theme paper of Chairman NCRI By Prof. S. Muthukumaran
1.What is the relevance of ‘Nai Talim’ system of education in the present scenario? Where do we introduce the system? What are likely benefits of the Nai Talim system of Education? What are the likely limitations?
Eighty seven years later, we find that these defects continue. It is clear if India has to make real progress, these defects will have to be eliminated from our educational system.
Gandiji observed “it is a crime to make education merely literary and to unfit boys and girls for manual work in after – life”. The widespread unemployment in India is due to the policy of making every child go through an education which makes them hate manual work. Gandiji’s observation “The introduction of manual training ………………….. will teach them an occupation on which they can fall back upon in after – life if they choose for earning a living. Such a system must make our children self – reliant.” is worth pondering upon.
The text books may be based on indigenous thought and must reflect the immediate surroundings and our culture. Education can be through manual training and therefore all children must learn at least one vocation which may be useful to them in later life. The medium of instruction will have to be the home language. However those children who have an aptitude to learn languages may learn other languages and in later life provide translations of the rich thoughts and new findings found in the publications of those languages.
In the present scenario, new education is to be introduced in all schools. The benefits are obvious; our young ones will have good character and will be self reliant will be proud to belong to this country and will be able to contribute by way of adding new knowledge and by contributing to the wealth of the nation through their productive work.
There are no limitations. Only some persons in high positions who have gone through the present form of education may stand in the way of introduction of the new education.
2.What are rural institutes? What are their unique features? Do we confine ourselves to traditional and functioning rural institutes such as GRU, Gujarat Vidyapeeth, Mahatma Gandhi Gramodaya Viswa Vidyalaya? Or Do we broadbase the concept of rural institutes? If so, how do we go about? What criteria do we propose to follow to define the scope of proposed rural institutes?
3.Of the various rural institutions promoted, only a few have been able to withstand the test of the time. The rest have withered away. What were the reasons behind the success of a few rural institutes and failure of many rural institutes? The examination of factors behind failure / success would help us to position the existing and emerging rural institutes in proper perspective.?
4.There are different institutions ranging from Government to grass root organizations working towards the promotion of well-being of rural community. Coordination among these agencies is lacking. As result, schemes and programmers do not converge to create a discernible impact on the rural community. Can NCRI play the role of coordinating at least Gandhian Institutions to create a sort of synergy in the working of these institutions? If so how should NCRI go about it?
5.Certain Rural institutes have taken up the task of training the grass root functionaries in local governance, community based organizations, micro-finance, micro-plan, leadership, peace and conflict resolution, etc. What kind of role can NCRI play in such programmes?
6.Can we think of introducing innovative programme in the Rural Institute? (e.g Samaj silphis (Change Agents), values and social responsibilities, village as classroom for certain specific programme, etc.)?
7.What should be the relation between NCRI and the rural institutes? What do rural Institutes expect from NCRI? What should be the role of NCRI in promoting and developing rural institutes? What are the activities that NCRI in nurturing and strengthening the network?
8.Should we have the network of teachers Acharyakul of Rural Institutes? If so what should be the kind of network and what should be the functions of such Network?
9.Should we have the network of teachers Acharyakul of Rural Institutes? If so what should be the kind of network and what should be the functions of such network?
10.Rural research, especially action-based participatory research involving different stakeholders is the need of the hour in the rapidly changing socio-economic scenario of the rural India. What type of research can be taken up? What can be the broad areas of research? Can it be collaborative research? If so, how do we go about?
11.What are the changes proposed in the functioning of NCRI?
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