The Rural Development Education System

For more information contact Dr. Kalbag at sskalbag @ giasbm01.vsnl.net.in


	Rural Development through Educational System In the fifty years since independence, India has advanced technologically to become a major force in the global market. All this could not be possible without the spread of education to every level. Though the urban centres have become highly advanced, the rural grass root level still lags behind, and for power to reach the people, they must become technologically self sufficient. Now is the time for education to assist in rural development in a big way. The objectives of the RDES Program are - The Integration of development with education. To stimulate the intellect through physical activities. To broaden the horizon of experience of the students. To reverse the rural to urban migration and to give a multi-skill base for specialisation. The basic philosophy behind the program is that the segregation of intellectual and physical pursuits in different strata of society retards progress in this modern scientific and technological age. One way to overcome this is to integrate education and development. It is expected that this will make learning easier and better, because it is based on practical real life situations. It will also increase awareness of the local problems among the students and therefore be a preparation for the future. Integration will benefit both education and development economically as well, by fuller utilisation of the infrastructure provided for this course. The principle of dignity of labour should be actively implemented by not having staff designated for unskilled work only. The students and the teachers must do all the related work together, and the community will share the burden when community services are involved. The community will also have a say in the practical programs of this course, insofar as the syllabus will require certain skills and areas of study. The infrastructure needed has been designed with the expectation that a number of items required by the schools will be made by the staff. Thus a fair part of the materials consumed should be "capitalised" in the form of assets. Finally the organisation, including the skills of the staff and the physical assets should be fully utilised, outside the formal rural technology program, by using it for giving paid services to the community, non-formal specialised courses and for work experience classes for non technical students. The delinking of degrees/certificates from skills, should be encouraged by taking tutors who have learnt the requisite skills by experience over a period of time. Apprentices may be taken for this purpose and this should be encouraged.		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