Access and Success, Breaking Barriers Through Open Schooling In Central Jail Raipur(C.G.)- A Case Study

Paper Overview –The Principle of basic education, now the higher education (secondary) as a human right has been accepted internationally. Even normal School children have a variety of barriers before coming to the schools and even within the school, inclusive education is the solution. This study is based on a very Special group which is socially secluded and they have psychological, mental, behavioral barriers rather them any outer barriers. The paper has attempted a response by putting a concept of inclusive education for them, those are at risk and from the disadvantaged reactions, confronting with themselves. Strongly need access to study and a positive mind set,behavioural/attitudinal change. The study shows the success story of the prisoners in Central Jail Raipur. The biggest punishment for any human being is to get them secluded from the society/family. Psychologically, emotionally these people are much more down lined than the normal human-being/students.

After 2-3 motivational interactions they were convinced for higher study. With the help of the jail- administration all the official formalities were streamlined. Finally 75 prisoners enrolled at secondary level and 06 at senior secondary level.

With the help of 2 jail teachers academic support helped them to pass examination. Result was 84% at secondary level and 100% at senior secondary level.The objective of the distance learning provided them was not only to get the secondary and senior secondary certificate but to empower them to think and understand the objectives of life in a positive way.

Strategies and intervention implemented – Central Jail Raipur is situated aroud 2 k.m away from the collectorate Raipur. It has been established in1885 as district jail then upgraded into Central Jail. Total area of Jail is around 8,36,000 Sq.ft.

Regular classes for Class1 to 8 are running in Central Jail since long by Literacy Mission & District Education Office. Total no. of Prisoners enrolled up to the middle level is 241.IGNOU– has started Sanskrit Course in Central Jail. Looking in to this scenario, we realized the need of Secondary and higher Secondary courses .we initiated and discussed about open distance learning system with Jail-administration.Response was very positive for us to step-in , this way ODL System made access in Central Jail Raipur. Chhattisgarh State open School itself is new-born,established in year 2008. Around 45,000 student enrolled in first year. First exam held in June 2009, result of which was satisfactory with an average percentage of 40. As a result of sincere efforts by C.G.S.O.S. and jail administration 77 prisoners at secondary level and 06 were enrolled at senior secondary level.First examination held in year 2009. The Result was 84% at secondary level and 100% at senior secondary level.

Continuous motivation and Support accelerated the activities in academic area. It is important to mention about their course material which has been developed and provided by state open school .The study material has been developed on the basis of NIOS Curriculum..

Central Jail has a “Pathshala” in its premises.Pathshala has a big hall, in which multigrade teaching can be seen everyday. Pathshala also has a small library. Students now developed a habit of reading books and news papers daily.To enrich this library we requested C.G.Text Book Corporation.Thanks toT.B.C. for donating story books, Bio-grapy, Panch-tantra, Hiptopdesh and other books for these students .These students have a fixed schedule for their daily activities and labour work,we could make a subject wise time-table with their consent.

Some of the inclusion strategies are as under :- Whole class inclusion teaching. Collaborative (Group) learning Peer teaching Problem solving Assessment/examinationD- Out comes of the intervention -

This group of students needed special support. Open schooling has demolished the myth that “open school” must correspond to the mode of “distance education” where by students should not assemble daily at a place and learn through discussions/interactions.Students here belong to heterogeneous group. Difference in age, difference in socio– economics back ground, difference in inter-personal behavior, difference in psychological status.

So any small positive out come regarded as a big achievement. Following are the changes, we consider as achievement: Achievement- generating interest Achievement- making them sit for study Success- getting them enrolled. Success- preparing them for examination Biggest success- passing of examination.

In contrast to the barriers of approach, curriculum and pedagogy in regular school,the barriers these students face are psycho-somatic, mental-blocks, hidden fears and most important is the lack of initiation and interest.Inter-related out come- a spark of self dependent rehabilitation lit in their thought process.Now these students, not only contact me for study support but also discuss regarding other courses e.g. vocational courses etc. Gradually a change in overall behavior, language is clearly visible. Challenge and lessons learned And the way forward:

There is a need to amend policy pertaining to prison education. We need to ensure that each prison has the opportunity to support their prisoners’ education. There is a need to earmark separate budget for this.

Open School mechanism should be strengthened to provide relevant education to these prisoners. Sometimes it becomes difficult to get well qualified teachers to teach in prisons due to social taboo.

In most of the prisons, the living standards are not up to the mark so to get the educational climate is also difficult.

Prisoners’ motivation to continue their studies is also a big challenge. One can do the theoretical part in prison but if somebody has to do practical or

surveys to get the degree, then it become difficult to conduct all such projects & practical.

Prison psychology is different from the routine one. So we need to make necessary changes in our course materials to suit their needs & aspirations.

Many prisons are overcrowded so to provide facilities for learning is very difficult.

This program on behalf of open schooling has made the department learn many things. This small program has opened the eyes in a way that we cant claim our universal education until & unless we reach to every nook & corner. Providing education to this section may reduce the crime rate & provide opportunities to such people for a better reform. We need to make curricular changes as per the requirements of these people & develop the capacity of teachers to provide good quality education in prisons.We also need to develop linkages with other departments like Literacy Mission,

Social Welfare departments & various other Non-Govt. Organizations to seek proper

support for the program. SCERT should also get actively involved in such projects. Open

School alone can't take this program at its own with its limited resources.

Evidence/case studies –

1. Yashoda – Husband’s name – Omprakash, Caste- kurmi,life imprisonment (Dhara – 302), Aged around 45years, earlier had negative approach towards life & study. Now she is motivated and not only she enrolled in 12 th classbut also passed 12th

in first division.Her subject were- Hindi, Home Science, Political Science, English, History. In the course of a better future and life she is now interested in doing some certified course .

2. Iishwari – Husbands name – Manjul ram, life imprisonment (Dhara 302) Age 33 years, looks full of life, very enthusiastic and energetic. This year she will be completing 14th year of her imprisonment. She has already earned through her embroidery work .She has passed 12th in 1st division. Now very much interested for some certified course for Tailoring & Embroidery .Her admission is in process. she will be released after one year .They get relaxation in release as a reward for passing different exams.

Additional Information-

Mr.Salman Ravi of B.B.C.has developed a story on prison education in central jail Raipur, which has been broadcasted on 19th december2009.Local News-papers also highlighted this innovative step for prison education.

Conclusion This paper provides a background characteristics and circumstances of prisoners, who are among those disadvantaged groups that are excluded from educational opportunities. Prison is the place where taking no initiative is considered good behaviour. Even everyday knowledge will be left aside: cooking, organising one’s schedule, distinguishing spare time from mandatory activities. Prison is not a good place for education and leads to exclusion and family break ups; this is why we cannot talk about prison education in terms of schooling and we cannot avoid referring to the political and social context of the inmate, or the prison and the state. At present, education in prison just brings together the prisoner with the learning process. Literacy courses must be organised in this context, for the unrecognised prisoner population and in the perspective of lifelong learning and not as a second chance for people who didn’t have their first chance.Some of the studies which follow a few prisoners after their release have found that the

return percentage of people after getting education is reduced. Prison education,

therefore, will not only help the prisoner but will also help preserve the public’s safety as

well. Crime reduction is an indirect result of inmate education as proven by the findings

Presented by – Smriti Sharma, C.G.S.O.S. Raipur Chhattisgarh (India)

Did Masters in Entomology & Education,Enrolled for M.B.A. course through distance mode.Registered for P.hd.Entered in proffession in year 1987 in U.T.D. Dr,HariSingh Gaur University,Sagar(M.P.)as lecturer.Joined State govt.service as lecturer in year 1992.Worked as senior lecturer in C.G.S.C.E.R.T.,as Astt.Director in Directorate of Education),At present working with.G.State Open C School RaipurSkills-Written Text Books for class 11th,12 in Biology and Elements of Science

Participated in writers group for Text-Book & curriculam development for.(Class 3-12) and D.Ed. course.Organised/participated in many State/National level workshops & seminars.

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