problems faced by youth in gujarati language
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August 2018, Gujarat, India---For the past two years, under the aegis of the T-Learning component of the Transformations to Sustainability project of the International Social Science Council and its own Rethinking Youth Programme (the other lines of work are Rethinking Learning and Rethinking Policy), UNESCO's Category 1 Institute, the Mahatma Gandhi Institute of Education for Peace and Sustainable Development has been working with 4th Wheel Social Impact (a youth-led organization that works In rural Gujarat, India) to implement/operationalize an issue-based, technology-enabled and youth-led crowdsourced Global Monitoring Framework for the SDGs - any community-centered issue and learning.
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August 2018, Gujarat, India---For the past two years, under the aegis of the T-Learning component of the Transformations to Sustainability project of the International Social Science Council and its own Rethinking Youth Programme (the other lines of work are Rethinking Learning and Rethinking Policy), UNESCO's Category 1 Institute, the Mahatma Gandhi Institute of Education for Peace and Sustainable Development has been working with 4th Wheel Social Impact (a youth-led organization that works In rural Gujarat, India) to implement/operationalize an issue-based, technology-enabled and youth-led crowdsourced Global Monitoring Framework for the SDGs - any community-centered issue and learning.
The implementation is structured in three phases: understanding the contexts; consultations and workshops for a manual (non-tech) trial; using the Insights of phase 1 and 2 to build the technology (App) in phase 3 - underway.
In a paragraph, phase 2 involved around 15 workshops and consultations with youth and senior education stakeholders In Burj and Gandhidham. The combined workshops/consultations reached around 1,800 youth from 3 schools and 5 colleges. The 7 activities co-curated and implemented at these workshops spanned across: contextual understanding of social development aspects; participatory methods asking youth to identify key needs in the education system - with the aid of hypothetical budget of 10,000 INR to invest on the three issues; stakeholders and power dynamics etc. They were aimed at gauging the Issues that young people and other stakeholders care about, as well as the possibility of deploying youth-led technological mechanism to act and monitor (collectively) social change and learning around such Issues.
The remaining part of this article will be devoted to the nuances and other details of the consultations and workshops.
When the desert city of Bhuj was shaken to its roots by the 2001 earthquake, thousands of people died and hundreds of buildings demolished. Located in the heart of Kutch district, Gujarat State, North-Western India, the city and its nearby villages are known for its rich culture demonstrated through the craftsmanship and local Gujarati cuisine. Many communities, specifically the women, rely on craftwork like bhandani (a local tie-dye technique), mirror and embroidery work and batik printing for sustenance. While the official language of Kutch is Gujarati, the indigenous population prefer to interact in the local Kuchchi dialect of Gujarati. Despite the disastrous calamity the people in Bhuj faced, through communal participation, a complete city rehabilitation took place where its people managed to overcome and move ahead towards progress together. This communal harmony and participation has been one of the defining traits of Kutch.
With this spirit, the project to implement the issue-identification pilot project to track and monitor community-centred issues within and beyond the framework of Sustainable Development Goals (SDGs), and most importantly, community learning around such issues using technology for social change began with the youth of Kutch.
The underlying premise of the project is to provide a technological tool to monitor community action and learning around community-centred issues. Though the current focus is education (Goal 4, 4.7 in UN lexicon), the tool should be able to aide community monitoring on any issue. In order to ensure that all community members gain the necessary knowledge and education to live in a sustainable manner, it is pertinent to create communal engagement and participation by all citizens. Therefore, the project primarily focuses on testing and establishing an active role of the youth for social change. The overarching goal would be to provide the community members with a new form of social learning – a transformational and transgressive learning -- for overall community growth and development. The emphasis of transformational learning is on a comprehensive and all-encompassing education where knowledge on gender equality, human rights, global citizenship, and sustainability is given focus through “co-learning, cognitive justice, and the formation and development of individual and systemic agency” (Lotz-Sisitka, Wals, Kronlid & McGarry, 2015).
The implementation is structured in three phases: understanding the contexts; consultations and workshops for a manual (non-tech) trial; using the Insights of phase 1 and 2 to build the technology (App) in phase 3 - underway.
In a paragraph, phase 2 involved around 15 workshops and consultations with youth and senior education stakeholders In Burj and Gandhidham. The combined workshops/consultations reached around 1,800 youth from 3 schools and 5 colleges. The 7 activities co-curated and implemented at these workshops spanned across: contextual understanding of social development aspects; participatory methods asking youth to identify key needs in the education system - with the aid of hypothetical budget of 10,000 INR to invest on the three issues; stakeholders and power dynamics etc. They were aimed at gauging the Issues that young people and other stakeholders care about, as well as the possibility of deploying youth-led technological mechanism to act and monitor (collectively) social change and learning around such Issues.
The remaining part of this article will be devoted to the nuances and other details of the consultations and workshops.
When the desert city of Bhuj was shaken to its roots by the 2001 earthquake, thousands of people died and hundreds of buildings demolished. Located in the heart of Kutch district, Gujarat State, North-Western India, the city and its nearby villages are known for its rich culture demonstrated through the craftsmanship and local Gujarati cuisine. Many communities, specifically the women, rely on craftwork like bhandani (a local tie-dye technique), mirror and embroidery work and batik printing for sustenance. While the official language of Kutch is Gujarati, the indigenous population prefer to interact in the local Kuchchi dialect of Gujarati. Despite the disastrous calamity the people in Bhuj faced, through communal participation, a complete city rehabilitation took place where its people managed to overcome and move ahead towards progress together. This communal harmony and participation has been one of the defining traits of Kutch.
With this spirit, the project to implement the issue-identification pilot project to track and monitor community-centred issues within and beyond the framework of Sustainable Development Goals (SDGs), and most importantly, community learning around such issues using technology for social change began with the youth of Kutch.
The underlying premise of the project is to provide a technological tool to monitor community action and learning around community-centred issues. Though the current focus is education (Goal 4, 4.7 in UN lexicon), the tool should be able to aide community monitoring on any issue. In order to ensure that all community members gain the necessary knowledge and education to live in a sustainable manner, it is pertinent to create communal engagement and participation by all citizens. Therefore, the project primarily focuses on testing and establishing an active role of the youth for social change. The overarching goal would be to provide the community members with a new form of social learning – a transformational and transgressive learning -- for overall community growth and development. The emphasis of transformational learning is on a comprehensive and all-encompassing education where knowledge on gender equality, human rights, global citizenship, and sustainability is given focus through “co-learning, cognitive justice, and the formation and development of individual and systemic agency” (Lotz-Sisitka, Wals, Kronlid & McGarry, 2015).
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