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Reptilian Research Archives hosted by David Icke THE CULT OF THE SERPENT What do the following names all have in common: Dennis Brunnell, Stan Deyo, William Cooper, Bill Hamilton, Val Valerian, 'Commander X' and Robert Lazar? They all allege that the following scenario is a reality... Ever since the so-called end of the NASA moon shots the U.S. secret government has been involved in covert manned space exploration of this solar system utilizing super-advanced technologies which are so revolutionary that the secret government has chosen to tell the public little or nothing about it.

• reptilian beings
• explanation for the terrible destruction of the kuwait oil fields
• secret government
• serpent cult
• voicebox of secret government policy
• man by the serpent race
• world
• u.s.
• u. s.
• 1 u.s.
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• HKN, Inc.
• Trilateral Commission
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• Publié par: orzi
• Nombre de lectures: 29
• Langue: English
• Poids de l'ouvrage: 1 Mo

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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 Tal