How is NIFT Chennai

Proof of use. Factual report from the beneficiary

Transcript

1 Proof of use Objective report by the grant recipient on the InWEnt ggmbh funding contract dated February 24, 2009, no .: ENSA-09/09047 AsNi recipient of the grant: Arivu Zukunft durch Bildung e.v. Title: Career choice in India and Germany: From the schoolyard to the workplace 1 Short summary of the project The original project idea was that Indian and German schoolchildren should work together with questions that they ask themselves towards the end of their school days when transitioning to studies and / or work. They should visit many companies and training centers together and hear lectures from alumni of the school about their personal careers. Then they should create a card index that also gives subsequent pupils an overview of the options available. At the end of the project there should be the possibility of founding a student company. Through suggestions on the plaqua it became clear to the participants (2 supervisors, 2 pupils) that the original plan was too overloaded with excursions and sightseeing. Especially at the beginning there should be more space for playful, personal getting to know each other and for group formation. The change / reduction of the program items should be done in coordination with the wishes and ideas of the Indian partner group (if necessary on site). Only one or two company visits, a visit to the university and possibly the German embassy should be firmly agreed in advance. At the preparatory seminar, the seminar leader suggested that the program should also focus on the subject of "textiles". The topic of "textiles" should take up the relationship of young people to fashion and textile production in Tamil Nadu under the aspect of production conditions in the globalized world of goods. In particular, the topic of fair trade should be integrated here. In the preparatory seminar, the basics for this were worked out and further elaborated in the following (see also mindmap textile). This resulted in a plan that ultimately turned out to be very feasible and useful. The change in the course of the plan was that no excursions were undertaken in the first week of the project. The time was used exclusively to get to know each other personally, to participate in everyday school life, to build up mutual trust and to exchange ideas about daily routines, career aspirations, goals in life and ideals of beauty and fashion. Due to the lack of distraction due to the isolated location of the school, the group was able to concentrate fully on themselves and used the free time for games and sports together, for fooling around and doing common everyday activities (eating, washing up) and for walks in the area. After that, everyone dealt with the main topic of textiles. In addition, collages were used to visualize fashion designs (women, men, accessories, etc.) and their aesthetics. We visited two textile companies (ISEX, Armstrong), the national Indian training institute for fashion and textile design (NIFT) and two bazaars and large department stores in Chennai (Spencer Plaza, New Saravana Store). We took part in an introductory course at the fashion school in Neerpair on Indian textile processing and made batiks ourselves with various techniques under the guidance of the teaching staff.

2 In addition, the group visited the German Consulate and, with a view to training and job opportunities for Indian youth, a candle and leather manufacture (Madurantakam) and a training center for skilled trades (Ooty, CRDS). Excursions to the beach and to world cultural heritage sites (Mahabalipuram, Tiger Temple) were integrated into these trips. One of the concerns of our Indian project partners was excursions to the Dr. Ambedkar (historical Dhalit guide) and to a Catholic pilgrimage site (Anna Vallaikan Shrine) in Chennai. The intended student company is initially limited to the sale of self-made bags from the Fashion Design Institute, which is located on the premises of the partner school. Further products made of silk fabrics are being planned, and products from CRDS projects may be marketed. 2.1 Detailed project description Project course a) Preparation Sending an updated cost plan and a tabular program plan to the ENSA office Information evening for participants and their parents Coffee and cake buffet on the school's parents' day as fundraising for the exchange trip. Plaques inform about ENSA and the planned project Participation in the Plaqua with 2 schoolchildren and 2 supervisors, visit to the photo workshop and opportunities and limits of development cooperation and poor but happy attitudes of German young people after encounters in developing countries 9 preparatory meetings of the travel group (31.03. ,,, and on) took place 1. Minutes and moderators were appointed and at the end the agenda for the next meeting and the tasks to be completed in the meantime were discussed. During the meeting, short presentations on topics from changing world were given (each with the support of PowerPoint) 2. At the third meeting, the group agreed to take friendship bracelets with them as a gift. The bracelets should be given by pupils of the Albert Schweitzer School (ASS The group promotes this in the India Working Group, shows the technology and helps the predominantly younger students on two Fridays (8th and 7th and 8th hour each) There the intention and the technology are explained and the respective status with the current number of finished tapes is announced. Inquiry to the partner school with the request for feedback on the previous planning and naming of contact persons and the exchange group 3 1 minutes of the meeting Appendix 2 List of topics in the appendix, PowerPoint slides can be made available on request become T. 3 Request dated in the attachment

3 Open day at the ASS, on which the ENSA group presents its exchange project to the school public with posters and in discussions. There is also a table where friendship bracelets can be tied. Participation of the ENSA group in the star march for democracy and against xenophobia. For this purpose, a large poster is being prepared on which the ENSA project (including the friendship bracelets campaign) and the association Arivu Zukunft durch Bildung e.v. is presented. Flyers are also being distributed. On the weekend before the event (23rd and 23rd), the group packed around 500 colorful bags (liquorice and fruit gums) and with a sticker with the slogan Democracy is colorful Brown does not come in the bag! Mistake. Before that, they had found a sponsor for the sweets, so that the proceeds could be used entirely to finance the trip. Since some participants also belong to the student council, the ENSA group also participates in distributing basic laws. The local newspaper reports on the event and the action of the ENSA group, which had approached the editor and explained their concern to him Application to the Friends of the ASS with a request for a subsidy (rejected) A large envelope with beautifully designed profiles 5 of all German participants and a rough plan of the visit was sent by post to the partner school in India. The planning was also sent by. The first presentations on development issues are being held. They provide an overview and an introduction to the topic of global change and development. The presentations are followed by a lively and intensive discussion about globalization and participation in the ASS sponsorship run for the partner school. Selling food, making friendship bracelets, information about the project trip and the Arivu association August 2009 Report on the ENSA trip in the school newspaper Querdenker der ASS Letter from ENSA participants to the class leaders of the ASS with the request for profiles with a photo and a short message for the To have pupils from the partner school write so that they can take them with them when they visit. Grant applications to the Nienburger Bürgerstiftung (rejected), the Werner Erich Foundation (accepted) and the Ernst Stewner Foundation (accepted) Receive one from the partner school with others Planning. 7 Therein notification of the intention to remove some pupils from the project in order to guarantee an equal number of German and Indian young people. Due to our declaration that this would not be detrimental to the project and at our express request to leave all participants in the project, this was also done. Finally, 9 German and 14 Indian young people took part in the project, of which unfortunately one Indian participant fell ill at the end of the first week. 4 Article A symbol for democracy in the appendix 5 Exemplary profiles of the German participants in the appendix 6 Article We're going to India! in Appendix 7 Correspondence from in Appendix

4 Formation of three working groups, which deal a) with the planning and preparation of games and moderation techniques and the procurement of the materials required for the 1st project week, b) with ideas on the subject of textiles and c) concepts for photos and films, sending short biographies of the individual participants and an outline of the formation of the school partnership and the creation of the ENSA project to the Indian partners 9. This was intended for a brochure to be published in October and to give an overview of partnerships and contacts. The individual biographies were not published, but the outline of the last group meeting before departure (see minutes) b) Encounter / project trip arrival (Hanover-Frankfurt-Chennai), reception by Indian project leaders and some students and alumni of the school (WE-Group: With Education) who support the exchange program, drive to the hotel (2 hours). All sponsored (and also unsupported) participants of the trip took part in the seminar on all days. First meeting with the project coordinator Nandhini Krishnan. Joint visit to the world cultural heritage in Mamallapuram. In the evening, shared dinner in the hotel and get-together with project managers, Ms. Suresh and the WE-Group. 8 Result of working group a) and c) see appendix, b) was included in the minutes of the group meeting 9 The English letter on the formation of the school partnership and the project trip is attached in the appendix

5 After the impressive and atmospheric performances by the WE Traditional Dance and Drama Group, we were officially welcomed by the school's dance and theater group. The alumni then reported on their professional careers after leaving school in a stage presentation. We got to know the supervisor of the Indian school group, Lucas and two representatives of the school group and discussed with you some organizational and content-related questions about the course of the joint project. So we learned that the Indian group consists of 7 girls and 7 boys as planned (and already known to us ).10 We also learned that they had also met several times to express their ideas, concerns and wishes for the joint program to be able to take an hour's drive to the school in Neerpair and be welcomed and greeted by the entire partner school. Speeches and performances as part of the school's annual Annual Day (comparable, for example, to a German school evaluation) in the presence of representatives of the school authority and representatives of the school authorities. We now met all of our exchange partners and then saw them performing their favorite sports (yoga, Taekwan-Do, gymnastics) or dancing. We were impressed by the skills of each and we were looking forward to getting to know these apparently so different characters with different talents and preferences better. 10 Exemplary profiles of the Indian participants see appendix

6 Joint tour of the school and the school premises, getting to know other classmates, getting to know each other better at dinner together. Move into the bedrooms. The 7 German girls sleep in one room (which otherwise serves as a classroom), the two German boys in another. There are bast mats with thin mattresses, pillows and mosquito nets. There are also 2 ceiling fans, but they do not work in the event of (frequent) power failures. (Squat) toilets are nearby. Water buckets are used for showering. The supervisors each have a single and a double room with beds and a private bathroom with (seat) toilet and shower from the water bucket and also with ceiling fans. These are the guest rooms in the dormitory of the partner school. The 14 Indian students also sleep in the school building during the project period (one room for the 7 girls, one room for the 7 boys). Otherwise some of them live in the dormitory attached to the school, some live in villages in the near or far area. The Indian group leader Lucas sleeps at home with his family on a few days because he has to help out in the fields and with the family's animals before the project begins. Even on regular working days (he works as an assistant at the school) his day starts at 4 a.m. with stable and field work.

7 Second day at the partner school, joint distribution of the friendship bracelets by project and teacher groups to the pupils of the partner school. The Indian students were able to choose one of the ribbons and have it put on, and most of them carried it on for the next few days. Some gave away their tape to their favorite teachers. The Indian partner group helped and explained the project and our presence in Tamil to the mostly younger pupils of the school. All those who had received a tape signed up in lists. These lists of names should be shown to the German students, together with pictures, reports and "profiles" in order to establish feedback and a relationship. Then the Science Exhibition began, a kind of in-school project day on which the students present the results of their work, mainly in the natural sciences. German and Indian program participants watched the presentations in small groups and tried their hand at mathematical puzzles and other tasks. The Indian participants also introduced and introduced the German participants to their classes and favorite teachers.

8 In the evening, some ENSA participants played volleyball and cricket together, others made their first contacts on the school premises. We also got in touch with the English teachers. In the period that followed, there were stimulating and interesting conversations every day, as there was no language barrier and an open exchange was very welcome. There is great interest in learning more about teaching in Germany (structure, discipline, methods, content, ...). Both English teachers would be very positive about an internship in Germany. However, they would have to rely on a scholarship here, because their salary makes a self-financed trip impossible. One of the teachers spontaneously learned the technique of friendship bracelets and then showed it to his students. In the exchange group, too, tie-tying is very popular, especially among the (Indian) boys in the following days. Later crocheting was added to the repertoire of newly experienced handicraft techniques.

9 As of today, the meeting program took place exclusively with the Indian and German participants. A very large room on the 3rd floor of the school building was available to us for this purpose. Except for a small table, the room was completely unfurnished. All participants introduced themselves again with their names and ages. In the years that followed, all wore name tags. Another round of naming and getting to know each other was followed by the game "Find the person who ..." so that everyone increasingly knew the names of everyone else. The group got into further small conversations. The names of the participants were repeatedly practiced in the group in a circle. The Indian participants turned out to be much more memorable than the German ones. Together, a plan was drawn up for the daily structure for the following days, which was hung on a large poster in the work room and updated in the days afterwards (washable film). Mandatory meal and working times have been set. This plan was also hung up in the group room for everyone to see.

10 The daily structure basically consisted of the following points: 7:00 a.m. yoga course (voluntary, but well accepted) 8:00 a.m. breakfast together 9:00 a.m. seminar paper 10:30 a.m. tea break with biscuits 10:45 a.m. seminar paper 12:30 p.m. lunch / Lunch 2:00 p.m. Seminar paper 3:30 p.m. Tea break with biscuits 3:45 p.m. Seminar paper 4:30 p.m./5:00 p.m. Time for sports and games 7:00 p.m. Dinner / supper From 8:00 p.m., free evening activities on the school premises, mostly Games and discussions, retreat to listen to music or read. The German participants alternately wrote daily reports, which were then put online if there was access to the Internet (to give those who stayed at home an impression of the project in a timely manner. A good morning ritual was then agreed and the group tended to sing a song together. In addition, the song "Danke" or Thank you was repositioned to the Good Morning Song. After repeated practice it sounded quite melodic. We also sang the Happy clapping song, from which the Indian group knew many other verses in Tamil.We could hardly sing along, but of course we went along with the movements. That this song was known in both countries aroused astonishment and joy. When tired, we would sing Head, Shoulders, Knees and Toes, as the movement perked up. At the end of each session, we often performed rhythmic clapping exercises. Most of the time, one of the participants gave a freely chosen rhythm, which was then learned by the group together, or background noise such as types of rain and trains were generated. We had cut five postcards into five puzzle pieces, which were then used to form 5 groups, each forming a team for the photo rally. That the groups were well mixed, for that

11 was taken care of by the lottery system. The Indian students did not know this type of group formation, but enjoyed it, so that we had puzzles prepared again if we needed to form groups later. Equipped with cameras, the five mixed groups then went to the photo rally in order to take five as original photos as possible somewhere on the school grounds or in the building in the first part. Now the cameras were swapped and each group had to find the five motifs from the camera and take them again to prove it. The Indians proved to be real local experts and everyone had a lot of fun, even if two photo motifs (school bus or a moped) had driven away in the meantime and one or the other motif was not found.

12 There was some discussion in the groups about how competitively the group should behave, for example how demanding and fair one should proceed with regard to the findability of the motifs for the other groups and how this should be expressed photographically. The experiences of the photo rally were discussed in a feedback round. It was assessed as positive that everyone in the group had taken a photo, i.e. everyone was familiar with the operation of a digital camera (including zoom and selection of the image section). Also positive: getting to know the school premises, working in a small, mixed group, choosing the photo motifs together. Cons: Chosen motifs too easy, task to be done too quickly due to the good local knowledge of the Indians, too hot (better to do it in the early morning or in the evening). In the evening, German games they had brought with them were played (Yenga, Mikado, Mensch-Ärger-dich-nicht, Twister ...). The self-made memory with the photos of all participants (once with names, once without) was played and should be used again and again in the near future (like all other games). In addition, the skateboards they had brought with them were screwed together. After the morning ritual, a game of "Paper Pointer" refreshed the names from the previous day. Then the group that was responsible for the preparation of the games in Germany presented and carried out a trust game. The partners only had to be guided through the room with closed eyes by shifting the pressure on their fingers, without any collisions.

13 Following this, the Indian group also proposed a game of trust (robot): The partners (robots) were guided through the room only by tapping the shoulder or head. Here, too, there were no collisions, nor did the eyes have to be opened. It was impressive how everyone got involved in the exercises with great joy and apparently had great joy in them. Our Indian group leader Lucas, who has a lot of experience with theater education and especially street theater, moderated a work unit under the motto "I'm walking". The school authorities attach great importance to this methodology, also under the pedagogical aspect of reinforcing self-confidence and the ability to express themselves for children of casteless children (dhalits). In the first preliminary discussions during the project planning, the Indian side also suggested staging a joint street theater piece as an overall project for this project. We practiced non-verbal greeting rituals (e.g. smiling). Lucas let us try out numerous ways of walking and moving around the room. In a space that is getting smaller and smaller, everyone should use the available space and try to keep the distances to the others as even as possible. This also happened at an ever increasing pace.

14 After several iterations and corrective tips, this worked better and better. Gestural and pantomime expressing different situations and moving around in an unfamiliar way was a lot of fun for everyone. The representations of walking in the wind, in the rain, on hot sand, thorns, water, caustic ground, fragrant and disgusting surroundings, walking on only parts of the feet each right / left / heel, with injuries and much more, were common with the Indian and German participants look very similar. After all, everyone had well deserved a break, because walking barefoot on the concrete floor made your feet smoke. After so much movement, it was time to work on the content: the groups were supposed to work out ideas of India and Germany separately on posters and then introduce them to each other. The German participants noticed at first glance that the Indian poster only mentioned positive things. At first they were reluctant to present their picture, which contained ideas that they judged to be critical.

15 There was a good exchange of ideas. Translation into English was always helpful in order to be able to tell us in more detail about your ideas about Germany. Conversely, the German students found translation into Tamil helpful in order to be able to specify their ideas of Indian culture and to be able to ask more specifically. Now all participants wrote down ideas about their future in individual work. As the day progressed, it was of course noticeable that the Indian participants found it much easier to sit on the concrete floor than the inexperienced German participants. More and more people started to lean against the wall or sit on pillows or mats. Still, people never asked about chairs or complained about uncomfortable sitting. In the group, the notes on the ideas for the future were briefly presented by the individual. The topics addressed in it were worked out as key words and noted as generic terms.

16 The following topics were considered important for the future: profession, money, house, help the poor, travel, live in a foreign country, marriage, children, friends, health, enjoy life, peace, studying. Then all mentioned categories were written down in English and Tamil and visualized with symbols. As a presentation on the wall of the seminar room, it also served as an occasion for discussions on the following days. All participants were then able to mark the categories that were most important to them with 5 adhesive dots each. There was deliberately no distinction between German and Indian participants. Material things such as cars, houses and money were hardly mentioned, and marriage was also not given high priority. Peace, Enjoy Life and Friends were the clear leaders, followed by Health. When asked, we found out that the points for Help the poor came mainly from the Indian participants, while Travel was more likely to be assigned to the German ones. Since Profession and Studies were two separate categories, they were both unlikely to achieve a top score as the points might split up. Of course, the young people (and everyone equally) was amused by the fact that children received significantly more points than marriage. Photos brought along were viewed during breaks and in the evening. The games were also used again and again in changing teams. A round of sweets was always welcome, either fruit drops they had brought with them or Indian sweets from the kiosk.

17 After the project work, volleyball and skateboarding were again played in the dormitory. Later that evening, a projector was installed in the group room and the newly created photos were discussed and commented on together. Then we watched the film that was made during our visit to the partner school in 2006 and talked about changes since then (buildings, teachers, general atmosphere, already tall palm trees that were planted at the time). Group members and schoolmates were recognized again and again and this led to loud sympathy and much laughter. The Indian name game Who is your friend? and the questions asked Do you like him / her? and Whom do you like? Demanded a lot of concentration from everyone due to its rapid process, but it was a lot of fun. After that everyone was awake and full of anticipation for the day. After this starter, the ENSA shirts were distributed. They are from ecological, fair-trade production and embroidered with the ENSA logo. The German participants were already wearing their shirts on the day they were welcomed. They had to wash them before they could put them back on, hence the delay. All participants wore the green ENSA shirts they had brought with them over the next few days, which made the group, which had already grown together very well, optically a unit.

18 After the photo session, daily routines were noted, each for a typical school day and a day at the weekend. The German participants divided into pupils who have to commute to school and those who live locally. The Indian students also made a distinction between those who live in the school's dormitory and those who come from the villages in the near or further vicinity. The supervisors also presented their daily routines.

19 The posters were presented in English by the individual groups and discussed with the help of the translator (Lucas). As a tendency it can be noted that the Indian pupils have a militarily tight daily routine, some of which have to start at 4:00 a.m. in order to get to school. The students in the dormitory have precise times, starting with getting up at 5:30 a.m., followed by prayer, gardening and dormitory work and study time, until breakfast is served at 8:00 a.m. and school starts at 9:00 a.m. . The rest of the day is just as tightly structured, from the military morning and closing roll call with student speeches, prayers and singing the national anthem to the end of the lessons, free time in the early evening, learning, working, serving food and lights out at 10:30 pm take a video and get up half an hour later.

20 During the evaluation, inquiries could be made and the Indian students were interested in spending free time in Germany and the duration of homework. The fact that almost everyone has their own PC was discussed, as was the long sleep on the weekend, going out and the lack of religious activities (with one exception) on the German side. The leisure activities of the Indian youth are limited to friendly contacts with their peers and the films on weekends. The dormitory students then watch video films, the students from the villages mainly watch television. Action films are popular with boys, while girls prefer to watch love and dance films (romance). When asked, they describe that they can assert themselves against the boys and that films are selected together and alternately. At lunchtime, the focus was on Indian games, some of which were available, but were also organized for the group by members of the WE-Group. The ladder dice game quickly became too boring for some, so a more complicated game (similar to the African bean game) was used. The Indian cube, which consists of two metal rods and extends up to the number 8, was also interesting. The Indian participants clearly demonstrated the better skills, especially in games that required great manual dexterity.

21 The Indian rules regarding game losers were irritating for the German participants. If the game was lost, the (Indian) winners repeatedly punished them physically (pinching, hitting, etc.). One of the German participants expressed their irritation about this by explaining that this would be reason enough for a class conference and exclusion from classes at her school. The German participants were also confronted with the use of corporal punishment in school and at home in other places. It appeared in the stories of the students of the Indian participants and other students of the school in encounters and could also be observed in everyday school life. At least one teacher or other supervisor is always busy keeping things tidy with a bamboo stick during the breaks, although the disorder in which the intervention was made was incomprehensible to the German students. The stick was also used for pushing and shoving food in the schoolyard (apparently more towards younger students). In the afternoon everyone still had an astonishing amount of energy and dealt intensively with ideas of beauty and fashion. The other look is obviously perceived as beautiful. For the darker Tamils, as in all of India, a light skin color is considered beautiful and desirable, as this signals belonging to a higher caste and thus offers job and advancement opportunities. At dance and theater performances, we had already noticed the skin that was made up with light powder. Skin creams that promise a lighter complexion are massively advertised on television and on posters. The Tamil girls described their traditional clothing (two-piece suits) as old-fashioned. Western denim clothing appears to them to be more advanced (and therefore more beautiful). You yourself would not want to wear this (at the moment) because it would not fit into the rural structure. In addition, a pair of jeans is expensive and unaffordable for the family compared to conventional, sometimes self-sewn clothing. They described the clothing of the German participants as sporty. They wouldn't even wear something like that in physical education, however. Then, in mixed groups, a collage was made on various fashion topics. The group agreed on the topics men s wear, accessories, evening dress, casual, hair and makeup. Everyone enjoyed leafing through the magazines and brochures that the fashion planning group had brought with them from Germany and from the plane, and cutting out useful items. The teacher at the Fashion Design Institute was happy to take the leftover magazines for class. He was also happy about the collages that are now hanging in the rooms and asked us, if possible, for further literature (books, journals, magazines), patterns and general fashion material from Europe.

22 This was followed by feedback from the first week. All previous activities were listed on a large poster, which could be assessed using smileys. Everyone was satisfied or happy. Obviously, the planned jointly with the varied methods was well received by everyone. Free day at individual disposal Drive to Ooty (700 km) to a technical training institute, where a number of students from the partner school are also trained. The last part of the journey into the mountains took place with the historic Blue Mountain Train and dragged on for a distance of 36 kilometers over 5 hours. The trip with its many stops offered a good opportunity for individual and personal conversations. The beautiful and varied landscape was also an occasion for conversation and served as a photo opportunity.

23 After a traditional greeting with salt and a two-colored blessing point (tikka) on the forehead and after a meal together, the students stayed in the dormitory of the local training center. The supervisors slept in a local hotel and had to go back to the dormitory in the evening to provide the freezing students with warming sweaters and additional blankets (and chocolate) and welders. All trainees have the opportunity to get a driver's license - an invaluable advantage when looking for a job later. Since such a 3-year training is rare in India, all graduates get good jobs. Many become self-employed. Since they are allowed to keep their tools at the end of their training, they have a basis for self-employment. There is an informal cooperation with our partner school and suitable graduates can apply there with good prospects.

24 In the afternoon, visit to a tea factory and the botanical garden. There the German support team had to pose for everyone in front of India. In the evening excursion of the students (without supervisors) in Ooty. Overnight stay in the student dormitory In the morning, the newly built dormitory was officially opened for the trainees. The previous bedrooms for the 55 trainees who live in the school were extremely dilapidated. Now they have a huge room (approximately 500 to 600 square meters) in which they can sleep on their mats on the floor without having to worry about the floor breaking through. In addition, the large room can be used well for events, as we experienced at the inauguration ceremony. The new building has significantly improved the quality of life for the young men. Another problem is that they do not have running or warm water.On the way back, the group addressed this problem again and looked for solutions and financing options. They had experienced the climatic conditions of the 2000 meter high place, where snow also falls in winter and the temperatures can move towards freezing point. In the afternoon another tour of the workshops and practical demonstrations, especially of the carpentry work. In the evening there is a volleyball tournament with the young people there. Bus trip to Tirupur (400 km). Visit to the Armstrong Knitting Company, a textile factory that increasingly deals with the production of textiles from organic farming and trading according to fair trade principles. Part of the company's philosophy is to provide workers with additional benefits in addition to their pay, such as childcare, medical camps, eye camps and yoga courses. The contact to this company came about through our seminar leader of the preparatory seminar.

25 Tirupur is located in the Tamil Nadu area, which is referred to as the Manchester of India. On the drive there from Ooty, this could be clearly seen in the many factories that stood out like modern prison buildings in contrast to the agricultural settlement structure. According to their own statements, they are the only company in this region that strives for fair trade production methods. This was conveyed to us well using a PowerPoint presentation and a detailed factory tour. The company continued to develop the idea of ​​"Manufacturing and Supplying Garments Globally" until, in 2001, it switched part of its production from conventional to organically grown cotton. Several thousand smallholders grow organic cotton for Armstrong in northern India and when a customer orders Fairtrade products, Armstrong passes the associated good conditions on to its suppliers. From growing the cotton to labeling and packaging the finished product, Armstrong has everything in one hand. Products are manufactured which, among other things, are allowed to carry the "Fair Trade" certificate and the "EU Flower". These products now account for 55 percent, and the company is only waiting for demand to increase in order to increase this percentage. The visit was a decisive incentive for the group to order the new school T-shirt and sweat shirt with this in mind and to convince their classmates of this Project-free days, return to Neerpair / partner school (600 km) early in the morning (distance to Neerpair 2 Hours) Arrival in Chennai After a second breakfast in an Idli shop (Indian breakfast) and the birthday song How nice that you were born for Sharmila's 16th birthday, drive to Dr. Ambedkar Memorial.

26 Dr. Ambedkar was Gandhi's adversary. He saw the liberation from British rule as subordinate. Social equality within Indian society has priority, said Ambedkar. He was the co-author of the Indian constitution, who finally managed to get the caste system abolished in India, at least according to the constitution. Ambedkar is still considered a folk hero today and is an idol especially among the Dhalits. Many of our partners also see him as a role model. We German supervisors and pupils heard about them for the first time from him. This very essential conflict in Indian independence and the founding of the state does not appear in the German curriculum. Then it went to the German consulate. There we were welcomed nicely and received an introduction to the tasks of a consulate from Consul Hans Sturm and his colleague Mr. Kowitz. German and Indian schoolchildren learned a lot: about visas are issued by the consulate in Chennai, only 8 percent of the applications are rejected. Caring for the approximately 800 Germans living in the catchment area is one of the tasks, as is helping German citizens in need. There was a lively discussion with the participation of the Indian participants. The Indian students invited the embassy staff to visit their school. A bag of gummy bears for everyone and a cold drink with biscuits helped to overcome the form crisis that almost everyone felt at lunchtime. Then, with the help of our Indian partners, we went shopping mainly small items such as souvenirs and things that are to be sold in a bazaar in Germany. Clothing and fabrics were considered under the aspect of manufacturing conditions. None of the fabrics or textiles offered in these Indian bazaars had a fair trade label and many of the cheaper fabrics are made in China. Some students and the supervisors bought two-piece Indian clothing. In the next few days they felt very comfortable in the partner school and the new outfit was commented on with joy and appreciation. They regretted not having had the opportunity to buy it beforehand, as this clothing is best adapted to the climate and the conditions (sitting on the floor, etc.). A visit to the cinema had been planned that evening. In view of the huge crowd in front of the cinema complex and the prospect of just one sword fighting film, we made the best decision: We went to a restaurant of a chain that specializes in vegetarian South Indian food. Then we all drove back to our guest house in a seminary in the middle of Chennai. The journey went through an adjacent slum area in order to avoid an hour-long return journey in the evening traffic and to avoid the inevitable traffic jams. The pictures seen there and the impressions associated with them prompted the supervisors to hold an evening discussion with the German participants. It became clear how

27 it was difficult to cope with the fate we had seen, although theoretically it was of course known that there was poverty and living conditions in India in a particularly extreme form. Everyone who had witnessed this was very disturbed by a little girl who held out a half-starved, naked baby to them. The exchange and the conversation had a relieving effect, the support in the group and the opportunity to speak helped over the difficult emotional situation. Today we first visited the National Institute of Fashion Technology (NIFT) in Chennai. It is a state training facility for fashion and textile designers that charges a tuition fee of 350 to 500 euros per semester. We received a detailed description of the access and training paths at this institute and a small trial lesson: Introduction to Textile Studies. We were shown several areas of the institute (weaving, leather, design, library, state-of-the-art industrial weaving machines) and manufacturing processes were explained. The students present were very open and told us about their origins (from all over India) and their career prospects, and presented us with several fashion designs for their semester theses. It became noticeable that a clientele can study here that is clearly different from our partner students in terms of economic and social origin. Training at this institute would only be possible for them with a full scholarship. The Indian students were fascinated by the possibilities there, even if the difference to their fashion design institute seemed big. The collages created in the institute in Neerpair could certainly compete with the collages displayed at the NIFT. We thanked the staff and the director of the NIFT as well as the management of the Indian-German Chamber of Commerce, who made this visit possible for us. With the managing director of the Chamber of Commerce and Industry, we drove to another, more conventionally structured, textile company, this time in Chennai. The textile factory "ISEX" differed significantly from the Armstrong company. The company is also owner-managed, but so-called "high-end" textiles are produced there for the upscale market, such as the Hilfiger and g-star brands, without any aspects of fair trade or ecological production. After a brief welcome in the showroom, we entered the production hall, which is located directly behind an antique carved door. There was a strict ban on photography, which the company owner pointed out several times. According to the boss, the seamstresses earned double the minimum wage. Special training or other social services would not be offered, but unskilled workers would also be gradually instructed. The shirt that was in production during our visit consisted of a large number of individual parts, had elaborate embroidery and applications, side slits, triple decorative seams, and, and, and.