Alternative Education - Story Of Vigyan Ashram 4kj4v

OBSERVER RESEARCH FOUNDATION MUMBAI Ideas and Action for a Better India

ALTERNATIVE EDUCATION AND LEAR NING THE SUCCESS STORY OF VIGYAN ASHRAM

ASHOK KALBAG TRUSTEE, VIGYAN ASHRAM

18th May 2012

NEWSLETTER WRITTEN BY

SANA N GHAZI

A BRAVE NEW SCHOOL FOR A BRAVE NEW WORLD

“80% OF INDIA’S FORMAL EDUCATION STUDENTS HAVE FAILED IN THE EDUCATION SYSTEM. VIGYAN ASHRAM PROVES THEIR POTENTIAL BY MAKING SUCCESSFUL STUDENTS AND SUCCESSFUL ENTREPRENEURS OF THEM.”

Ashok Kalbag

Observer Research Foundation Mumbai

students. This large set of students drop out of

hosted a talk by Ashok Kalbag on May 18th, 2012,

school arguably because of a sense of disconnect

on alternative education. Mr Kalbag is associated

with their vocational aspirations. Education in

with the Vigyan Ashram schools which run in

India has been artificially divided from vocation

several parts of the country. At the outset, Mr

today. Education should instead be directly rele-

Kalbag noted the critical problem of extraordi-

vant to one's labour of choice, yet for the majority

narily high numbers of school dropouts in India.

of people living in rural India, relevance is not

As a process by which society deliberately trans-

felt with what is learnt in class and the ‘real

mits its accumulated knowledge and skills from

world.’ School drop-outs very often have their

one generation to another, formal education in

first with a skill set when they are com-

India has not translated into better lives for the

pelled to learn them through an occupation that

rural population. The formal education system in

they have access to. This is usually done through

India is unsuccessful in retaining 80% of enrolled

the elders in their families or through a job, but

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there is very little true community involvement

literacy and a scientific temper through school

in our formal education system, even though ru-

education. “At best, our education system has

ral areas are

been the sup-

most inter-de-

plier of the

pendent.

demands

In

of

the

education,”

early 1980s, Dr

said Dr Kal-

Shrinath

bag

Kal-

in

a

bag

observed

documentary

that

students

shown high-

living in rural

lighting

or poor areas

beginnings of

have not de-

Vigyan Ash-

veloped

the

intellectual capability

The audience listening in rapt attention as Mr Kalbag elucidates the history and making of Vigyan Ashram schools.

to

the

ram. “It has also

de-

graded

sci-

absorb certain kinds of knowledge that are avail-

ence into a subject that can be learnt by rote. The

able to them. He thus suggested the concept of

solution to this is to build, through education, the

Rural Development through Education System

capability to act.”

(RDES), which introduces the idea of technical

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Kalbag’s garden: The Pabal Dome, a low cost Do-It-Yourself housing kit with natural-disaster resistant features. 1,000 units have sold all over India, of which 120 were sold in Latur, Maharashtra.

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PARADIGM SHIFT

Subjects taught in regular schools seldom

whereas perhaps the reverse is true – as one

transcend into useful inter-disciplinary dis-

masters a skill, good grades show for it. Mr

course. Real-life prob-

Kalbag

lem-solving

requires

people seldom learn

the application of prin-

life skills like swim-

ciples of diverse sub-

ming by reading a

jects crossing over. In

book on it, but by

addition, the nature of

diving in - and yet,

learning

they

in

regular

schools does not emphasise learning to ap-

stated

never

that

forget

these skills, nor do Ashok Kalbag: ‘Our tagline is ‘development through education, education through education.’’

the skills become ob-

ply concepts in real-life

solete. He affirmed

situations, but getting

that only when the

good grades. It is implied that getting good

object of learning is actually tried out and

marks is a sign of having mastered a skill,

processed, is it useful; until such point, it is

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information lying dormant. Unfortunately,

his dream “to restore India to a glorious

the idea that school education which students

status in the world,” Dr Shrinath S Kalbag

have not just studied about but have experi-

founded Vigyan Ashram (“Vigyan” meaning

ence in performing, has not gained ground in

‘science’ and “Ashram” signifying ‘simple

government-run

secondary

living, high thinking’), d with Indian

schools. The overwhelming majority of In-

Institute of Education, Pune. About 70 km

dian citizens do not study beyond higher

from the city, the first Ashram was built in

secondary school; hence it is vital that a

Pabal village, located in Shirur Taluka. These

young country like India revisits its views on

schools have emphatically put its efforts into

primary education through inter-disciplinary

the principle of learning by doing. Its tenets

skill-development. The emphasis on science

also comprise: earn while you learn, multi-

education in urban areas is also not matched

skill training, and community service. It aims

in rural schools, depriving the largest section

at introducing fundamental changes in the

of Indians from everyday applications of sci-

methods of teaching and assessment that ex-

ence and rural entrepreneurship. Armed with

ist in regular schools today, by using schools

primary

and

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as a medium for technology transfer. To en-

minimal help is a deeply satisfying part of

sure that the value of labour is understood

the learning process. One of the major hur-

early on, it became important to associate

dles in regular schools is that retaining atten-

education with labour and the two with

tion spans of students is difficult. “Our fault

monetary benefit. But labour without the di-

lies with assuming that learning should be

rection and spirit of community-oriented lo-

manually made challenging and therefore

cal solutions would be lost in personal gain.

rewarding,” said Ashok Kalbag, “but the

Instead, it was felt that community service

challenge is there by the very nature of its ex-

would help students not only take an interest

istence.” Thus, he emphasised, learning

in completing their schooling, but also excel

should be seen not as a subject but a process,

in it. ‘Learning by doing’ also ensures that

and engaging with the object of study itself is

participation is entirely voluntary, and the

the best way to know more about it.

confidence to complete complex tasks with

“SCIENCE HAS BEEN DEGRADED INTO A SUBJECT THAT CAN BE LEARNT BY ROTE. THE SOLUTION IS TO BUILD, THROUGH EDUCATION, THE CAPABILITY TO ACT...”

Dr Shrinath Kalbag

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LEARNING TO LEARN

Learning by doing means observing things

this, the use of technology was found to be

and recording those

best

taught

observations, learning

through

educa-

to measure and take measurements,

clas-

sify, document, and exchange information

ASPIRATIONAL LEVELS GO

tion itself. Chil-

UP DRAMATICALLY AS STU-

dren are keener

DENTS GAIN CONFIDENCE

participants with

THAT THEY CAN APPLY

new technology;

KNOWLEDGE TO BENEFIT

with other students;

and once they THEMSELVES, AND OTHERS.

and

finally

hy-

pothesise what one is

THEY THINK: YES, THINGS CAN CHANGE.

try it out and make

it

their

observing and test if

own, the adults

the

are compelled to

hypothesis

is

right. The process thus involves constant re-

tinker with what is successfully used even by

sponse to see if one is on the right track. For

children. Inter disciplinary studies ensured

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the real-world applications of scientific prin-

bers of local people, development of the

ciples. “Good education has to be based on

community is a natural result.

diverse experi-

Community

ser-

ences,”

Mr

vice also results in

Kalbag

rea-

projects being di-

soned,

“and

rectly linked to

for this real life

students’

is the best edu-

environment in a

cator.”All

fundamental way,

de-

velopment springs

from

local

and not esoteric The talk raised enthused responses from the audience.

research with lit-

human knowl-

tle bearing on the

edge and the

community. This

endeavour to learn ever more is natural and

also means there is no resulting loss of inter-

innate to every human being. When scientific

est for the student. Channelising all this effort

learning lends its benefits to increasing num-

towards the larger goal of development

THE ASHRAM’S STUDENTS GO FROM BEING DROP-OUTS TO SCORING 80% MARKS. IT’S A REWARDING PROCESS.

Ashok Kalbag

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through education means early emphasis on

laces, the rural and poor have largely been

community service. It also warrants local

left out. The other side of the same coin is

prosperity of disadvantaged groups and in-

taking benefits of science to the rural areas,

novation through

where the majority

entrepreneurship.

of Indians live and

Students

at

Vi-

THE FAULT LIES WITH AS-

yet

are

deprived

gyan Ashram in-

SUMING THAT LEARNING

from guided scien-

ternalise this way

SHOULD BE MANUALLY MADE

tific innovation in

of thinking

and

attempt to cater to

CHALLENGING AND THEREFORE REWARDING, BUT THE

their lives.

As the

first step was build-

CHALLENGE IS THERE BY THE

their

communi-

ing the school itself, VERY NATURE OF ITS

ties’ development

EXISTENCE.

the

first

Ashram,

by finding practi-

started in 1983 in

cal

Pune, was built en-

tions

implementafor

new

tirely by the stu-

ideas and removing logistical hurdles for old

dents and staff themselves.

ones. Although technological advancements

Service to the community is set as a fun-

have added quality of life to urban popu-

damental in the school’s curriculum. Almost

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all of students return to their communities,

vice offering was a tyre and auto repair

having gained the confidence of becoming

workshop. As the types of service issues var-

sustainable and suc-

ied, so did the stu-

cessful entrepreneurs.

dents’

Every skill at the Ash-

resulting into new

ram is thus directly re-

skills being learned.

lated to their commu-

Thousand of hand-

nity’s

immediate

pumps, for instance,

needs. One of the Pa-

that lay inutile for

bal village’s dire hard-

lack of repair knowl-

ships was the lack of a

edge, began profiting

tyre repair shop, and

the community once

farmers and laymen

the workshop began

needed to scale 20 km

to function.

to get to the nearest one.

Many of the audience wanted to bring Vigyan Ashram’s tenets to their own schools.

Transportation

knowledge,

Students can appreciate this when they

would cost more than services rendered.

learn and then focus on one vocation, be-

Recognising this need, the Ashram’s first ser-

cause they can feel the aspiration of being

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able to fulfil even allied needs of their com-

treatment is given to girls; instead the facili-

munity ultimately For instance, students

ties are used by all, irrespective of gender

learning animal husbandry also tie in with

and everyone does all the work.

blood group testing and low cost housing.

Along the way, the projects need to be well-

Today, the Diploma for Basic Rural Technol-

budgeted and innovations become manda-

ogy curriculum comprises an ‘inanimate’ sec-

tory to the process, to reduce costs. Rudi-

tion, with mechanics and material, and en-

ments of commerce are thus incorporated

ergy and environment. An ‘animate’ section

into learning without the need to include

completes the syllabus with home and health,

management, ing and marketing as

agriculture and animal husbandry, rotating

subjects. In essence, students are methodi-

students through the disciplines in three-

cally taught to keep records and s,

month periods. Significantly, no differential

although they do not actually learn the jar-

“IF THE COMMUNITY PITCHES IN, IT MEANS THEY’RE SERIOUS ABOUT IT. PUTTING SOMETHING IN MEANS THEY WILL WANT BENEFIT OUT OF IT. CONSEQUENTLY, THEY MAKE SURE THE RUNS.”

Ashok Kalbag

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PROGRAM

gon. “You’ll be surprised at the innovations

thing in means they will want benefit out of

of these school dropouts,” said Mr Kalbag.

it, and consequently they make sure the pro-

Importantly enough, the Vigyan Ashram is

gram runs.”

entirely community-funded. Instead of ask-

from the earliest stage also means voicing the

ing the government to fund the schools, Dr

problems they face. The local school thus re-

Kalbag was sure that the benefits would be

flects local problems. In real , when the

truly shared only when a tangible investment

community pays for the service, effectively

was made by the community itself into the

they are subsidising the student’s tuition and

school’s success and sustenance. The school

also subsidising their cost of service because

building cost approximately Rs. 1 lakh, pro-

there is no exorbitant profit-making motive

viding opportunity for different types com-

for the student’s service. The cost of educa-

munity inputs as well. “If the community

tion comes down, the quality of services goes

pitches in, it means they’re serious about it,”

as high as it can, and this cycle stimulates the

continued Mr Kalbag, “and putting some-

educational process.

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Interaction with community

Roaring to fame: The MechBull, made entirely by students from the little-known village of Pabal, is similar to a model is developed and sold by Mahindra.

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SUCCESS AND BEYOND

The Ashrams have gained prominence

ket.

since opening, including recognition from the

The Earth Resistivity Meter (ERM), an

instrument that is used for prospecting under-

government. The course,

ground water, was

‘Introduction

to

developed

Technology’,

is

nised

by

Basic

by

the

recog-

students. In its first

Maharashtra

10 years it success-

State Board of Secondary Education since 1985, and about 100 schools are now running the pro-

YOU’LL BE SURPRISED AT THE INNOVATIONS OF THESE HIGH-SCHOOL DROPOUTS!

fully marked water levels in over 1000 wells - a record of 90% or more. Com-

gramme. The same pro-

pared water depths

gramme, tailored for resi-

have been graphed,

dential schools, is recog-

helping the village

nised by National Open School since several

plan their water usage.

years as well. The students have developed large

Mr Kalbag described how students suc-

and small needs into tangible, marketable ideas

cessfully used satellite technology to effectively

for the community that also sell in the open mar-

pitch their idea for a canal in Pabal area. The re-

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gion falls in the ‘rainshadow area,’ receiving less

functionality, though at higher price,” said Mr

than 500mm rainfall annually (compare with

Kalbag. The students have also made innovations

Mumbai’s 2500mm). Farmers are dependent on

in low-cost housing. Pabal domes, which have

pumping water to meet the acute shortage, even

proved to be disaster-resistant due to their shape,

during monsoons. Plans for an earthen dam in

have sold in the hundreds in several states in In-

the drought-prone area were under way, which

dia. After the earthquake in Bhuj, Gujarat, 140

would only exacerbate the problem. Faced with

domes were sold as mechano-kits, which were

the challenge of a feasible alternative, the Vigyan

then plastered on receipt to make them habitable.

Ashram students surveyed the area with Global

People affected by Andhra cyclones in the 1990s

Positioning System, mapping it with the help of

heard and then requested the kits to build emer-

the sarpanch and the villagers. Finally, they pre-

gency housing structures – indeed, when the cy-

sented the minister detailed plans for canals,

clones hit again, these domes were the only struc-

which would be used for irrigation and domestic

tures left standing. This was in spite of the domes

purposes. Their idea was met with resistance at

costing less and not having any foundations.

first, but fruitfully accepted for its well-thought-

Vigyan Ashram at Pabal and the programme

out design and low environmental impact. “Aspi-

running at other schools continue to make a real

rational levels increased dramatically once they

difference to society. Their success story high-

begin to gain confidence that they can do some-

lights that what is missing from rural education is

thing to change their own lives. They think, ‘Yes,

not smarter, harder-working students, but ideas

things can change,’” said Mr Kalbag.

that look at fulfilling rural needs inside-out,

Another invention was Mechbull, a diesel-

through education; and education through tech-

driven mini tractor of 10 horsepower, (equivalent

nology and science. Maverick examples like Dr

to 4 bullocks), of which over twenty units have

Kalbag make all the difference towards ‘devel-

sold. “Mechbull is very similar to a model that

opment

Mahindra has come out with, even in of its

through development’.

through

education

and

education

Sana N Ghazi is a Fellow at Observer Research Foundation Mumbai. Email: [email protected].

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ABOUT

THE SPEAKER Ashok Kalbag graduated from IIT Bombay and worked in mechanical design with Godrej, Klaas Equipment and Mecheclonic Engineers, for over 22 years. He took up the co-ordination of Nation Building initiatives of the PanIIT Alumni India from 2008. He has been associated with Vigyan Ashram since its inception and is a member of the core group. Mr Kalbag can be reach at [email protected].

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ABOUT ORF MUMBAI Observer Research Foundation (ORF) is a leading non-partisan Indian think-tank that seeks to influence public policy formulation. It was established in New Delhi in 1990 by R.K. Mishra, a widely respected public figure, who envisaged it as a broad-based intellectual platform pulsating with ideas needed for India’s nation-building. In its journey of twenty years, ORF has brought together leading Indian policy makers, academics, public figures, social activists and business leaders to discuss various issues of national importance. ORF scholars have made significant contributions toward improving government policies. ORF has produced a large body of critically acclaimed publications. Until recently, ORF’s activities were based mainly in New Delhi. Beginning 2010, ORF Mumbai has been established to pursue the Foundation’s vision in India’s business and financial capital. It has started research and advocacy in six broad areas: Education, Public Health, Inclusive Development, Urban Renewal, Youth Development, and Promotion of India’s Priceless Artistic and Cultural Heritage. Recent reports published by ORF Mumbai include:     

“Reforms in Medical Education- to Promote Accessible and Affordable Healthcare for All” “Making the Sewer a River Again... Why Mumbai Must Reclaim its Mithi” “Moving People: Why Mumbai Needs a Bus Rapid Transport System (BRTS)” “NCHER: A Much Needed Reform that Fails the Test”, a commentary on the National Commission for Higher Education and Research Bill; and “Affordable Housing for Mumbai’s Poor: Possible!”

Forthcoming ORF Reports include:   

“Time is Running Out: Does Mumbai Have Enough Water?” “Mumbai’s Secret: Maharashtra Nature Park” “Masked Identities: Safeguarding India’s Intangible Cultural Heritage”

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