff to use. How about radio? Video? But just what economic and operational models do we have to make it happen?
• Let's make judicious use of resources. Let's evaluate, continuously improve and all that. Sure, let's. No one's disagreeing.

I see a pattern here. There really isn't much disagreement on the broad picture. This itself was a little surprising to me. I was under the impression people were vastly divided on the issue of technology use in the teaching learning process.

So, what's missing? I think a "middle level specificity" of what could be done, and how. Not the usual 50,000 foot view that most policies provide, but something more concrete. Not ground level specifications and prescriptions, but something at a higher level of abstraction that can be interpreted for different contexts. Something to enable practical actions in a large scale.

If stuff is articulated at this "middle level" is that a policy or is it called something else? I don't think it's important what we call it. I think it's important to be done.

Learning to faint

Today's mime workshop was cool.

Hot actually - since the electricity went off and we had neither ac nor fan but twenty sweaty kids in the room trying to learn mime and one sweaty me.

It was either the heat or fascination for the macabre, but I've never seen a bunch of kids so enthusiastic about fainting (which was the action-of-the-day). 80% of the kids had never fainted in their lives. Most hadn't even witnessed anyone fainting. But all fell to it with dedication. And an authentic job they did too! Legs crumpling up neatly beneath them, arms limp, face on the floor - I was impressed.
I suspected they were doing it because they got to lie on the relatively cool floor till they were "woken up". But I continue to remain impressed.

This blog is dedicated to:

To all those who spent years memorizing useless facts ("mugging up" or "by-hearting" was the verb we used when I was a kid).

To those who never discovered why art and music classes were always sacrificed to accomodate science and social studies if the time ran short and the syllabus remained incomplete.

To all those who mixed chemicals in labs and never figured out the connection with some equations written in their blue lined notebooks with thin red graph paper.

To those who who eventually enrolled in the algebra-is-a-cobra school of thought

To all those who wrote exams so they could become an engineer, doctor, software professional or something like that. And to those who wrote exams just to get their parents off their backs. And to those who write exams to get their "fix" of seeing a 98 on their report card

To those who blissfully spent several years at a university drinking chai and old monk, smoking grass, satiating lust and finding love.

And to all those who have, at some time or the other, sung with heart-felt emotion, that old pink floyd number - we don't need no education....