Improving Government Schools What Has Been Tried and What Works Edited by Mandira Kumar & Padma M. Sarangpani Government

Improving Government Schools What has been tried and what works Edited by Mandira Kumar & Padma M. Sarangpani Government schools serve the majority of children in our country. These schools have witnessed a decline in their services, and increasingly they are accessed by the poor and the marginalised. Across India, a handful of committed individuals have led efforts to improve government schools, in the belief that they could demonstrate or induce an enduring change in the system. This book profiles twenty three such efforts from across India. These are stories of inspiration and insight, written in an accessible style, of interest to practitioners and others engaged with ideas of innovation, change and school reform. There are efforts to improve the teaching of curricular areas such as language, maths and science; as well as attempts to introduce new ones such as health, peace and environment education. Some efforts have focused on the role of textbooks, radio and computers in the classroom, others on mobilising communities and energising teachers. The narratives are factual and reflective, and construct a varied picture of how innovations are nurtured, implemented and spread. The introduction places these narratives in the larger context. It outlines the scope for outside agencies to work and collaborate with the state to reform the government schooling system, and reflects on when things have worked and when they have not. An additional resource in the book is an all- India listing of non-governmental organisations engaged with the issue of ‘improving government schools’. FOREWORD Words have a life cycle, and innovation seems to have run out its youth. When Kishore Bharati - the mother of Eklavya, whose work is covered in this book - was in its infancy in the early 1970s, innovation conveyed the desire to improve the system by engaging with it. At least, that is the meaning Kishore Bharati gave to the word. It was the first attempt ever - not just since 1947, but since 1854 when the structure of the system we recognise to this day was formally born - made by a voluntary agency (which is how what we now call an NGO was known then) - to engage with the system, with the conviction that such an engagement would have a transformative effect on the system. I am sorry this last sentence looks so messy, with all the parenthetical clauses, rather unbecoming of a foreword, but I wanted to show how much the meanings of words have changed while the system has not, the long, untidy sentence should serve lo symbolise the cost we pay for staying dependent on oral memory in the age of literacy. This book is a laudable attempt to bring into written memory the narratives of bold and beautiful attempts made by remarkable individuals and their colleagues to intrude into the system of school education. The terms ‘intrude’ is more accurate than the more familiar ‘intervene’, because the latter conveys a formal approval, if not a formalised welcome, to those who wish to interrupt the flow of routine. Thirty five years after Kishore Bharati had started functioning in Hoshangabad, the system of education continues to be resistant lo outsiders who want to improve it by working within it. The Kishore Bharati-Eklavya project known as the Hoshangabad Science Teaching Programme has been closed down, and there are rather few signs of the system’s will (though a willingness is sometimes won with the help of grit and contacts) to encourage more such projects, or to learn from them. And yet we can hardly avoid noticing that the times are ripe for systemic reforms to receive everybody’s attention, and for the birth of new partnerships - a term we owe to the market, an institution which arouses hope for some, anger in others, but is a major reference point in our times for all. This book couldn’t have come at a more opportune time. It will remind all those who are fed up with the rigidities and the underachieving character of the system of school education that it is possible to try changing it without formally belonging to it, that in fact it is necessary for us to want to improve it, because we pay an extraordinarily high price for maintaining an unreformed system. The accounts included in this collection are all brief and highly readable, which means that they will not be consigned to the body of literature we call research, but they will be read for personal inspiration. For me, these accounts evoked memories of individuals who look extraordinary in retrospect, some of whom are still battling. Literate memory places the past in perspective and thereby creates a place in history for names who might otherwise be forgotten. Dr Kalbag was one such person whose story is told here. All the stories we read here are like still photography, of moments when cyclonic weather hit a region or an institution steeped in routine. Cyclonic weather is normally pleasant, but it does not last. Even innovations stagnate when they drag on. That is why we need to recall them, to deepen our understanding, and to strengthen our resolve. We also need them to avoid superficiality that necessarily afflicts uninformed beginnings. By reading about projects successfully undertaken in the past, one feels obliged to put substance of memory into a new dream, and audible echoes into a proposal for funding. I also hope that those who serve the state will read this book to stir their imagination, to dunk of all that is possible and is not happening just because procedures do not allow for it. Krishna Kumar The project Sutradhar is a Bangalore-based educational resource centre. This book is the outcome of a documentation project initiated and managed by us. We were involved in a small way with government schools, and keen to learn from the experience of other groups, in the belief that it would inform and enrich our practice. Since 1996, we have been coordinating a features service that aims at promoting educational discourse through mainstream newspapers. The essays in this book have appeared in an abridged form in the Deccan Herald, through the ‘Sutradhar Features Service’. I am particularly indebted to Dr Padma Sarangapani, who has been the co- editor of the book, and guided the project through its various phases. I would like to thank ICICI for their support in helping us document the interventions. I am grateful to Sir Ratan Tata Trust and Wipro Applying Thought in Schools, as their support helped us take the project ahead into a book. I would also like to acknowledge Sir Dorabji Tata Trust for supporting Sutradhar as this allowed us to house the project from 2000-2005. I would also like to thank Books for Change, particularly Shoba and Shailaja for working with us in a collaborative spirit to bring out the book. Mandira Kumar Sutradhar The Editors Firstly, we would like to thank the contributors - many of whom stretched themselves to write for us despite their work commitments, and responded to our queries with good grace. They captured the spirit of the intervention within the word constraints we had imposed, and negotiated the logistical challenges of meeting with busy individuals and government officials. We are equally indebted to the many groups and individuals who spared the time to reflect with honesty on their own work. They supported our effort by responding to our clarifications, and sending us project updates, documents and photographs. We are grateful to Dr Krishna Kumar for writing the foreword to this book. His enduring faith in the formal school system and his professional and personal encouragement have been a source of immense strength. Lastly, we would like to thank the Sutradhar team - including Preeti Purohit and Indra Moses - for their support during the different phases of this project. They helped with the initial survey in identifying projects for inclusion, corresponding extensively with NGOs, sourcing secondary literature, supporting contributors, and liaison with the press. They assisted with the additional work required to take the essays into the book - sourcing visuals collating annexure, proof-reading and design, and compiling the all - India resource directory. The Editors Improving government schools Padma M Sarangapani and Mandira Kumar The word ‘school’ evokes images of children in uniform, heavy school bags, and dust rising from playgrounds where children jostle each other and run around until the bell rings and the discipline of the school takes over. The teacher, textbook in hand, loudly addressing children... routine, repetition, memorisation, examinations, fear, and boredom-waiting for the bell to ring. There is no doubt that schools need to change and provide better quality of educational experiences to children. Even more so in the case of government schools, which cater to more than 80 per cent of the children in our country. The concern to improve the education children receive through schools and efforts to work with the government and within the government system to make this happen have a fairly long history in this country, beginning with Gandhi’s Nai Talim or basic education. This was conceptualised and proposed as the basis for school curricula in the 1940s, and was an attempt made to reform government schooling by the state itself. The introduction of a curriculum which drew on ideas such as productive work and instruction in the mother tongue came from concerns to make compulsory education a meaningful and relevant experience for the child, and to link education and personal development with social concerns. The system, however, recapitulated to an earlier formulated ‘mainstream’, the foundations for which were laid by our colonial masters. This was a system with a focus on academic learning based on textbooks and examinations.

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