OBSERVER RESEARCH FOUNDATION MUMBAI

Ideas and Action for a Better India

ALT ER N AT IV E ED UCAT I O N AN D LEAR N I NG

T H E S U C C E S S S T O R Y O F V I G Y A N A S H R A M

A S H O K K A L B A G T R U S T E E , V I G Y A N A S H R A M

18th May 2012

N E W S L E T T E R W R I T T E N B Y

SANA N GHAZI

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A B R A V E N E W S C H O O L F O R A B R A V E N E W W O R L D

“ 8 0 % O F I N D I A ’ S F O R M A L E D U C A T I O N S T U D E N T S H A V E

F A I L E D I N T H E E D U C A T I O N S Y S T E M . V I G Y A N A S H R A M

P R O V E S T H E I R P O T E N T I A L B Y M A K I N G S U C C E S S F U L

S T U D E N T S A N D S U C C E S S F U L E N T R E P R E N E U R S O F T H E M . ”

Ashok Kalbag

Observer Research Foundation Mumbai

hosted a talk by Ashok Kalbag on May 18th, 2012,

on alternative education. Mr Kalbag is associated

with the Vigyan Ashram schools which run in

several parts of the country. At the outset, Mr

Kalbag noted the critical problem of extraordi-

narily high numbers of school dropouts in India.

As a process by which society deliberately trans-

mits its accumulated knowledge and skills from

one generation to another, formal education in

India has not translated into better lives for the

rural population. The formal education system in

India is unsuccessful in retaining 80% of enrolled

students. This large set of students drop out of

school arguably because of a sense of disconnect

with their vocational aspirations. Education in

India has been artificially divided from vocation

today. Education should instead be directly rele-

vant to one's labour of choice, yet for the majority

of people living in rural India, relevance is not

felt with what is learnt in class and the ‘real

world.’ School drop-outs very often have their

first contact with a skill set when they are com-

pelled to learn them through an occupation that

they have access to. This is usually done through

the elders in their families or through a job, but

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there is very little true community involvement

in our formal education system, even though ru-

ral areas are

most inter-de-

pendent.

In the

early 1980s, Dr

Shrinath Kal-

bag observed

that students

living in rural

or poor areas

have not de-

veloped the

intellectual

capability to

absorb certain kinds of knowledge that are avail-

able to them. He thus suggested the concept of

Rural Development through Education System

(RDES), which introduces the idea of technical

literacy and a scientific temper through school

education. “At best, our education system has

been the sup-

plier of the

demands of

education,”

said Dr Kal-

bag in a

documentary

shown high-

lighting the

beginnings of

Vigyan Ash-

ram. “It has

also de-

graded sci-

ence into a subject that can be learnt by rote. The

solution to this is to build, through education, the

capability to act.”

The audience listening in rapt attention as Mr Kalbag elucidates the his-tory and making of Vigyan Ashram schools.

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Kalbag’s garden: The Pabal Dome, a low cost Do-It-Yourself housing kit with natural-disaster resistant fea-

tures. 1,000 units have sold all over India, of which 120 were sold in Latur, Maharashtra.

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P A R A D I G M S H I F T

Subjects taught in regular schools seldom

transcend into useful inter-disciplinary dis-

course. Real-life prob-

lem-solving requires

the application of prin-

ciples of diverse sub-

jects crossing over. In

addition, the nature of

learning in regular

schools does not em-

phasise learning to ap-

ply concepts in real-life

situations, but getting

good grades. It is implied that getting good

marks is a sign of having mastered a skill,

whereas perhaps the reverse is true – as one

masters a skill, good grades show for it. Mr

Kalbag stated that

people seldom learn

life skills like swim-

ming by reading a

book on it, but by

diving in - and yet,

they never forget

these skills, nor do

the skills become ob-

solete. He affirmed

that only when the

object of learning is actually tried out and

processed, is it useful; until such point, it is

Ashok Kalbag: ‘Our tagline is ‘development

through education, education through education.’’

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information lying dormant. Unfortunately,

the idea that school education which students

have not just studied about but have experi-

ence in performing, has not gained ground in

government-run primary and secondary

schools. The overwhelming majority of In-

dian citizens do not study beyond higher

secondary school; hence it is vital that a

young country like India revisits its views on

primary education through inter-disciplinary

skill-development. The emphasis on science

education in urban areas is also not matched

in rural schools, depriving the largest section

of Indians from everyday applications of sci-

ence and rural entrepreneurship. Armed with

his dream “to restore India to a glorious

status in the world,” Dr Shrinath S Kalbag

founded Vigyan Ashram (“Vigyan” meaning

‘science’ and “Ashram” signifying ‘simple

living, high thinking’), affiliated with Indian

Institute of Education, Pune. About 70 km

from the city, the first Ashram was built in

Pabal village, located in Shirur Taluka. These

schools have emphatically put its efforts into

the principle of learning by doing. Its tenets

also comprise: earn while you learn, multi-

skill training, and community service. It aims

at introducing fundamental changes in the

methods of teaching and assessment that ex-

ist in regular schools today, by using schools

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as a medium for technology transfer. To en-

sure that the value of labour is understood

early on, it became important to associate

education with labour and the two with

monetary benefit. But labour without the di-

rection and spirit of community-oriented lo-

cal solutions would be lost in personal gain.

Instead, it was felt that community service

would help students not only take an interest

in completing their schooling, but also excel

in it. ‘Learning by doing’ also ensures that

participation is entirely voluntary, and the

confidence to complete complex tasks with

minimal help is a deeply satisfying part of

the learning process. One of the major hur-

dles in regular schools is that retaining atten-

tion spans of students is difficult. “Our fault

lies with assuming that learning should be

manually made challenging and therefore

rewarding,” said Ashok Kalbag, “but the

challenge is there by the very nature of its ex-

istence.” Thus, he emphasised, learning

should be seen not as a subject but a process,

and engaging with the object of study itself is

the best way to know more about it.

“ S C I E N C E H A S B E E N D E G R A D E D I N T O A S U B J E C T T H A T C A N B E

L E A R N T B Y R O T E . T H E S O L U T I O N I S T O B U I L D , T H R O U G H E D U C A -

T I O N , T H E C A P A B I L I T Y T O A C T . . . ”

Dr Shrinath Kalbag

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L E A R N I N G T O L E A R N

Learning by doing means observing things

and recording those

observations, learning

to measure and take

measurements, clas-

sify, document, and

exchange information

with other students;

and finally hy-

pothesise what one is

observing and test if

the hypothesis is

right. The process thus involves constant re-

sponse to see if one is on the right track. For

this, the use of technology was found to be

best taught

through educa-

tion itself. Chil-

dren are keener

participants with

new technology;

and once they

try it out and

make it their

own, the adults

are compelled to

tinker with what is successfully used even by

children. Inter disciplinary studies ensured

A S P I R A T I O N A L L E V E L S G O

U P D R A M A T I C A L L Y A S S T U -

D E N T S G A I N C O N F I D E N C E

T H A T T H E Y C A N A P P L Y

K N O W L E D G E T O B E N E F I T

T H E M S E L V E S , A N D O T H E R S .

T H E Y T H I N K : Y E S , T H I N G S

C A N C H A N G E .

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the real-world applications of scientific prin-

ciples. “Good education has to be based on

diverse experi-

ences,” Mr

Kalbag rea-

soned, “and

for this real life

is the best edu-

cator.”All de-

velopment

springs from

human knowl-

edge and the

endeavour to learn ever more is natural and

innate to every human being. When scientific

learning lends its benefits to increasing num-

bers of local people, development of the

community is a natural result.

Community ser-

vice also results in

projects being di-

rectly linked to

students’ local

environment in a

fundamental way,

and not esoteric

research with lit-

tle bearing on the

community. This

also means there is no resulting loss of inter-

est for the student. Channelising all this effort

towards the larger goal of development

The talk raised enthused responses from the audience.

T H E A S H R A M ’ S S T U D E N T S G O F R O M B E I N G D R O P - O U T S

T O S C O R I N G 8 0 % M A R K S . I T ’ S A R E W A R D I N G

P R O C E S S .

Ashok Kalbag

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through education means early emphasis on

community service. It also warrants local

prosperity of disadvantaged groups and in-

novation through

entrepreneurship.

Students at Vi-

gyan Ashram in-

ternalise this way

of thinking and

attempt to cater to

their communi-

ties’ development

by finding practi-

cal implementa-

tions for new

ideas and removing logistical hurdles for old

ones. Although technological advancements

have added quality of life to urban popu-

laces, the rural and poor have largely been

left out. The other side of the same coin is

taking benefits of science to the rural areas,

where the majority

of Indians live and

yet are deprived

from guided scien-

tific innovation in

their lives. As the

first step was build-

ing the school itself,

the first Ashram,

started in 1983 in

Pune, was built en-

tirely by the stu-

dents and staff themselves.

Service to the community is set as a fun-

damental in the school’s curriculum. Almost

T H E F A U L T L I E S W I T H A S -

S U M I N G T H A T L E A R N I N G

S H O U L D B E M A N U A L L Y M A D E

C H A L L E N G I N G A N D T H E R E -

F O R E R E W A R D I N G , B U T T H E

C H A L L E N G E I S T H E R E B Y T H E

V E R Y N A T U R E O F I T S

E X I S T E N C E .

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all of students return to their communities,

having gained the confidence of becoming

sustainable and suc-

cessful entrepreneurs.

Every skill at the Ash-

ram is thus directly re-

lated to their commu-

nity’s immediate

needs. One of the Pa-

bal village’s dire hard-

ships was the lack of a

tyre repair shop, and

farmers and laymen

needed to scale 20 km

to get to the nearest

one. Transportation

would cost more than services rendered.

Recognising this need, the Ashram’s first ser-

vice offering was a tyre and auto repair

workshop. As the types of service issues var-

ied, so did the stu-

dents’ knowledge,

resulting into new

skills being learned.

Thousand of hand-

pumps, for instance,

that lay inutile for

lack of repair knowl-

edge, began profiting

the community once

the workshop began

to function.

Students can appre-

ciate this when they

learn and then focus on one vocation, be-

cause they can feel the aspiration of being

Many members of the audience wanted to bring

Vigyan Ashram’s tenets to their own schools.

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able to fulfil even allied needs of their com-

munity ultimately For instance, students

learning animal husbandry also tie in with

blood group testing and low cost housing.

Today, the Diploma for Basic Rural Technol-

ogy curriculum comprises an ‘inanimate’ sec-

tion, with mechanics and material, and en-

ergy and environment. An ‘animate’ section

completes the syllabus with home and health,

agriculture and animal husbandry, rotating

students through the disciplines in three-

month periods. Significantly, no differential

treatment is given to girls; instead the facili-

ties are used by all, irrespective of gender

and everyone does all the work.

Along the way, the projects need to be well-

budgeted and innovations become manda-

tory to the process, to reduce costs. Rudi-

ments of commerce are thus incorporated

into learning without the need to include

management, accounting and marketing as

subjects. In essence, students are methodi-

cally taught to keep records and accounts,

although they do not actually learn the jar-

“ I F T H E C O M M U N I T Y P I T C H E S I N , I T M E A N S T H E Y ’ R E S E R I O U S

A B O U T I T . P U T T I N G S O M E T H I N G I N M E A N S T H E Y W I L L W A N T B E N E -

F I T O U T O F I T . C O N S E Q U E N T L Y , T H E Y M A K E S U R E T H E P R O G R A M

R U N S . ”

Ashok Kalbag

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gon. “You’ll be surprised at the innovations

of these school dropouts,” said Mr Kalbag.

Importantly enough, the Vigyan Ashram is

entirely community-funded. Instead of ask-

ing the government to fund the schools, Dr

Kalbag was sure that the benefits would be

truly shared only when a tangible investment

was made by the community itself into the

school’s success and sustenance. The school

building cost approximately Rs. 1 lakh, pro-

viding opportunity for different types com-

munity inputs as well. “If the community

pitches in, it means they’re serious about it,”

continued Mr Kalbag, “and putting some-

thing in means they will want benefit out of

it, and consequently they make sure the pro-

gram runs.” Interaction with community

from the earliest stage also means voicing the

problems they face. The local school thus re-

flects local problems. In real terms, when the

community pays for the service, effectively

they are subsidising the student’s tuition and

also subsidising their cost of service because

there is no exorbitant profit-making motive

for the student’s service. The cost of educa-

tion comes down, the quality of services goes

as high as it can, and this cycle stimulates the

educational process.

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Roaring to fame: The MechBull, made entirely by students from the little-known village of Pabal, is

similar to a model is developed and sold by Mahindra.

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S U C C E S S A N D B E Y O N D

The Ashrams have gained prominence

since opening, including recognition from the

government. The course,

‘Introduction to Basic

Technology’, is recog-

nised by Maharashtra

State Board of Secondary

Education since 1985, and

about 100 schools are

now running the pro-

gramme. The same pro-

gramme, tailored for resi-

dential schools, is recog-

nised by National Open School since several

years as well. The students have developed large

and small needs into tangible, marketable ideas

for the community that also sell in the open mar-

ket. The Earth Resistivity Meter (ERM), an

instrument that is used for prospecting under-

ground water, was

developed by the

students. In its first

10 years it success-

fully marked water

levels in over 1000

wells - a record of

90% or more. Com-

pared water depths

have been graphed,

helping the village

plan their water usage.

Mr Kalbag described how students suc-

cessfully used satellite technology to effectively

pitch their idea for a canal in Pabal area. The re-

Y O U ’ L L B E S U R P R I S E D A T

T H E I N N O V A T I O N S O F

T H E S E H I G H - S C H O O L

D R O P O U T S !

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gion falls in the ‘rainshadow area,’ receiving less

than 500mm rainfall annually (compare with

Mumbai’s 2500mm). Farmers are dependent on

pumping water to meet the acute shortage, even

during monsoons. Plans for an earthen dam in

the drought-prone area were under way, which

would only exacerbate the problem. Faced with

the challenge of a feasible alternative, the Vigyan

Ashram students surveyed the area with Global

Positioning System, mapping it with the help of

the sarpanch and the villagers. Finally, they pre-

sented the minister detailed plans for canals,

which would be used for irrigation and domestic

purposes. Their idea was met with resistance at

first, but fruitfully accepted for its well-thought-

out design and low environmental impact. “Aspi-

rational levels increased dramatically once they

begin to gain confidence that they can do some-

thing to change their own lives. They think, ‘Yes,

things can change,’” said Mr Kalbag.

Another invention was Mechbull, a diesel-

driven mini tractor of 10 horsepower, (equivalent

to 4 bullocks), of which over twenty units have

sold. “Mechbull is very similar to a model that

Mahindra has come out with, even in terms of its

functionality, though at higher price,” said Mr

Kalbag. The students have also made innovations

in low-cost housing. Pabal domes, which have

proved to be disaster-resistant due to their shape,

have sold in the hundreds in several states in In-

dia. After the earthquake in Bhuj, Gujarat, 140

domes were sold as mechano-kits, which were

then plastered on receipt to make them habitable.

People affected by Andhra cyclones in the 1990s

heard and then requested the kits to build emer-

gency housing structures – indeed, when the cy-

clones hit again, these domes were the only struc-

tures left standing. This was in spite of the domes

costing less and not having any foundations.

Vigyan Ashram at Pabal and the programme

running at other schools continue to make a real

difference to society. Their success story high-

lights that what is missing from rural education is

not smarter, harder-working students, but ideas

that look at fulfilling rural needs inside-out,

through education; and education through tech-

nology and science. Maverick examples like Dr

Kalbag make all the difference towards ‘devel-

opment through education and education

through development’.

Sana N Ghazi is a Fellow at Observer Research Foundation Mumbai. Email: sananooreen@orfonline.org.

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A B O U T

T H E S P E A K E R

Ashok Kalbag graduated from IIT Bombay and

worked in mechanical design with Godrej, Klaas

Equipment and Mecheclonic Engineers, for over 22

years. He took up the co-ordination of Nation

Building initiatives of the PanIIT Alumni India

from 2008. He has been associated with Vigyan

Ashram since its inception and is a member of the

core group. Mr Kalbag can be reach at vash-

ram@gmail.com.

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A B O U T

O R F M U M B A I

Observer Research Foundation (ORF) is a leading non-partisan Indian think-tank that seeks to influ-

ence public policy formulation. It was established in New Delhi in 1990 by R.K. Mishra, a widely re-

spected public figure, who envisaged it as a broad-based intellectual platform pulsating with ideas

needed for India’s nation-building.

In its journey of twenty years, ORF has brought together leading Indian policy makers, academics,

public figures, social activists and business leaders to discuss various issues of national importance.

ORF scholars have made significant contributions toward improving government policies. ORF has

produced a large body of critically acclaimed publications.

Until recently, ORF’s activities were based mainly in New Delhi. Beginning 2010, ORF Mumbai has

been established to pursue the Foundation’s vision in India’s business and financial capital. It has

started

research and advocacy in six broad areas: Education, Public Health, Inclusive Development, Urban

Renewal, Youth Development, and Promotion of India’s Priceless Artistic and Cultural Heritage.

Recent reports published by ORF Mumbai include:

“Reforms in Medical Education- to Promote Accessible and Affordable Healthcare for All”

“Making the Sewer a River Again... Why Mumbai Must Reclaim its Mithi”

“Moving People: Why Mumbai Needs a Bus Rapid Transport System (BRTS)”

“NCHER: A Much Needed Reform that Fails the Test”, a commentary on the National Com-

mission for Higher Education and Research Bill; and

“Affordable Housing for Mumbai’s Poor: Possible!”

Forthcoming ORF Reports include:

“Time is Running Out: Does Mumbai Have Enough Water?”

“Mumbai’s Secret: Maharashtra Nature Park”

“Masked Identities: Safeguarding India’s Intangible Cultural Heritage”

ORF Mumbai’s mission statement is: Ideas and Action for a Better India. It will champion the cause

of balanced socio-economic development and a better quality of life for all Indians. It will also work

towards strengthening India’s democratic institutions to become more responsible, responsive and

sensitive to common people’s needs and concerns, especially those of most vulnerable sections of so-

ciety. Besides conducting diligent research in its six core areas as above, ORF Mumbai also pursues

wide-ranging initiatives like the Maharashtra @ 50 Study Centre, the Forum for India-China Citi-

zens’ Dialogue, the Centre for the Study of India’s Ancient Knowledge Traditions, and the Gurus of

Science Series.

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