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English Press Releases

ONLINE konknni talk byr Dr. Reshma Kholkar
(08 Oct '21)
INSTALLATION- statue of Fr. Thomas Stephens
(13 Nov '20)



Thomas Stephens Konknni Kendr, Alto- Porvorim, Goa commemorated the arrival of Fr. Thomas Stephens, a Jesuit priest of the 16th century to Goa on this very day (24.10.1579), by installing his statue in the Kendr campus on 24 October, 2020. The function began at around 4 pm. The Goa Jesuit Provincial, Fr. Roland Coelho inaugurated and blessed the statue on this auspicious occasion. Fr. Jose Silveira S.J, the present Director of the Konkani centre spoke in brief highlighting the immense contribution of Fr. Thomas Stephens to the language and culture of Goa. He and the Provincial also mentioned about the 3 great works of Thomas Stephens, namely Kristapurana (1616), Doutrina Christam (1622) and Arte da Lingoa Canarim (1640). Sch. Mark Fizardo was the compere for the event. Those present for the small function were the staff of the Kendr and a few Jesuits.


Fr. Jose Silveira S.J.


(13 Nov '20)


Nov 28   and Nov 30 -  Online talks on  Konknni Poetry  of our konknni people living in Diaspora ( Karnataka & Karwar)

3 Online Talks (October 3rd... 10th and 17th, 2020)
(03 Oct '20)

TSKK TALK SERIES – Children Literature by Women Writers

Thomas Stephens Konknni Kendr, Alto – Porvorim, Goa held Online series of Konknni talks for the first three consecutive Saturdays of October, 2020. The main highlight of the series was to bring to limelight the Children Literature written by women writers. The three talks delivered were as follows:-

1.   Oct 03, 2020  on the theme “ AMCHIM BHURGIM AMCHEM JIVIT : EK BODH KOTHA” – by  Philomena Samfrancisco.

2.   Oct 10, 2020 on the theme “ LOK KANNI : BHURGEANCHEA NOITIK XIKXONNACHEM SADHON ” – by Dr. Jayanti Naik.

3.   Oct 17, 2020 on the theme “BHURGEAM KHATIR : SOIMBH ANI VIDNYANANTLI BHONVDDI ” – by Rajshree Bandodkar Karapurkar.

The first talk delivered by Philomena was based on the Wisdom Literature. She focussed on the roles these wisdom stories play in the lives of the children. They shape the character and lifestyle of the children for a bright future.

The second talk delivered by Dr. Jayanti also expressed the role of Folk tales, which in a way moulds the understanding of children in terms of cultivating love for one’s culture and imbibing moral values through the message conveyed in these stories.

The third talk delivered by Rajshree stressed on the various elements involved in making adventurous learning more attractive and enticing. She spoke on the stories involved around the nature.

The Speakers were introduced by Ms Samiksha Pai Dhungat, Ms Rhea Bangalorkar and Melissa Simoes respectively. Fr. Jose Silveira S.J, the Director of the Konknni Kendr animated all the three sessions.  

Marathicized Konknni versus Konknni
(31 May '11)

Marathicized Konknni versus Konknni


Dr. Pratap Naik, S.J.


Finally after a lot of discussion and reflection the Congress Government decided to extend grants to English medium primary schools. While taking this decision the government has put a condition to teach Konknni or Marathi as a compulsory language from standard I to X. This is the historic as well as the right decision to promote Konknni and Marathi in Goa. Pseudo Marathi protagonists when they were in power under MGP government did hardly anything to promote Marathi. Konknni protagonists of Devanagari group too did nothing to promote Konknni in schools. Now both these groups who could not see eye to eye with each other have come under the common umbrella of Bharatiya Bhasha Suraksha Manch (BBSM) and shedding crocodile tears saying that the Congress government's decision would destroy Konknni and Marathi languages, local culture and Goan identity! These pseudo protectors of local culture who opposed grants to English medium schools will be the first one to send their grandchildren to prestigious English medium schools run by the minority community. To avail government grants they may even open new English medium primary schools.


Till 1975 these pseudo Marathi protagonists proclaimed vociferously saying that Konknni is a mere dialect of Marathi. They fought tooth and nail to oppose while Konknni is to be recognized as an independent literary language in 1975 by the Sahitya Akademi, New Delhi. They also opposed Konknni to become the sole State Language of Goa. But they managed to manipulate to safeguard the interest of Marathi in the Goa, Daman and Diu Official Language Act 1987.

Devanagari protagonists of Konknni were equally cunning and shrewd. They convinced the minority community to introduce Bamunn Konknni in Devanagari script as a subject in minority schools after the liberation and even helped three minority schools in Margao to start Konknni medium primary schools in middle 1960s. When most of the minority schools switched over to Konknni medium in 1990-1991, these Konknni protagonists did nothing to promote either Konknni as a medium or even as a subject in their own schools. But closed their eyes when government promoted mainly Marathi in government schools and the majority community promoted Marathi and English medium primary schools! Their hidden agenda was to annihilate the minority institutions by forcing them to run Konknni medium schools. They always used Marathi as their trump card and sowed the seed of fear and animosity against Marathi in the minds of the minority.

During the language agitation in 1986, they succeeded to convince the minority leaders in KPA not to demand a place for Konknni in Roman script in the Language Bill by saying that if you demand Roman script, Marathi will become the official language of Goa and eventually there is a possibility of the merger of Goa with Maharashtra! They bluffed the minority community by keeping silent when Marathi was given more than a lion's share in the Language Act. If they were honest they should have opposed the Language Act and should have fought to make Konknni as the sole Official Language of Goa. Instead of this they tried to pacify the minority leaders. Why they did not fight only for Konknni? The answer is crystal clear. They knew very well that the majority community though speaks Konknni but will not accept written Konknni of Bamunn dialect in Devanagari script. Besides, the majority community will continue to use Marathi for religious, social, cultural and all other domains of their lives. Even today the majority community prefers to print invitation and greeting cards in Marathi. One single Konknni daily survives solely because of the financial support of a business house from Vasco. While 10 Marathi dailies are sold in Goa. Bamunn Konknni in Devanagari script has been totally rejected by the majority community. It is promoted mainly due to the government grants to Goa Konknni Akademi. It is a Marathicized Konknni and the textbooks are filled with any number of grammatical errors, spelling mistakes and lacking in originality and creativity. It is better to learn Marathi instead of Marathicized Bamunn Konknni in Nagari script. Hence why it should be preserved and promoted by the minority community in their schools? English medium aided schools have the two best choices, namely to teach either Marathi or Konknni. Let FORCE and others who fought forcefully for the English medium should continue their struggle to get the rightful place for Konknni in Roman script in school curriculum. The minority institutions have the right in the Indian Constitution to promote their language and script. Hence under the minority rights they could demand to teach Konknni in Roman script from standard I to XII. This is the only way to preserve and promote their Konknni. Otherwise students will continue to learn Konknni in Devanagari script which is a dead and unwanted language.

Konknni Primer in Roman script
(31 May '11)
Konknni Primer in Roman Script
Thomas Stephens Konknni Kendr (TSKK) took the initiative to promote Konknni in Roman script in school curriculum. In this context, Dr. Pratap Naik, S.J., the Director of TSKK has prepared Hansun Khellun Xikum-ia A Konknni primer for KG level. This book has multicoloured attractive pictures on various topics. Konknni words are taught to children through pictures. 52 pages large size and big letter colourful book deals with topics such as household animals, wild animals, vegetables, fruits, flowers, parts of the body, artisans, household articles, numbers. The first part of the book teaches the child to read pictures and learn the pronunciation. The second part deals with the writing of Roman letters. This book uses simple Konknni words which are familiar to those who read Konknni in Roman script. Mr. Babu Udupi from Pune has drawn the pictures; layout is done by Mr. Willy Goes and Ms Minakshi Khandolkar. Broadway Publishing House, Panaji a well known and pioneering publishing house in Goa will publish this book. This book will be definitely a sound base and an asset for Konknni education in Roman script. The book will be released in the second week of June 2011 at Panaji during a public function.
Medium of Instruction at a glance
(31 May '11)

Medium of Instruction at a glance

Dr. Pratap Naik, S.J.

Directorate of Education, Panaji has published two books, namely, List of Recognised Educational Institutions in Goa 2009-2010 and Educational Statistics at a Glance 2009-2010.  In these two important and useful books one could get a lot of information regarding the medium of instruction, number of students and data related to the primary schools (Std I to IV) and high schools. In Goa there are 315 Non-Government (private) primary schools. Out of these 130 are English medium primary schools. Most of them are run by the Hindu community! In these English medium schools 50,272 students are studying. In 46 Non-Government Marathi medium schools 15,512 students are found. Most of these Marathi medium schools are owned by Hindus.  Out of the 139 Non-Government Konknni medium schools 127 belong to Christian management, 6 to Hindu management, 1 to the Muslim Community and 5 belong to mixed management (owned by people of different religions). In these Konknni medium schools 61,256 students have enrolled. There are 3 Urdu medium private schools with students' strength 644.

Out of the 937 Government primary schools in Goa, 887 schools offer Marathi as the medium of instruction! And 61,270 students are studying in these schools. In contrast to this there are only 67 government schools offer Konknni as the medium of instruction! 3,912 students only have enrolled in these schools.  In 15 Kannada medium government schools 3,498 students are found. In 24 Urdu medium government schools 2,840 students are studying. There are 4 Hindi medium government schools with 690 students. There is only one Telugu medium Government school in Goa with 52 students. There are no State Government English medium primary schools in Goa. However there are 5 Central Government English medium primary schools with 3,060 students!

From the above statistics one could sum up as follows. There are 135 English medium primary schools in Goa with 80,332 students. In 933 Marathi medium primary schools 76,782 students have enrolled. There are 206 Konknni medium schools with 65,168 students. 

Konknni is claimed to be the mother tongue of Goans. If this is true, the question arises why there are 933 Marathi medium primary schools compared to 206 Konknni medium schools. In Goa for the academic year 1994-1995 there were 238 Konknni, 1030 Marathi and 46 English medium primary schools. The highest numbers of Konknni medium primary schools 244 were in the academic year 1995-1996. Since then the number of Marathi and Konknni medium schools have considerably reduced and there is a sharp rise in English medium schools. The growth of reduction is far great for Konknni medium schools. Konknni medium schools so far have survived because of the support of the Church. Christian community was not in favour of Konknni as the medium of instruction. It was forced upon them by the school managements to avail grants to pay the government pay scale to their teachers. In a good number of these so called Konknni medium primary schools, English continues to be the medium of instruction! All the English medium primary schools in Goa are unaided.

In Goa Konknni is the official language of the State. Yet, there is not a single Konknni medium high school (Std V to X)! However, there are 16 Marathi, 6 Kannada and 4 Urdu medium high schools are found in Goa.  From these one could conclude that in Goa parents do not prefer Konknni as the medium of instruction. Devanagari protagonists of Konknni have done nothing to promote Konknni as the medium of instruction in the government schools and in Hindu management schools. They want to continue their hegemony over the Christians and Bahujan Samaj of Hindu community by insisting "Mother tongue" as the medium of instruction, without defining what is the "Mother tongue" of Goans.  In Goa, common places like bus stands and market places one hears more English, Hindi or Kannada languages compared to Marathi. Except the Bhat community and recent Maharashtrian settlers in Goa, native Goans have learnt Marathi through education.  If Marathi could be considered as the regional language of Goa, then English has the greater right to claim as the important and popular regional language in Goa. Those who shout at the top of their voice "Mother tongue" should be the medium of primary education, run most of the Marathi and English medium primary schools and send their children and grand children to these schools! They themselves are the product of Marathi or English medium primary education. They preach to others what they do not practice! Parents and those who love and care for the children of Goa should unite and fight these forces of "Mother tongue" chauvinists and "patriotic" culturists.


Child is the centre of education
(28 Mar '11)

Child is the Centre of Education

Dr. Pratap Naik, S.J.


Thomas Stephens Konknni Kendr

B.B.Borkar Road

Alto Porvorim, Goa - 403 521




These days in Goa discussion is centred on medium of instruction and grants. Terms such as mother tongue, official language, regional language, vernacular language, etc are used without technical clarity.  In the discussion the centre of the topic, namely, child is ignored and the focus is on secondary topics, like linguistic identity, culture, school timings.  The entire education system exists for the sake of child. Hence textbook writing, curriculum, selection and training of teachers, evaluation system, school management and school environment should be focused on the all round development of the child. In our country there are enough organizations to protect and fight for the rights of various categories of people. But hardly any organization exists to protect the rights of children. In this context, parents have the right and duty to safeguard the interest and future of their children. Hence even if they are illiterate and incompetent their right to choose the medium of instruction cannot be and should not be ignored. Medium of instruction and government grants are two separate issues. Giving grants to schools depends on the policy and the financial availability of the respective governments.

In Goa those who are demanding grants to English medium schools should also think of the option to switch over from Konknni/ Marathi medium schools to English medium from the academic year 2011-2012, without government grants.  All over India thousands of English medium schools are run without the government grants. Every year hundreds of new English medium schools are started all over India without government grants. In fact some of the best schools in India are managed without government grants.  Let me illustrate my point with only two examples. Ryan International Group of Institutions (RIGI), Mumbai runs all over India 98 English medium schools. Mrs. Grace Pinto and Dr. Augustine Pinto a Konknni speaking couple from Mangalore Diocese are the founders and managing directors of these schools. Now they want to expand their schools and professional institutions to USA, Australia, Middle East, Singapore, Canada, Malaysia, Indonesia, Thailand, Sri Lanka and South Africa. Mrs. Grace Pinto and her schools have been awarded several local, national and international awards and felicitations for the quality of education.

The RIGI believes that when education is force-fed, the student begins to dislike the process of learning, and dread examinations and homework. The conventional "teacher-to-student" or one-way method of teaching is giving way to active involvement of the students in the learning process through group workshops, where the teacher co-ordinates and facilitates the process. Quality education for every student is the aim and children are urged to limit dependence on private tuitions. Individual attention is provided to develop oral and written expression. Our effort is to encourage self-learning, while developing the mind, body and spirit.

In today's global village, students have to adapt to different cultures, understand foreign languages and etiquette in order to be effective citizens of the world. The RIGI provides multiple opportunities for students to learn foreign languages and cultures while retaining Indian values. RIGI constantly imbibes best practices from other internationally renowned schools both in India and abroad, and shares experiences with other educational institutions. An exchange programme involves both students and teachers at national and international levels.  It is generally believed that schools have adopted a system of methodic torture. The RIGI Schools has worked systematically to remove this stigma from the educative process and make it more participative and enjoyable. Home assignments are not a carry-over of class work but oriented towards honing individual talents. These include reference books for reading, sports and physical development, general knowledge, civic responsibilities, talent cultivation etc.

RIGI offers value added National and International Quality Education. Its curriculum leads to nationally and internationally recognized qualifications. RIGI runs CBSE (Central Board of Secondary Education), ICSE (Council for the Indian School Certificate Examinations), SSC & HSC (Secondary and Higher School Certificate), IGCSE, A & O Level (Cambridge International Examinations). Recently, 11 of RIGI institutions have been awarded the "International Centre Status" by the Cambridge International Examinations, United Kingdom.

RIGI's commitment towards quality education is of prime importance. Education has undergone a tremendous change with the passage of time. A unidirectional teaching method is being increasingly substituted by a multidirectional group workshop method. Here the teacher becomes the group facilitator, nurturing students without the phobia of examinations and homework. At this juncture RIGI institutes use various teaching aids and teaching methods which enable understanding capability in concepts with relevant practicality/application. New strategies and ideas are frequently exchanged between teachers to improve the performance of the students and also plan for the current and future sessions. RIGI works in association with several institutions worldwide in focused areas such as teacher-exchange and development programmes. The use of technological tools in the delivery of the curriculum is stepping up as our defining strength.

Imparting education is not a mundane process that is restricted solely to the use of chalk and blackboard. At RIGI, teachers are not programmed to simply pass on knowledge and facts to the students. RIGI teachers teach them to logically think and reason, ask questions, discover, develop, encourage logical reasoning and independent problem solving skills in the students and foster a care and concern for fellow beings, execute every task entrusted to them with efficiency, responsibility and dedication.

To ensure sound teaching practices, selected candidates are professionally screened before recruitment. The basic 5 qualities that we seek and aim to develop in a teacher are: - 'Vision, Passion, Integrity, Connectivity and Intelligence'. In order to improve and increase the overall performance of the faculty we organize and participate in a variety of workshop, seminars, conference and team building exercises. These workshops play a vital role in upgrading the knowledge base and the latest trends in education.

Little Rock Indian School (LRIS) took its humble birth in 1982 in a small town of Brahmavar of Udupi district, Karnataka.  LRIS came into existence due to the vision of Late Dr C.T. Abraham and his wife. An educationist himself he did not believe in replicating the traditional school. Dr C.T. Abraham visualized ‘a school with a difference', endowed with material and human resources, which would match up to the best in the country. As a result, the last twenty-nine years have witnessed the evolution of Little Rock into a school, truly unique and different. The spectacular growth of the School is also a clear testimony to God's boundless mercies and the abiding trust of our students and their parents. LRIS is built on 30 acre (1,21,200 sq. mts) of land. Education is imparted from LKG to XII standard of CBSE curriculum. LRIS follows the Central Board of Secondary Education (CBSE) syllabus and uses English as the medium of instruction. The national language and regional languages are given due importance. The present strength of the school is 3075 students and 140 teachers. The teacher student ratio is 1:22. Some of the important facilities of LRIS are 3 libraries with sitting capacity of 500 seats and 55,670 books; 3 computer centres with 160 computers; 5 audio visual halls; an air conditioned seminar hall; 4 laboratories of an area 2500 sq. ft each; vast play grounds; a modern computer centre exclusively for teachers; a science park, 30 school buses; diesel generators as stand by to supply power.

 The most remarkable feature of LRIS is that students form the focus of all its activities. The school environment is decidedly student-friendly and conducive to learning. The teacher-attitude towards students is one of trust, helpfulness and reasonable firmness. An environment of guided freedom and mutual trust encourages and motivates students to behave and perform better. LRIS is located in the calm and salubrious campus, an ideal location for an educational institution. With its excellent educational infrastructure, well-defined ethos, and innovative approach to school education, LIRIS has become the preferential option for parents who yearn for a meaningful and comprehensive education for their children. The name and fame of LIRIS, which now has spread far and wide, is a clear affirmation of its credentials as a pacesetter in the realm of school education.

LIRIS has excelled in academic performance all through its history, with an equally impressive record in co-curricular achievements. The School maintains a high standard of education, without adopting methods like excessive homework, dictation of notes, rote-memorization, extra tuition, punishment system etc. Little Rock has the rare distinction of achieving recognitions at the national, state and regional levels. LRIS is a self-financing School, with no grants from the State or Central Governments.

A school is only as good as its teachers.  This is a simple truism, with a profound meaning. It states clearly that a school can improve only as much as its staff improves.  Buildings and facilities alone will not make an effective school. Competent and committed teachers led by highly effective principals only can make schools effective. Schools should therefore set apart a few days every year for Faculty Development Programmes.  Schools should devote time, money and resources to improve the teaching skills of their teachers and the leadership skills of their principals.  If teachers and principals do not continue to improve their skills, schools will stagnate and cease to be effective. LRIS conducts regular in service programmes for its staff for greater efiiciency.

Do we have a single school in Goa with the vision, quality and facilities of RIGI or LIRIS? Goans are excellent talkers but poor performers. Goa lacks competent leadership in all spheres including standard of education imparted by RIGI and LIRIS. 


Mother tongue, Medium of instruction: Myths and facts
(22 Mar '11)

Mother tongue, Medium of instruction: Myths and facts

Dr. Pratap Naik, S.J.


Thomas Stephens Konknni Kendr

B.B.Borkar Road

Alto Porvorim, Goa - 403 521



Oxford Advanced Learner's Dictionary (2010) defines mother tongue as "the language that you first learn to speak when you are a child".  In Linguistics mother tongue term is not used. Since mother tongue is a misleading concept, linguists prefer to use the term first language.  In Goa, pseudo-intellectuals cum educationists, proponents of Devanagari script and handful of people who claim that by their birth of high caste origin, are vociferously advocating the myths they have created around mother tongue, medium of instruction and culture. Let us try to understand why they have created these myths.  Myths are efficient and convenient tools to suppress and oppress others, especially people who have no voice.  The proponents of these myths do not want marginalized common people and the minority communities of Goa to excel in life. To excel in life, quality of education is really essential. In the twenty-first century, in India quality of education is associated with English. If grants are given to English medium primary schools, children of common people of Goa have an equal opportunity to excel and even supersede students of the high caste origin. The proponents of myths cannot tolerate this naked reality, namely that their progeny will be pushed down from their pedestal of caste hegemony, linguistic and cultural domains. Therefore, they want to continue to dominate the common masses and minority communities with their creative myths.  Liars of myths have a creative mind.  However they themselves do not believe in the myths they have created! Now let us analyze some of their myths.


Myth number one is that the primary education has to be in the mother tongue of children. Proponents of this myth themselves never studied in their mother tongue!  They studied either in Marathi or English. Even their children and grand children are the products of either Marathi or English medium of education. They preach to others what they do not practice themselves! In Goa the vast majority of locals do understand Konknni.  Besides Konknni is the Official Language of the State. In this context, Konknni should have been the medium of instruction throughout Goa. But as on 30 September 2008, in Goa there are 936 Marathi medium primary schools of which 888 belong to the government and 48 are run by the private Hindu managements. While there are only 207 Konknni medium primary schools of which 140 belong to the private managements and 67 run by the government. Out of the 140 Konknni medium primary schools, 128 are run by the Catholic community and only six by the Hindu community. Proponents of myths have no courage to say that in Goa, Konknni alone should be given the first priority as the medium of instruction. In the name of mother tongue they perpetuated and want to perpetuate Marathi medium schools in Goa! Taking into consideration the quality of Konknni textbooks, methods of teaching and the competence of teachers it is far better to study either in English or in any other medium except Konknni.  Taking into consideration the Konknni textbooks produced for fifth standard onwards, one should totally discourage our children to opt Konknni in Devanagari script as a subject. 


Myth number two is the mother tongue is best suited for primary education. If this is true how do we explain the fact that millions of people in the world who have not studied in their mother tongue have excelled in their career.  It is true that the dominant language of the household or of the region is used as the medium of instruction, children will learn faster and better.  In Goa, in many houses English is spoken as the household language. Day by day the number of such families is increasing.  In this context, proponents of education in mother tongue should not oppose or rather admit English as the mother tongue of a section of people of Goa and they have the right to demand English as the medium of instruction to their children.  Medium of instruction in any language including English, is no hundred percent guarantee that the children will do well in their studies. The quality of textbooks, teaching methods, adequate training and on going training of teachers, availability of reference books, school environment and many other related factors do contribute  to the success of learning. Teaching and learning is not restricted to medium of instruction alone and to school compound.


Myth number three is education at the primary level in mother tongue cultivates love for one's own language, culture and nation.  All over India day by day the demand for English medium schools is increasing. Are these people who demand English education for their children are less patriotic than the hypocrites who created the myths for their selfish motives?  Let us admit the fact that today in India, a good command over English language is absolutely necessary for academic, technical advancement and for better job opportunities. Since independence, Indian official languages have not succeeded to unite us as Indians. Each language community is proud of its linguistic and territorial identity. But English alone has succeeded to unite us as Indians. If English is abolished or reduced from India, we will not exist as a country! Those who oppose English as the medium of instruction could rightly be called as anti-children, anti-common people and anti-Indians!


Myth number four is studying in Konknni medium will help children to learn Hindi.  This is far from the truth. In Karnataka, Kerala, Andra Pradesh and in other states of India, many locals study in their native languages with respective scripts and yet they do learn Hindi.  In Goa, those who want to learn Hindi will learn it irrespective of Konknni.


If we admit that basic education is the right of every child then we must also admit that the medium of instruction is the right of the child. If we want our students from Goa to shine at the academic circles in India, at present the only option is quality of education through English medium.  Let us not mix up the language of the heart, namely our household language and language of the mind and learning, namely English. Those who care for children and support the rights of children should openly support the demand of their parents to give grants to English medium primary schools. 







Medium of instruction: a boon or bane
(20 Mar '11)

Medium of instruction: a boon or bane

Dr. Pratap Naik, S.J.


Thomas Stephens Konknni Kendr

Alto Porvorim, Goa - 403 521


Mother tongue is a misleading term.  As a linguist, I question this term because what will be the mother tongue of a child who has lost its mother or parents at the babyhood.  Even if one accepts the validity of the term mother tongue, it cannot be the norm for medium of instruction at the primary school. In an ideal situation if the dominant language spoken at home or in the neighbourhood is used as the medium of instruction, the child will easily understand the subjects taught and its academic growth will attain the desirable level.  Besides the medium of instruction, the quality of textbooks, teaching methods and the competence of teachers are also equally important for the child's academic growth.  In most of the countries of the world the medium of instruction is their dominant language. In India we do not have a single language which is accepted by all as the language of education. English is the only language which unites the Indians at the level of education. In Goa till 1991 in a number of schools the medium of instruction in primary schools was English or Marathi. Konknni as a medium of instruction was limited to 2 schools in South Goa. The spoken Konknni unites the locals but written Konknni divides. Konknni written in Devanagari script has done more harm to locals and Konknni culture compared to Marathi.  Konknni written in Devanagari is nobody's baby. It is artificially kept alive by the government grants to please a handful of protagonists. The textbooks written in Konknni are filled with innumerable grave errors of all types. It is nobody's concern to rectify them. Those managements who opted for Konknni medium have done so not because of their conviction but to avail grants from the education department. Teachers are not sufficiently equipped to teach in Konknni medium. The rich and those who can afford, send their children to unaided English medium primary schools and later on shift to aided schools. In this visionless and chaotic atmosphere the children who attend the Konknni medium schools have become the voiceless and helpless victims. It is a great injustice done to them. All of us are responsible for this crime.  Hence it is our duty to rectify the past blunder and to obtain justice to our children by providing them free English medium education at the primary level. I say this with full conviction after working for Konknni as a researcher and teacher in Goa for 25 years. Our love for Konknni should not make us blind for the future of our children.


In Goa, Konknni is needed only to maintain the cultural identity of the people. Let Konknni be the language of our heart, namely household language, language in the domains of social, cultural, religious and other related fields. In Goa, let English be the language of our mind and intellect, namely education at all levels, administration and intellectual growth and to earn our daily bread.  All over India English is gaining momentum as the medium of instruction at the primary level. In the neighbouring districts of Sindhudurg, Belgaum, Dharwad, and Uttar Kannada, even in the villages English medium schools exist and their demand is increasing day by day.  Primary education in English in Goa will be a boon for all irrespective of their home language, religion, region and caste.  Let our parents, managements and the education department do not fall as a prey to the hypocritical double standard talk of pseudo educationists, mother tongue protagonists and politicians. The future of Goa and our people lies in English medium education, which is a boon to our children. 

TSKK presents Konknni brass band programme
(10 Mar '11)

TSKK presents Mother Teresa Brass Band Konknni Programme


Thomas Stephens Konknni Kendr, Alto Porvorim in collaboration with Tiatr Academy, Goa, Dalgado Konknni Akademi and Corporation of City of Panaji presented Popular Konknni songs' programme by twelve members Mother Teresa Brass Band, Honavar, Karnataka at Garcia de Orta Garden, Near Panaji Church on Monday, 07th March 2011 from 6.20 to 8.30 pm. Entry was free. The programme with playing by the troupe a devotional song Svikar kor Somia hem ful of Fr. J.B. Sequeira, O.F.M. (Cap). The troupe played Konknni film songs from the films Amchem noxib, Nirmonn, Bhuianrantlo Monis, Mog ani Moipas, and Padri. Besides the traditional Konknni songs they played compositions of Chris Perry, Eric Ozario, Henry D'Souza, Henry T. D'Souza, Ulhas Buyanv, Wilfy Rebimbus, Ben Sequeira, Albert Pinto and James Lopes. The band master Mr. James Lopes was felicitated by the Commissioner of the Corporation of City of Panaji, Mr. Elvis Gomes by presenting a shawl and a head gear.   The troupe entertained the crowd with their non stop two hours playing their trumpets, clarinet, cymbals, morocco, base drum, tuba, side drums, and circle base euphoniums. Fr. Pratap Naik, S.J. and Ms Trupti Naik of TSKK compered the programme. 




Goa 2011: recovering 50 years
(02 Mar '11)
Multidisciplinary Seminar on Goa - 1  
Goa 2011: Recovering 50 years
Call for Papers
The Thomas Stephens Konknni Kendr (www.tskk.org) and Xavier Centre of Historical Research (www.xchr.in) along with the Directorate of Archives & Archaeology are pleased to announce a call for papers for the Multidisciplinary Seminar on Goa -1 from September 29-30, 2011 at the XCHR-TSKK complex, Alto-Porvorim, Goa. 
This seminar, intended to be the first of a series of multidisciplinary seminars on Goan themes and issues, is being convened on the historic and momentous occasion of the golden jubilee celebrations of Goa's liberation from colonial rule. The convenors of this seminar intend to begin a process of self-education and of knowledge-creation to interpret and comprehend how the people of this state have shaped and directed their post-colonial history and how specific socio-political and cultural contexts have influenced these 50 years. This is a process of recovering our heritage and culture and analyzing the complexities of the multiple historical contexts to arrive at a mosaic of Goa in 2011 and give pointers to our future course. 
While the seminar will cover a wide range of themes and issues the following areas are being suggested:
·                Opinion Poll
·                Education and issues of social mobility, employment and empowerment 
·                Politics, ethics and development
·                Industry, development and environmental issues 
·                Mining and environment
·                Tourism, development and social change
·                Civil society and people's movements
·                Migration, Society and demographic trends
·                Art, Culture, Languages and Literature
·                Journalism and freedom of expression
·                Religious and community identities
·                The future of Communidades
The paper presenters need not feel constrained by the abovementioned areas but can write on any other area pertaining to the general theme of the Seminar.
The paper proposal should reach Savio Abreu at tskkgoa@gmail.com or savioasj@gmail.com by 28 March 2011 and include a 200 word summary of the paper. You will be informed during the month of April whether the paper has been accepted and if so, we ask that the paper be completed and sent to the above Email addresses by 31 August 2011.
Dates to remember:
Last date to send paper proposal                              28 March 2011
Intimating those selected to present papers               April 2011

Last date to send full paper                                      31 August 2011

Conference dates                                                 29-30 September, 2011   


Savio Abreu

Seminar Coordinator



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