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 INDIAS 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 hosted a talk by Ashok Kalbag on May 18th, 2012, on alternative education. Mr Kalbag is associated with the Vigyan Ashram schools which run in several parts of the country. At the outset, Mr Kalbag noted the critical problem of extraordinarily high numbers of school dropouts in India. As a process by which society deliberately transmits its accumulated knowledge and skills from one generation to another, formal education in India has not translated into better lives for the rural population. The formal education system in India is unsuccessful in retaining 80% of enrolled

students. This large set of students drop out of school arguably because of a sense of disconnect with their vocational aspirations. Education in India has been artificially divided from vocation today. Education should instead be directly relevant to one's labour of choice, yet for the majority of people living in rural India, relevance is not felt with what is learnt in class and the real world. School drop-outs very often have their first contact with a skill set when they are compelled to learn them through an occupation that they have access to. This is usually done through the elders in their families or through a job, but

there is very little true community involvement in our formal education system, even though rural areas are most inter-dependent. In the

literacy and a scientific temper through school education. At best, our education system has been the supplier of the demands of

education, said Dr Kalbag in a

early 1980s, Dr Shrinath bag that Kal-

observed students

documentary shown highlighting the

living in rural or poor areas have not developed intellectual capability to the

beginnings of Vigyan Ash-

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

ram. It has also graded desci-

absorb certain kinds of knowledge that are available to them. He thus suggested the concept of Rural Development through Education System (RDES), which introduces the idea of technical

ence into a subject that can be learnt by rote. The solution to this is to build, through education, the capability to act.

Kalbags 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.

PARADIGM SHIFT

Subjects taught in regular schools seldom transcend into useful inter-disciplinary discourse. Real-life problem-solving requires

whereas perhaps the reverse is true as one masters a skill, good grades show for it. Mr Kalbag stated that

people seldom learn life skills like swimming by reading a book on it, but by diving in - and yet, they Ashok Kalbag: Our tagline is development through education, education through education. never forget

the application of principles of diverse subjects crossing over. In addition, the nature of learning in regular

schools does not emphasise learning to apply concepts in real-life situations, but getting good grades. It is implied that getting good marks is a sign of having mastered a skill,

these skills, nor do the skills become obsolete. He affirmed that only when the object of learning is actually tried out and processed, is it useful; until such point, it is

information lying dormant. Unfortunately, the idea that school education which students have not just studied about but have experience in performing, has not gained ground in government-run primary and secondary

his dream to restore India to a glorious status in the world, Dr Shrinath S Kalbag founded Vigyan Ashram (Vigyan meaning science and Ashram signifying simple living, high thinking), affiliated with Indian Institute of Education, Pune. About 70 km from the city, the first Ashram was built in Pabal village, located in Shirur Taluka. These schools have emphatically put its efforts into the principle of learning by doing. Its tenets also comprise: earn while you learn, multiskill training, and community service. It aims at introducing fundamental changes in the methods of teaching and assessment that exist in regular schools today, by using schools

schools. The overwhelming majority of Indian citizens do not study beyond higher secondary school; hence it is vital that a young country like India revisits its views on primary education through inter-disciplinary skill-development. The emphasis on science education in urban areas is also not matched in rural schools, depriving the largest section of Indians from everyday applications of science and rural entrepreneurship. Armed with

as a medium for technology transfer. To ensure that the value of labour is understood early on, it became important to associate education with labour and the two with monetary benefit. But labour without the direction and spirit of community-oriented local solutions would be lost in personal gain. Instead, it was felt that community service would help students not only take an interest in completing their schooling, but also excel in it. Learning by doing also ensures that participation is entirely voluntary, and the confidence to complete complex tasks with

minimal help is a deeply satisfying part of the learning process. One of the major hurdles in regular schools is that retaining attention spans of students is difficult. Our fault lies with assuming that learning should be manually made challenging and therefore rewarding, said Ashok Kalbag, but the challenge is there by the very nature of its existence. Thus, he emphasised, learning should be seen not as a subject but a process, and engaging with the object of study itself is the best way to know more about it.

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

LEARNING TO LEARN

Learning by doing means observing things and recording those observations, learning to measure and take measurements, clas-

this, the use of technology was found to be best through taught educa-

ASPIRATIONAL LEVELS GO UP DRAMATICALLY AS STUDENTS GAIN CONFIDENCE THAT THEY CAN APPLY KNOWLEDGE TO BENEFIT

tion itself. Children are keener participants with new technology; and once they

sify, document, and exchange information with other students;

THEMSELVES, AND OTHERS.

and

finally

hy-

THEY THINK: YES, THINGS CAN CHANGE.

try it out and make it their

pothesise what one is observing and test if the hypothesis is

own, the adults are compelled to tinker with what is successfully used even by children. Inter disciplinary studies ensured

right. The process thus involves constant response to see if one is on the right track. For

the real-world applications of scientific principles. Good education has to be based on diverse experiences, Kalbag soned, Mr reaand

bers of local people, development of the community is a natural result. Community ser-

vice also results in projects being directly linked to students local

for this real life is the best educator.All velopment springs from The talk raised enthused responses from the audience. de-

environment in a fundamental way, and not esoteric research with little bearing on the community. This also means there is no resulting loss of interest for the student. Channelising all this effort towards the larger goal of development

human knowledge and the endeavour to learn ever more is natural and innate to every human being. When scientific learning lends its benefits to increasing num-

THE ASHRAMS STUDENTS GO FROM BEING DROP-OUTS TO SCORING 80% MARKS. ITS A REWARDING PROCESS.

Ashok Kalbag

through education means early emphasis on community service. It also warrants local prosperity of disadvantaged groups and innovation through entrepreneurship. Students at Vi-

laces, the rural and poor have largely been left out. The other side of the same coin is taking benefits of science to the rural areas, where the majority of Indians live and

THE FAULT LIES WITH ASSUMING THAT LEARNING SHOULD BE MANUALLY MADE CHALLENGING AND THEREFORE REWARDING, BUT THE CHALLENGE IS THERE BY THE

yet

are

deprived

gyan Ashram internalise this way of thinking and

from guided scientific innovation in their lives. As the

attempt to cater to their communi-

first step was building the school itself,

VERY NATURE OF ITS

ties development by finding practical tions implementafor new

EXISTENCE.

the

first

Ashram,

started in 1983 in Pune, was built entirely by the students and staff themselves. Service to the community is set as a fundamental in the schools curriculum. Almost

ideas and removing logistical hurdles for old ones. Although technological advancements have added quality of life to urban popu-

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all of students return to their communities, having gained the confidence of becoming sustainable and successful entrepreneurs. Every skill at the Ashram is thus directly related to their communitys immediate

vice offering was a tyre and auto repair workshop. As the types of service issues varied, so did the students knowledge,

resulting into new skills being learned. Thousand of handpumps, for instance, that lay inutile for lack of repair knowledge, began profiting the community once the workshop began Many members of the audience wanted to bring Vigyan Ashrams tenets to their own schools. to function. Students can appreciate this when they learn and then focus on one vocation, because they can feel the aspiration of being

needs. One of the Pabal villages dire hardships was the lack of a tyre repair shop, and farmers and laymen needed to scale 20 km to get to the nearest one. Transportation

would cost more than services rendered. Recognising this need, the Ashrams first ser-

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able to fulfil even allied needs of their community ultimately For instance, students learning animal husbandry also tie in with blood group testing and low cost housing. Today, the Diploma for Basic Rural Technology curriculum comprises an inanimate section, with mechanics and material, and energy and environment. An animate section completes the syllabus with home and health, agriculture and animal husbandry, rotating students through the disciplines in threemonth periods. Significantly, no differential

treatment is given to girls; instead the facilities are used by all, irrespective of gender and everyone does all the work. Along the way, the projects need to be wellbudgeted and innovations become mandatory to the process, to reduce costs. Rudiments of commerce are thus incorporated into learning without the need to include management, accounting and marketing as subjects. In essence, students are methodically taught to keep records and accounts, although they do not actually learn the jar-

IF THE COMMUNITY PITCHES IN, IT MEANS THEYRE SERIOUS ABOUT IT. PUTTING SOMETHING IN MEANS THEY WILL WANT BENEFIT OUT OF IT. CONSEQUENTLY, THEY MAKE SURE THE RUNS. PROGRAM

Ashok Kalbag

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gon. Youll be surprised at the innovations of these school dropouts, said Mr Kalbag. Importantly enough, the Vigyan Ashram is entirely community-funded. Instead of asking the government to fund the schools, Dr Kalbag was sure that the benefits would be truly shared only when a tangible investment was made by the community itself into the schools success and sustenance. The school building cost approximately Rs. 1 lakh, providing opportunity for different types community inputs as well. If the community pitches in, it means theyre serious about it, continued Mr Kalbag, and putting some-

thing in means they will want benefit out of it, and consequently they make sure the program runs. Interaction with community

from the earliest stage also means voicing the problems they face. The local school thus reflects local problems. In real terms, when the community pays for the service, effectively they are subsidising the students tuition and also subsidising their cost of service because there is no exorbitant profit-making motive for the students service. The cost of education comes down, the quality of services goes as high as it can, and this cycle stimulates the educational process.

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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 since opening, including recognition from the government. The course, Introduction Technology, nised by to is Basic recog-

ket.

The Earth Resistivity Meter (ERM), an

instrument that is used for prospecting underground water, was developed by the

students. In its first 10 years it successYOULL BE SURPRISED AT THE INNOVATIONS OF THESE HIGH-SCHOOL DROPOUTS!

Maharashtra

State Board of Secondary Education since 1985, and about 100 schools are now running the programme. The same programme, tailored for residential schools, is recog-

fully marked water levels in over 1000 wells - a record of 90% or more. Compared water depths have been graphed, helping the village

nised by National Open School since several years as well. The students have developed large and small needs into tangible, marketable ideas for the community that also sell in the open mar-

plan their water usage. Mr Kalbag described how students successfully used satellite technology to effectively pitch their idea for a canal in Pabal area. The re-

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gion falls in the rainshadow area, receiving less than 500mm rainfall annually (compare with Mumbais 2500mm). Farmers are dependent on pumping water to meet the acute shortage, even during monsoons. Plans for an earthen dam in the drought-prone area were under way, which would only exacerbate the problem. Faced with the challenge of a feasible alternative, the Vigyan Ashram students surveyed the area with Global Positioning System, mapping it with the help of the sarpanch and the villagers. Finally, they presented the minister detailed plans for canals, which would be used for irrigation and domestic purposes. Their idea was met with resistance at first, but fruitfully accepted for its well-thoughtout design and low environmental impact. Aspirational levels increased dramatically once they begin to gain confidence that they can do something to change their own lives. They think, Yes, things can change, said Mr Kalbag. Another invention was Mechbull, a dieseldriven mini tractor of 10 horsepower, (equivalent to 4 bullocks), of which over twenty units have sold. Mechbull is very similar to a model that Mahindra has come out with, even in terms of its

functionality, though at higher price, said Mr Kalbag. The students have also made innovations in low-cost housing. Pabal domes, which have proved to be disaster-resistant due to their shape, have sold in the hundreds in several states in India. After the earthquake in Bhuj, Gujarat, 140 domes were sold as mechano-kits, which were then plastered on receipt to make them habitable. People affected by Andhra cyclones in the 1990s heard and then requested the kits to build emergency housing structures indeed, when the cyclones hit again, these domes were the only structures left standing. This was in spite of the domes costing less and not having any foundations. Vigyan Ashram at Pabal and the programme running at other schools continue to make a real difference to society. Their success story highlights that what is missing from rural education is not smarter, harder-working students, but ideas that look at fulfilling rural needs inside-out, through education; and education through technology and science. Maverick examples like Dr Kalbag make all the difference towards development through education and education

through development.

Sana N Ghazi is a Fellow at Observer Research Foundation Mumbai. Email: sananooreen@orfonline.org.

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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 vashram@gmail.com.

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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 Indias 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, ORFs activities were based mainly in New Delhi. Beginning 2010, ORF Mumbai has been established to pursue the Foundations vision in Indias 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 Indias 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 Mumbais Poor: Possible!

Forthcoming ORF Reports include: Time is Running Out: Does Mumbai Have Enough Water? Mumbais Secret: Maharashtra Nature Park Masked Identities: Safeguarding Indias Intangible Cultural Heritage

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