Vous êtes sur la page 1sur 14

Observer Research Foundation Mumbai

Ideas and Action for a Better India

Newsletter
Roundtable on How Maharashtra can infuse innovation and creativity in its Education system
21 March 2014

About the Round table


The principle goal of education in the schools should be creating men and women who are capable of doing new things, not simply repeating what other generations have done; men and women who are creative, inventive and discoverers, who can be critical and verify, and not accept, everything they are offered.

Inside This Issue


1. 2.

About the Roundtable The Roundtable discussion Teaching innovations in the rural context

Can we have a special scheme


to nurture gifted children, especially from underprivileged families? Science and Learning by Doing Teachers & Teacher education Child-centric education Educational best practices in the state and BMC schools
3.

Jean Piaget

Observer Research Foundation Mumbai held a roundtable on 21st March, 2014 to discuss how Maharashtra can infuse innovation and creativity in its Education system. The Chief Secretary of Maharashtra, Shri J S Saharia released ORF Mumbais report, Thinking Out of the Box in Education: What India can Learn from Israel, by Aparna Sivakumar. The Deputy Municipal Commissioner (Education) of Mumbai

Municipal Corporation, Shri Sunil Dhamne, the State Project


Coordinator, RMSA, Dr Suvarna Kharat, the Deputy Consul General of Israel in Mumbai Mr. Matan Zamir, and the Chairman of ORF Mumbai, Shri Sudheendra Kulkarni along with senior officials from the Government of Maharashtra and close to 90 educationists, educators and experts working in the field of education were present.

Address by Shri J S Saharia and guests of honour

4. 5.

The road ahead Roundtable Attendees

PAGE 2

The Roundtable
The roundtables atmosphere was nothing short of electric, with everyone sharing their ideas and experiences. Though the time was short to do due justice to every discussion segment, several interesting thoughts were shared, which I will summarise here without much ado.

Teaching Innovations in the rural context


Talking about education innovations in the rural context, Mr Ashok Kalbag outlined the tenets of rural educa tion from Vigyan Ashrams experience as: 1. Learning by doing there are several low-cost activities that can be done with commonly available artefacts, designed around relevant problems to enrich learning. 2. Economy an opportunity to earn while children learn (especially senior students); learning from low-cost artefacts. 3. As in real life, there should be no water-tight compartments for every subject just as in real life, there are no boundaries, children should be able to explore and learn from every aspect of rural life, from low-cost construction, agriculture, animal husbandry to fabrication, food preservation. 4. Community interface is critical take projects and problems from the community, and work towards solving them. 5. Since children dont think within the box (intrinsically), its easier to introduce ideas. They are good at copying so seniors (teachers, parents and guardians) should be good, to lead the way by example. Mr Pralhad Kathole, a self-motivated and passionate Zilla Parishad teacher from Wada district emphasised the importance of being a lifelong learner. He opined that the B.Ed/ D.Ed training that lacks practical work does not sufficiently equip the teacher with knowhow and skills to face a real-life classroom or school scenario. Pralhad also explained how the NGO, QUEST (http://www.quest.org.in/) has immensely helped teachers like him with: Teacher study circle: breaking silos, sharing best practices, solving problems together A platform that brings teachers together along with experts to discuss and solve various problems that teachers face in their day-to-day classroom, understand pedagogies and share best practices. This has been extended to an Education through development and development through education Vigyan Ashrams byline

online Marathi forum, which currently has over 250 members (http://forum.quest.org.in/).
Digital literacy Working knowledge of the INSCRIPT keyboard helps build confidence in teachers to use the computer, especially in Marathi, breaking language-based entry barriers. Teaching resources Videos and other online resources that provide guidance on teaching methods (http://elearning.quest.org.in/)

PAGE 3

Several viewpoints were presented on the language of instruction and learning resources. 1. For children living in rural and tribal belts, more resources should be created in their tribal dialects, with contextual flavor.

2. Colloquial language can be used to explain concepts to children,


however, the tutor should encourage and ensure that the child learns the accepted language, be it Marathi, Hindi or English. 3. When one looks at learning by doing as a pedagogy, the language impediment blurs though students may struggle to communicate for the first few months, its not a concern in the long run, since children easily adapt quickly and learn. Learning resources and medium of delivery are also very critical, especially in rural areas: 1. Videos that help teachers by providing them insights into the real classroom experience, inputs on pedagogies and ways to teach different concepts; 2. Online modules that help children understand specific concepts better (not limited to a paragraph or a small chapter in a textbook) with explanatory videos, supporting experiments that children can do, as well as follow-up project work and field trips; 3. Contextual learning resources that can be made available on tablets and mobiles as well. Children learn very quickly and also adapt to new technologies, as seen in Maharashtra Government-IIT Bombay experiment in Pandharpur. Professor Sudhakar Agarkar raised a critical point for rural teachers he emphasised the importance of preparing teachers for teaching in the rural environment ; current teacher training programmes do not equip them with sufficient skills to face the real-scenario in a rural school. Reflecting from her experience in Israel, Dr Radhik Khanna underscored the importance of capacity building of teachers a good training programme that infuses a spirit of enthusiasm and confidence in teachers. Dr Madhuri Sawant outlined the success story of the Governments tablet pilot in Pandharpur and current work on the development of mathematics and science labs. We also discussed about Governments efforts towards formalising vocational education in secondary schools from this academic year. Both these efforts have the potential to bring about a large transformation of the education system. Education in the rural context
Teacher education and preparation for ruralenvironment and ongoing professional development. Learning resources. Language of instruction. Pedagogies learning by doing, real-life learning, and local inputs. Community interface. Modality delivery. of education

Economics for solutions as well as student incentives.

PAGE 4

Understanding Gifted Education


Mrs Usha Pandit, Founder CEO, Mindsprings shared her expert inputs on gifted education. By definition, gifted children are children who exhibit a level of creativity as well as motivation (persistence and determination) above the median level. 5% of all populations are gifted giftedness spans multiple domains, cultures, economic strata and gender. Giftedness itself can be graded into mildly, moderately and exceptionally gifted. Though giftedness implies talent, privilege and often the glamour of genius, it also has rough edges there is often social and emotional immaturity, over-sensitivity, loss of perspectives and a tendency to cause self and social harm. Teachers typically teach to the average of the bell curve and there is neglect of the narrow special ends of the curve gifted children need more exposure, avenues for discovery, time, resources, appreciation and mentoring. A few things characterise gifted children: Thinking they think differently, they are fluent, deep and unconventional thinkers, enjoying the unexpected and the intense. Learning they are better at handling abstract and complex ideas. They make excellent connections and links, draw intuitive inferences and see cause and effect easily. They often teach themselves skills, are early readers and their curiosity is boundless. Imagination They enjoy fantasy, daydreaming, intellectual playfulness and have a highly developed and often sophisticated sense of humour.
Gifted education is about: Originality; Discovery; Plurality; Creating children; Promoting learning; resilience in

Educational equity does not mean educational sameness. Equity respects individual differences in readiness to learn and recognizes the value of each student. A Nation Deceived

Creating character; autonomous

Providing more opportunities for selfactualisation, so that giftedness can bloom; Teach children to be risktakers, to be entrepreneurs; Creating more productive and fulfilled human beings.

Leadership They may be spirited in expressing their opinions and show great
leadership abilities. They ask interesting, difficult or unexpected questions and are persistent in seeking answers.

Ethics and Aesthetics Some have a high sense of justice and fair play or a heightened sensitivity to beauty or pain. Gifted education is about simulation and creative opportunities allowing the mind to think, to be creative and be challenged. The gifted education teacher should be a mentor who understands, intervenes without domination, explores with the child and shares his/her excitement. We, as parents and teachers should be alert to recognise giftedness (be it cognitive, intellectual, musical, inter or intrapersonal, bodily kinaesthetic, visual or spatial or naturalistic, and provide an environment that respects as well as nurtures the child (and his/her gifts). Teacher training and learning environment design will be critical for a gifted education programme. Since the scope of the topic was large, ORF Mumbai will hold a separate roundtable on Gifted education t o understand the concept in detail, discuss international practices as well as practical proposals for implementation in Maharashtra.

PAGE 5

Science & Learning by Doing


Learning science cannot be divorced from learning by doing ideally the relationship is implicit, science education and science popularisation should go hand-in-hand. However, the current bookish education system is killing science. Dr Chitra Natarajan explained the different types of Learning by Doing: Gaining experience (learning) by doing; Learning by exploration (doing); The application of learning (theory, concepts) with the doing; Activities designed around learning. Pratham Science Programme
The young, enthusiastic team from Pratham Science Programme explained their work in detail: 3 core activities: o Science club o Science fair o Science workshop Vigyan mitras local youth, trained in science experiments, visiting schools and engaging children in workshops and the science club; Children are taught different concepts, with an emphasis on experience (and the process of learning); Camp Galileo a fournight astronomy workshop; Children are taught to perform experiments, analyse results and make conclusions; Confidence critical; building is

It is extremely important to not confuse the activity, or rather the product of the activity with learning this appears to be happening with the so-called project work assigned to children in schools (often done by their parents). Several important points were discussed: Its important to teach children design and collaborative learning; Learning should go beyond the classroom at home, at the play area (how see-saws in a park and even doors in the house can teach children about levers, fulcrum, etc.); Theres a lot of science in traditional things; science can be a way of life we should open up possibilities for children to see this and learn from them; Science should be FUN-damental and not something that children fear. There should be a structured vocational training programme for teachers as well, so that they are well-equipped to teach science and technology in classrooms. Inverted classroom methodology can be experimented in schools, with success. We cant have history teachers teaching science to children it should be someone who knows the basics of science.

Reading/ concept cards on different topics are also available.

Education is not the learning of facts, but the training of the mind to think.
Albert Einstein

Learn more about the Chai and Why? A public informal science interaction Programme by TIFR http://www.tifr.res.in/~outreach/outreach/outreachchai.html

PAGE 6

Teachers and Teacher Education


The status of the teacher reflects the socio-cultural ethos of a society; it is said that no people can rise above the level of its teachers. The Government and the community should endeavor to create conditions which will help motivate and inspire teachers on constructive and creative

lines. Teachers should have the freedom to innovate, to devise appropriate methods of
communication and activities relevant to the needs and capabilities of and the concerns of the community. Teacher Education is a continuous process, and its pre-service and in-service components are inseparable National Policy on Education, 1986

Everyone at the roundtable stressed on the importance of teacher development, empowerment and education. In fact, one of the tenets of teacher education is that teaching is not a one-time job. No matter what is done in the B.Ed/ D.Ed/ M.Ed course, in terms of content, curriculum, etc., we need teacher professional development programmes to be continuous. Currently, there is not enough support / focus towards continuous teacher upgradation in the education system. Teachers should be lifelong learners. In-service and professional development programmes are critical. Teachers should also be pointed to resources which can help them constantly upgrade themselves. B.Ed and D.Ed does not sufficiently prepare teachers for real-life teaching; the problems only multiply in rural settings. Practical-work exposure, internship and special contextual orientation are critical to skill teachers. Currently, teacher training does not cater to special education or catering to multiple intelligences of children a few teacher training colleges have introduced programmes towards this, where special educators guide and work with teacher trainees to help them develop a better understanding of lesson planning and delivery for an unequal classroom . We should have mechanisms to run through policy documents with teachers and explain its different gamuts, scope to them with multiple interactions, if needed. Currently most teachers lack a nuanced understanding of the National Curriculum Framework (NCF), Continuous Comprehensive Evaluation (CCE), etc.

Teachers should be encouraged to identify obstacles and issues they are facing.
We should respect, empower and enable teachers to do their job and provide them the supporting infrastructure. School Leadership development is imperative for better planning, management and mentorship. Teachers should have to focus on 'teaching' and not on other tasks like Census/ Election duties. A Teacher 'Sahayak' can play a key role in supporting the teacher. Divorce of 'professional degree' from the teacher's core subject puts the teacher at a disadvantage.

PAGE 7

Theres a pressing need to work on the following, as suggested by Dr Chitra Natarajan:

The child should be at the centre of education!


Let the child have 'fun' while learning. Provide avenues for discovery and freedom. Introduce a high rigour of thinking in children. Respect and value 'all' intelligences and ensure that the teachinglearning process caters to multiple intelligences. Seek to build 'enquiry' in children. Prepare children for life. Teaching and learning through emotional well-being, EQ and not IQ, Art, literature and sport should play an active part of the childs education. We should move towards 'autonomous' learning. We should teach children design, collaborative learning they are born with design abilities, just as they are born with linguistic abilities. Give more options to children - not all are oriented towards 'science', we cannot label them as unfit/ unsuccessful because they do not excel in science or mathematics. Engage in real-life issues in the classroom, even if 'controversial' since Education is the manifestation of perfection already in man. Strength must come to the nation through education. A nation is advanced in proportion as education and intelligence spread among the masses. Swami Vivekananda Do not train a child to learn by force or harshness; but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each. - Plato

PAGE 8

Innovations in Maharashtra Education system


Shri J S Sharia, Chief Secretary, Government of Maharashtra, Shri Sunil Dhamne, Deputy Municipal Commissioner (Education), BMC, Dr Suvarna Kharat, State Project Coordinator, RMSA outlined several innovations that have been/ and are being implemented in the Maharashtra state. Government of Maharashtra Strengthening English language knowledge for teachers with the British Council (60,000 primary teachers; 30,000 secondary teachers). School Leadership Programme for heads of schools with the British Council; headmasters should know how to manage a school, how to motivate teachers, how to be self-vigilant to set their own benchmarks; they must ensure that children learn, perform and are creative. Mathematics education workshop for teachers, using online-live
Shri Sunil Dhamne on innovations in BMC schools. https://youtu.be/3cc9fsQ3-zw Shri J S Saharia on Accountability and Quality of Education. http://youtu.be/nFfMwhEK88c

classrooms, with IIT-Bombay. HBCSE and BARC are also involved.


Learning outcomes programme with Accenture. Tablet-based education in Pandharpur and creation of math and science labs. Government of Maharashtra is also working towards formalising

vocationalisation in secondary education. BMC Semi-language pattern thats followed in BMC schools (science and

mathematics are taught in English, and other subjects in Marathi)


School Excellence Programme which aims at several improvements in school education improving quality of education, increasing attendance and reducing dropouts, with the involvement of experts, well-established pedagogies, activity-based learning and increased teacher participation. And many more

Dr Suvarna Kharat on Maharashtra Education system, teacher training, Capacity building, vocationalisation and empowerment of SMC. http://youtu.be/9HO4FpPkgEQ

Ashok Kalbag on Education innovations in the rural context http://youtu.be/zzL-wjgaezI

Dr Chitra Natarjan on Science and Learning by Doing http://youtu.be/llWt8qc-fO0

Aparna Sivakumars presentation on Thinking out-of-the-box in Education http://prezi.com/rugarzljb2b2/innovati on-and-creativity/

PAGE 9

Shri JS Saharia: an appeal to work together to improve the Quality of Education


Shri J S Saharia, Chief Secretary, Government of Maharashtra congratulated ORF Mumbai for the report, Thinking out-of-the-box in Education, the roundtable and the launch of the Change Agents in School Education and Research (CASER) platform. While admitting that it is not untrue that the school education is in shambles today, and that quality has been the biggest casualty, he pointed out to the fact that we have come a long way in the past few decades since independence Maharashtra is probably one of the only states in the country, where we have one primary school within 1.5 kilometers of a child! While access has significantly improved, it is extremely critical that we all work together, and act as watchdogs of the system to help improve accountability and quality. He rued that though government spends 90% of the cost for education (the annual teacher salary bill for the government is Rs. 30,000 crores a teacher, in fact earns more than an engineering graduate in his first job), quality of education has not gotten where it should. Shri J S Saharia spoke about three main issues plaguing education:

1. The private-public participation in school education has not completely yielded the desired results
though there are a few great institutions, a large number of them exist for commercial reasons and not for imparting quality education this, despite the fact that the government pays for teacher salaries. Can we introduce systems which make them more accountable? 2. One experiment by a person/ organisation in an isolated school is excellent, but how does one replicate it. Replicability is very critical there are 100,000 schools, 750,000 teachers, and close to 20 million children in Maharashtra itself! 3. Things are more visible, manageable, and controllable in and around Mumbai, for instance. But we have no visibility into what is happening in the rural areas are the best-intentioned teachers going there, are children coming to the school? The governance and the systems that are in place currently have its own implications and problems. Therefore we are not able to take the initiatives and concepts to the last leg to all teachers and children. This is the gravest challenge, not just in Maharashtra, but all over the country, and even the world. How does one introduce accountability into every teacher, every governing/ supervisory officer? How can we ensure that all stakeholders in school education perform as they are expected to perform? We need to quickly move into the next stage quality education. It has to be a localised experiment; it should be a self-motivated, self-sustainable initiative, something that does not need supervision; it should be self-propelling it should not be incentivised or disincentivised. He highlighted the fact that we are not in the blame game. We have to create committed people in the field of education. And they should come into the system and should advise the government also. We all have to apply our minds and find workable, feasible and viable solutions. We need to collectively drive reforms, drive change!
Shri J S Saharias address is available on YouTube http://youtu.be/nFfMwhEK88c

PAGE 10

Indo-Israel partnership to help infuse more innovative educational practices


Mr Jonathan Miller, Consul General of the State of Israel, Mumbai , in his video address explained how education in Israel is seen as a key foundation and the very basis of the state. Israel understood early on itself that without an education system that encourages children to be creative, innovative

and ask questions, it would be very difficult for the country to develop.
He felt that India is also striding along the same lines, and took the opportunity to extend Israels support to the Government of Maharashtra to help the school systems in Maharashtra to implement some of the unique systems that they have developed in Israel, that have helped children there to be innovative and think out-of-the-box. He reiterated that Israel is ready to partner for better education and will be happy to play a small role towards contributing towards creating an innovative society.
Mr. Jonathan Millers welcome address at the roundtable http://youtu.be/tXgpiz_-UXA

We need RTQE, Right to Quality Education, not just RTE!


Shri Sudheendra Kulkarni, Chairman, ORF Mumbai spoke about how Learning by Doing is the foundation of Mahatma Gandhijis Nai Talim learning must begin with hand, heart, then head the intellectual, emotional, development, character development, spiritual development and artistic development should go together in education: there should be a harmonisation. We should rediscover the tradition of learning in India itself. He appreciated Maharashtra Governments leading efforts towards
Shri Sudheendra Kulkarnis address at the roundtable http://youtu.be/uQ4rxY8Vltw

vocationalising secondary education. He spoke about how the current


system does not have drop-outs but creates push-outs children who have talent, intelligence and desire to learn further are pushed out by the system! Learning by doing will be critical not just f or the push-outs but for the others who are in the secondary education system.

He lauded BMCs efforts towards blending education in Matrubhasha(Marathi) as well as English, and how this can help bring up the enrollments that had dropped in municipal schools! Shri Sudheendra Kulkarni pointed out that in the past few years there have been several landmark legislations in the sphere of education, but as Dr Vivek Monteiro pointed out, we need the right to quality education, we need universalisation. RTQE is what India needs. The Government must define outcomes government and private institutions should work together and be held accountable against these outcome parameters. Talking about gifted education, he stressed on the fact that it is not an inegalitarian concept it is to recognise that some children, in some ways are gifted, who with special attention can really bloom, blossom and be assets to the nation. He gave the example of what Israel has done by designing special measures to

PAGE 11

identify gifted children and providing an institutionalised system where these children interact with best scholars, best scientists, and artists in Israel. Why cant we do it in India? ORF Mumbai is working on launching two initiatives in education Change Agents in School Education and Research (CASER) and Change Agents in Higher

ORF Mumbais Forthcoming Publication on Excellence through Autonomy

Education and Research (CAHER). He pointed that many of the change agents
are already amongst us at the roundtable and appealed to everyone to partner with ORF Mumbai to take these two concepts to reality. He also took this opportunity to applaud the efforts of Shri Firoz Ashraf-jis Uncles Classes what he, his wife and daughter have achieved in the past ten years is nothing but a social revolution in a nanoscale, making education possible for poor Muslim girls (not just Muslim girls, also Hindi girls).

Dr Suvarna Kharat on Maharashtra School Education


Dr Kharat, State Project Coordinator, RMSA, appreciated ORF Mumbais efforts towards bringing together experts in education and the government in the same platform, the comprehensive discussion at the roundtable and also conveyed the best wishes of Smt Ashwini Bhide, who was unable to grace the event. She explained that due to multiple responsibilities of the government, it is currently difficult to provide the best of facilities in schools, but she strongly believes that this will change. She specifically stressed on a few aspects: Unified District Information System for Education (UDISE) is an extremely well designed and powerful system which can help consolidate details of schools as well as teachers (including their professional qualifications and development programmes) and provide real-time data on schools and drive better school and classroom planning, resource allocation and decision making. Schools need to take this seriously. Theres a need for capacity building of headmasters as well as teachers . We start leadership development very late in life it is important to initiate this much earlier on in life. Its critical to ensure subject-wise qualification and competency of teachers.
There are at least 50-60 engineering the quality colleges of in the country today where student intake is comparable to that at the IITs. If these colleges could be given autonomy and assisted with improving the quality of education delivery and their research, then we could produce sufficient numbers engineers produce of well-trained who can

engage in research and products, patents and services to deal with the challenges facing the country.

Dr F C Kohli Chairman,

She gave the example of Malaysias education system, where teachers are
required to qualify to teach subjects via specific tests that they should successfully complete within a timeframe, failing which they should choose an alternate route. She underscored the need to empower the School Management Committee their role should move beyond ensuring quality mid-day meals, and ensure even quality of teachers, and education.

Board of Governors, College of Engineering, Pune

PAGE 12

The road ahead


The roundtable was just a beginning. There are several areas where we all need to come together and work on towards ensuring quality education for the millions of school children, for instance: Teacher development and education; Education innovations in the rural context; Streamlining of accountability; educational governance and improving Coming together is a beginning, keeping together is progress, working together is success. - Henry Ford

CASER

Science and math education; Holistic and enriched education for children (respecting every childs interest, passion and aptitude); Learning resources; Technology interventions;

Teaching-learning pedagogies;
Practitioner networks; Effective implementation frameworks; Vocational education The list as well as our interests and expertise are varied and many! I would like to invite you all to be a part of our broad-based platform called Change Agents in School Education and Research (CASER) and work towards helping the government institutionalise scalable, replicable initiatives and ideas and improve the quality of education. ORF Mumbai will start the next series of focused discussions shortly, so that we can identify the core areas of work and create working groups which can focus on delivering the much-needed outcomes. Looking forward to a successful collaboration that produces tangible results towards improving the quality of education. of government policies and

Please feel free to contact me at aparna@orfonline.org:


To play an active role in CASER For a detailed transcript or audio-video of the roundtable discussion For ideas and suggestions To get a copy of ORF Mumbais report, Thinking out of the Box in Education: What India can learn from Israel in English or Marathi.

PAGE 13

Change Agents at the Roundtable


Dr Suvarna Kharat, RMSA, Department of School Education and Sports, Government of Maharashtra S J Shastri, Department of School Education and Sports, Government of Maharashtra Preetam Kale (Accenture), Department of School Education and Sports, Government of Maharashtra S M Dhamne, MCGM Sneha Saigal, Akanksha Foundation M Mehta, Alka Org Harita R Puranik, All India Radio Sunil Sharma, Aqua Capital Mary Ellen Matsui, Atma Lisa Rodricks, Atma Krishna Ramkumar, Avanti Fellows Simantini Dhuru, Avehi Abacus Project Dr Richa Singh, CACR Dr S G Wagle, CACR Niharika Mannar, CHIP Mumbai Manish C Kadam, DD News R N Bhaskar, DNA Jayendra Kulkarni, Droid Digital Dr Jonathan Joshi, Eduvance Mamta Sodani, Fun Zone Prof Chitra Natarjan, HBCSE Devashree P, HBCSE Dr Pooja Birwatkar, HBCSE Dr Minakshi Walke, I E S V N S Dr Madhuri Sawant, IIT Bombay Ninad Vengurlekar, IL & FS Anushree Mittal Yadav, inOpen Ashok Kalbag, IUCEE/ Vigyan Ashram Surendra Dighe, Jidnyasa Trust Thane Nachiket Nitsure, Jnana Prabodhini Md Maksud Alam, Kaivalya Education Foundation Sharik Chatterjee, Kaivalya Education Foundation Prajakta Kasale, Loksatta B Meneza, M W Co Ltd A P Deshpande, Marathi Vidyan Parishad Ramya Venkataraman, McKinsey & Company Usha Pandit, Mindsprings Vidushi Chaudhry, Mindsprings Ali Muhammad Chisty, Minhaj-ul-Quran Sapana Purandare, Muktangan Mumbai Dr Nandumar Jadhav, Navnirmiti Dr Vivek Monteiro, Navnirmiti

PAGE 14

Change Agents at the Roundtable


Geeta Mahashabde, Navnirmiti, Pune Vipula Abhyankar, Navnirmiti, Pune Girish Nair, Netcore Diksha Singh, Praja Milind Mhaske, Praja Anagha Gangan, Pratham Neha Thakur, Pratham Shraddha Chorgi, Pratham Jagdip Nikam, Pratham Science Program Mery E Loke, Pratham Science Program Sonal Naik, Pratham Science Program Murtuza Merchant, PTI Nitin Nimkar, QUEST Kusha Sharma, Reliance Foundation Shalini Garg, Reliance Foundation Dr M K Krishnamoorthy, Reliance Industries M P Girish Kumar, Reliance Industries Rajendra Vadadkar, Reliance Industries Vinayak V Dixit, S R Pusalkar & Co Mithila Dalvi, Samvaad a dialogue Vinayak Kale, Shishir Vihar, Dadar Dr Jayashree Inbaraj, Smt Kapila Khandvala College of Education Priya Khan, SPARK Dr Radhik Khanna, SPJ Sadhana School Anamika R, Sujaya Foundation Neelambari Rao, Sujaya Foundation Aditya Narayanan, Teach for India Mekhala Vadadkar, Teach for India Surendra Kulkarni, TIFR Mumbai Firoz Ashraf, Uncles Tuition Sneha Madiath, UNICEF Ritika Bajaj, Vidya Mumbai S C Agarkar, Vidya Prasarak Mandal Pralhad Kathole, ZP School, Nihali Dr Sharad Wagle, adCom plus A V Shenoy Bharat V Sha Dr Ketan Kalaskar Giriraj Kavi Lyn Wulfsohn Shivshankar Reddy Vinayaka Patil Vincent D'Souza