Mail : fsagedu@gmail.com
Tel: +91 (413) 2335431
Mail : fsagedu@gmail.com
Tel: +91 (413) 2335431
I am very glad to present to you the new corporate policy of
School Education of our Congregation. The Committee headed by Sr.
Dr. AAntony Maria Jansi FSAG has done a wonderful job of bringing
out a new FSAG School Education policy 2019.
Educational apostolate has always been one of the main
apostolates of our congregation. Our educational institutions stand out
in reaching out to the dalits and the Christians of the lower strata of the
society. Many years ago even when no one bothered about the
education of the poor we reached out to the rural areas and started
working with dalits and the rural girls.
We do not conduct our educational institutions for name and
fame, or for any monetary gain. But we want the poor and marginalized
to be educated and stand par with other human beings to establish their
rights in the society. We serve for the poor children who are
economically poor, socially oppressed, and politically marginalized.
This is as per Our Constitution article (74.2) “We shall enable them to
get an integral personality development to live according to the values
of the kingdom and thus to raise up a new society”.
This policy is a guide which puts us on the right track to
achieve our goal systematically and effectively. I am sure that all our
sisters involved in school education familiarize themselves with the
policy and imbibe the spirit of it so that, I believe, the policy is put into
meaningful practice in the days to come.
I congratulate Sr. Dr. A Antony Maria Jansi, the General
Councillor, coordinator for Education and the members of the
Education commission for conducting five sessions at three Provinces.
Many a thanks to Fr. Dr. S M John Kennedy SJ, Fr. Dr. S Emmanual SJ
and Fr. Dr. M Sagayaraj SJ who moderated the sessions of Under
2.
Generalate Institutions and for Administrative team members and the
core committee Sisters and their relevant suggestions and timely
corrections helped us to give shape to our FSAG School Education
Policy 2019. I wish and pray that we do maintain the high quality
education we impart and never be carried away by the passing whims
and fancies of the worldly values.
Wish you all the best for your commitment dear sisters who
have dedicated yourselves to the cause of education.
I am immensely happy to bring out this FSAG School Education Policy
2019 of our Congregation. This policy is an improved version of our
earlier policy, based on 26th General Chapter. We have also
th formulated this Education Policy according to the resolution of the 30
General Chapter. In fact it has incorporated all the elements such as
Vision, Mission, the Characteristics and Objectives of FSAG
Education, Administration, School Management, Staff appointments,
Role of staff, Animation, Alumni, Parent Teachers Association,
Protection of the right of the Minors etc., These are not policies to be
implemented only by the administrators but they are to be adhered to
and followed by all, both in spirit and letter. In fact it is an ongoing
process to make the policy relevant in the context of new challenges of
our educational institutions.
I owe my heartfelt thanks to Fr. Dr. S M John Kennedy SJ, Rev. Fr. Dr. S
Emmanuel SJ and Fr. Dr. M Sagayaraj SJ for animating our sisters in
educational ministries and helping me prepare the initial draft. Later
the core committee consisting of all the education Councillors of our
provinces and I fine tuned the policy as per the requirement of our
congregation. I render my sincere thanks to all the sisters who serve in
the educational institutions for their generous contributions and
suggestions and their valuable time spent on various issues during the
workshop at different levels to produce this document and to complete
this work.
I am also deeply grateful to Rev. Mother G Rajamani the Superior
General for giving us tremendous support to conduct workshops at
various levels. It is her encouragement made this new venture possible.
My hearty thanks to all the Provincials, Superiors, Correspondents and
Heads of the Institutions for their interventions and suggestions to
modify and finally bring out this corporate FSAG School Education
policy 2019.
I wish that every sister who is involved in the education apostolate, may
keep this new policy in her mind and heart and implement it with
clarity of thought and action to bring newness and enhance the
efficiency of our Educational Apostolate.
Yours in Christ
Sr. Dr. A Antony Maria Jansi FSAG
General Education Coordinator.
Education is a great instrument to ensure empowerment, enhancement and employment of the future pillars of our nation. Looking at the dismal educational scenario in India, we ruefully note the following factors:
Given the aforementioned context, the goal of our education is to promote the integral formation which will result in the all-round development of the students. We aim to forming our students into men and women for others with the characteristics of competence, compassion, conscience, commitment, social sensitivity and social concern. Through our educational processes, our students will become enlightened and responsible global citizens. In short, our education aims at personal and social transformation by giving quality education to the marginalized and the underprivileged.
Today's world is a knowledge dominated world with a
tremendous progress in science and technology. It has increased the
human capacities. This age of knowledge explosion, information and
communication spearheaded by the IT revolution, has necessitated
people to get at least basic education. At the same time, knowledge gap
between the privileged and marginalized has widened.
India has made progress in increasing the attainment rate of
primary education. In 2011, approximately 75% of the population, aged
between 7 to 10 years, was literate. India's improved education system
is often cited as one of the main contributors to its economic
development. In the primary and secondary level, India has a large
private school system complementing the government run schools,
with 29% of students receiving private education in the 6 to 14 age
group.
India is a vast country with over 1.2 billion people. Close to 200
million children study in primary and secondary schools. The majority
of these children are in rural areas, spread over 600,000 villages. One
can imagine the challenges faced in educating these children. Despite
all these struggles and limitations, the country has achieved significant
milestones. Today there is a school within 1 Km distance of most
children and almost every child is in school (Enrolment rates have gone
up to 93%-95% in most parts of the country). The government's
flagship program Sarva Shiksha Abhiyan (SSA) has done this miracle.
In 10 years, SSAhas achieved following:
Out of School children number has been brought down
significantly (8 million in 2009, 3 million in 2012).
· Big boost to additional schools -195,000 Primary and more
than 100,000 Upper Primary schools sanctioned.
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· 2 million additional teacher posts and million additional
classrooms approved. 230,000 drinking water projects
approved.
· Girls' admission improved dramatically. Gender parity is
achieved.
· The scheme supports 200 million children in 1.4 million
schools in the country.
· Now with the Right to Education (RTE) Act in place, even
more improvements can be expected.
Interestingly, private education has also gone up in the country.
Estimates suggest that 27% of all the children are in private schools. In
urban areas this ratio is 50%. With more and more urbanization
happening, the future of private schooling looks bright. So in a way
private schools have also contributed to universalisation of education in
India.
In spite of these strides, the following challenges remain in
India's primary education:
This is a major challenge. The Annual Status of Education Report (ASER) published every year by Pratham has brought the issue of quality of education to the center stage. Half of the children in schools are nowhere near their class-age appropriate learning levels. The challenges of quality of education are many lack of understanding by children and parents, lack of appropriate tools in the hands of parents and community, lack of monitoring by authorities and more…
India being a diverse country with over 22 official languages and over 1500 languages as “mother tongue” means that primary education can never be easy. Many in the government, as well as academics, believe that educating in the mother tongue is best for children, but many parents in urban areas now prefer English as a medium of school. Proficiency in a few languages especially English has become a basic requirement for employability. This has created more challenges for the children and their quality of education.
This is a major challenge in many states of India, where institutions for teacher education are not widely present. Schools are therefore forced to hire less qualified teachers, which in turn affects the quality of teaching.
According to 2011 census, literacy in India is 74.04%. In other words, nearly a quarter of parents are still illiterate. Their motivation to send their child to school or to monitor their child in school is low. This is demonstrated through irregular student attendance, low learning levels, and dropouts.
Although India has made great strides in economic development and is now the 4th largest economy (some reports put it as 3rd largest after U.S and China), it is home to one-third of the world's poor. Poverty seriously affects the focus on education.
Our government has been encouraging privatization in education. It has been trying to withdraw from considering education as a welfare subject by opening up more for private partners. The new liberalization process has brought in a culture of cut-throat competition and emphasis on merit calculated on the basis of marks and grades. This has been a great disadvantage to the first generation learners, rural folk, socially excluded and discriminated communities (Dalits and tribals). The most affected are the women especially the dalit and the tribal woman. WB, IMF, GATS
Otherwise, the illiterate and the less educated will be pushed to the margins of the society and not be able to enjoy the benefits of development. Hence there is a growing awareness among people that education is important to enter into the employment market. New disciplines have come up to suit the modern trends and needs. Educational institutions are more obsessed with high marks and grades than real and integrated formation of students. Students also want to pursue careers that bring in rich financial rewards.
It assumes that all children learn the same way. A student is treated as a mere product and a passive object than creator of learning.
One of the biggest problems India is facing today is the saffronization of its education. This sudden requirement of changes in the education sector is a result of the rising trend of right wing populist movement or the RSS wave. Our schools have to promote the learning of Indian Constitution and conduct seminars on Secularism and Democracy.
'The goal of education is to teach the students to live, discover the deeper meaning of life and of transcendence, learn to interact with others, love creation, think freely and critically, find fulfillment in work, plan their future, or in one word, learn 'to be'. It is in and through education that one can hope for a more human and humane future and a more harmonious society' (Consecrated Persons and their Mission in Schools, 2002, 82, 84).
In consonance with the aim of our Congregation and with the spirit of serving the Church and our motherland we shall perform our teaching ministry with zeal and dedication (74.1) In our educational institutions we shall have a preferential option for the dalits and the Christians of the lower strata in the society. We shall enable them to get an integral personality development to live according to the values of the kingdom and thus to raise up a new society (74.2).
The vision of Gonzaga school Apostolate is to reach out to the rural children and impart quality education for academic excellence, selfless leadership, environmental sensitivity and communal harmony in the context of our Gospel values and make them 'other centred' students.
The mission of Gonzaga school Apostolate is to reach out the rural, dalit and tribal children and offer quality education, communication skills and life skills for holistic formation through curricular and co-curricular activities. It is also envisaged to make them imbibe moral, spiritual and social values to face the competitive challenges of life
1. Accessibility of education to all those in need especially the
dalits and the poor
2. Constant accompaniment of the children with commitment to
make them succeed in school education
3. Imparting integral formation of the students
4. Inculcating spiritual values and strengthening their faith in
God
5. Moulding them as environmentally sensitive stewards to take
care of the common home namely our planet the earth
6. Make them learn the values of Indian Constitution and
Democracy
7. Teaching value education that enables them to promote
equality, human rights, communal harmony with respect for
divergent cultures and gender sensitivity.
8. Forming staff and other collaborators to become agents of
social change and influence the young students towards a
Holistic formation.
9. Involving all the stakeholders such as students, teachers,
parents, and experts in the educational process.
The policy guidelines are developed in order to achieve the above objectives, with clarity, conviction and commitment. These guidelines also help in decision-making processes, thus facilitating day-to-day operations. Franciscan Sisters of St. Aloysius Gonzaga must follow the following policy guidelines for creating a joyful learning environment in all its institutions. The present policy will be in operation for the next ten years from the time of its implementation. The next revision, if necessary, could be taken up after five years.
Participatory style of management where teachers, parents,
students and other stakeholders are involved in planning,
decision- making, implementing and evaluating.
Cordial relationship among the members of the Educative
Community.
Transparency in administration.
Organize regular meetings and provide opportunities for
exchange of information.
1. Superior General President (6 years)
2. General Education coordinator Secretary (6 years)
3. Provincials - 4 Members (Tenure for 3 years)
4. Regional Superior of North India
5. Province Education Coordinators
Power to draw action plan for the formation of the
Headmistress/Principals, staff and moulding total personality
of the students.
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* Meets once in a year as and when required.
* Action plans related to Academic and administrative affairs
of the schools are drawn in the meeting.
* Formation & Training of the teachers; selection of topics and
arranging the resource persons.
* Imparting human rights education, value education,
extension service in the villages.
* Arranging conferences and symposiums for staff, twice a
year.
* Evaluation: At the end of the academic year, a meeting is
convened and the council evaluates how far the schools have
implemented the action plan and related report is submitted to
the provincials of the provinces.
1. To exercise powers of full ownership of the schools and the
property connected therewith.
2. To authorize opening of the new educational institutions
under the management of the Society of the Congregation of
the Franciscan Sisters of St. Aloysius Gonzaga, to upgrade
existing schools and to close down institutions in conformity
with the rule and regulations of the educational department.
3. To appoint, remove or transfer correspondents in respect of
all categories of schools under the management.
4. To appoint teachers and non - teaching staff both in
permanent posts and in temporary vacancies in all categories
of schools under the management.
5. To transfer teachers from one school to another within the
management (Vide Memorandum no. 45181 E2/60 education
dated 11-6-60)
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6. To appoint teachers coming from one school to another and to
relieve teachers going to another management, with mutual
consent of the managements concerned.
7. To appoint and transfer religious sisters in our congregation
schools and relieve them from our management.
8. To relieve teachers seeking voluntary retirement from
service.
9. To be responsible for the assets and liabilities of all schools
under the management.
10. To take over control of schools from local correspondents if
and when circumstances warrant, either permanently or
temporarily
The education commission coordinator is the overall responsible person to pursue the objective of the education apostolate. She plays a crucial role in coordinating with various authorities and stake holders in fulfilling the objectives
The Provincial, the Head of the Province, takes care of the needed infrastructure and personnel. She monitors the progress of the institution. She attends to the problems immediately. In case of serious 21 problems, she keeps the President informed. She takes care of the sisters working in educational apostolate.
She is in charge of the Province Educational ministry.
To occupy the post she should have minimum of 10 years of
teaching experience in the schools.
To visit the schools of the province at least once a year as per the
Constitution.
To regularly communicate with the Provincial and the General
Education Coordinator.
To supervise the educational institutions of the Province under
the guidance of the Provincial.
To assist these institutions in their work and coordinate their
activities.
To select candidates for appointment in the schools
To envisage and implement ongoing training programmes for
the sisters
To inspire and encourage those working in schools and promote
the implementation of the FSAG Education Policy.
Report to the General Education Coordinator on the educational
work and institutions of the Province and as often as she may be
required to do so to the General Education Coordinator and to
the Province.
To constantly keep updating the position of vacancies and the
retirements to the General Education Coordinator.
Report to the Superiors, Headmistresses on the state of the
institution under her charge and make recommendations for
their improvement.
Convene and conduct regular meetings of the Heads of
Institutions and others engaged in them, so as to discuss and find
solutions to common problems.
To act as liaison with the Government and educational bodies on
behalf of the educational institutions of the Province.
Educational Commission members are appointed by the Provincial in consultation with the Province Education Coordinator. To assist the Province coordinator in all matters connected with educational apostolate.
* General Education Coordinator
* Province Education Coordinator
* Province Education Commission Members
* Any Correspondent & Headmistress selected by the Education
Commission
* Concerned Senior Subject Experts
* The Province should train more Sisters personnel making
them qualified to teach in all our educational institutions
according to the rules of the Education Department of the
Government.
* To meet the demands and expectations of the Education
Commission of our Congregation, Every year the Provincial
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will select in consultation with the Superior General and
prepare Sisters who are proficient and committed to the task of
education.
* The Sisters involved in education must be trained in soft skills.
* Those who obtain 75% in Science, 65% in arts and language
subjects of marks in their UG Courses, the commission shall
recommend for their regular PG studies.
The General Body of School Education consists of all the
Sisters in Executive Committee, Education Commission, all
the committee members and sisters in teaching and
administration in our Institutions.
Sisters who teach catechism and value education in schools,
Treasurer and wardens who are engaged in office and hostel
work.
The General Body meets once a year. The purpose of this
meeting is to involve every School sisters in the process of
planning, evaluating and evolving policies. Thus everyone
feels a sense of belonging and becomes an active participant in
all the decision-making processes and in the implementation
of our Education Policy of Secondary Education of the
Congregation.
This committee can play a vital role in averting any crisis in our institutions. The correspondent/HM, one senior sister from the local or neighbouring community, one local prominent alumnus, a parent and a senior lay staff of the school could be part of this committee. They can address any problem pertaining to the school. They can also address any problem reported to them. Anyone connected to the school should have a free access to this committee. If possible, the School Calendar can have the names of the members of this committee.
When there is a crisis in the management, the provincial appoints a three member committee consisting of the Education Coordinator of the Province, Experienced sister in the field of Education, and the Superior of the community concerned. The committee goes through the matter and submits its findings to the Provincial for her decision. q When there is a problem among the staff or for a staff member, or when there is a student crisis, the HM with the consultation of the Superior and the community, appoints a committee consisting of A.H.M., the additional AHMS and the staff secretary. The committee informs the H.M. of all its findings after an inquiry. The H.M. after consulting the Superior and the Gonzaga school teaching sister, convenes the staff-council and takes a decision. q If anything untoward happens in a school, both the Provincial and the coordinator should be informed immediately so that they may step in to solve the issue. The Education Dept. should also be informed in time, so that they may be prepared to face the crisis when they are forced to intervene by circumstances
1. After analysing the various factors affecting the financial
administration, the following guidelines are given for
financial administration. All accounts of the institution are in
the name of Principal/Correspondent operated jointly (both
must sign the cheques) and not in individual names.
2. No collection is done by the correspondent but by the
accountant and paid to the management account in the
knowledge and scrutiny of the correspondent.
3. All the collections are discussed and decided in the
community meeting.
4. The correspondent takes care of the Day today maintenance.
5. Headmistress takes care of all the administrative expenses
(Exam, Lib, Lab, sports & games etc..)
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6. It is strongly recommended that the Headmistress meets the
correspondent at the convenient time to discuss and decide
the day today affairs.
7. Any payments beyond Rs. 2000 is done through cheque.
8. Any major maintenance works beyond Rs. 100000/- needs
written permission of the Provincial, above Rs. 5,00,000
from the Superior General through Provincial.
Principal / Headmistress prepares the Educational Institution
budget in consultation with the Correspondent and submits to the
community for the approval prior to the submission to the General.
2.15.1. Current Expenses
Permission is sought from the Superior for any purchases
(Computers, Science equipments etc.,) that goes beyond Rupees
50,000/-. Correspondent gets the approval of the local Superior.
2.15.2. Contribution
2.15.2.1. Guidelines for the Institutions under the Governance
of Generalate 65 to 70 % of the money can be utilized to pay the salary
of the staff and clear other payment of bills and maintenance of the infra
structure of the Institution.
Out of the remaining 30% of the money, must be sent to the
Generalate as contribution.
2.15.2. 2. Guidelines for the Institutions under the Governance
of Province 65- 70 % of the money can be utilized to pay the salary of
the staff and clear other payment of bills and maintenance of the infra
structure of the Institution.
Out of the remaining 30 % of the money, 25 % of the money
should be sent to the Provincialate and the remaining 25% of the money
must be sent to the Generalate as contribution.
Superior is the Head of the Gonzaga Institutions in a
particular place. Any important decision, such as dismissing
a student, taking serious action against a staff member etc. is
always taken only in consultation with the Superior. The
Superior is always informed of everything that happens in the
school, hostel etc. As the Superior is an appellate authority it
is good that she does not take up the role of Asst.
Headmistress. Yet if necessary, permission can be obtained
from the Coordinator and the Provincial.
v She is the first in order of responsibility for the religious life,
its apostolic activities and the administration of its goods.
With the collaboration of her council, she animates and
governs the community according to the constitutions and
general Regulations.
i) Tenure of service - 3 years ii) Powers and functions of the Correspondent:
1.The Leadership Functions of the Headmistress
2.Duties and Responsibilities of the Headmistress
3.Registers to be maintained by the Headmistress
* The Vice Principal/ Assistant Headmistress is in-charge of the
curricular, co-curricular and extracurricular activities
* She works in collaboration with the Headmistress/Principal,
takes his place when she is absent and carries out the duties
assigned to her.
* She will be in-charge of students' discipline.
* She will be in-charge of sports and games and co-curricular
activities.
* She will be in-charge of clubs and movements.
The Community plays a vital role in the running of the
institution. All the community members are responsible and
are taken into confidence and informed of everything that takes
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place in the institution. Though the Headmistress runs the
institution, the community is also responsible for the running
of the institution. Everyone in the Community including the
Superior and Headmistress is accountable to the Community.
Important decisions are taken in a smaller forum like the
Community meeting, or the Gonzaga School sisters
Committee in emergency situations.
The Superior as the Head of the Institution is present at all the School sisters Meetings. School sisters Meet as distinct from the Community meeting must be convened once a month for s h a r i n g information, planning various programmes, and discussing policies on various issues etc. The planning and the agenda are prepared by the Headmistress and the meeting is convened and conducted by her. The Superior may discuss the policies and programmes with the Headmistress and the School sisters at the beginning of the academic year. The reports of these meetings are shared by the Superior in the Community meetings