शिक्षा की प्रयोग शाळा : विज्ञान आश्रम Please read my article in Hindi - Published o Hindi Magazine 'Darshan 2016'

https://drive.google.com/open?id=0B_Jk2xLqAXjcQl9PSjRmSzBfSEk

शिक्षा की प्रयोग शाळा : विज्ञान आश्रम https://drive.google.com/open?id=0B_Jk2xLqAXjcQl9PSjRmSzBfSEk

https://drive.google.com/open?id=0B_Jk2xLqAXjcQl9PSjRmSzBfSEk


Please read my article in Hindi - Published o Hindi Magazine 'Darshan 2016'

CRADLE OF LEADERSHIP : Making of a Rural Entrepreneur

CRADLE OF LEADERSHIP : Making of a Rural Entrepreneur

My Interview in Magazine Corporate Citizen Issue September 16-30, 2016

http://corporatecitizen.in/v2-issue13/cradle-of-leadership-making-of-a-rural-entrepreneur.html

http://corporatecitizen.in/v2-issue13/cradle-of-leadership-making-of-a-rural-entrepreneur.html

Fab Lab 0.0 to Fab Lab 0.4 - Learning from running a lab in an Indian Village

Abstract

Fab Lab in developing countries have different operational problems. Within the constraints of resources, they have to prove effectiveness and the impacts of utilization of Fab Lab for their community. Vigyan Ashram (VA) Fab Lab was started in Pabal, a small village in western India with the support of MIT and Fab Foundation in 2002 and has been operational since then. It was started in a small 150 sq.ft tin shed with few machines. This lab is used by rural youth mainly, school dropouts. As the utility of the Fab Lab was experienced by the community, the lab grew in size. It saw three phases of expansion in terms of physical space and machinery. This paper is presenting challenges faced in this evolution in terms of machinery, inventory, infrastructure, manpower and projects. It is also presenting different approaches tried by VA to overcome these challenges.

IBT – MSFC (Multi Skills Foundation Course) नावात काय आहे ?

IBT – MSFC नावात काय आहे ?

विज्ञान आश्रमचे संस्थापक डॉ. श्रीनाथ कलबाग यांनी १९८७ मध्ये महाराष्ट्र राज्य माध्यमिक व उच्च माध्यमिक शिक्षण मंडळाला अर्थात्‌ एस.एस.सी. बोर्डाला 'ग्रामीण तंत्रज्ञान' या विषयासंदर्भात प्रस्ताव सादर केला. सुरुवातीला फक्त तीन शाळांमध्ये प्रायोगिक तत्त्वावर 'ग्रामीण तंत्रज्ञान' हा विषय राबविण्यासाठीची परवानगी कलबाग सरांनी मागितली होती. त्यानुसार १९८७ साली एस.एस.सी. बोर्डाने पुणे जिल्ह्यातील पाबळ, धामारी आणि लोणी या गावातील तीन शाळांमध्ये 'ग्रामीण तंत्रज्ञान' कार्यक्रम राबविण्यासाठी मंजूरी दिली. त्याप्रमाणे हा कार्यक्रम सन १९८७ ते सन १९९० असा एकूण तीन वर्षे राबविला गेला. सन १९९० मध्ये 'ग्रामीण तंत्रज्ञान' या अभ्यासक्रमाचे मूल्यमापन करण्यात आले. त्यावेळी SSC अभ्यासमंडळातील तज्ज्ञ सदस्यांनी या विषयाचे मूल्यमापन केले आणि एक महत्त्वाची सूचना वजा बदल सुचविला, की विज्ञान आश्रमाने सुचविलेला विषय फक्त ग्रामीण भागापुरता मर्यादित न राहता सर्वसमावेशक असावा. ‘ग्रामीण तंत्रज्ञान’ या विषयामध्ये शिकवल्या जाणा-या संकल्पना व कौशल्ये यांची गरज ग्रामीण भागातील विद्यार्थ्यांप्रमाणे शहरी भागातील विद्यार्थ्यांनाही आहे. हा विषय सर्व शाळांमध्ये राबविला गेला पाहिजे. या विषयाची व्याप्ती व विस्तारक्षेत्र वाढविण्याच्या दृष्टीने पाहता या विषयाचे 'ग्रामीण तंत्रज्ञान'  हे नाव बदलून अधिक व्यापक संबोधन असणारे नाव ठेवावे. या विषयाला अधिक व्यापक नाव सुचविणे हिताचे ठरेल, अशी चर्चा झाली. आणि त्यावेळच्या चर्चेनुसार या विषयाचे नाव 'मूलभूत तंत्रज्ञानाची ओळख' अर्थात्‌ Introduction to Basic Technology (I.B.T.) असे अतिशय व्यापक नाव द्यावे, असा निर्णय सन १९९० मध्ये सर्वानुमते घेण्यात आला.

Education for Tribal & Farming communities on the background of Third Industrial Revolution (TIR)

Third Industrial Revolution (TIR)

In a book ‘Third Industrial Revolution (TIR)’ Mr.Jeremy Riffkin analyzed the new world order that is taking place on the background of present energy crises. Sources of energy were prime force behind all the industrial development taken place so far. First industrial revolution was coal based; second industrial revolution was based on oil as a source of energy. Oil based industrialization also lead us to side effect such as pollution and global warming. There is enough indication that with depleting oil reservoirs, second Industrial revolution is nearing its end. According to him we are now moving towards ‘Third Industrial Revolution’. TIR will be boon to tribal and farming communities due to their proximity to natural resources.

Keys to success of skills training in schools : Multi-skill Training and Community Services (Vigyan Ashram Experience)

Paper submitted at International Conference on Emerging Trends in Vocational Education : Vision 2020, at Bhopal from 18th - 20th Feb 2014

Abstract :

Majority of population which is dropped out of the school earn their livelihood as a workforce. They acquire their skills by ‘Learning while doing’ method. This informal method of learning skills has many shortcomings. Vigyan Ashram (www.vigyanashram.com ) has worked on the short comings of those methods and providing training to rural youth by ‘Learning while doing method in real life situation’. This paper will present learning’s from 31 years of experience in implementing skills training program for rural youth. It shows, how multi-skill training and community services are successful strategies for skills training.  On the job training (OJT) is useful in an organized industry. It cannot be applicable for skills training for unorganized sector. This paper will present how absence of development in the community, can be used as an opportunity to give hands on training to students. It will also prove by examples, how the community services can be used as an important tool for updating the curriculum & making it relevant. At the end the paper will argue that vocational training cannot be successful without strong work centric education at the school level. VA is successfully implementing pre-vocational program ‘Introduction to Basic Technology (IBT)’ in the formal school (Class VIII – X) on the above principles. The paper will describe impact of integrating work and education. It will also show present Govt program of introducing trade based vocational education at IX and Xth are contradictory to educational principles and lessons learnt in the past of similar efforts.