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A Black Day in Education
Prof. R.K.Agnihotri, Dept of Linguistics, University of Delhi, Delhi - 110 007
July 3, 2002 is a Black Day in the history of education and should be observed as such for the years to come. On this day the Government of Madhya Pradesh decided to close down Eklavya's innovative Hoshangabad Science Teaching Programme (HSTP) that was being run not only in all the middle schools of the Hoshangabad district but also hundreds of schools of several other districts of Madhya Pradesh. Right from the beginning, the governments of India and Madhya Pradesh have been active collaborators in the programme. It was essentially their own programme. Ironically, the government of Madhya Pradesh has closed down one of its own most innovative and constructive initiatives in education. To those who have closely watched the impact of globalization and market economy on our education, this should come as no surprise. Spaces for innovation and experimentation are shrinking by the day and HSTP's closure, preceded by the sudden closure of Eklavya's Primary Education Programme and to be followed, perhaps soon, by the closure of its Social Science Teaching Programme, is just a glaring example of that process. Briefly it means that if you have money you have access to good (read 'good for highly paid jobs that suck you back into the global market') education; otherwise you can become a part of the Education Guarantee Scheme.
HSTP made a modest beginning in 1972. Teachers from 16 rural schools actively collaborated with well-known scientists from TIFR, All India Science Teachers' Association and the University of Delhi through a common platform made available by two NGOs, Friends Rural Centre, Rasulia and Kishore Bharati, Palia Pipariya. Based on the discovery approach in which children themselves conduct experiments and arrive at hypotheses they can test, HSTP soon attracted a large number of teachers and students from different universities and colleges. For the first time perhaps in the history of this country, children were conducting experiments in small groups with a locally designed kit recording and analyzing their observations through a variety of tables and graphs. Teacher was a partner in the learning process and rote-learning was relegated to the place it deserved in the acquisition of knowledge. Unfortunately, it was such a programme that the government of Madhya Pradesh decided to close down on extremely trivial and ill-founded grounds.
The programme was taken over by Eklavya in 1982. Today it is being taught in over 1000 schools in 15 districts of Madhya Pradesh. It involves over 2000 teachers who have undergone a series of trainings of unprecedented rigour and depth. From among the teachers, HSTP produced a group of about 200 resource teachers who constituted the foundation of extremely challenging teacher training camps HSTP organized from time to time. The number of students to which HSTP reached out directly was in the vicinity of 100,000. In addition to all this, HSTP inspired a variety of educational initiatives all over the country. And all this brought to a sudden halt without any sound reason.
With over two decades of struggle and experience behind it, HSTP in a sense became the mother pedagogical initiative without which we cannot even conceive of the Primary Education and the Social Science Teaching Programmes of Eklavya and several other pedagogical initiatives in Gujarat, Rajasthan, and a whole set of DPEP states. A variety of things were done under this programme. A set of new textbooks and experimental kits were prepared. To the best of our knowledge these materials are unparalleled in their experimental approach, simplicity and child-friendliness. They take the children through a process of observation, tabulation, analysis, hypothesis formation and validation and logical inferencing; most of these activities take place in peer group interaction. Even if this alone were HSTP's contribution, it should by any academic standards be considered enough to let Eklavya continue, diversify and disseminate its activities. But Eklavya has actually done a lot more. It has trained a large number of teachers in the new approach, many of whom are now professional master trainers. It created institutions like Swaliram in which children could raise any question that came to their mind; they were assured a considered reply from a group of professionals. It created grassroots level structures to collect feedback and provide on-site support to teachers. It helped several other states and institutions to start new programmes. It published magazines like Chakmak, Sandarbh, Srote and Hoshangabad Vigyan. It supported movements like NBA and put its might behind the struggle to get to the roots of Bhopal Gas tragedy. Most of all, for years it provided the country a platform for rational and sustained debate on pedagogical issues. It was a platform on which internationally recognized scientists and academics, university and college teachers, serious publishers and administrators, young graduate students, a variety of NGOs and school teachers collectively debated on pedagogical issues on a regular basis. In fact, Eklavya was its own most serious and powerful critic. The bara babus of this country obviously don't realize that in over 55 years of independence, they have not been able to provide a comparable platform to the people of this country.
How does one make an assessment of such a programme? Certainly not the way the government of Madhya Pradesh has done. If you wish to close down a programme for political or personal reasons then you should have the courage to say so rather than hide behind naïve statistics based on inadequate and selective data. A careful assessment of HSTP would at least take a year and we would need a team of competent professionals and not a couple of bureaucrats. We would need to examine at least the following aspects:
1. Eklavya's philosophical assumptions and their relationship to the aims of education and their curriculum;
2. the relationship of the curriculum and textbooks and kit and other teaching learning material;
3. a comparative study of the old and HSTP textbooks and TLMs;
4. a careful comparative study of the classroom transaction in HSTP and non-HSTP schools;
5. observation of teacher training workshops and analysis of various capacity building strategies;
6. in-depth interviews with master trainers, teachers and children, focusing, in particular, on conceptual clarity rather than rote learning;
7. analysis of the on-site support structures created to help teachers and to collect feedback on the curriculum and classroom transaction;
8. learning outcomes of children in terms of the approach in which they have been taught;
9. network of relationship with the government, other institutions and NGOs and the community; and
10. overall development of children.
The essential feature of HSTP is to make children autonomous learners; the idea is to equip them with a method by which they can start exploring new problems and ideas on their own. The assessment of the learners should be made from this point of view. There is ample evidence to prove that whenever such an attempt was sincerely made, HSTP children were found to be far ahead of other children.
Instead of trying to put together a team of professionals to undertake this task seriously, the government of Madhya Pradesh, without any hesitation, asks a set of government officers to provide the basis for what it wants done. After all competent IAS officers should be able to do everything! And what do they do? In order to assess the HSTP Class 6 to 8 curriculum, they take the Class X examination results of 2001-2002 and show that in terms of scoring marks above 60% in science (Table 2), Hoshangabad ranks 16th out of a total of 45 districts. They would of course be very happy if it ranked 45th. What a mockery of 30 years of hard work put in by scores of committed scientists not just from Eklavya but from across the country, from places such as TIFR, IITs, University of Delhi and a variety of other universities and colleges. Even if we accept their tabulation for a moment, the difference from one district to another is often less than 2%; for all you know it may not at all be statistically significant. But to find that out we need all the data for all the children for all the districts and to arrive at meaningful statement we should examine it across the years. We will also first need to hypothesize what kind of impact a middle school HSTP input should have on a high school examination, particularly when the high school curriculum and examination system are predicated on assumptions significantly different from those of HSTP. And that exercise can unfortunatley be done only by professionals.
Our honourable officers do not stop there. No hesitation in rushing in where angels fear to tread. They jump to another table on the basis of a fairly well-established positive correlation between achievement levels in different areas of knowledge at the school level. And one immediately notices that Betul which was at the top in the previous table remains at the top in this table (Table 3) too i.e. those who do well in science also do well in other subjects. We feel for a moment that here is another study that supports a well attested conclusion in school education i.e. levels of achivement in different subjects are highly intercorrelated.. But nobody perhaps examined the tables beyond the point on the basis of which the government could dump HSTP. It does not seem to worry the authors of this evaluation that Chindwara which is at the second place now does not even appear in the previous table. This should put a question mark either on all previous studies or the present study. Who cares about academic discourse if a decision has already been taken. And Bhopal which is at number 3 in Table 2 is at number 16 in Table 3! Indore, Damoh, Balaghat, Barwani and Sidhi of Table 2 are missing from Table 3 and Gwalior, Chattarpur, Ujjain, Seoni and Sagar of Table 3 are missing from Table 2. How do we explain these anomalies? What according to the government is then the relationship between achievement in science and other subjects. Once again we need lot more data and a far more careful and sophisticated analysis to arrive at any sensible result.
In fact, it has never been HSTP's objective to prepare children for the kind of examinations that are normally conducted by our boards. These examinations rarely test the conceptual clarity of children, an area which is at the heart of HSTP curriculum. As a matter of record, Eklavya has been collecting such data for several years and several comparative tables may be seen in Vol 4 of the documents HSTP has put together. They clearly show that there is no significant difference between the examination results of HSTP and non-HSTP children. This simply suggests that whereas HSTP children gain substantially in conceptual clarity and a new approach to knowledge, they also manage to do as well as other children on routine examinations. The next table in the report is glossed rather cleverly. Hoshangabad does almost as well as Balaghat and far better than Sagar in PMT etc. This is of no significance to the government because it decides that that be so. Finally, it is amazing that the MP government should measure social impact in terms of literacy rate and gender empowerment. On that count all governments across the world should be dismissed without further delay. The social impact of HSTP can only be assessed by the kind of study we have suggested above.
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For further details you can also refer to the following site which is putting up a comprehensive compilation on the entire debate. http://www.cisl.columbia.edu/grads/presi/EKLAVYA/
It has link to a new petition also: http://www.PetitionOnline.com/forhstp/petition.html