Vigyan Ashram

v    Introduction:

Vigyan Ashram (VA) is a rural centre of “Indian Institute of Education, Pune”. It was established in 1983. Vigyan Ashram is located at village Pabal, approx. 70km from Pune.

VA provides training to rural youth in various vocations and encourages them to start their own enterprises. Many of its alumni are entrepreneurs and are doing variety of businesses ranging from simple fabrication, poultry to high end electronics and computers. It has developed a program “Introduction to Basic Technology (IBT)” for students of 8^th – 10^th std. The program got recognition by SSC board as vocational subject code V1. Students undertaking this program get preferences in admission to ITI and polytechnic.

IBT program is getting implemented in 68 schools in Maharashtra. The non formal version for school dropouts are recognized by National Institute of Open Schooling (NIOS) as Diploma in Basic Rural Technology (DBRT).

Over the period IBT program proved its effectiveness, usefulness, sustainability and replicability. In collaborating with Lend-a-hand-India, Vigyan Ashram is targeting to have the program in 100 schools under its Plan100 project. The program is already getting implemented in 68 schools in Maharashtra. Many organizations like Suzlon foundation, Cognizant software technologies, Association for India’s development, Asha for education, Bayer crop sciences, honeywell CSR dept are supporting IBT program.   

Under Plan100 project, online monitoring system is developed to track the progress of IBT schools. VA also provides training to instructors and teachers in the schools. Various books, manuals, CDs are developed for the program. SSC board has published ‘Teachers handbook’ for running this program.

Objectives:

Ø      To introduce students to different skills, thereby developing capability act.

Ø      To reduce school dropout rate by making education more relevant to the society.

Ø      To implement ‘Learning while doing’ methodology in education system. Thereby change the ‘Book centered education’ towards ‘work centered education’.

Ø      To create self employment opportunity in village and thereby empowerment of rural youth and women.

Ø      To provides various community service through students.

Strategy: 

Ø      Focus on school age youth, 12-18, in and out of school.

Ø      ‘Learning while doing, in real life situation’ is effective for all.

Ø  Students will be involved in various rural development work. This will give them life-enriching skills.

Ø  ‘Learning while Doing’ not only stimulate the intellect but also reduce cost of both education and development.

Ø    Computer based lessons help the instructors in giving the information side of tuition, while they demonstrate and guide the practical.

Ø      The program will become self-sustaining after project period.

The System in Brief:

Ø      The system consists of a course for the formal school students in the 8-10^th standards.

Ø      Students will work one day per week in the school.

Ø   The course gives hands on multi-skill training in real life situation through the staff and     students giving paid services to the community.

Ø  The course content covers all walks of life through exposure to Engineering, Energy-Environment, Agriculture and Home and health.

Ø  The objective is, as Gandhiji had visualized, using the skill training as a medium for intellectual development. The real education is learning to learn by oneself.

Ø      The schools are selected on the basis of their agreeing to the community participation and the other features of the scheme.

Ø   The school selects local youth, (3 boys and a girl) for training as instructors. The instructors are skilled youth and aspiring to start own enterprises. They operate the school facilities as a ‘business’ so that they get self-confidence to start own enterprise.

Ø      The system gives modest cost services to the community in many areas, instructors prepare to start own enterprise, students get hands-on experience in a variety of skills, and school gets good education for its students, in addition to depreciation for its equipment. Thus every one gets some benefit.

Ø      The training is given by Vigyan Ashram.

Ø      The school performance is judged on the conduct of practical exercises, the value of community services, and the number of non-formal students taken for training.

Monitoring, Evaluation and Programme Execution:

1)     Vigyan Ashram will appoint one Field officer to monitor and facilitate the IBT program.

2)     School will give responsibility to one of the science/mathematics teacher as a “School Coordinator” of the program in school. He is responsible to teach drawing, costing and theory periods. And also oversees the program.

3) An IBT school committee comprises of Principle/HM, VA-IBT coordinator, School coordinator, entrepreneur in village, SHG president and local news paper reporter will be formed to look into smooth functioning of the program.

Roles of different parties :

Vigyan Ashram (VA):

• A monthly visit by IBT Field officer.
• Planning of activities in the school.
• Facilitating purchase of equipments in the school.
• Instructors training program in summer and Diwali vacation. School coordinator training program.
• Facilitate school in getting recognition from SSC board and Directorate of vocational Education. 

School:

• Appoint four instructors.
• Purchase equipments and tools.
• Purchase of materials required for practical and community service.
• Keep accounts.
• Conduct theory, drawing lectures.
• Provide 10 hrs per week in their time table.
• Fulfill all requirements as required by SSC board and Directorate of Vocational Education to get recognition.
• Management of the program.
• Will give commitment to run the program from own resources after 3 years.

Process Impact Indicators:

-          Rupees Value of community services.

-          Number of practical taken.

-          School results.

-          Enrollment of out of school youths.

-          Increases in rural employment and entrepreneurs in surrounding areas (Long term).

Possible Outcome:

1)     Students will find school more attractive and healthy environment of learning.

2)     Activities and work done at school motivate the students to get involved in various activities.

3)     School will get linked with the society by way of various rural development activities carried out by students. For example earthling, soil testing, making soak pit, electrical wiring, watershed development survey etc.

4)     New technologies will be introduced in the village through school. VA will train instructors in new technologies, which will be demonstrated in school itself.