The 'biodiversity contest' is an educational innovation designed to uncover the plant diversity knowledge of children. This article, based on the experiences of the winners of 31 such contests, seeks to identify the methods through which children learn from their elders and the beliefs that the elders communicate to them. While elders develop in children knowledge about plants, they do not communicate a belief in active conservation. Though elders have a culturally determined preference for boys as apprentices, they do accommodate the education of girls. Systematic instruction, demonstration, questioning to test knowledge and memory, encouraging observation, and supervised practice, are methods the elders use during an extended apprenticeship. The contests have helped recognize the knowledge that children have acquired outside the school, and have helped teachers introduce curricular relevance.
Purpose
The difficulties higher education institutions in developing countries face in finding adequate and relevant onsite student internship opportunities make a case for online internships. The purpose of this paper is to present an online internship model, developed over a two-year period, which challenged students to engage in learning-by-doing projects that addressed a key barrier in the implementation of ICT policies in public education, the paucity of audio-visual content in local languages.
Design/methodology/approach
The design of the model comprised the development of instructional videos by 340 interns, the evaluation of the videos by two interns and their testing by 31 interns through a field experiment using a between-subjects pre-test – post-test design in 54 schools. The process was repeated the following year with the field experiment replaced by the development of teaching manuals. The changes in reflective learning among 112 of the 119 interns who developed video content in this repeat round were assessed.
Findings
The field experiment found that the intern-developed videos improved Mathematics and Science scores among school students but not the attitudes to these subjects. Participation in online internships improved reflective learning.
Research limitations/implications
The evaluation of change in reflective learning is based on self-reported measures.
Practical implications
The online internship model presented in the paper can address concerns related to inadequate internship opportunities, while addressing gaps in public policy implementation by systems such as education, health and rural development.
Originality/value
The paper outlines the design of an online student internship model and a methodology for implementing it. The study indicates the feasibility of a low-cost, large-scale online model of internship.
This article presents a reflective perspective on the scope that social entrepreneurship offers to non-governmental development work in the Indian context. Beginning with the early corporate efforts to do good to society, the article outlines the history of nongovernmental action through its charity, community welfare, developmental and mobilisational and ‘post-developmentalist neo-liberal political economy’ phases. It then reviews the concept of social entrepreneurship as it has developed in Western liberal democracies where a rethinking of the welfare state has taken place. While the ideology of social entrepreneurship seems to reside naturally in the current phase, only some of its aspects seem to offer growth trajectories for non-governmental work in the near future. Though the foundations and trusts that the early business entrepreneurs established did provide the initial stratum for future non-governmental work, in recent times the charitable-philanthropic orientation of business has evolved into a socially entrepreneurial form, often involving partnerships with the third sector. For the mix of non-governmental organisations (NGOs), especially those which have political goals like empowerment and social justice, social entrepreneurship, in its strict form, seems to have little to offer. But key features of the social entrepreneurial process, namely socially entrepreneurial behaviour, and more importantly social innovation—new ways of solving social problems, resourcefulness, larger scale and wider impact and solutions that are transferable, scalable and cost-effective—are important future directions for all kinds of NGOs, including those whose primary thrust is empowerment and social justice. However, non-governmental organisations need to reaffirm the primacy of the civic in their purpose constantly—aware and positively critical of the ideological undercurrents that influence and shape their responses.
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