Rishi Valley Institute for Educational Resources

Our Director meets Bill Clinton

2011-02-11T10:09:00.003+05:30

In a historic moment for RIVER, our Director, Padmanabha Rao was felicitated by USA's former President, Bill Clinton for the work we have done in the field of Education. Rao met Clinton at the Clinton Global Initiative meet held in New York in September 2010.

India School House Fund Team at RIVER

2010-07-27T11:13:00.006+05:30

The India Schoolhouse Fund, a Harvard Business School students' initiative to establish a school in Rajugella village, Mathura UP India sent its team to get inducted into the RIVER Methodology. The team was given an in-depth exposure to the materials developed by RIVER. The team, in their road map for the future, decided to develop upon their existing materials, on the lines learnt at RIVER and use them in their two schools.

RIVER's Workshop for Sri Lanka Govt Team

2010-07-23T10:20:00.008+05:30

RIVER conducted an exposure cum semi-induction workshop for a Team from the Ministry of Education, Sri Lanka. The 10 – day workshop was conducted from 02 July 2010 to 11 July 2010. 15 Officers participated, 2 from the Ministry of Education, Sri Lanka, 2 from the National Institute of Education and 11 officers from 9 Provinces. The Team was given a detailed exposure to the RIVER Methodology. They visited RIVER schools and observed this Methodology being used in the classrooms. The members were inducted into making of milestones in three subjects and presented their efforts at central discussions. The Team was taken on a study tour to the neighboring State of Karnataka where they saw the ‘Nalli kalli’ (Joyful Learning) being practiced in Government Schools there. The ‘Nalli Kalli’ program was initiated in Karnataka with the expert guidance of RIVER. The Principal Secretary, Government of Karnataka gave a detailed briefing of this program when the Education Department hosted and felicitated the Sri Lankan Team. The Sri Lanka Team, to RIVER, was led by the Director, Primary Education, Ministry of Education, Sri Lanka, Mrs. Asoka Pandithasekera.

RIVER's Director Rao in Singapore

2010-05-13T20:14:00.005+05:30

Quoted from a news letter of the Ashoka Fellowship

Fellow Traveller Programme (5-9th April 2010)
Hosted by Ashoka & the Singapore International Foundation

In early April, we were excited to host the first Fellow Traveller Programme for Ashoka in Singapore. Organized in partnership with the Singapore International Foundation, three Fellows from Asia took part in a series of meetings, public forums, and site visits to share their insights with local groups and explore potential partnerships.

We were honoured to have the following Fellows join us for the Fellow Traveller programme:

Padmanabha Rao | India

Padmanabha and Rama Rao have developed a learner-guided method to teaching that not only increases learning but also reengages teachers in their responsibility as educators. They have proved the effectiveness of their comprehensive plan in over 75,000 schools across India. Low-cost but highly effective, their methods aim to make learning an enjoyable and sustainable continuum for India's rural children.

Governor visits RIVER

2010-03-23T09:15:00.016+05:30

His Excellency, Shri E S L Narasimhan, Governor of Andhra Pradesh visited one of our Satellite Schools on 11 March 2010. At the school he was explained the essentials of our methodology in practice. Needless to say, the Governor expressed his liking of this methodology after having seen its impact on the children first hand.He was, later, given a presentation on the RIVER Methodology, its successful implementation in different states of India, an overview of our effective training programs and a road map of RIVER’s future. According to a report the Governor expressed the view that, “all government schools of the state should adopt the model of higher standards of teaching and learning that is imparted at Satellite schools by Rishi Valley Institute for Educational Resources (RIVER).(http://updates.highereducationinindia.com/2010/rishi-valley-institute-for-educational-2349.php). His Excellency was accompanied by his wife, Smt Vimla Narasimhan.

RIVER wins yet another award

2009-11-10T10:52:00.006+05:30

Rao and Rama were honored at the India Economic Summit on Monday 9 November in the presence of Anand Sharma, India’s Minister of Commerce and Industry, and Venu Srinivasan, President of the Confederation of Indian Industry (CII). They were declared, winners, of the "SOCIAL ENTREPRENEUR OF THE YEAR" INDIA WINNERS - 2009. The results were announced by Prof Klaus Schwab, Founder,The Schwab Foundation for Social Entrepreneurship. This is the 5th edition of the award, which has been given annually since 2005, to individuals that have founded organzations that do not maximize profits, but benefit society or the environment.

Orientation Workshop Conducted at RIVER

2009-07-04T13:39:00.011+05:30

Members of the Jana Kalyana Samakhya, Parvathipuram, Andhra Pradesh and PREM/PLAN, Koraput, Orissa participated in an Orientation Workshop at Rishi Valley. In this workshop, the participants were exposed to the basics of the MGML Methodology. They were taken to the satellite schools to see the Methodology being implemented. A very keen interest to further learn this Methodology was shown.

RIVER conducts a Designers' Workshop in Nepal

2009-06-12T16:47:00.005+05:30

Team RIVER consisting of Padmanabha & Rama Rao, Raju Asirvadam, Tana Venu and Saidabee landed in Katmandu, Nepal to launch the MGML Designer Workshop over there. The 15 day workshop got off the ground on 01 June 2009. The workshop was being conducted by the Dept of Education, Nepal and was sponsored by ESAT, Nepal. Around 45 persons drawn from different disciplines took part. The participants were divided into separate workgroups and they instantly got down to the business of creating a new methodology of learning for the children of Nepal. The Joint Secretary in the Ministry of Education, Mr Janardhan Nepal, in his encouraging talk, addressed the participants as 'Pioneers of Progress' in this new thrust in education. The participants lived up to that expectations and did create some tangible results which will take primary education in Nepal a long way if diligently implemented. (Click on photos to get a bigger image)

……….the Think Tank conceptualizes the material required

2009-06-12T14:35:00.004+05:30

Working in five groups, one for each subject, the teams slogged hard to create Teaching Learning Material for Grade 1 & 2. Time was at a premium. A batch of material had to be prepared that was fit enough to be used in the Model School that was being set up. It was a race against time without compromising on quality. The teams did a fantastic job under pressure. (Click on photos to get a bigger image)

………and the Skilled Team creates the completed materials

2009-06-12T08:39:00.003+05:30

The Skilled Team consisting of Artists, Computer Graphic Specialists worked over time to create the materials that met the high standards set by the RIVER team. Artists drew the figures and shapes appropriate to the situation being dealt with. These were then scanned and the coloring of those pictures was done on the computer. The work was laborious but the finished products were of great quality. (Click on photos to get a bigger image)

…….a RIVER model school is set up in Nepal

2009-06-12T08:26:00.004+05:30

A RIVER model school has been created in the area near Barahbise in Sindhupalchuk district, Nepal. There was a remarkable transition from an ordinary looking room to a very vibrant MGML learning classroom. The pictures tell the story. (Click on picture to get bigger view)

Oak Grove's annual visit

2009-05-27T16:14:00.003+05:30

As happens every year, this year too, a group of students from Oak Grove School, Ojai, California visited Rishi Valley. They spent some quality time at the Rural Education Center and visited our satellite schools. The school belongs to the Krishnamurti Foundation of America

Arunachal Pradesh does a workshop with RIVER

2009-04-30T15:21:00.004+05:30

A 20 member team from the SSA, Changlang District in Arunachal Pradesh did a 10 - day workshop at Rishi Valley. The team was very keen on learning and displayed a high degree of enthusiasm to grasp this Methodology. The participants worked hard and gained a lot of confidence and were confident of making a beginning at their location.

Changlang Team does a Village Survey

2009-04-30T15:07:00.005+05:30

Part of the workshop curriculum done by the participants from Changlang district of Arunachal Pradesh was to conduct a Village Survey. The team participated very enthusiastically in this exercise.

Students from Regensburg University, Germany

2009-04-16T20:02:00.006+05:30

Two Teacher Students from the University of Regensburg, Germany, Kathi Asen and Amelie Gruner, spent a month at RIVER understanding the MGML Methodology. They also contributed by teaching day-to-day communication in English to the children of one of the satellite schools. A sample of the good work that they had done was demonstrated at a workshop for all teachers of RIVER. It was impressive and exemplary, to say the least.

Dasra comes calling

2009-04-11T16:30:00.004+05:30

RIVER had a very interesting visitor in Shweta Bagai of Dasra, Mumbai. She and her associate, Janhvi, were here for two days and were shown the whole gambit of activities of RIVER. The two were even able to interact with participants of a workshop that is going on currently. They were given an introduction to RIVER by the AO, RIVER, Raju Asirvadam and were explained the MGML concepts at one of the Satellite Schools. Later they had an in-depth discussion with the Directors, Padmanabha and Rama Rao.

SUPPORTIVE SUPERVISION

2009-04-01T22:52:00.001+05:30

(Disclaimer : The views expressed in this article are those of the author and do not represent the policies of RIVER.)

I will not comment on how supervisions are being done in educational institutions as neither have I done an in depth study of them in those institutions nor am I an expert in these matters. What is written is a seat of the pants suggestions which, hopefully, some MGML practitioner will read and follow or, at least, try out when in that capacity.

Supervision, per se, has the connotation of one who is on a fault finding mission. Certain best practices have been worked out and communicated for all teachers to follow and the role of the supervisor is to ensure that what has been stipulated is being implemented. The supervisor, thus, enters a classroom with the aura of a bogie-man who is going to find any number of mistakes made by a person who is sincerely (so everyone things about himself!) doing his job. I daresay that such a scenario does exist but I will not say that it exists in all schools all the time.

In the implementation of the MGML Methodology the words ‘Supportive Supervision’ takes on a more than normal understanding of those two words. The situation in an MGML classroom is totally different to that of a traditional one – different in modus operandi, different in classroom culture, different in capability and capacity of persons running these classrooms and, in fact, there is no similarity between the two except the four walls of the room. To understand this let us list out the differences:-

a. The MGML classroom has 5 grades in one room as against the 1 grade in one room in the traditional classroom.
b. One Teacher handles 5 grades at the same time in MGML situation whereas there is one teacher for every grade in the traditional one.
c. The MGML Methodology does not use textbooks unlike the traditional one which does.
d. Activity based learning is the forte of MGML children as against the rote method in the traditional system.
e. The rural MGML classroom teacher is not a big B.Ed or well qualified Teacher like the traditional system one.

It must, therefore, be obvious that the Teacher in the MGML methodology needs to be ‘supported’ in executing this system instead of being ‘corrected’. The supervisor thus, coming from a higher formation, must enter a classroom with an attitude of ‘How can I help you’ instead of putting the fear of God into that Teacher and getting all the wrong answers out of sheer nervousness.

A supervisor opens a notebook in a classroom. The child misspells the word father as ‘fother’ throughout the copywriting exercise being done. The teacher has put one big correct tick mark in red across the page! A huge mistake! A memo to the teacher is warranted and justified for being careless and casual. The Supportive Supervisor does not recommend such action The Supportive Supervisor finds out why such mistakes are being done. Is the Teacher overworked? Stressed out? What time of the day are corrections being done? Is the quantum of homework given too much for the Teacher to check? Oh, there are so many reasons for making mistakes. And that is where the caliber of the supervisor comes in.

There is the supervisor who has been with the system right from its inception. The person has been involved right from the first step of production to the final finished product. Knows every teacher implementing this methodology, knows their strengths and weaknesses, knows their capabilities and their limitations after having been with them for decades. Such a supervisor would be more supportive than corrective as against one who has scant knowledge of the methodology itself and yet, being put in that position, is under the terrible notion that great supervision is being done, taking umbrage against every overheard comment that may never have been directed at that person. To be effective in supportive supervision one needs to understand the methodology itself and, more importantly, understand teachers practicing this methodology.

Glaring mistakes are not to be condoned. The stick and carrot method is also required but to be used in an analyzed and calculated manner. A systems analysis is required to arrive at the root cause of why such mistakes are done and support is to be given there. That is supportive supervision.

Aviator

RIVER in Tamil Nadu

2009-03-27T22:52:00.002+05:30

“The ABL concept has been taken from the Rishi Valley practices.”

The above is stated in the webpage of the Tamil Nadu Sarva Shiksha Abhiyan. In the page enumerating their various new initiatives and projects is a very lucid write up about the MGML Methodology learnt from RIVER and implemented in the State as ABL initiative. Read more about this by clicking here.

Dynamic Grouping in MGML Methodology

2009-03-21T11:27:00.005+05:30

Unlike in Mono Grade classrooms wherein the student has one fixed place to sit throughout an academic year, in our system there is dynamic grouping of children. Children sit as per the support that they require when doing an activity. (Click on picture at right to get elarged view)

It has been observed that the following benefits accrue because of this methodology:-

a. Classroom mangement becomes easy.

b. The teacher knows which group needs his/her attention the most.

c. Encourages Peer supported learning.

d. Team work development is a fall-out.

e. Facilitates children learning at their own pace without undue pressure for completion of tasks.

f. Because of this type of seating, gender differentiation is eliminated.

g. While seated in a particular group a child knows what type of support he/she can get/give.

h. Optimal use of classroom space is achieved.

RIVER and the Afan Oromoo Language

2009-03-20T15:12:00.002+05:30

Afan Oromoo? Ethiopia? RIVER? Yes, all three came together – the country, the language and the Organization. A partnership that started years ago bloomed into the Ethiopian Rural Education Project (EREP). Four Organizations came together for this monumental work. They were the Western Wollega Bethel Synod, Ethiopia, The Presbytery of Susquehanna Valley, USA, RIVER, India and Wellspring, Inc which played the role of overall coordinator. In November 2007, six persons, Rao, Rama, Venu, E. Ramu and two other RPs spent around a month in Dembi Dolo in Western Wollega. Here the MGML methodology was ‘transcreated’ into Afan Oromoo to be used by the local children there. We are told that the progress is very commendable. For more information on this program click on this link EREP

Types of Training conducted at RIVER

2009-03-20T10:05:00.003+05:30

1. We conduct 3 – 5 day Exposure workshops for Policy Makers and Managers.
2. The above is followed by a 10 day Induction workshop for Core Group Resource Persons and Teacher Trainers. We do workshops for 40-50 persons at a time. Organizations that can send only small numbers are clubbed together and a workshop conducted.
3. Once the program gets underway a team from RIVER can go to the site to monitor and give mid-course corrections.

Characteristics of the MGML Methodology

2009-03-19T14:11:00.001+05:30

• In a majority of schools in the rural education scene, the Multi Grade situation exists by Default. In our Methodology, the Multi Grade situation is created by Design
• Emphasis is on learning as against teaching – activity based instead of textbook based
• Teacher as a facilitator - Less stress on Teacher
• Learning tasks completed by all – even the last child is covered.
• Self paced learning
• Ensures quality learning
• Creates fearless classrooms; a feeling of joyful learning.
• Fear of examinations is non-existent
• Child is not at a fixed place in a classroom throughout the academic year
• The Methodology has culturally appropriate materials
• Encourages cooperative learning
• Sense of achievement in the child
• Child's ability accurately diagnosed and position fixed on learning continuum
• Child monitored individually and continuously
• Caters for slow learners as much as it does for fast learners
• Community is a major player in the execution of this Methodology.
• Accountability of the Teacher is ensured.

High Powered Team visits RIVER

2009-03-19T10:07:00.007+05:30

Seven Principals of different DIETs in New Delhi visited RIVER on March 18, 2009 to know more about the MGML Methodology. This highly intellectual team (each one of them held a Doctorate) evinced a keen interest in this system of learning by children. An overview was given by the AO, RIVER and then a detailed explanation was given at our Satellite School. This was followed by a very searching and in-depth discussion session with Rao and Rama, Directors, RIVER. They left us having giving us the impression that they would like to initiate this methodology in their areas of responsibilities.

Legislative Members visit RIVER

2009-03-16T16:19:00.008+05:30

Two Members of the Andhra Pradesh Legislative Council visited us, today, to see the MGML Methodology in action. Mr V Bala Subrahmanyam and Mr Rama Reddy were given a first hand account of the background and the essentials of MGML Learning in a Power Point presentation by Raju Asirvadam. The team then had a healthy discussion with Padmanabha Rao and Rama Rao. They were then taken to see one of our Satellite Schools where they witnessed MGML in practice. While, for Mr Subrahmanyam this was an occasion to re-establish contact with RIVER, for Mr Rama Reddy this was a whole new experience.

EcoWorld and RIVER

2009-03-14T22:29:00.001+05:30

We feature in a very interesting article in EcoWorld.

You will not get disappointed when you click here. Sponsors would be interested.

From half-way around the world....

2009-03-12T20:59:00.001+05:30

It is always great to see someone else is writing about us. Brickbats or bouquets matter not - we receive them with equal humility. Remember the blog entry of ‘Harvard Kennedy students visit RIVER’ of February 2, 2009? In that dynamic group of Masters of Public Policy Candidates was Stephan Steacy. He has written a very gripping account of his visit to us. You would like to read it

Click here to open the page.

Happy Reading!!

Mothers' Committee Meeting

2009-03-11T19:19:00.002+05:30

The School – community linkage is a vital ingredient for the success of this Methodology. One of the linkages is the Mother’s Committee meeting. This is held every month. Parents are informed about the progress their children are making in the school, what competencies and skills have been developed as on date. It is vital to get a feedback from the parents regarding how they feel regarding the progress of their wards. Even illiterate parents comment on how and what their children do at home. Contributions in kind, for example vegetables or firewood, for augmenting the afternoon meals for the children, given by any parent in that period is highlighted and publicly appreciated. Any issues that parents have are resolved in these meetings. Rajyalakshmi, Leela and Raju Asirvadam accompanied by the Resource Coordinator, T Venu attended such a meeting conducted by Saidabee in her school.

We have fun also!!

2009-03-11T16:15:00.005+05:30

Bonding amongst our own cadre is an essential exercise for those who are at the helm of affairs. Various methods are used to increase this factor in our Organization. One such method is the annual Teacher’ Tour that is carried out. This year the whole lot went on a trip to Ootacamund. While enjoying the salubrious climate of the Nilgiris, personal rapport and understanding of each other was the ultimate winner as the group lived, ate and drank together over the few days that they were out of their work environment. Rao, Rama and Rajyalakshmi led this group.

Getting Ready To Roll

2009-03-11T00:04:00.002+05:30

The Kit Readiness activity is the foundational layer of the MGML Methodology. This classroom management tool is an essential requirement to enable children to get familiar with our methodology. This exercise is done with all new comers to the school. Logos are linked to subjects and a particular logo stands for a particular category of activity. A logo is also indicative of the kind of assistance a child needs and thus facilitates the dynamic grouping of children depending on the type of support they require in doing an activity.

Click here to view the video. Pump up the volume of your speakers to feel the energy of the classroom!

The 5 Qs of MGML Methodology

2009-03-05T15:51:00.004+05:30

Focus Areas for Quality Interventions

The focus of all the endeavours of RIVER has been:
a. Quality in Class Room Practices.
b. Quality in Teaching Learning Materials.
c. Quality in Teachers' Training.
d. Quality in on the Job Support.
e. Quality in Community and School linkage.

Core Strategies for Achieving Quality in Education

Improved classroom interaction:

Introduction of a graded curriculum which sets learning tasks along a continuum

Supplementing the text books with interesting self-learning materials to make learning individualized, child-centered and interactive

Bridge attainment gaps in children so that all children achieve mastery of appropriate learning levels

Improved teacher support systems through constant monitoring and guidance

Improved teacher commitment and involvement:

Development of teaching/learning material through teacher participation
Enhancing teachers creativity and competency by ensuring all teachers have a say in developing, implementing and reviewing material produced
Development of transparent monitoring and evaluation tools to ensure accountability

Programme for multigrade teaching:

Development of material that is locally appropriate
Adaptation of an innovative curriculum
Development of a good learning environment

Teacher training:

Formulate clear guidelines and objectives for multigrade classroom
Develop in-service teacher training programmes
Develop a Core of child centered multigrade teacher trainers who can be mobilized to train other teachers

Establish a teacher support system:

Provide better supervision
Provide a school based mechanism for regular meetings of teachers for sharing experiences
Provide on the job support to strengthen the teaching

Enriching Village Commons:

Encourage communities to donate Land and labour at the time of setting up the school
Barren wasteland to be converted into a green public space, providing fuel and fodder
Schools to practice water harvesting, herbal gardening, and use of solar energy

Community Ownership:

Empowering Mother's Committees to monitor progress of children manage the mid-day meal and organize health camps
Involve Mothers' in writing stories in the local dialect to be collected and used in the language curriculum.
Fostering Traditional folk arts through puppet-shows, dance, music, art and other activities.
Ensuring involvement of the entire village in annual activities like 'Metric Mela' - a community maths fest and environment surveys.

A window opens towards Nepal

2009-03-05T13:36:00.003+05:30

It began with the presentation of a paper, "Curriculum for Primary Schools", by Padmanabha Rao at Kathmandu in April 2001. An exposure workshop was conducted at RIVER for a 4 member team led by the then Director, Dept of Education, Mr Janardhan Nepal in January 2008. This was followed, in January 2009, by an MGML Methodology Induction workshop for 22 persons. The team this time was led by the Deputy Director, Dept of Education, Mr Pramod Kumar Shah. The participants displayed phenomenal enthusiasm in wanting to learn this methodology and were rearing to get started in implementing MGML at their locations in Nepal.

Raghavan presents a Computer Lab

2009-03-03T15:18:00.003+05:30

Mr. Harish Raghavan, Chief Executive Officer, InsCap Management, LLC, USA donated a dozen computers, networked to a server, to RIVER. The Lab has proved a big blessing to the rural school children as they get a hands-on experience of computer machines. Children from Class V of our rural satellite schools and children of the VI and VII classes are having a time of their lives handling the computer systems. Of late a concentrated program has been added wherein the satellite school teachers are also being given hands-on training on the computers.

Chhattisgarh takes it to a higher level

2009-03-03T14:27:00.004+05:30

A core group from SCERT, Chhattisgarh did a workshop with us in February. The workshop was neither an exposure one nor an induction one. This workshop was to work out with RIVER and prepare Evaluation Tools to be used by them in the monitoring of this methodology in their schools. Around 8,000 schools in this State are using our methodology and they have plans to increase to 32,000 in the near future. Their program is supported by the UNICEF spearheaded, in this area, by the dynamic Mr Venkatesh Maler.

Value Proposition

2009-03-02T00:27:00.003+05:30

For millions of children in the under-privileged sections of rural
communities, RIVER has created, tested, successfully implemented and
replicated, in India and abroad, a path-breaking Multi-Grade, Multi-Level
(MGML) Methodology in Primary Education. Around 75,000 teachers and
67,50,000 children are being benefited by this unique system based on
activity based learning. Unlike the glaring drawbacks existing in the
prevalent, mono-grade, teacher directed, text book based teaching system,
the MGML methodology has started a silent revolution that makes learning
joyful, reduces student dropouts, enhances community school linkage and
makes the teacher more accountable.

MGML Methodology evolution in an Organization

2009-03-01T21:20:00.005+05:30

For the effective development of the MGML Methodology by any Organization, the following 4 teams of persons have to be in place before the start of the project. They are:-

a. The Project Planners
b. The Think Tank
c. The Skilled Team
d. The Practitioners

The Project Planners are the Policy and Decision makers. They handpick persons who will make up the other teams of the Project Program. Thereafter, the role of this team ought to be that of a mentor and facilitator. Prompt decisions will have to be given in respect of Project time-frames and finances and in the allocation/management of resources, both, human and material.

The Think Tank conceptualizes the material to be produced based on the parameters decided by them. This is the nerve centre of the Project. Each subject must have a separate sub-team. All members must be experts in their subjects. The team suggests a format and layout of the material. A rough draft is sent to the Skilled Team with unambiguous instructions. It must vet the materials received for errors and corrections. The materials are then forwarded to the Practitioners for trials. The teams work on the feedback received. The teams must carry out field visits to monitor progress and compare with earlier prepared evaluation markers. Must conduct regular State, Cluster and District level reviews.

Artists, illustrators, computer graphic software engineers and text-book writers are some of the specialists who comprise of The Skilled Team. They format and design the materials as conceptualized by the Think tank. Being experts in their fields and having the experience and expertise, they are in a better position to suggest changes to layout and design.

The Practitioners try out the materials in the MGML Classrooms and check for appropriateness and effectiveness of the materials given to them. Their feedback will guide the changes required to be carried out on the materials. In the ultimate analysis, it will be these practitioners who will be instrumental in making this methodology a success.

RIVER deals directly with the Project Planners. However, it works, in tandem, with the Think Tank and the Practitioners. Hand holding is done as long as is required by the Project Organization.

OLE, USA connects with RIVER

2009-02-20T19:00:00.006+05:30

Dr Joseph Rappa, Chief Education Officer, Open Learning Exchange Inc., Cambridge, Massachusetts visited RIVER on February 17, 2009. He stayed with us for a few days and was exposed to the whole gambit of RIVER activities. He showed a very enthusiastic interest in the MGML Methodology and opined that it could be replicated in some other countries. Padmanabha and Rama Rao have had extensive discussions with Joe Rappa in taking this methodology further to areas of common interest of OLE and RIVER. Rappa’s interest in children was very evident as he interacted with children from our satellite schools. He also witnessed the community interaction with RIVER at a function hosted in his honor at one of our school villages.

Teachers create own Materials

2009-02-15T15:49:00.007+05:30

40% of the materials are to be created by the Teachers themselves. Thus there is this feeling of ownership in the MGML Methodology which is necessary. It gives freedom to the Teacher to be as creative as possible within the constraints of resources available. (Click on Play button to view video)

Plan India and RIVER tie up

2009-02-12T15:26:00.006+05:30

Plan India and RIVER have reached an agreement to work with each other in the field of Education. Towards this end a workshop was conducted, by RIVER, for a number of NGO’s, supported by Plan India, from different States. The participants were exposed to the materials and pedagogy of RIVER. These Organizations have now, individually, started asking for long duration induction workshops with us.

A Freedom To Learn

2009-02-05T16:20:00.006+05:30

‘A Fredom to Learn’ is a documentary film made of the RIVER persons, by the RIVER persons and for the RIVER persons. Not entirely true, but close! In June 2008, our Director, Mrs Radhika Herzberger, released the first copy of this documentary. The film traces the origins of RIVER’s history and elaborates the various aspects of the MGML Methodology. Shot entirely on locations in our own Satellite Schools, the authenticity of the unfolding story of RIVER is unquestionable. There is an introduction by Radhika akka on the need for developing rural education in this area. The Directors, RIVER, Padmanabha and Rama Rao explain, in some detail, this memorable journey. Our local teams were assisted in the camera work by Miguel Vázquez-Prada Baillet and Cecilia Paredes Aguirre - the former Spanish and the latter Mexican – two youngsters whose hard work contributed to a large extent in the making of this film. The rich deep voice of our own Teacher, Ms B Smitha, narrates the story of RIVER throughout the film. In the background of this 30 minute documentary is the sublime music score created by Rishi Valley’s own Music Director, Mr T.S. Seshadri. Assisted in Direction, by the Resource Persons of RIVER, T Venu and E Ramu, the film is directed by Raju Asirvadam.

Harvard Kennedy Students visit RIVER

2009-02-02T19:42:00.009+05:30

Ms.Yasmin Fodil, Simonida Subotic, and Anjali Doshi spearheaded the visit of a 17 member graduate student team to RIVER in January 2009. The Management students were from Harvard University's Kennedy School of Government. The team was first given a presentation about RIVER and its activities. They were then taken to one of the satellite schools where a 'Metric Mela' - the Community Maths Festival was in progress. They were then taken to another satellite school where the MGML Methodology was explained to them. After lunch, the team had a very intersting discussion with the Directors, Padmanabha and Rama Rao. The team displayed keen interest in wanting to know about all the activities that RIVER was involved in. It was a good trip for them and us.

Annual Sports Day - 2009

2009-01-30T00:48:00.011+05:30

As is traditional, the the Rural Schools sports day was conducted on 27 and 28 January 2009. It was a gala affair with almost over 1000 school children, ex-students and parents participating. The events were taken part in with a lot of gusto and spirit. The whole air had a festive look around it and was a memorable event. Children whole heatedly participated in the track and field events. The teachers 4 x 50 mtrs relay was a thrilling event for both participants and onlookers. The mega event was the Teachers tug-of-war competition.

Workshop at Pondicherry

2009-01-26T13:49:00.006+05:30

A material designing initiative for English Medium schools was organised by the SSA, Pondicherry. A team of six Resource Persons led by the Directors of RIVER, Padmanabha and Rama Rao went to Pondicherry in July 2008 and assisted the Teachers and Resource Persons there to design their materials for English Medium schools. The workshop was a tremendous success and opened avenues for the furtherance of this methodology in this direction also.

RIVER Team to Germany

2009-01-24T22:51:00.005+05:30

Padmanabha Rao, Rama Rao and Raju Asirvadam were invited by the Hanns Seidel Foundation to Germany to be exposed to the Civic Education Program being conducted in Germany. The trip, in November 2008, was of immense educational value and we were made aware of how seriously the Germans were taking the program to educate their citizens. The team was introduced to the program at the HSF Office at Munich, and then saw the implementation of the program at Banz Moonastery, Kloster Banz and ending by a briefing at the Central Office for Political Education at Bonn. During the trip we linked up with Dr Ralf Girg and Dr Thomas Muller of the University of Regensburg. We have collborative programs with that University.

OUR SPONSORS : We are grateful

2009-01-22T10:42:00.002+05:30

(A rural child in any of our schools can be sponsored for a year by paying INR 9,000. Listed below are our generous sponsors with the names of the children being sponsored. You too can join this benevolent group!)

Rita Zampese - P Vijayamani

Pritvi Gadhia - Y Surekha

K. Ranganath - E Anuradha

Madhu Damodaran - P Pavani

Arti Saihjee - G Priyanka

C Narayancharyalu - E Rajesh
- E Shivakumar

Vinod Koduru - Hemalatha K
- Harshavardhana P

Akash Dube - V Ganesh

Karunendra S Joshi - P Swetha

Abi V John - Anjali S

Gomathy Subramanian - P Suresh

Vijay K Kambe - M Bhargavi

Anandi ramachandran - K Shankara

V Ganesh Kumar - Y Kalyan
- M Baby
- N Bhargavi

Anil Pothapu - S Kalyan

Myneni Foundation - S Kasthuri
- S Kavya
- S Krishna
- S Nagamani
- S Naresh
- S Sandhya
- S Shashikumar
- T Sreekanth
- C Suresh
- T Deepa

Srinivasa Chary - V Ashoka
- V Amala

Chik Basappa Trust - T Naveen

Superna Sharma - T Karunakara

Percebois Ingrid - K Vishnu