Why Breastfeeding?

  

Breastfeeding offers numerous benefits for both the baby and the mother. For babies, breast milk provides the ideal balance of nutrients essential for growth and development. It contains antibodies and other immunological factors that help protect babies from infections and diseases. Additionally, breast milk is easier for babies to digest compared to formula, reducing the risk of constipation and colic. Breastfeeding also promotes a strong bond between mother and baby through physical closeness and skin-to-skin contact. It lowers the risk of sudden infant death syndrome (SIDS), asthma, allergies, obesity, and type 2 diabetes in later life. Moreover, breastfeeding is associated with higher IQ scores and better cognitive development. It also eliminates a myriad of infections caused by unclean utensils.

 

 

For mothers, breastfeeding offers significant health benefits. It reduces the risk of breast and ovarian cancers, type 2 diabetes, and postpartum depression. Breastfeeding also helps the uterus contract and return to its pre-pregnancy size more quickly, reducing postpartum bleeding. Additionally, it can help mothers lose pregnancy weight by burning extra calories. The convenience of breastfeeding cannot be overstated, as it is always available, at the right temperature, and requires no preparation or sterilization. Financially, it eliminates the need to buy formula, which can be expensive.

 

 

Beyond the individual benefits, breastfeeding also positively impacts the environment and community health. It reduces waste from formula packaging and bottles, contributing to a healthier planet. Furthermore, it leads to healthier populations, reducing healthcare costs and the burden on health services. Due to these significant benefits for both mother and child, breastfeeding is highly recommended by health organizations, including the World Health Organization (WHO) and the American Academy of Pediatrics (AAP). In the nurturing care components, breastfeeding contributes to adequate nutrition during the first six months as well as good health.

 

Let us educate mothers on the importance of exclusive breastfeeding during the first six months. Again, educating mothers to feed on a balanced diet to ensure balanced breast milk is also important.

  

Bangladesh Movement

नोबेल से सम्मानित अर्थशास्त्री प्रोफ़ेसर मोहम्मद यूनुस ने जब बांग्लादेश की अंतरिम सरकार का नेतृत्व सँभालने के लिए पेरिस से ढाका के लिए उड़ान भरी तो उनके ज़ेहन में ‘मई 1968’ की गूँज ज़रूर रही होगी। 56 साल पहले पेरिस के छात्र आंदोलन ने न सिर्फ़ फ़्रांस बल्कि पूरी दुनिया हिला दी थी। चार्ल्स द गाल जैसे राष्ट्र-नायक को फ़्रांस छोड़कर भागना पड़ा था जैसे कि शेख़ हसीना को बांग्लादेश छोड़ना पड़ा है। वैसे तो यह सब अंदाज़ा लगाने जैसा है लेकिन मो.यूनुस की प्रतिक्रिया देखते हुए इसे कल्पना से बाहर भी नहीं कहा जा सकता। मो.यूनुस ने 8 अगस्त को ढाका पहुँचकर कहा- 'हमारे छात्र हमें जो भी रास्ता दिखाएंगे, हम उसी के साथ आगे बढ़ेंगे!’

मो.यूनुस 84 साल के हैं। मई 968 में वे 28 साल के जोशीले युवा थे जो तीन साल पहले फुलब्राइट छात्रवृत्ति पाकर अमेरिका अर्थशास्त्र में शोध के लिए गये थे। पेरिस के मज़दूरों के साथ खड़े हुए छात्र-छात्राओं ने जिस तरह विश्वविद्यालय को चार्ल्स द गाल की तानाशाही के ख़िलाफ़ मोर्चे में बदला था उसकी लहर ने पूरी दुनिया के छात्रों को भिगो दिया था। राजनीति में तानाशाही और समाज में पितृसत्ता से आज़ाद होने की छटपटाहट में डूबे युवक-युवतियों ने विद्रोह का नया व्याकरण रचा था।यह एक स्वतःस्फूर्त ज्वार था जो मध्ययुगीन स्थापित मान्यताओं ध्वस्त करने पर आमादा था। मो.यूनुस ने 1971 में जब मिडिल टेनिसी स्टेट युनिवर्सिटी में सहायक प्रोफ़ेसर बतौर बांग्लादेश मुक्ति संग्राम के समर्थन में ‘नागरिक समिति’ बनायी होगी तो पेरिस से उठा यह ज्वार उन्हें निश्चित ही ताक़त दे रहा होगा। फ़्रांस में कहावत है कि ‘हर आदमी के दो देश होते हैं- उसका अपना और फ़्रांस!’

मो.यूनुस छात्रों के दिखाये रास्ते पर बढ़ने की बात यूँ ही नहीं कर रहे हैं। दरअसल, बांग्लादेश के छात्रों ने वह कर दिखाया है जिसकी कोई उम्मीद नहीं कर रहा था। बांग्लादेश में विपक्ष को लगभग ग़ायब कर दिया गया था, विरोध में उठने वाली हर आवाज़ का देशद्रोह बताते हुए दमन कर दिया गया था, मीडिया अघोषित इमरजेंसी का शिकार हो चला था और आँकड़ों में दर्ज तरक़्क़ी की आड़ में बढ़ती ग़ैर-बराबरी को छुपा दिया गया था। लेकिन शेख़ हसीना भूल गयी थीं कि आम बंगाली भोजन के बिना तो रह सकते हैं पर बहस के बिना नहीं रह सकते। तर्क-वितर्क में डुबे होने के कारण ही आधुनिकता का पहले चरण बंगाल में पड़ा था और वह भारतीय उपमहाद्वीप में पुनर्जागरण (जैसा भी, जितना भी) का केंद्र बना था। यही वह भावना थी कि बंगाल के पूर्वी पाकिस्तान के मुसलमानो ने ‘इस्लामी स्वर्ग’ के पीछे छिपे छल को पहचाना और बांग्लादेश का निर्माण करके इतिहास ही नहीं भूगोल भी बदल दिया।   

इस परिदृश्य में बांग्लादेश के छात्रों ने मोर्चा सँभाला। यह भूमिका इतिहास ने सौंपी है कि छात्र-नौजवान अपने युग के सवालों का जवाब दें। बांग्लादेश के नौजवानों ने इस चुनौती को स्वीकार किया। वे जानते थे कि इस मोर्चे के पहले चरण कि इबारत उनके ख़ून से लिखी जायेगी और सैकड़ों की तादाद में शहादत देकर उन्होंने ये क़ीमत अदा की। पेरिस के छात्रों ने चार्ल्स द गाल की तानाशाही के ख़िलाफ़ जो पोस्टर लगाये थे उनमें लिखा रहता था- ‘जनरल विल इज़ अगेंस्ट द विल ऑफ जनरल!’ ( जन इच्छा जनरल की इच्छा के ख़िलाफ़ है)। बांग्लादेश के छात्र दुनिया के सामने यह साबित करने में क़ामयाब रहे कि जन इच्छा शेख़ हसीना की इच्छा ख़िलाफ़ हो चुकी है। जनवरी में उनका चुनाव जीतना धाँधली का नतीजा था।

दुनिया के इतिहास में दूसरा कोई उदाहरण नहीं है जब भारी उथल-पुथल से गुज़र रहे किसी देश के राष्ट्रपति ने तीनों सेनाओं के अध्यक्षों और छात्रनेताओं के साथ बैठकर अंतरिम सरकार के स्वरूप और उसके प्रमुख के नाम पर चर्चा की हो। बांग्लादेश में ऐसा ही हुआ। स्टूडेंट अगेंस्ट डिस्क्रिमिनेशन मूवमेंट (भेदभाव विरोधी छात्र मोर्चा ) के नेशनल कोआर्डिनेटर नाहिद इस्लाम ने नयी सरकार के प्रमुख बतौर मो.यूनुस का नाम प्रस्तावित ही नहीं किया, यह भी साफ़ कहा कि ‘हम किसी और सरकार को स्वीकार नहीं करेंगे!’

जो देश एक से ज़्यादा बार सैनिक शासन का शिकार हो चला हो, वहाँ यह ऐसी शर्त रखना और सेना का उसे मंज़ूर कर लेना बताता है कि छात्रों का यह आंदोलन देश की भावना का प्रतीक बन गया है। 

मई अड़सठ में पेरिस से शुरू हुआ छात्र आंदोलन भी फ़्रांस की क्रांति की तरह असफल हो गया था लेकिन दुनिया को ज़्यादा इंसाफ़-पसंद और लोकतांत्रिक बनाने के लिहाज़ से उसकी भूमिका अभूतपूर्व रही जैसे कि फ़्रांस की क्रांति से निकले ‘स्वतंत्रता, समानता और बंधुत्व' के नारे की है। लेकिन बीसवीं सदी के अंत की ओर बढ़ती दुनिया में छात्र आंदोलनों की स्वतंत्र भूमिका तेज़ी से कम होती गयी जिनके पास कोई बड़ा सपना हो ( भारत में क्षेत्रीय अस्मिता को राजनीतिक शक्ति बनाने वाला असम गण परिषद अपनी सीमित सोच की वजह से पानी का बुलबुला ही साबित हुआ।) ऐसे में बांग्लादेश की घटना छात्र आंदोलनों के इतिहास में नयी चमक की तरह है।

छब्बीस साल के नाहिद इस्लाम अब मो.यूनुस की सरकार में शामिल हो चुके हैं। उनका यह कहना मायने रखता है कि “हम जीवन की सुरक्षा, सामाजिक न्याय और एक नए राजनीतिक परिदृश्य के अपने वादे के माध्यम से एक नया लोकतांत्रिक बांग्लादेश बनाएंगे!”

भारतीय मीडिया, ख़ासतौर पर न्यूज़ चैनलों की नफ़रती ख़बरों की क़ैद में छटपटा रहे लोगों के लिए बांग्लादेश के घटनाक्रम का मतलब ‘हिंदुओं पर हमला’ ही है।  लेकिन यह एक जटिल स्थिति है जिसमें हर आने वाले दिन के साथ ‘सेक्युलर बांग्लादेश’ के विचार का विरोध करने वाली जमातें हाशिये पर जा रही हैं।  यह संयोग नहीं कि सरकार की कमान सँभालने के पहले ही मो.यूनुस ने कहा, “अगर आप देश का नेतृत्व करने के लिए मुझ पर विश्वास करते हैं तो आपको सबसे पहले अपने आस-पास हिंसा और अल्पसंख्यकों पर हमले बंद करने होंगे।आप किसी पर भी हमला नहीं कर सकते।आपको मेरी बात माननी पड़ेगी।  अगर आप मेरी नहीं सुनते हैं , तो मेरी यहाँ कोई ज़रूरत नहीं है।इससे बेहतर ये होगा कि मैं चला जाऊँ।” 

यही नहीं, बांग्लादेश की पूर्व प्रधानमंत्री खालिदा जिया ने भी अपनी रिहाई के तुरंत बाद एक बयान में एक लोकतांत्रिक बांग्लादेश बनाने का आह्वान किया, जहां ‘सभी धर्मों का सम्मान किया जाए।’  माना जा रहा है कि ख़ालिदा जिया की पार्टी बांग्लादेश नेशनलिस्ट पार्टी (बीएनपी) आम चुनाव में मुख्य खिलाड़ी बनके उभरेगी। बीएनपी के वरिष्ठ नेता गायेश्वर रॉय ने कहा है कि बीएनपी एक राष्ट्रवादी पार्टी है जो हर धर्म का सम्मान करती है। अतीत में जमाते इस्लामी से उनका संबंध चुनावी रणनीति के तहत था, न कि वैचारिक आधार पर।

बंगबंधु शेख़ मुजीबुर्रहमान की खंडित प्रतिमाओं और सैकड़ों की तादाद में मुस्लिम नेताओं और कारोबारियों के मारे जाने से मुँह फेरकर केवल हिंदुओं पर हुए हमले की तस्वीर देखने से बांग्लादेश की जटिल स्थिति को नहीं समझा जा सकता। जमाते इस्लामी और उसका ‘छात्र शिविर’ अपने सांप्रदायिक इरादों के साथ इस जनाक्रोश की लहर में वैसे ही शामिल हुआ है, जैसे कि स्वतःस्फूर्त आंदोलन में होता है। लेकिन बांग्लादेश की नयी सत्ता संरचना, ख़ासतौर पर लोकतंत्र को समर्पित छात्र नेताओं से यह आशा की जा सकती है कि बांग्लादेश उन प्रतिबद्धताओं से दूर नहीं जायेगा जिन पर इस देश का निर्माण हुआ है।

पुनश्च: फ़्रांस के शासक लुई चौदहवें ने ‘मैं ही राज्य हूँ’ की घोषणा की थी जिसका नतीजा उसके वंशज लुई सोलहवें ने भुगता जब 1789 में फ़्रांस की क्रांति के दौरान उसका गला काट दिया गया। लोकतंत्र में नेता के लिए ‘मैं ही राज्य हूँ’ समझने की कोई गुंजाइश नहीं होती। लोकतंत्र मौक़ा देता है कि शासक अलोकप्रिय होने पर गद्दी छोड़े और जनता के बीच जाकर फिर से विश्वास अर्जित करे। अलोकप्रिय होने के बावजूद येन-केन-प्रकारेण सत्ता में बने रहने की ज़िद हमेशा भारी पड़ती है। यही ग़लती चार्ल्स द गाल ने की थी जिसके कार्टूनों पर ‘लोता से मुख’ (मैं ही राज्य हूँ) लिखा जाता था और यही शेख़ हसीना ने भी की। लोकतंत्र नेताओं के लिए धड़ पर गर्दन बने रहने की शर्त है।

(सत्य हिंदी में छपा)

Daud aur Chintan Mandal (Jogging and Thinking Club)

 

Sadbhav Mission

 

Friends,

        Sadbhav Mission has been working for 35 years. Our thrust has been on developing grassroots resistance against sectarianism. We publish magazine and books, distribute fliers, organize workshops and lectures, carry marches. We also used to hold weekly meetings in few places. During 1992-2004 we formed an Ekta Pachayat in Indira Colony at Yamuna Pushta, New Delhi.

        I feel there is need for a regular activity that can attract youth, working age groups and senior citizens. Based on my own experience with jogging, that I started at the age of 36 in 1984 and continue (occasionally) even now, I think jogging could be a regular activity that can attract youths as well as elderly people. I present my proposal for your kind consideration. Those who feel convinced, may write to me. We can form a core group and hold a meeting to initiate this activity.

 

Best regards

 

Vipin Tripathi

9717309263   

 

                                     Daud aur Chintan Mandal

(Jogging and Thinking Club)

 

V.K. Tripathi

 

            Jogging is an enjoyable practice. It helps you keep healthy without going to a doctor. It also helps mental health by keeping pressures off your head. Jogging with a thought free mind uplifts soul and springs creative ideas.

            Jog individually (not in a group). That saves you from gossip and gives you opportunity to be one with nature, to see clouds, trees, birds freely. Also, jog with a rhythm. Initially you may get tired after jogging half a kilometer. But in ten days, you will be able to jog for 4 km. Keep your mouth closed while jogging, breathe through the nose. Jogging activates lungs, regulates blood circulation, and increases the capacity of the body to fight disease. After jogging, you may drink lemon shikanji (neeboo pani). 

            Once a week, jog in a group for half an hour and talk for an hour informally (no gossip) on self and social concerns. It will build friendship among the group. You will be able to sublime prejudice in society and promote insaaniyat (humanism). It will serve a great societal need to curb sectarian politics and corporate dominance.

            For high school and college students (boys and girls alike), anxious about admissions and career, it will be a refreshing relief. Whatever course of study comes your way, take it up with involvement. Focus on understanding. It will bring fascination.   

For retired people, this activity will give a purpose of life and save them becoming a fodder to sectarian trap promoting prejudice through gossip and playing cards. They can be a silent career of revolution that the country needs to liberate shrines of sectarian control and economy of corporate dominance. We may draw lessons from Sufi-Saint movement and the freedom movement. In Juhapura (Ahmedadad) I saw a Senior Citizens Club. Members walk to the meeting point and hold daily meetings and hold structured and openminded discussions on relevant issues. They participated in several of our programs on communal harmony.

For those in other ages, including the ones in jobs, jogging and thinking will be satisfying. They will enhance their sensitivity and creativity. Those who have academic temperament, affinity towards students and are driven by truth, nonviolence and creativity, may aspire for teaching. Through teaching your subject with interest, you can motivate students to shake off prejudice and strive for freshness, freedom and equity.

 

 

मैं नफरत के सौदागरों पर भीतर से खौल रहा हूं, देशवासियों मैं मणिपुर बोल रहा हूं।

*मैं मणिपुर बोल रहा हूं...*

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गोलियों-बारूदों से तबाह हुए अपने

शहर में लब खोल रहा हूं, देशवासियों

मैं मणिपुर बोल रहा हूं।

मेरी पीड़ा सुन सको तो तुम्हें सुनाऊं,

अगर देख सको तो अपना जलता दिल दिखाऊं।

मेरे जिस आंगन में कभी चहचहाती थी

चिड़ियां, वहां आज गूंज रही है बंदूक

और गोलियां 

जहां पहले सब मिलजुल कर रहते थे,

अब एक-दूसरे के खून के प्यासे हैं,

ये सारे पैंतरे भाई को भाई से लड़ाने

वाली बीजेपी ने तराशे हैं 

भाजपा की गंदी राजनीति की पोल

खोल रहा हूं, देशवासियों मैं मणिपुर बोल रहा हूं।

सैकड़ों बेकसूर लोगों को आंखों के

सामने मरता देख रहा हूं, 

कितना अभागा हूं कि अपने हजारों

घरों को जलता देख रहा हूं

मेरे सामने रोज हजारों अपने लोग

अपना घर छोड़कर भाग रहे हैं, 

मगर हम उनको रोकने की हिम्मत तक

नहीं जुटा पा रहे हैं

अपनों की लाशें अपने हाथों तोल रहा

हूं, देशवासियों मैं मणिपुर बोल रहा हूं।

आखिर किससे कहूं, कहां जाऊं, कौन सुनेगा मेरा दर्द, किसे अपनी दास्तां सुनाऊं

सियासत की आग में मैं जल रहा हूं,

अपने खून को ही अपने जिस्मों पर मल रहा हूं

फूट डालने वालों पर कभी विश्वास मत करना,

तभी खुश रह पाओगे, मेरी सलाह को ठुकराया तो मेरी तरह पछताओगे।

मैं नफरत के सौदागरों पर भीतर से खौल रहा हूं, देशवासियों मैं मणिपुर बोल रहा हूं।

Eidgah is not about Eid

 Eidgah is not about Eid.

It is not about Hamid. It is not about Eidi. It is not about Ameenah. And it is certainly is not only about Muslims.

It is about a 4 year old Hamid’s love for his grandmother and the sacrifice that he makes at a tender age on the auspicious occasion of Eid.

It is about the beauty of Munshi Premchand’s (Dhanpat Rai) understanding of human character and writing an outstanding story in 1933 about something that is universal. One can re-write the exact story, and just replace Eid with Diwali or Christmas or Hannukah or anything else that is a “happy celebration”.

To me, the story Eidgah is repeated several times in an year over several years in different settings, and in different parts of the world. And yes, often on a non Eid day.

It’s about something that some of us do every day, some often, and some almost never.

It is about love. It is about beauty. It is about the beautiful side of human nature,that is probably present in varying degrees in each one of us.

And for some of us, like me, who do not observe “Roza” it is a reminder that it is Eid, and it’s time for Cuckoo to read the story with her children, and to make sure she makes sevaiyian as part of the evening dessert.

I will definitely read the story now. This time, just by myself as my kids are in college now! Hoping to complete it without crying…I have done this for several years now, but never finished the story without sobbing!

Eid Mubaraq!

Impending Danger on School Education

Impending Danger on School Education

 

23rd April, on this day, two years ago we lost our senior member and convenor of RTE Forum, Ambrish Rai Ji. Today, on his second death anniversary, we have organized this Webinar in his remembrance. As you all know the entire school education system is in a dangerous situation and we decided to have a discussion in this context and then we can strategize as to how we plan  to implement upcoming campaigns. I would like to welcome all our participants to this webinar.

 

Our speakers

Professor Muchkund Dubey, President, CSD and Former Indian Foreign Sectretary

Dr C Ramakrishnan

Professor Gopal Pradhan, Ambedkar University

Professor Anita Rampal, Delhi University

 

I'd welcome and request our newly elected national convenor of RTE Forum, Gautam Bandhopadhyay to say a few words and begin the program.

 

Gautam Bandhopadhyay

 

Today is Ambrish Ji's second death Anniversary and it's a like Pledge Day for us. We welcome all on this occasion and,

" Sabko Shiksha

Behtar Shiksha"

A pledge with which this forum started and wr are still at it but given the condition of the education currently we all need to decide it's future. We will begin with the keynote address of Mr Muchkund Dubey and hearing speakers like Dr C Ramakrishnan, Professor Gopal Pradhan, and Professor Anita Rampal and all the participants from across the nation who are concerned about our education system, education activists who have been fighting this battle. A fight for education is a fight for democracy, a fight to create a nation. When we talk about education, we talk about its Constitutional rights and it gives us  a hope for better quality education for all. The inequality in the education sector has to eradicated, only then can se remove the inequality in the society. One is not possible without the other.

 

Today's Webinar, we agree that RTE Act is not our last goal, but we also accept that this Act will help us remove issues in education, administration and other levels. It will help us conjoin districts.

 

The condition of education is deteriorating day by day and we need to plan and pledge as to how we can improve education system and it's quality and how we can provide the children with their Constitutional rights to education.

 

Mitra Ranjan

 

Thank you Gautam Da. With this I would request Professor Muchkund Dubey, President, CSD and Former Indian Foreign Secretary to speak. He has been present and supportive since the founding of CSD and he has been with Ambrish Ji too since a long time.

 

Professor Muchkund Dubey

 

Thank you so much Mitra Ranjan Ji. This meeting has been organized to pay tribute to Ambrish Rai Ji on second year after his demise. Much has been said about him soon after he left us and also on the first anniversary of his death, therefore I'm not going to repeat those things. I think picture that has emerged that he was a  unique personality in several ways and this has been demonstrated by the fact that even two years after his demise, we had a hard time finding  a substitute for him. I very much wish that your experiment will work and will be successful and RTE Forum will be able to acquire the same dynamism and energy displayed when Ambrish Ji was amongst us.

 

In these two years, large numbers of policy measures have been announced in the field of education. Particularly in states which have governments of the Ruling party. They have made changes of the very drastic measures and which cma have a deterrent effect on the education and future of our children. This measure has pushed the goal of universalization. The central government's policy in the field of education amounts to all events time to time it has now geared to achieve this goal and mobilizing all the resources needed to achieve this goal. Inspite of these measures, we have not seen much of  a protest at the national level on the announced policy measures. The RTE Forum has lost its momentum, dynamism and even it's relevance. To take an honest view of the situation, in the last decade and a  half the only game in the field of school education has been the RTE Act and jg seems that the main purpose of the policy that we are pursuing is to bring that game to an end and start on an uncharted path for objectives that are vaguely defined. For which  there are neither resources adequate enough to revive them nor the manpower needed to implement them.

 

Before the RTE Act was adopted, many of us were working for establishing a  Common School System in India, but when the RTE Act was adopted, there was a choice before us whether to continue working for the

Common School System and dismiss the RTE Act as truly inadequate for the purpose of realising the Common School System or concentrate on only the implementation of the RTE Act for sometime and through its implementation try to rescue the Common School System established in India. RTE Act was unit piece of  legislation which had following features:

 

- Right to free and compulsory education to children

And education as public could recognize and it was also implicit that it was incumbent upon the government to make the Act's implementation successful.

 

- It was based on set on norms which are essential and important for ensuring equality because they are applicable to all the schools across the country and are also important for ensuring quality

So basically it's about achieving quality through the pursuit of equality.

 

- Third most important thing about the Act was that it had a time limit for implementation - 5 years. These 5 years are over and need to legally set a new target but there is no indication from official quarters of moving in that direction.

 

The Act also enumerates a large number of laws and practices which are unfriendly to children and among these are imposing various examinations on them at the elementary level. The Act had abolished ot but it has been brought back again unfortunately by an Amendment.

 

Where do we go ahead from here?

In my opinion, it is very important that we have  a kind of a program or a set of activities which we can pursue at the state and national level. We should attach priority to 2-3 most important matters like :

 

1. To implement the RTE Act

2. To get a new time frame for its implementation

3. To insist on getting the resources need for the effective implementation of the RTE Act

4. Extend the Act to pre primary stage children and those at secondary level which had been excluded from the RTE Act

 

I think that if these things can be achieved then perhaps we would closer to the goal of achieving the common school system in India. It's extremely important as no other country in the world can claim to have reached the stage of being developed without having a publicly financed and publicly operated.

 

Ambrish ji was a special person in my life and his absence can be felt by us all.

At the central level, many policies were made at national level and there has been less activities. New perspectives also came through and help us sail through.

 

We hope that before RTE act, we used to work for Early Childhood Education and will continue to do so. State and national forums need to come together and pressurise the govt to work on them.

 

2030 - supposed date for implementation of RTE Act properly.

Budget for education changes according to the convenience of fiscal govt

 

Bad economics and ethics n morality - believing that budget for education can only be increased through increase in GDP. With this hope and belief we move forward.

 

 

Prof. Anita Rampal

 

Namaste friends, with time new policies are coming along with RTE and they need our attention. They are state's responsibility but centre is taking a crucial role in it.

 

New PM schools to be created have asked for full assurance that all policies of RTE Act should be followed, only then funds will be provided.

 

With advent of NCF, its true purpose has been lost.

 

SDEG (SC, ST, OBC, Minority groups,all have been clubbed into one under this)

New NCF is diluting so much in the name of convenience of option.

 

Policies suggests 'Multipathways' which are against the RTE act.

 

Even at 11th class very few students get the chance to choose from subjects like sciences, barely 300 schools have them, so they don't have the choice to take them.

d

 Schools complain that they don't score enough to get science

 

Foreign countries provide a period of 10 years of education for the child to catch up and improve but this new policy has created a  new structure (8th to 12th - Secondary Stage)

 

10th classs students will have to take 16 subjects, given the current scenario (sports teachers teaching maths , etc)

 

Teacher educators refuse to teach science

 

Home science which has been revised, have been aligned according to new industries, it only has theoretical questions, not practical experience or physical application. It's been taught at it's base level.

 

Out of those 16 compulsory course (sports, Yoga, etc) there are some interdisciplinary courses which has subjects from Indian Knowledge System.

 

UGC has provided that credits from these wwill be accepted for college admission in universities.

 

Reasonable choices - 1 course will be from mainstream subjects, 1 from sports, and 1 more interdisciplinary, 1 language will be allowed to be choosen and can come under registered school.

 

 Imagine the knowledge level that will ve imparted to the students going to such schools.

 

Work based courses are not being made but vocation based. It's opening up opportunities for questionable organizations to attain secondary school certificates and run.

 

At 8th class, weak students are given separate exams, taught separate syllabus.The basic knowledge which a

child should get are being taking away.

 

NCF with its detailed guidelines of  650

pages, is only trying to control the school system,giving unnecessary details like duration of the morning assembly.

 

 We need to be aware of this discrimination and division and how we need to fight against the deteriorating quality of education.

 

Mitra Ranjan

 

Education's political economy and democracy needs to be  foicused on. Ambrish ji felt it to be really important , the socialisation of education.

 

Professor Gopal Pradhan, Ambedkar University

 

On 13th April, 2021 a program was held and i had a conversation with Ambrish ji. In the development policies, education related issues are usually not on the agenda of the communist Party, given our history with communism.We decided to create a document focusing on the this matter. Two days after this conversation, I heard of his demise. It feels like a loss to the society as I felt inadequate to prepare that document myself. He had the appropriate qualities which required for it.

 

With the upcoming RTE Act, the kind of excitement that was there in MP when Mulaayam Singh and Maayawati came into power together. Whenever there is an attempt to uplift the marginalized section of the society, an uproar takes place. The caste composition that is formed for the beneficiaries, is evident.

As professor of Hindi, I'll talk about what I understand of it. A book came out , post cobid, called Pandemic Pedagogy which talked about the authoritarian govt all the world started taking decisions regadinf the syllabus which were affected by their religious attitude. Another example is Rationalization of Education. The reduction of the syllabus, being another example, those people who have been removed from syllabus werewere actually an integral part of the nationalist movement.

 

A systemised way of creating a new history in the minds of the upcoming youth as favoured by the current government. A process of creating synthetic memories in place of original memories. Social movement, democratic rights etc are aimed to be removed from its roots. Darwin's theory for evolution has so been removed from Social Science syllabus. The base of students will be extremely weak in these subjects which they lose out.

 

The government claims to promote the subaltern through adding all indian languages of the nation like Hindi, but which hindi? The word itself was formed after Mughal Invasion. It's impossible to remove Urdu from the current Hindi. They aim to teach in Sanskritiaed Hindi. Tulsidas 's Ramcharitamanas was alleged to be written in poor man's language instead of Sanskrit. A language which has kept a big section of this country under illiteracy. I would like to thank all listeners and Mitra Ranjan Ji for giving me this opportunity.

 

Dr C Ramakrishnan

 

At first I would like to offer my hearty tribute to Ambrish Ji as we worked together. We all working together for RTE are at crossroads and we need to work together as it's butchering which address the needs of the large population of students of the nation.

 

They are harming the entire fabric of education and creating long documents. It's actually to strategy to distract

As per Sartak document, 2030 they plan to change RTE altogether.

 

They are just creating policies and are implementing through various organs and not through direct orders as they could be challenged in court. They are baiting the state governments through funds.

 

They are bulldozing and using the state governments to fulfill their agendas.

We need to formulate different policies to push for compulsory education till 18 years of age. What should be the feature of Kerala for school education, we are expecting more than 3000 to arrive in this meeting with 1000 people speaking.

 

National Education Agency, 30th April to be organized on how to get education jn their neighborhood  , how govt  is trying to cheat them of their needs.

 

 Niti Aayog is proposing to close 9 lac schools approximately, only thinking of the resources, and transferring those funds to the remaining schools under the name of PM schools.  Schools under 15km radius asked to be closed. 125000 to 9500 schools.

 

Ambrish ji's vision was correct, the govt is handing over the public property and resources to the private sector through the ignorance of the the citizens.

Fighting against the systemic reforms and against cultural reforms. We need to work on them together. Learn it, locate it, fight it in decentralised way and go ahead. Thank you for giving me the opportunity for speaking.

 

Mujahid

 

Remembering Ambrish Ji on his second death anniversary today, I would like pay tribute to him. Hearing all the members who spoke today, they talked on very important points and they have our support if we plan to move ahead for mobilisation or any other movement.

 

Himmat Singh

 

If Ambrish Ji had been alive today, how he would have thought and taken action against the current situations. It's not that the current govt doesn't think about education but they think in their own way. We need to understand and circulate that who are hindering this progress and why. This is such a  big forum that if we want we need to spread this all over the nation, we can. It's  a great political task to do this. As to educate them them that why these students are being cheated of their right to education. We can depend on the nation's strength and the citizens for this change.

 

Surendra

 

Students at younger classes should be given multiple chances and they should be passed and not failed. But there are not enough teachers in the first place. At Delhi level, we should do something for children and they should not be forced into child labour , I would like to request RTE forum members to think over it and take into action.

 

Aatreyee

 

As Gopal Ji said that every party has developed it's own views on all issues, except education. It's the result of that we are having a govt which is making such grace decisions for the NCF. As a forum we all need to think of it deeply. Even we do not have exact details that what all is about to be removed, as understood from the various articles, so if a detailed report could be availed, we can take it to the villages in all corners and mobilize them and create a agenda for it.

 

Sanjeev Sinha

 

From elementary education to higher education, changes are taking place , as heard from other speakers, but can all these people from different backgrounds, can they be brought together to find alternative ideas? I feel we need such a people's movement for it, we cannot wait any longer. We need to bring them all together, acamedicians, feminists, labour groups, student unions, etc. It cannot be remain limited to small meetings and movements. Because the ongoing movement is going on at a very large level, created at a very systematic level and people are being brainwashed at a great level. Moreover the current power system is feeding on the fear of the people. There is  a need for  a push towards creating a platform for bringing together the nation. I would request Gautam Da to plan  a meeting soon regarding this and find a solid solution for it.

 

Gurcharan Sharma

 

If RTE forum can be created at district levels, then it can take the form of a national movement. A great platform is indeed needed for it. For example there is grave issues for teachers in Bihar and the preference of guest teachers over regular ones. Old ones being forced to guven exams is really sad.

 

Vote of thanks by Raghu Tiwari

 

This meeting today and talk on education kn the second death anniversary of Ambrish ji acts as a great Tribute to him. From the the talks today, the specific points were :

- Changes in NEP

- Politics involved in it

 

The detailed framework just shows that igs an attempt to control as I understood from Anita Ji's world's. Gopal ji focused on the politization of the matter. The government's involvement which is influenced from the Western policvies is evident. The attempt to earse history is also visible. If the context is lost, all is lost.The loss of education for the common man is at its last point. C Ramakrishnan  emphasized on how  that Kerala govt is taking small steps towards making a  difference.

 

From all we heard here, we need to realize that we are in harder battle than in which Ambrish Ji left us and we require much more efforts. I would like to thank all present here who spoke today and helped organised this meeting. Who are attempting to give a new strength to the RTE Forum.

 

Mitra Ranjan

 

Thank you Raghu Bhai. By giving the tribute to Ambrish ji, I would like to end this meeting. I would like to thank Nancy for creating the meeting link and all other participants : Angela, Namrata, Prabeer, Rekha, Sanjeev etc We all will reach out to you all through the Sankalp patr which will be created. Thanks to Aekta, Gautam Da and Anita Ji for translating the points.

 

Rekha

 

Many things came up today in which we can do something actively. I've seen some articles which spread the ideas, and we also need to write nad spread some. We need to take assistance from Alliance more and involve more people in this movement.

 

Mitra Ranjan

 

Very rightly said. Thank you all present today.

  

Change in NCERT Syllabus- What and Why 2023

 

Change in NCERT Syllabus

 

In two years, there will be significant modifications to the NCERT (National Council of Educational Research and Training) curriculum. Once a National Curriculum Framework (NCF) has been established and the New Education Policy (NEP) has been finalised, these changes are anticipated to take place. The current administration is now reviewing the draught of an education strategy that was provided by a committee led by the former ISRO director K. Kasturirangan. Public response was also requested for the policy draught, and the plan will be finalised in light of the different discussions, comments, and suggestions made in the draught.

 

The NCERT textbooks' most recent revision took place in 2017, and it hasn't been made subsequently. The Ministry of Human Resource Development's (MHRD) sources claim that the changes to school textbooks will be done in next 2 years.

 

The 2017 revisions were put into effect after taking into account the recommendations and comments of educators, including parents, teachers, and other group members. In 2017, the council finally changed the curriculum after 15 years. The NCERT syllabus had the following revisions in 2017:

 

●     Demonetization and the Swachh Bharat Abhiyan were introduced as new topics.

●     In the history book, a chapter about Maharana Pratap was added.

●     It included more details about the Indian Knowledge System.

●     The NCERT textbooks for classes 6 through 10 also covered subjects like philosophy, yoga, and Ayurveda as well as information about ancient India.

 

The syllabus for the NCERT textbook was altered in 1975, 1988, 2000, and 2005. Only a few topics were included in 2017, keeping the rest unchanged. As a result, the upcoming syllabus change, which will be the fifth, is referred to as such. Each subject's core concepts should only differ little from the textbook. To make learning a satisfying and enjoyable experience, the curriculum will be updated in accordance with student interest.

 

Moreover, The NCERT textbooks will be available in at least 22 languages, as mentioned in the eighth schedule of the Constitution, including Hindi, English, Bengali, Assamese, Gujarati, Kannada, Sanskrit, Punjabi, Sindhi, Manipuri, Urdu, Malayalam, Odiya, and Kashmiri, among others.

 

Advantages of CBSE deleting the syllabus:

 

Less work to do and less stress

 

Less content will need to be covered, which will reduce stress and help students learn and remember more. Instead of attempting to cover an excessive quantity of content, students can concentrate more on comprehending and mastering the main topics with a reduced curriculum. This promotes a healthier and more effective learning environment, which benefits kids' academic performance.

 

More time to learn deeply

 

A smaller syllabus will enable teachers to teach in greater detail and give students more time to investigate and comprehend each idea. Better retention and comprehension will result from this.

 

Increased Motivation and Confidence

 

A limited syllabus also has a positive impact on students’ motivation. When students feel crushed by the large volume of study material, it can be demotivating and lead to a sense of helplessness. With less material to study, students will find it easier and more efficient to grasp the information, building their confidence.

 

Enhanced Learning Outcome

 

A reduced syllabus can lead to improved learning outcomes as it allows for a more focused and targeted approach to learning. A focused and targeted curriculum can lead to deeper understanding and greater academic success for students.

 

Disadvantages of CBSE deleting the syllabus:

 

Gap in Knowledge

 

While the deductions in the syllabus may provide some relief from the stress, it will also introduce gaps in knowledge. Eliminating certain topics may leave out crucial concepts and perspectives that are essential for a holistic understanding.

 

Competitive Exams Preparation

 

Reducing the syllabus may result in limited preparation for competitive exams, as the removed topics aren’t removed from the syllabus of competitive exams. Students may miss out on essential topics that are tested in these exams.

 

Reduced Academic Standards

 

When topics are omitted or shortened, students miss out on valuable knowledge, which negatively affects the quality of their learning. Reduced syllabi can make it difficult to maintain the rigour and depth necessary for students to develop critical thinking and analytical skills.

 

Increased Weightage

 

The syllabus is reduced, but not the total number of marks to be scored in exams. Therefore, in the same 100 marks, the weightage of topics will be increased now. For instance, if a chapter had a weightage of 3 marks earlier, it might now change to 10 marks because the syllabus and topics are less, and questions would have to increase from the retaining topics.

 

The Indian education system is seeing a major change in its framework and curriculum, and every new step has both a positive and negative impact, but if managed carefully and a balance is created, this new step can be proven revolutionary for our education system.

 

Here are some excerpts from the document which was prepared by over 250 academicians and professors against the syllabus reduction.

 

The signatories said that the latest deletions from the NCERT textbooks,

 

 “expose the non-academic, partisan agenda of the regime in pushing through amendments to school textbooks.

We are appalled by the decision of the NCERT to remove chapters and statements from the history textbooks and demand that the deletions be withdrawn. "

 

"The decision of the NCERT is guided by divisive motives. It is a decision which goes against the constitutional ethos and composite culture of the Indian subcontinent. As such, it must be rescinded at the earliest. "

 

"There has been no attempt to consult members of the teams that had prepared the textbooks, which included historians and school teachers, apart from members of the NCERT. "

 

Further, the signatories, in their statement, said that the revision should have only been done,

 

“in sync with the consensus of the existing historical scholarship. However, the selective deletion in this round of textbook revision reflects the sway of divisive politics over pedagogical concerns.”

 

The signatories accused the NCERT of using the pandemic as an excuse to initiate “a contentious process” of dropping important topics like ‘The 2002 Gujarat Riots’ and ‘Mughal Courts’.

 

“The new editions of these NCERT books have simply made the deletions the norm even when we are in a post-pandemic context in which school education has limped back to normalcy and is no longer in the online mode,” the statement said.