Roshny Document FInally EDITED on JUNE 6,2019

An Innovative Educational Project Initiated For Migrant Children by District Administration Ernakulam, Funded by BPCL, Kochi February 2019

Haven't you seen those birds that come in groups from faraway places during winter, the ones with strong wings that fly high in the sky? We children are like them, like…like those migratory birds. We come from different states like West Bengal, Assam, Tamilnadu, Bihar, Karnataka and Odisha. It was painful to leave our homes and friends back in our villages. But after coming here we realized that this is a world of colours, of bright colours. We are happier here. Everyone here loves us. You know what, we go to schools with big playgrounds and painted walls. We have a lot of friends here. We play new games. In the beginning it was difficult for us to understand the things the teacher said in the class. She talked in Malayalam. Always. We found it strange. But now we learned Malayalam. A new teacher taught us Malayalam, English and Hindi. We got special classes in the morning, that too with yummy breakfasts. We are Kerala kutties now. Our teachers say that it was a project called ROSHNI.

K. Mohammed Y. Safirulla IAS District Collector, Ernakulam Roshni is an innovative educational program for migrant students initiated by District Administration, Ernakulam with financial support from BPCL, Kochi. Started as a pilot project in the academic year 2017-18 in four schools of the district the program got up scaled for 2018-19 and is currently running successfully in 20 schools, both aided and government, across the district and is making a difference in the lives of around 650 migrant students majorly from Nepal, Lakshadweep and states like West Bengal, Tamil Nadu, Orissa, UP, Bihar, Karnataka and Assam. Utilizing the service of Education Volunteers these multilingual and multi-graded students are given an extra class of about 1 hour that begins with a nutritious breakfast every morning before the regular classes. The integrated activity oriented modules designed for the program has been proven effective for improving the academic standards of the students. Roshni also introduced the concept of 'Student Volunteers'. In schools where the migrant students' strength is high, students proficient in languages are employed pedagogically to help their peers. These volunteers help the students to edit their writing and assist the EV by doing the follow up of works assigned to the students. The project is structured to make the students competent in the medium of instruction (Malyalam), English and their mother tongue. The culmination of the project this year will be marked by a summer camp for the students to aid a cultural exchange among the natives and the migrants. The flood and related turmoil was the biggest hurdle for the project but, the determination of the EVs and the perseverance of the coordinators resulted in overcoming the tough time. A time bound action package was designed and special training was imparted. The social audits followed substantiate that the district administration's decision to implement the dream project was appropriate and beneficial. 1

Prasad K Panicker Executive Director BPCL-Kochi Refinery We live in an extremely complex world where people increasingly tend to live outside their native place. This phenomenon of migration within and between Nation States is transforming the world in many ways than we could decipher clearly. However, this presents to people new challenges in terms of adjusting themselves to the new social background. Especially, this is true to the children of families that move to new places that have different languages and social practices. Roshini presents to the world an answer to such challenges. We in Bharat Petroleum are happy to associate in this project spearheaded by Ernakulam District Administration that reaches out to hundreds of children of Inter-state labourers in the city. Starting from the late 1990s, Kerala has become a promise land for millions of labourers from other States seeking employment. For instance, during BPCL’s Rs 16,500 Integrated Refinery Expansion Project (IREP) at Kochi Refinery 10,000s of Inter-State labourers have worked and their substantial role towards the timely completion cannot be forgotten. The Kerala community which has always relished diasporic living has welcomed the inter-State labourers whole heartedly. However, the full inclusion of these ‘Guests and their families’ to integrate into Kerala’s fabric is a matter of great importance BPCL has been supporting the Roshni Project since its pilot project phase with four schools. This year, Roshni has spread out to more schools and more children. The overwhelming response reflected in the recent social audit itself is testimony to the success of the project. We, at BPCL, are proud to be partners in this innovative endeavor as part of our Corporate Social Responsibility. Hearty congratulations to the Ernakulam District Collector Mr K Mohammed Y Safirulla IAS for shaping and running such a globally significant project which could be emulated in any major cities especially in the light of waves of migration being felt world over. We, from BPCL, extend our best wishes and support to make this project glow brighter to greater heights and thus bring the students from labour communities at par with all and help them excel in all walks of life. 2

How it all began, the genesis of ROSHNI You may know that most of the migrant children get enrolled into schools (thanks to Sarva Siksha Abhiyan and Right to Education Act) but what you might not know is that they are not regular to classes and some even drop out from the schools in the middle of the academic year. When the District Administration, Ernakulam noticed this the Hon. District Collector organized a meeting to address the issue of migrant children's educational needs and to advance their academic performance. The participants included representatives from district administration, Education Department, SSA, NGOs, and teachers. The meeting started with SSA Ernakulam presenting the profile of the migrant children in the district. According to their statistics the district has 2541 migrant children predominantly from Bihar, West Bengal, Karnataka, Tamil Nadu, Odisha, Assam and Nepal. When the discussion came to the external reasons influencing the migrant children's education, Mr. C. A. Santhosh, Deputy Director of Education, Ernakulam pointed out the floating nature of the migrant families in accordance with the bread-winner's locale of work, children being taken to workplaces to help their parents, children being given the charge of looking after their younger ones and the lack of awareness about education as the prime reasons. The meeting was hopeful that a joint effort from the part of all the participants will help address these issues. Now, was that all? NO. The participant teachers shared more of a practical issue to be tackled in the schools itself- the low proficiency levels of the learners in the medium of instruction. The migrant students are generally weak in Malayalam and those students who get admission to classes above the first standard according to their age and former education received in their native places find it extremely difficult to cope with the new linguistic environment and that discourages them from attending the classes. The meeting was equivocal on strengthening the language skills of the children so that they will feel at home among multilingual learners and Malayalam speaking facilitator. 3

What emerged out of the discussion was the idea of a pilot project to be implemented in four selected schools to resolve the problem of linguistic issues. The group put their brains together and shared many tried out models from their own experiential circles and finally decided to go ahead with a strategy called code-switching attempted by the research team of GHS Binanipuram. The meeting also came to consensus on trying code-switching in schools under the project name ROSHNI. Under the patronage of District Administration and the supervision of Miss. Eesha Priya IAS, Assistant Collector, Ernakulam, Shri. C. K. Prakash, Rtd Deputy Collector (General) and Smt. Jayasree Kulakkunnath, teacher, GHS Binanipuram were posted as the General Co-ordinator and the Academic Co-ordinator respectively. Using the data provided by Mr. Sajoy George, District Project Officer, SSA on migrant children, and details of special education centres where SSA has appointed an Educational Volunteer, the DDE was entrusted with the duty of identifying the schools. The session also witnessed SSA Ernakulam promising to channelize their funds to give all the trainings to volunteers and teachers and also to review the progress of the intervention on a monthly basis. The meeting dispersed with the co-ordinators being given the charge of drafting a proposal and making an action plan for the project. Bharat Petroleum Corporation Limited (BPCL), Kochi's entry into the project was a turning point. It gave ROSHNI an added radiance and helped its speedy actualization. When the ROSHNI team approached BPCL with the intervention's proposal they offered their support in terms of financial aid without which the project would have struggled to meet its monetary requirements. Mr. Prasad K. Panicker, Executive Director, BPCL was very enthusiastic to co-operate with the project and to track its progress. Mr. George Thomas, General Manager and Mr. Vineeth M Varghese, Senior Manager of Public Relations and Administration, BPCL are also to be remembered with gratitude. 4

Pedagogical Underpinnings Teacher generates a whole class product using a theme picture. Based on The multilingual children of migrant labourers from the north and north- this experience students make individual east states of India were found to be insecure and deprived of in their new products based on pictures of similar theme. schools because of language barrier. A volunteer who knows their mother tongue, appointed by SSA was the only support they got. But the volunteer couldn't transact the curriculum in a multilingual classroom without sacrificing the concept of inclusion. Moreover the children are scattered in different classes and the pedagogical role of volunteer wasn't assigned. In a situation like the one mentioned above, what is the way around? Students share their individual product and Definitely it is not teaching alphabets or isolated language items because work in groups to make a group product language cannot be acquired by learning bits and fragments. The only way to acquire language is to produce language which exists only as connected speech. Code-switching is the main pedagogical tool used in ROSHNI. Code- Group product gets copied to a chart switching occurs when a speaker alternates between two or more languages, or language varieties, in the context of a single conversation. This strategy principled with whole language and experiential approaches, where their mother tongue and the targeted language (Malayalam/ English/ Hindi) are mixed in a particular way was thought as the way out. It has been proved that code-switching can scientifically take care of more than one language. Groups edit their product after discussions in the class 5

using the inputs from editing and teacher's This concept was evolved by the research team of GHS Binanipuram version students refine their individual in consultation with the linguist, author and Critical ELT consultant product Dr. K. N. Anandan. This model got up scaled as a district specific study of SSA in 2015-16 and with ROSHNI its effectiveness got proven again. Videos, songs and pictures from the learners' culture were found to be more effective in giving them confidence for conversing. As the core of the intervention, narratives, creative drawing, singing, dancing, and creative drama were effectively used in the classroom. Simultaneously it was assured that the narrative as a pedagogical tool gave a platform for the regional language and their native tongue to meet together. The teacher interacts with the students and gets them produce sentences of their own either in Malayalam or in their mother tongue- whichever they were comfortable with. The teacher megaphones and then codes it in to Malayalam. Then she writes the sentences on the board by uttering it syllabically. The child reads it graphically. The class progresses with the same process and it helps the learners to develop a phonemic consciousness and to understand the graphical representation of each phoneme. And this graphic reading is crucial for making the connection between the sound and the orthographic representation of it. Another unique element of the pedagogy is the devising of theme based evolving texts rather than a textbook designed assuming that it would address the academic needs of the learners. Themes are selected (eg: Rain, Onam, playground) from the experiential circle of the learners and to capture their thoughts to the theme audio/ visual aids are used. This promises active participation of the learners during the production of discourses. Also instead of correcting the errors of students while writing these discourses, the micro process goes for graded Teacher’s Versions of the said discourses according to the learners’ proficiency level. Through the graded Teacher’s Version the teacher addresses learner’s of different proficiency level at the same time. In that way, no one feels left alone or bored in the class. This is one of the reasons why the learners could acquire Malayalam even without the support a linguistic community around them using Malayalam for communication. 6

What is ROSHNI? ROSHNI, the Pilot Project Roshni began with the following objectives: · To determine the progress of migrant children in acquiring proficiency in Malayalam, English and Hindi using the strategy of code-switching through special packages of about 90 minutes as an extra morning class. · To provide the service of volunteers who are proficient in Hindi, Bengali and Oriya and can easily communicate with children and understand their problems. · To provide balanced minimum morning food and conduct comprehensive intellectual boosting workshops and study tours. · To bring down the drop out ratio of migrant students. The Selection of Schools for Pilot Project · The program covered four schools- Union LP School, Thrikkanarvattam, Government LP School, Ponnurunni, Government UP School, Kandanthara, and Government High School, Binanipuram. The schools were selected based on the following parameters: · Schools with the highest number of migrant children · Schools from different regions of the district · Schools with students from diverse linguistic backgrounds · Representation from Government and Aided schools · Representation from Lower Primary, Upper Primary and High Schools · Representation of schools from rural, urban and semi-urban regions · Schools with Educational Volunteers appointed by SSA The Success Story From the four schools more than 110 students underwent the special package for language acquisition for five months. To evaluate the impact of the project both quantitative and qualitative analyses were carried out both at the beginning and on the completion of the project. Pre-tests and post-tests were conducted on all languages to check all the four competencies of the learners. The performance of the students in these tests showed that more than 70% of them had learned to use the language and were competent in listening, speaking, reading and writing. Similar progress was visible in the comprehensive reports of different terminal examinations on different subjects including their skills in scholastic and non-scholastic areas. 7

Qualitative advancement of the learners was evident in the analysis based on the portfolio of each student. The discourses they produced as part of their syllabus met the academic standard expected at their respective levels. The students had become confident to participate in the classroom activities and be a part of classroom transaction. They partook and showcased their skills in class PTAs, corner PTAs and 'Mikav Ulsavam' (programs meant for social auditing and performance outside classrooms and to be an assessment come interaction among students, teachers and parents). The enthusiasm they got out of these performances and classroom participation motivated them to come to school every day without fail. The migrant students reached at par with the native students and in some classes migrant learners topped the continuous evaluations and terminal examinations. Summer Camp The migrant labourers generally send their families back to their native during summer since it is convenient for the school going children. But most often, either the children do not come back or by the time they come back the children will be 2-3 months late for the school. As a result of this they lose continuity in their academics and become backward in studies. Some students even forget Malayalam completely and have to start everything anew. So to keep the momentum the students achieved in their studies through Roshni a Summer Camp was arranged from April 3 to May 11, 2018. The camp focused more on sports, games, drawing, painting and other art forms. Along with the EVs, arts and physical education teachers' services were used for the same. The camp was indeed a perfect culmination for the pilot project and a preparation for the Phase II of the intervention. 8

SKOCH Order of Merit The project was recognized by SKOCH Group through their Smart Governance Award at the 52nd SKOCH conference held at Delhi. The award is constituted by SKOCH Group, a think tank dealing with socio-economic issues with a focus on inclusive growth since 1997. Phase II Intervention- Roshni 2018-'19 After studying the results of the pilot project and the recognition it got, there was no doubt about up scaling the project to 16 more schools, making the total schools 20, for the academic year 2018-'19. The schools which were selected with the same parameters used for the pilot project are- 1. GLPS MALAYIDAMTHURUTH 2. GLPS PALLILAMKARA 3. GLPS PONNURUNNI 4. GLPS PULLUVAZHI 5. GLPS THRIKKAKKARA 6. GLPS ULIYANNUR 7. GLPS VENNALA 8. NIRMALA LPS MALAMURI 9. UNION LPS THRIKKANARVATTAM 10. GKMUPS EROOR 11. GUPS ALLAPRA 12. GUPS KANDANTHARA 13. GUPS KUTTIKKATTUKARA 14. GUPS NORTH VAZHAKKULAM 15. LFUPS KALOOR 16. ST. JOSEPH'S UP KADAVANTHARA 17. GHS BINANIPURAM 18. GHS ELAMAKKARA 19. GHS NELLIKKUZHI 20. SNHS THRIKKANARVATTAM 9

Across these schools around 610 students are benefited from the project. To support these students 22 Education Volunteers' dedicated service is channelized. As in the pilot project the classes are arranged in the morning with a balanced morning food before the start of the regular class hours. The breakfast menu is prepared by the schools individually in consultation with experts from the Health Department. Preparation for the Intervention · A meeting of the Head Masters, officials from SSA, Education Department and District Administration was held in the first week of June 2018, at the SPARK Hall, Collectorate, Ernakulam to discuss the feasibility of upscaling the project with regard to the possible challenges and the measures to overcome them. · Visioning Seminar- As the prime move towards extending Roshni project to 20 schools, a one day visioning seminar was conducted on 06 June 2018 at SPARK Hall, Collectorate, Ernakulam. The aim of the seminar was to envision the strategies to strengthen Roshni in the days to come. Renowned linguist, author and Critical ELT Consultant Dr. K N Anandan who is also the academic consultant of Roshni lead the sessions that discussed and designed the future plans of Roshni in terms of the interventions to be incorporated. Dr. Anandan emphasized on the need of a baseline survey, scientific parenting, integrated curriculum and the adaptation of a vocation oriented curriculum to strengthen the Phase II intervention. Along with the Roshni coordinators, the attendants of the seminar included representatives from SSA, AE Office, teachers and volunteers. · An initial two day training session was given to volunteers on 22 and 23 June 2018 at BRC, Ernakulam to sensitize them to the code-switching pedagogy, pretest tools, pretest evaluation indicators and the need for baseline study · A special parent teacher meeting was organized on the opening day of the schools to give awareness about the rationale of Roshni project to the migrant parents. 10

Structure of the Intervention · The intervention began with a pretest at two levels (L1 and L2) each in LP and UP classes in Malayalam, Environmental Science and Mathematics. The marks scored by the students were consolidated and conclusions were drawn about their then academic standards. · Baseline Study- To collect the basic details about the students a baseline data collection was done by the volunteers. The parental details, child's attitude to studies, their previous academic back ground and general hygiene of their house are some among the data collected. · Constant support, continuous training, attachment programs to schools with specific needs and visits and feedbacks from Roshni coordinators, SSA and Education Department officials aided the schools to perform better in their mission. Monitoring and Support · The scope of online monitoring and support was best exploited by the Phase II intervention through ~ Online attendance marking in Google spread sheet. ~ Photo attendance everyday through Whatsapp group. ~ Sharing of classroom transaction modules and related images, videos and other files through Google group mail. ~ Weekly online discussions through Whatsapp group on Saturday night. The EVs share their experience, photos and videos from classrooms to show how the modules are transacted. They get to ask solution for specific problems also. The academic coordinator replies to the queries and give feedbacks on the evidences from classroom. ~ Schools may ask for any support, academic or administrative, from the coordinators through an e-mail from the HM. 11

· Student Volunteer- Roshni introduced the concept of 'Student Volunteers', the first of its kind in Kerala. In schools where the migrant students' strength is high, students proficient in languages are employed pedagogically to help their peers. These volunteers help the students to edit their writing and assist the EV by doing the follow up of works assigned to the students. · Social Audit- The flood and related turmoil stood as a hurdle for the project but the determination of the EVs and the perseverance of the coordinators resulted in overcoming the tough time. A time bound action package was designed, special training was imparted and the Roshni students became proficient enough in Malayalam. So, to enhance the morale of everyone associated to the project it was planned declare the acquired Malayalam language proficiency of students. A social audit was planned in all the Roshni schools during the period between October 29 to November 9, 2018 before an official declaration regarding the same. Social audits were organized all the schools in which the students were given different tasks to showcase their language proficiency in front of the officials, PTA, representatives from different local bodies and the public. Authoritative voice on educational practices validated the effectiveness of the pedagogy and declared that more than 70% of the students have acquired complete and the rest has acquired partial competence in Malayalam. PEACE (Package for Elementary children in Acquiring Competence in English)- After the successful completion of the Malayalam modules, Roshni is now proceeding with English language teaching using code-switching. This package concentrates on strengthening the teachers to identify the indicators of each discourse at different levels and to plan the micro level classroom process of sensitizing this to the learners. It also make the teacher confident in analyzing the current level of learners and assess their linguistic competence at each level for giving qualitative feedback using different strategies. The micro-process at three levels (whole class, group and individual) and the integration of all competencies (listening, speaking, reading and writing) into all dynamic texts make this package distinctive from the existing approaches in ELT. 12

Dissemination of the Results of the Project Roshni so far has attempted to officially announce the merits of the pedagogy to the academic community through social audits at all the schools, participation and presentation of research papers in different seminars, releasing a document Sameeksha, and launching a website. Sameeksha: The effectiveness of the pedagogy and different strategies followed in Roshni were put for public judgment through social audits in all the schools. The reports of these audits containing the process of social audit, the percentage of students who acquired complete partial proficiency in Malayalam in each school and the handwritten observations of the eminent personalities who attended the social audits were compiled together into a book named Sameeksha. This book was released by Shri. Pinarayi Vijayan, the Honorable Chief Minister of Kerala by handing it over to Prof. C Raveendranath, the Education Minister of Kerala in a public function organized in November 2018 to declare the acquired language proficiency of Roshni students in Malayalam. Presentations in Seminars: • The academic coordinator had undertaken an individual study of SCERT Kerala on multilingual pedagogy in Idukki to study the impact of the modules on other linguistic communities. • A paper was presented by the academic coordinator in the two day national seminar jointly organized by Loyola College of Social Science, Trivandrum and Labour and Migration Unit of Indian Social Institute, Bangalore on inter-state migrant workers in Kerala. • A teachers’ congress organized in Kollam district invited a presentation on the process of strengthening the volunteers in language pedagogy of multilingual classroom. 13

Roshni Website: The website www.myroshni.com is used as a platform for ensuring transparent execution of the project and for sharing the academic tools, study reports and impacts of the intervention not just among the Roshni schools but also to the academic world outside. The daily attendance marking and photo attendance entry by the Education Volunteers monitored by the officials help keep the number of students and the money spend on morning food accountable. The website makes the coordination among the schools an easier task. Announcements, classroom transaction modules and study reports are shared to the schools through the website which can be accessed by the Volunteers through their login. These contents in the website in a short while will be enabled to be accessed by the public since we understand the need of sharing such curriculum in the context of increasing migration around the globe. Extension to schools outside Roshni project: The success of the project has attracted schools outside the project to try the language teaching packages used in Roshni in their schools. Though a couple of schools from other districts have approached the coordinators to get an extended support currently the project addresses the academic requirements of only one school due to the constrains of time. Panchayath UP School, Mylakkad of Kollam district is now backed by an adapted module of PEACE. This venture is done in association with SCERT, Kerala who has adopted the school to promote academic excellence. Internship: Roshni offers internship training to the budding education enthusiasts. During the internship period interns get to know the micro-process of classroom transaction, on-site trainings and module preparation. They can visit the classes ,have discussions with the EVs and academic coordinator to learn more about the constructive approach in language classes and try out the same to become competent in the pedagogy.. On the successful completion of the internship they will be awarded with a certificate from the Honorable District Collect that will fetch them an additional point if they would like to be an EV with the project in the years to come. 14

Studies Conducted on the Project Study by SCMS: SCMS School of Technology & Management, Figure shows the average attendance across 20 schools over the 6 months Aluva conducted an analytical study on the impact of the project. The mean attendance of students in 20 schools is 85.9%. It is evident from The major portion of their work contains an analysis on the attendance along with two comparative studies of the academic standards of the chart that all the schools have a good percentage in attendance. students under Roshni project: comparison between their pretest and social audit scores and the comparison between their pretest (writing) and terminal exam (writing) scores. Their analysis may be summed up as follows: • Observations on the Attendance: The inclusive nature of the classes and the nutritious breakfast provided has resulted in motivating the students to be regular to the classes. • Comparison between the grades in pretest and social audit: Figure shows the percentage changes in The proficiency of the students before implementing the program is complete and partial proficiency for LP schools compared with the proficiency acquired after implementation taking a s pan of 6 months. The proficiency is measured as partial proficiency and complete proficiency for both LP & UP schools. • Comparison between the writing skills in pretest and terminal exam LP Section ROSHNI: Pretest June-July 2018 and Terminal Exam Dec 2018 Grade Consolidation Figure shows the percentage changes in complete and Performance ABCD partial proficiency for UP schools Pretest - LP (% of students who scored the grade) 5.18 18.32 22.26 54.12 Terminal Examination - LP (% of students who scored the grade) 26.10 39.56 20.41 13.90 • Dissertation submitted to Lal Bahadur Shastri National Figure shows the Grade consolidation of Academy of Administration, Mussoorie in partial pre-test and terminal exam fulfillment of the degree of Masters in Public Policy: Figure shows the grade consolidation of Ms Eesha Priya IAS conducted a research study titled “To measure pretest and terminal exam effectiveness of interventions for improving the learning outcomes of children from migrant laborer families in Ernakulam district.” The study aims to check whether Roshni intervention has helped in improving the learning outcomes of migrant children. 15

An internship/independent study carried out as part of M.A Education program, Azim Premji University, Bangalore: Ms. Vaishnavi V of Azim Premji University, Bangalore conducted a study titled “Understanding Language Instruction amongst Migrant children in Kerala: A Case Study of Project Roshni, Ernakulam” as a part of her MA course in Education. The study majorly focuses on understanding the paradigm shift in the pedagogy adopted by the facilitators of Project Roshni and its impact on students’ proficiency in the instructional language. The study also probes into how the project has evolved in terms of its efficiency, through analyzing the report of the Social Audit conducted across all the schools where the project functions. Future Roadmap The action plans for the current academic year include the following • A summer camp like the one conducted last year to promote the extracurricular talents among the students. • A cultural exchange program between the native and migrant children to have a better understanding of the cultural diversity of the country. The action plans for the coming academic year include the following • Extension of the project to 20 more schools in the district. • In association with Samagra Shiksha, Kerala develop theme based integrated multilingual texts suitable for multilingual classrooms on try-out basis. • Adaptation of the present curriculum into a vocation oriented one considering the talents of the learners in Upper Primary classes. • Development of multimedia texts for multilingual learners suitable for high-tech classrooms. • Establishing an alternative school starting from pre-primary which will have academic standards compatible with international standards. 16

WriterSethu

Testimonials of Roshni Dr. P K JAYARAJ Consultant SSA Kerala Dr. C. Ramakrishnan coordinator, Public Education Rejuvenation Mission 18

Media Coverage 19

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Team Roshni E SAJITHA GIRIJA C K SALEENA A SARASU S K Headmaster GHS Headmaster GHS Headmaster GLPS Binanipuram Elamakkara Headmaster GKMUPS Pulluvazhi Eroor FATHIMA K S AISHA M B SAINABA P H M K USHAKUMARI Headmaster GLPS Headmaster GLPS Headmaster GLPS Pallilamkara Headmaster GLPS Thrikkakkara Uliyannur Malayidamthuruth HM ABRAHAM C A MINI MATHEW MARIA LILLY K J ELDHO PAUL Headmaster GUPS Headmaster LFUPS Allapra Headmaster GUPS North Kaloor Headmaster Nirmala LPS Vazhakkulam Malamuri RALPHY N T AMINA T M YASODHA V K Headmaster Ghs Headmaster GUPS Nellikuzhi Headmaster St.Joseph's UPS Headmaster GUPS Vennala Kadavanthra Kuttikkattukara UNDER THE SUPERVISION OF Special Cell Collectorate, Ernakulam 21

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