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and services at modest cost to the community. This has been achieved for both the formal and non-formal modes. b. Introduce flexibility in the curriculum so that it can be adapted to local needs and changing times, without losing the advantage of a common general effect. This has been done by introducing the Project system in the final stage of the syllabus. c. Investigate scale-up problems, by replicating in more situations. This has been done through Rural Technology through Education System (RTES) funded by CAPART and MHRD jointly from 1988 92 in three schools. d. Convince Education Departments, Central and State, about the benefits of such a program and adopting it formally. This has been done partially. The NCERT and MHRD have accepted the principles and also instituted the Prevocational Scheme of funding that accommodates this. The Maharashtra State CERT put forth a proposal to start schools on the Vigyan Ashram model in 30 districts on an experimental basis. If successful, this will be extended to all secondary schools in the state. After waiting for the Central prevocational scheme, the State government announced their intention to do this and the Education Department has decided to implement the program in 100 schools in the current 5 year plan from 1995 June and use 199495 for preparation, selection and training of teachers and instructors etc. e. Network the Community Polytechnic (CP) Scheme and the Prevocational scheme, both of MHRD so that, the former trains the instructors and becomes a resource group for the latter. Such networking is provided for in the CP scheme, as recommended by the Kalbag Committee report given in 1987 (of which CAPART was a member). These recommendations have also been accepted by the Govt. of India. The Program of Action of MHRD, as presented to the Parliament and approved, includes this. « Rural Development Through Education System 30