You are on page 1of 4

c

c c cc c
c   c 
   c c 
c   c
c c

c c c 


c   

c

 c
 c 
c  c
 c

 c 
 c  c cc
c
  c  

c


c

`    


       
               

             
`     

  
 

 
           ` 
    
 
   
         
 


    
       
              
   
 


     
  

`      


          

      
        
     
   
    
 
        

c

Eklavya is a non-profit, non-government organisation that develops and field tests innovative
educational programmes and trains resource people to implement these programmes. It functions
through a network of education resource centres located in Madhya Pradesh.

For over two decades, Eklavya has sought to relate the content and pedagogy of education ƛ both
formal and non-formal - to social change and the all-round development of the learner.

It evolves learner-centred teaching methodologies that foster problem-solving skills in children and
encourage them to ask questions about their natural and social environment. This approach helps
children become life-long self-learners.

Eklavya looks at innovation holistically, which means that reforms in classroom practices are
accompanied by reforms in examination systems, teacher training methods and the way schools are
managed. It also means that learning spaces are extended beyond the school into the community.

Eklavya has built up an extensive base of resource materials that includes educational literature,
children's literature, magazines, textbooks and other learning aids.

uc In the early years of the decade of the 1980s, a group of educationists and social activists
met to discuss the possibility of setting up an institute for educational research and
innovative action in the Indian state of Madhya Pradesh.
uc Jnown as the Hoshangabad Science Teaching Programme (HSTP), this project was a
collaborative venture between two non-governmental organisations, Friends Rural Centre
(FRC) and Jishore Bharati (JB), and the education department of the Government of Madhya
Pradesh.c

uc   c  cc 
!c cc"#c 

 cc c  c


c$ ccc
c
c
uc the institute would take up innovative experiments in other subjects of the school curriculum
from the primary to the higher secondary stage, assimilate the learnings from these projects
into the curriculum and textbooks and look for ways to scale up these projects to cover all the
schools in the state.c

uc The focus would thus stretch beyond the purely academic aspects to include support systems
- teacher training packages, extra-curricular packages, administrative reforms, etc - needed
to make these curricular packages working realities in schools. c

uc while operating at the state level, it would not be an urban-based institute but would function
through a network of field centres situated in small towns and casbahs of the state.c

uc Îbj: To evolve an educational methodology and curriculum for building up a scientific-


historical understanding of the structure of society and its development.c

uc åuring its inception Eklavya was financially supported by Jishore Bharati, through a grant
provided by the Sir Ratan Tata Trust, Mumbai, to begin its work and opened its first field
centre in Hoshangabad in January 1982. The Planning Commission convened a meeting in
March 1982 in which it urged the åepartment of Science and Technology (åST), Government
of India, the Ministry of Human Resource åevelopment (MHRå), and the Government of
Madhya Pradesh to provide the required core financial assistance.c

uc The UGC extended support by permitting university and college staff to join the organisation
on fellowship, protecting their salary and privileges during the period of their fellowship. Thus
while the MHRå also funded Eklavya in a major way for almost a decade, financial support
increasingly came from trusts like the Sir Ratan Tata Trust and the Sir åorabji Tata Trust and,
later, corporate bodies like ICICI Bank Ltd and Wipro.)c

uc X 
      
uc Eklavya simultaneously took up curricular development programmes for primary education
and for social sciences at the middle school level.
uc xlong with the work of developing school curricular packages, Eklavya also pursued its
mandate of devising educational programmes for the vast majority of children, youth and
adults who are either left out of the schooling system for social, economic and cultural
reasons or drop out because of the irrelevance of the education being imparted to them and
injustices they face within the school system.c
uc They supported teaching in schools and helped create an environment in the community that
was receptive to new ideas and innovations in education. They also highlighted contemporary
socio-political issues of concern, generating a debate on the use of science and technology
for developmentc
uc This basket of activities included bal-melas, poster exhibitions, street plays, etc organised in
schools, villages and small towns; jathas, public campaigns and touring exhibitions that
covered several villages in campaign mode; and creative activity workshops to train children
to teach others. In addition, several village level forums for children and youth were set up,
including childrenƞs clubs, study groups, youth groups, drama groups etc. xs part of this
thrust, a network of libraries and reading rooms was also established at Eklavyaƞs field
centres, mohallas in small towns and in villages, most of which were run by local
volunteers. workshops were organised to discuss research methodologies and related
concerns; the ƝWomenƞs Healthƞ, ƝBhopal Gas Tragedyƞ,c
uc generate awareness among the public on science-society, health and gender issues; the
Parasia water quality testing project (1987), in which school children investigated the
problem of drinking water quality in a coal mining centre; and a three-month contact
campaign in remote villages of åewas district focusing on literacy, employment, school
education and environment problems, c
uc Îne major initiative during the decade was the setting up of a publication unit at Eklavyaƞs
Bhopal centre (1984). This unit publishes/produces and sells educational books and booklets,
textbooks and other learning materials, activity booklets, educational games and toys, etc. It
also publishes magazines for children, teachers and the general public, launching Chakmak,
the pathbreaking childrenƞs science magazine, in 1985, and Srote, a science feature service
for newspapers and the general public, in 1987.

x related development was the opening of a workshop in Harda (1986) to manufacture


educational toys, puzzles and science kit items for conducting experiments in schools. The
workshop was also seen as a training centre for local artisans, the objective being to relate
education to livelihood.

HURåLESc
uc 
cc%   c&  c' c(%&')c c c *c
  c
cc 
 c  c
c
c
c c cc
c c ccc
$ c+c,  cc-
  c  c  c

c(.'/)c
c
cc  c
$ c cc 
 c c
cc%&'c
0c
c+  c.c1   c1  cc cc
cc  c
 
c
c2c.  c33"c c
-1'c c
c*  c4cc c c
5 c
cc  c   cc  c c
c

 c   c c 
c
 c6 c c
c $ 6cc
c4 cc c c
$ c
7+cc c  c c

c 
 c4c cc
c  c
c
c   7c.c1  c *c7-1'c c
cc  c
c c cc c  4 c
c  7cc 
  c
c
uc c c
c
c.c1  6 c


c
c-1'c4 c

c c7* $ c c c
*c cc $c c
 c

c cc 
 c 
c c! c c
c0
c
cc
* $ c $  c c   c
c c
 c cc c
c
c4c  c
4cc $c
$c
c
 c  7cc c

uc -1'c4 c
c  cc c   c c  c
c
c
c-
  c c c 
 c
1
c c c
c  c4cc  
c   cc
c
c*
4c
4c c * c
c4cc
cc8 
 cc c  4c+c c*c c
cc c

uc 9
$ c
  c c c c  c4c c  c
cc 
 c c4cc

 
c
c $ c 

 c ccc
$c
c  c c4 c c4
c
ccc
  c c c$c c c c
c cc
c
c c cc
c
uc c
$ c c  ccc   c
c  
c  c
c33c
c 
4c c
-
  c(
c4c-  )c
c
c
c4cc cc   cc c
c 
  c
c1  c
c
cc! 
c
cc   c
c* $ c  c cccc  c
c
-
  c cc  c  c
c
c-
  c
c
c  c
c 
  c
c

 c c  c  c
c 
 c8 
c c cc c
c c

 c
cc
-1'cc
c c cc c c#:#c c c
c cc-
  c
c c c;3c c
cc1  c4 c
c
cc c  cc   
c  c cc  c  c

c

uc 
 c c
 c   c

* c c  
c   cc cc
$ c 

 c
cc
 c
cc   c  
c33533<cc c c c c   c c

* c
c
c0  c'  c
$ c c
c c  cc  c
c
cc+c c 

c4  c
c
 c-
  c1  c c'
 c-
  c1
 c1  c'
 c c
   c   c c c c
c cc
$ cc c c c c    cc

c
cc   c c

* c
c cc  c
$ 7c
c
cc


The members of the governing body as of June 2008 are:

c
President P
180, Mall xpartments,
Mall Road,
åelhi ƛ 110 054
Telephone: (011) 2381 8002

Treasurer P  


Centre for Science Education and Communication
2nd floor, xcademic Research Center Building
(Îpp Jhalsa College), Patel Marg,
University of åelhi,
åelhi ƛ 110 007
Telephone: (011) 2766 2018

Members P
 
Flat 81, Tower 15-x, xTS Greens
Village Expressway, Sector 93-x,
Noida ƛ 201 304
Telephone: (0120) 2461 7443

P  
Gƛ4, xnand Niketan
New åelhi - 110 021
Telephone: (011) 2411 7828

 
Centre for Historical Studies
Jawaharlal Nehru University,
åelhi ƛ 110 067
Telephone: (011) 2627 6196
c