Education Theatre

Education theater - Session at KPPMCTE, Anakayam, Manjeri 15-01-15

About Rishi Valley School

The Rishi Valley School is one of the leading residential schools of India. It follows the philosophy of Jidhu Krishnamurthy

Rishi Valley :
In 1926, when the philosopher J.Krishnamurti decided to set up his first school, he chose a remote valley in the interior of rural Andhra Pradesh, in Chittoor District at the edge of the Karnataka Plateau, about 135 km northeast of Bangalore. Rishi Valley is at an altitude of 800 metres. The climate is dry and temperate, the water drawn from deep borewells is fresh and potable; and, in the absence of any industries, the atmosphere is remarkably clean and clear. Shepherds with their flocks of sheep and goats have traversed this area since neolithic times, and still claim their ancient right of access to the hills; and the farmers of the valley have grown rain-fed crops like bajra, ragi and, more recently, peanuts. Their small hamlets — clusters of thatched, round mud huts with pens for animals — are dotted all over the valleys of the region. The largest settlement in the valley, Thettu village, probably dates back several hundred years.
The Campus :

         Rishi Valley School, Rural Health Centre, the Krishnamurti Study Centre at Rishi Valley, a small hospital with a resident doctor, a dairy with about 60 hybrid cows, a farm, an organic vegetable garden, a herb garden and fruit orchards are part of this wellshaded campus. A wilderness area, consisting of 150 acres of once-barren hillside now covered with scrub and a thin layer of trees, borders the built-in area of campus. The valley was officially declared a Bird Preserve in July 1991, and was cited by the International Council For Bird Preservation. Educational Philosophy : Krishnamurti's philosophy of education, reflected in the activities of Rishi Valley Education Centre, is best expressed in his own words : The purpose, the aim and drive of these schools, is to equip the child with the most excellent technological proficiency so that the student may function with clarity and efficiency in the modern world.

INTRODUCTION

A far more important purpose than this is to create the right climate and environment so that the child may develop fully as a complete human being. This means giving the child the opportunity to flower in goodness so that he or she is rightly related to people, things and ideas, to the whole of life. To live is to be related. There is no right relationship to anything if there is not the right feeling for beauty, a
response to nature, to music and art — a highly developed aesthetic sense. I think it is fairly clear that competitive education and the development of the student in that process.... is very, very destructive.
We must be very clear in ourselves what we want – clear that a human being must be the total human being, not just a technological human being. If we concentrate very much on examinations, on  technological information, on making the child clever, proficient in acquiring knowledge while we neglect the other side, then the child will grow up into a one-sided human being. When we talk about a total human being, we mean not only a human being with inward understanding, with a capacity to explore, to examine his or her inward state and the capacity of going beyond it, but also someone who is good in what he does outwardly. The two must go together. That is the issue in education:
to see that when the child leaves the school, he is well-established in goodness, both outwardly and inwardly. (Krishnamurti On Education)

  The intention of the schools run by KFI is to awaken the intelligence of the student so that he or she may 'flower in goodness'. The cultivation of a global outlook and a concern for our fellow human beings are all part of this scheme of education. Some further goals of the educational philosophy of

Rishi Valley Education Centre are:
• To educate students so that they are able to explore both the natural world and the world of feeling.
• To inculcate a love for nature and respect for all forms of life.
• To create an atmosphere of affection, order and freedom without either fear or licence.

• Not to condition students in any particular belief, either religious, political or social, so that their minds may remain free to ask fundamental questions, enquire and learn.

      Based on this philosophy, teachers attempt to create an atmosphere of freedom, care and security in which students are helped to enlarge their horizons and grow. The school is concerned with developing the individual talent and intelligence of each child. We feel that it is equally important for parents to be aware of their children’s talents as well as limitations, and allow them to develop in their own way, and not on the basis of predetermined expectations. Our experience shows that not all children flourish in this system. In particular, those children who tend to be dependent and who need constant prodding do not adjust to the absence of pressure at the school.

RISHI VALLEY SCHOOL
Student Profile:

There are 360 boarding students in the school, aged 8 to 17, studying in classes 4 to 12. Students are drawn from all over India and several countries abroad. Admission is highly selective, and only about 12% of the applicants are accepted. Students are chosen for character and talent, in addition to academic promise.

Educational Programme and Facilities :
The twelve years of schooling are divided into the Junior School which includes preparatory classes for campus children and classes 4 and 5, the Middle School which includes classes 6 to 8, and Senior School which includes classes 9 to 12. Classroom spaces and other facilities in each section of the school are suited to the needs of the students and staff at that level. The Senior School facilities include an excellent library (with audio listening stations), well equipped science laboratories, audiovisual rooms with an extensive collection of video tapes, Internet facilities and an actively used computer centre. The Junior and Middle Schools occupy a separate complex with an open assembly
space, an audio-visual room, a science laboratory and dedicated language rooms. There is also a well- stocked library for the Junior and Middle Schools, and computer facilities are available for Middle School students. In nonacademic areas, the facilities include provisions for all major sports; an arts

and crafts department with a range of activities such as carpentry, pottery, weaving, batik and fine art; and special interest clubs for topics such as mathematics, electronics, current affairs, birdwatching, cookery and dramatics.

The Junior and Middle Schools :
At the Junior and Middle School levels, Rishi Valley teachers have a high degree of autonomy in deciding curriculum, teaching methods and evaluation systems. Emphasis is given to developing basic concepts in subject areas, skills of various types, and wider perspectives that incorporate the educational values of the school. A flexible curriculum, periodically reviewed and updated by the staff, has been developed keeping in mind current trends in education and the development level of children at each age group. In the Junior School classes, a rich learning environment is provided.
Painting, craft, music and drama are an integral part of the curriculum. Students are encouraged to pursue their interests beyond curricular learning. There is an ongoing programme to create learning materials that enhance the concrete experiences which are the basis of concept formation and skill development in languages and mathematics. The immediate natural and human environment of Rishi Valley provides the starting point for curricular themes of environmental studies. Field trips,  discussions and project work help to enhance children’s awareness and understanding of the world. Evaluation is based on ongoing teacher observations and classwork. Minimal home work is
assigned at this stage.

In the Middle School — that is, from class 6 onwards — the curriculum is broadened to match the growing abilities of students in assimilating information and grasping abstract ideas. Specialized subjects and greater academic rigour are progressively introduced. In classes 6 and 7, students learn General Science, History and Geography, in addition to Languages and Mathematics. Subject matter and concepts are presented using audiovisual media, teacher-designed worksheets, visits to the laboratory and to the mathematics room, project work in the library, and field trips and excursions

to surrounding areas. Students are encouraged to participate in classroom discussions, think for themselves, and develop an enquiring attitude. Written assignments, oral presentations and homework exercises are a regular part of the learning and evaluation process at this stage. In class 8 — which is a transition class into the Senior School — the specialized science disciplines of Physics, Chemistry and Biology are introduced and a beginning is made towards teaching the class 10 examination syllabus. Periodic tests, conducted at the discretion of the subject teachers, are a regular part of the evaluation process as are self-assessment exercises, self-study worksheets and group projects.

The medium of instruction is English. In addition, all students study Hindi and Telugu until class 8. One among these two is the second language, and the other, the third language. (The second language is studied in greater depth.) The study of the second language is continued up to class 10. The Senior School :

At the Senior School level, instruction is offered in the Sciences, the Humanities, Art, Commerce, Accounting, and Hindi and Telugu literature. Environmental Studies, physical education, music and computer science are also offered. The educational programme is oriented towards preparing the

students for the ICSE (class 10) and ISC (class 12) examinations. At the end of class 9, students take final examinations for the first time. The academic curriculum is balanced by dramatics, sports and work experience which includes participation in the other activities of the Centre, such as, rural education and reforestation.

The last two years at Rishi Valley School form a separate programme for
which admissions are open and students of class 10 are screened anew as
candidates. Each student in the ‘Plus-2’ course chooses four subjects in
addition to English, which are then studied intensively for two years.
Academic courses include Maths, Science, Literature in English, Hindi
and Telugu, Commerce, Accounts, Economics, History, Geography, Art, Music
and Computer Science.
Students of class 11 take a programme of courses in General Studies
(outside the ISC syllabus) aimed primarily at broadening the students’ concerns
for the human condition and for the natural environment, and bringing them
into contact with contemporary issues. Visiting villages, stints at the Rural
Education Centre and at the Rural Health Clinic are part of the programme.
For all classes, one period a week is designated as a ‘culture class’ where
any topic of interest may be taken up for extended discussion. The aim of
these classes is to enlarge students’ intellectual and emotional horizons.
Between one and three periods a week are reserved for the class teacher
to discuss and help solve specific problems, and to facilitate interaction
between students.
Student Residences :
There are about 20 small hostels, each of which accommodates a number
ranging from 12 to 22 of students.
7
Members of the teaching staff, who live in staff quarters within a house,
act as house parents. Life in the hostel is meant to instill the values of cooperation,
self-restraint, and sharing. The interaction between teachers and
students outside the classroom is considered a very important part of living
and learning at Rishi Valley. The school does not have a system of house
prefects; no student has authority over another.
THE SCHOOL FACULTY
The school has a highly qualified and dedicated staff from all parts of
India, engaged in giving instruction in both academic and non-academic
subjects. Most have done postgraduate work, many have doctorates and a
few have engineering degrees. The student teacher ratio is about 7:1.
There is a regular teacher exchange programme with the Krishnamurti
Foundation Schools — Brockwood Park in England and Oak Grove School in
the United States.
We welcome as teaching faculty pe

Sankaranrayanan paleeri - Educational contributions, publications..

RESEARCH PAPERS/ARTICLES/BOOKS PUBLISHED

1          Cooperative learning strategies in Classrooms: The effective Accomplishment of MITA                                 Edutracks, Vol. 9 No. 1, September, 2010      ISSN: 0972-9844

2              Educational Programmes for Children with Cerebral Palsy: Parents’ and Teachers’ Dilemma.

   Journal of Education and Practice – by International Institute for Science, Technology           and Education Vol 1, No. 3, 2010       On line - - www.iiste.org, ISSN 2222-288X

3.   Rudiments of Education: Sociology and Philosophy (Book) published by: Neelkamal Publications,Hyderabad. (2010). ISBN-978-81-8316-176-3

3              Chomskyan Cognitivism and Linguistic: Irreproachable Ideals for Educational Psychology and           Designing Learning

   i-manager’s Journal on educational psychology. Vol. 4, No. 3, November 2010- January                     2011      ISSN-0973-8827

4       Teacher Role in Identifying and Educating Students with Non-verbal Learning Disorders (NVLD Some Specific Steps.

           Innovations and Research in Education.  Vol. 1, Issue 1. January 2011     ISSN – 2231-       4148

5              Educational Needs of Children with Cerebral Palsy and Other Nonverbal Learning                                      Disorders         Edutracks, Vol.10 No.7, March 2011             ISSN: 0972-9844

6         Attitude of High School Teachers towards Implementing Sex Education.  (Research paper)                      Edutracks, Vol. 11 No. 3 November 2011    ISSN: 0972-9844

7.            Attitude and Suggestive Measures of Regular School Teachers on Inclusive Education of Disabled children.(Research Paper)           National Seminar proceedings  ISBN 978-81-924412-0-7

7      Construction and Validation of Individualized Audio Instruction Material for Enhancing Teaching of Physics (Research paper)            

Edutracks, Vol.13 No.5 January 2014       ISSN: 0972-9844 

Definitions of Social Science or Social Studies. How to define Social Science?

DEFINITIONS OF SOCIAL STUDIES

The definitions of social studies are as follows:

·        John.U.Michaelis:-  He has tried to define the term social studies in two different ways as follows:

“The social studies defined as the study of man and his program is interaction with his social and physical environment in the past, present and emerging future”[1956]

“The social studies program includes those aspects of human relationship and social values, conditions and changes believed to be of greatest importance for the general education of the students”[1976]

·       J. F.Forrester:- states, “The social studies are, as the name suggests, studies of society and their chief aim is to help people to understand world in which they have to live and how it came to be, so that they may become responsible citizens. They aim at promoting critical thinking and readiness for social change, at creating disposition for acting on behalf of general welfare, at an appreciation of other cultures and the realization of interdependence of man and man and of nation and nation.”  

·       M.P.Moffatt:- defined[1950] “The social studies field is that area which aids youth through sound knowledge, information and experiences which are essential to the building of basic values, desirable habits, accepted attitudes and worthwhile skills basic to effective citizenship”

·       E.B .Wesley:-[1952] States, “The term social studies is used to designate  school subjects which deals with human relationships”

·       Arthur.C.Bining and David.H.Bining[1952] states, “social studies are adapted from the social sciences in order to play a part –and a very important one-in achieving the purpose or subjective or education ….The material of the social studies provide the basis for making the world of today intelligible to the pupils for training them in certain skills and habits and for inculcating attitudes and ideals that will enable boys and girls to take their places as efficient and effective members of a democratic society”

·      Chester.W.Harris[1960]defined, “The social studies are those studies that provide understanding of man’s way of living of the basic needs of man, of the activities in which he engages to meet his needs and of the institutions he has developed”

·       Morris.R.Lewenstein[1963]defined, “The social studies are that part of curriculum of both the elementary and secondary schools which deals with man’s way of living with his fellow men in the past, the present and the future. They are the study of human behaviour  and human institutions, which aim to help students understand the culture and society in which they live in its physical settings.”

·       E.B.Wesley and S.P.Wronski[1958]defined, “The term social studies indicates materials whose content as well as aim are predominantly social. The social studies are the social sciences simplified for pedagogical purposes.”

·      Committee on the social studies of the National Education Associations[1916]USA defined, “The social studies are understood to be those whose subject matter relates directly to the organization and development of human society ,and to man as a member of social groups”

·      National Council For The social Studies USA[1992]

“Social studies is the integrated study of the social sciences and humanities to promote civic competence”

Theater in Classroom - education theater at its 311th venue

Making B Ed a Two year course

A Kerala government order has issued to restructure B Ed a two year course. The first comment is pray to not to become the BEd a two year curse.  It was given a little hope that the new attempt will aim making the course an internationally accepted one. But soon it gone to the same stream of Framing for Framing sake. The great rulers have declared Utopian reformation, and any one can see that the attempt will fail without further clarification. They are to order 6 months internship at Remote Villages? For whom these orders are issued? The people are ready to do their internship at any where in the state. Do this will be a good attempt? The great reformers are framing Communicative English teachers! Of-course another attempt by Tuglags! Only one good aspect is that 26 qualified people will get job in colleges. That is hopeful and acceptable. But the quality of student teachers in English communication will be a humus. Nothing will happen. If any body have doubt, go and find from the quality of teachers who undergone B Ed from Calicut University from 2004 to 2012. There the communicative English was compulsory.

What we want is teachers with international quality. Not teacher with Internship quality. Blame the regular attempt.

A teacher must be able to read ant write at-least Malayalam and English fluently.Please go through this ability of present students. Any lay man can find that many of the students are unable to frame a sentence correctly.

* Make our student teachers able in computer. 

* Give them sufficient time to use books, journals, priodicals and  internet as resources

* Make them able to make use LCD and other projected aids to teach subject

*Make them technocrats

*Make them Psychologically fit

*Make them philosophically fit

you can design the course with such an intention. Suppose now a student teacher has given an assignment to prepare a Power Point Presentation, he or she will go t a computer sender and they will prepare it. Let them learn it from college itself. 

The students have to be able to take class with all these technologies in suitably.

Let them able in all the ways and transactions.

Please dont make it a unwanted course

_n.-F-Uv.-c-­p-hÀj-am-Ip-t¼mÄ-þ-þ-þ-þ-þþ

“cmP-y-¯nsâ `mhn \nÀ®-bn-¡-s¸-Sp-¶Xv ¢mkvap-dn-I-fn h¨mWv” F¶v tUm.-hn.-F-kv.-tIm-¯mcn C´-y³ FU-yq-t¡-j³ I½o-jsâ dnt¸mÀ«nsâ XpS-¡-¯nÂXs¶ Ipdn-¨p-h-¨n-«p-­v. ‘sh«epw Xncp-¯epw Iq«n-t¨À¡epw \nÀ¯n kaq-eamb ]cn-jvImcw sIm­p-h-tc-­Xv A²-ym-]I hnZ-ym-`-ymk cwK-¯m-sW¶v’ tIm¯mcn I½o-j³ dnt¸mÀ«v kzo-I-cn-¨p-sIm­v A¶s¯ (1962-þ63) hnZ-ym-`-ymk a{´-nbm-bn-cp¶ Fw.-kn.-N¥ A`n-{]m-b-s¸-Sp-I-bp-­m-bn. F¶m tJZ-I-c-amb Imcyw N¥ Xs¶ ap³I-s¿-Sp¯v cq]w sImSp¯ 1968-þse tZi-ob hnZ-ym-`-ymk \bw So¨À s{Sbn-\nwKv taJ-ebv¡v Imc-y-amb ]cn-jvIm-c-§-sfm¶pw \nÀt±-in-¡p-I-bp-­m-bnà F¶-Xm-Wv. Ahn-Sp-¶n-t§m«v A²-ym-]I hnZ-ym-`-ymk cwK-¯n\v kaq-e-amb ]cn-jvIm-chpw sa¨-s¸-Sp-¯epw D­m-bXv cmPohv KmÔn Kh¬saânsâ Ime-¯m-Wv. ]pXnb t_m[\ imkv{X kao-]-\§fpw coXn imkvv{X-§fpw am[-y-a-§fpw a\x-im-kv{X-§fpw sSIvt\m-f-PnIv hnIm-k-hpw, D]-I-c-W-§-fpw, I¼-yq-«À ]T-\-hp-sams¡ So¨À s{Sbn-\nwKv tI{µ-§-fn-te¡v IS-¶p-h-¶p. F³.-kn.-Sn.-C.bpw (tZ-iob A²-ym-]I hnZ-ym-`-ymk Iu¬knÂ) AXnsâ doP-W I½n-än-Ifpw Cu taJ-esb tamWn-äÀ sN¿p-¶-Xn\pth­n \ne-hn h¶p. F³.-kn.-C.-BÀSn (NCERT)bv¡pw A²-ym-]-Isc hmÀs¯-Sp-¡p-¶-Xn\v apJ-y-amb ]¦p \ÂI-s¸-«p. ]s£ Hcp ZiIw ]n¶n-«-t¸m-tg¡pw F³.-kn.-Sn.-C.-Hcp ]Ww hm§Â tI{µ-ambn A[x-]-Xn-¡-s¸«p (\-½psS cmP-y¯v AsXmcp kzm-`m-hnI ]cn-Wm-a-am-W-tÃ) Ct¸mÄ F³.-kn.-Sn.-Cbv¡v ]g-b-Xp-t]mse taÂt\m-«w \S-¯p-¶-Xn-\pÅ {]m]vXnbpw kwhn-[m-\-§fpw CÃm¯ AhØ kwPm-X-am-bn-cn-¡p-¶p. IqWp-IÄ t]mse apf-¨p-s]m-´nb _n.-F-Uv.-tIm-tf-Pp-IÄ ]n¶oSv A²-ym-Isc Ah-sc-s¡m­v km[n-¡p-¶-t]m-sems¡ hmÀs¯-Sp-¡m³ XpS§n! ^ew _n.-F-Uv. Ign-ªn-d-§p-¶-h-cpsS ‘KpW-\n-e-hmcw’ (I-zm-fn-än) Xe-Ip¯n hoWp F¶-Xm-Wv. C¯cw Degredation  of Quality (KpW-¡p-d-hv) adn-I-S-¡p-¶-Xn\p th­n-bmWv {KmPp-thävXe A²-ym-]I hnZ-ym-`-ymkw (_n.-F-Uv) c­p-hÀj-am-¡p-Ibpw IqSp-X anI-hpä tImgvkm¡n amäp-Ibpw thWw F¶ \nÀt±iw 2009-þ Fkn-SnC bpw F³.-kn.-C.-BÀ.Sn bpw apt¶m-«p-sh-¡p-¶-Xv. _ncp-Z, _ncp-Zm-\-´c tImgvkp-I-tfmSv tNÀ¶v Câ-t{Käv _n.-F-Upw. \nÀt±-in-¡-s¸-«n-cp-¶p. F³.-kn.-C.-BÀ.Sn. t\cn«p \S-¯p¶ doP-W tImtf-Pp-I-fn Cu \nÀt±-i-§Ä `mKn-I-ambn \S-¸n hcp-¯p-Ibpw sNbvXp. Ignª hÀjw apX amäw ]qÀ®-ambpw \S-¸n-em-¡n-bn-«p-­v. aäp kwØm-\-§-fnse ]e bqWn-th-gvkn-än-Ifpw Cu amäw kzo-I-cn¨p Ign-ªp.

_n.-F-Uv.-c-­p-hÀjw:F´mWv {]kàn?

       \ne-hn So¨À FU-yq-t¡-j³ taJe t\cn-Sp¶ hen-sbmcp {]iv\w Xmev]-c-y-]qÀÆw Cu taJ-e-bn-te¡v IS-¶p-h-cp¶ hnZ-ymÀ°n-I-fpsS F®w hfsc hfsc Ipd-hmWv F¶-Xm-Wv. Fsâ aIs\/aIsf So¨-dm-¡Ww, A²-ym-]I taJ-e-bn-te¡v hnSWw F¶ Xocp-am-\-sa-Sp-¡p¶ c£n-Xm-¡fpw hfsc Ipd-hv. _n.-F-Uv.-A-sÃ-¦n Sn.-Sn.-kn.-]-Tn¨p ]pd-¯n-d-§p-¶-hÀ¡m-hs« tPmen-In-«m³ H¶p-In e£-§Ä tImg-sIm-Sp-¡-Ww, AsÃ-¦n ]n.-F-kv.-kn-bpsS I\n-hn-\mbn hÀj-§Ä Im¡-Ww. AXp-a-sÃ-¦n A¬ FbvUUv kvIqfp-I-fn XpÑ-amb i¼-f-¯n\v `mcn¨ tPmen sN¿Ww (A¬ FbvUUv taJ-e-bn \nÀt±-in-¡-s¸« i¼f ]cn-jvImcw Ct¸mÄ shÅ-¯n hc¨ hc-am-{X-am-Wv)

       Ct¸m-gs¯ {]h-W-X, an¡ _n.-F-Uv.-tIm-tf-Pp-I-fnepw ]Tn-¡m³ s]¬Ip-«n-Isf DÅp F¶-Xm-Wv. B¬Ip-«n-IÄ Xosc Ipd-hv. AsXmcp Ipg-¸-a-Ã, ]s£ B¬Ip-«n-IÄ So¨nwKv taJe Gsd-¡psd hn«p-Xp-S§n F¶Xv hmkvXham-Wv. _n.-F-Un\p tNcp¶ s]¬Ip-«n-I-fnÂXs¶ ]ecpw CsXmcp ‘CS-¡me GÀ¸mSv’ F¶ \ne-bnse FSp-¡p-¶p-Åp. \nÝ-bn-¨n« hnhmlw \S-¡p-¶-Xn\p ap¼v, KÀ`n-Wn-bmbn F¶m-en\n {]k-hn-¡p-¶-Xn\p ap¼v, KÄ^n-te¡v `À¯m-hn-s\m¸w t]mWw, AXn\p ap¼v...-A-§ns\ GsX-¦n-ep-samcp Hgn-hp-I-gn-hp-t\m¡n _n.-F-Un\p tNcp-¶-h-cmWv hen-sbmcp iX-am\w Ip«nIfpw F¶p ]d-bp-¶Xv H«pw AXn-i-tbm-àn-]-c-a-Ã. CXn-\n-S-bn A²-ym-]-\-tPm-en-tbmSv kvt\lhpw A\p-Iq-e-a-t\m-`m-hhpw ]peÀ¯n tImgvkn\p tNcp-¶-hÀ \t¶ Ipd-hm-Wv.

       c­p-hÀjs¯ ]T-\-ambn _n.-F-Uv.-am-dp-t¼mÄ AXnsâ Kuchw hÀ²n-¡p-hm³ Xs¶-bmWv km²-y-X. kÀ¡mÀ cq]w-sIm-Sp¯ {]ap-J-c-S-§nb I½nän C¯-c-samcp \nÀt±iw h¨Xv _n.-F-Uv.-tImgvkv IqSp-X Kuch ]qÀ®-am-hWw F¶ Dt±-i-¯n Xs¶-bm-h-Ww. Ct¸mÄ _n.-F-Uv.-Hcp kÀ¡kv tjm t]mse-bm-Wv. Ipsd Ip«n-IÄ hcp-¶p, ]¯p-amkw sIm­v tImgvkv HmSn-¨n«v ]qÀ¯n-bm-¡p-¶p. ASp¯ _m¨p-h-cp-¶p. ]Xnhp XpS-cp-¶p. CXm-W-h-Ø. hnZ-ym-`-ymk a\x-im-kv{Xhpw, hnZ-ym-`-ymk ZÀi-\-§fpw, {]mtbm-KnI ]T\ coXn-Ifpw, A²-ym-]-\-¯nsâ coXn-im-kv{X-§-fpw, t_m[\ imkv{Xhpw AÀ°-]qÀ®-ambn DÄs¡m-Åm\pw Ah s{Sbn-\n-§n-eqsS kzm-b-¯-am-¡m\pw c­p-hÀjs¯ _n.-F-Uv.-tImgvkv A\n-hm-c-yw Xs¶-bm-Wv. AXp-sIm-­p-Xs¶ Kh¬saâv Xocp-am\w {]kà-am-sW¶v hne-b-cp-¯msX h¿.

Fs´ms¡ amä-§Ä?

       tImgvknsâ ssZÀLyw hÀ²n¸n¡pI F¶Xv shdpw ‘hÀjw Iq«Â’ am{X-ambn amdn-¡q-Sm. ]T-\-X-e-¯nepw AXv IqSp-X hnim-ehpw kzo-Im-c-y-hp-am-h-Ww. sNdnb N«n¡p ]mI-¯n ]c-¯n-bn-cp¶ N¸m¯n AtX Afhp amhp-sIm­v henb N«nbv¡p  ]mI-¯n ]c-¯n-sb-Sp-¡p-I-bà th­-Xv. ]T-t\m-]m-[n-I-fp-sSbpw hnj-b-§-fp-sSbpw km[-y-Xbpw kzo-Im-c-y-X-bpw-sIm­v ‘amhv’ IqSp-X k¼p-jvS-am-¡p-I-Xs¶ thWw.

       ]T\ coXn, t_m[\ imkv{X a\x-imkv{X hnj-b-§-fpsS ]T\w FÃmw Imen-Ihpw IqSp-X kzo-Im-c-y-hp-am-h-Ww. A¡m-U-anIv ]cn-jvI-c-W-¯n\v anI¨ I½n-än-IÄ Xs¶ cq]o-I-cn-¡-Ww. Hcp-Im-cyw Cu Ah-k-c-¯n kqNn-¸n-¡-s«... 1984-þ A[-ym-]I hnZ-ymÀ°n-I-fpsS So¨nKv {]mIvSokv ¢mÊp-IÄ hne-bn-cp-¯p-¶-Xn-\p-th­n Hcp aqe-\nÀ®-tbm-]m[n (Evaluation schedule) \nÀ½n-t¡­n h¶-t¸mÄ, tImgn-t¡mSv kÀÆ-I-em-im-e-bnse hnZ-ym-`-ymk hn`mKw sNbvXXv N«-¸Sn H¶p ]S-¨p-­m-¡p-I-bm-bn-cp-¶n-Ã. ]T-t\m-t±-i-§-fpsS hÀ¤o-I-cWw (Sm-Ivtkm-Wan Hm^v teWnwKv H_vP-IvSo-hvkv) F¶ kp{]-kn² {KÙ-¯n\pw coXn¡pw cq]w \ÂInb _©-an³ »qan-s\m¸w {]hÀ¯n-¨, ]n¶oSv ‘dnsshkvUv »qwkv SmIvtkm-Wan’¡v cq]w sImSp¯ km£m {ImtXzm-fns\¯s¶ A¶v Cu Bh-i-y-¯n\p th­n bqWn-th-gvkn-än-bn F¯n-¡p-I-bp-­m-bn.  Hcp t]Pn-te-s¡m-Xp-§p¶ aqe-y-\nÀ®b tcJ A{X-tbsd {]m[m-\-y-t¯m-sS-bmWv \nÀ½n-¡-s¸-«-Xv. C¶v ]cn-jvIm-c-§Ä \S-¸n hcp-¯p-¶-Xn\v BßmÀ°-amb DZ-y-a-hpw, ]cn-jvIm-c-¯n\p th­ Imc-y-§sf NnIªp Is­-¯m-\pÅ {iahpw CsÃ-¶p-Xs¶ ]d-bmw. tImgn-t¡mSv kÀÆ-I-em-im-e-bpsS Ct¸m-gs¯ _n.-F-Uv.-kn-e-_kv Xs¶ DZm-l-c-Ww. ‘Ipsd Ns¸-Sp¯v ]pd-¯n-Sp-I, AXn-tesd Ns¸-Sp¯v AI-¯n-SpI’þ A{X-am-{X-ambnt¸mbn ]cn-jvIm-cw. CsX-gp-Xp¶ teJ-I-\pÄs¸sS AXn-\p-¯-c-hm-Zn-I-fm-Wv. kne-_kv ]cn-jv¡-cn-¡m-\pÅ {iaw ‘Ipfn-¸n¨p Ipfn-¸n¨v Ip«n-bn-Ãm¯’ Ah-Ø-bn-te-s¡-¯n. ka-bhpw, hnZKvZ klm-b-§-fpsS Ipdhpw, km¼-¯nI klm-bhpw A{X-sbms¡ sN¿mt\ A\p-h-Zn-¨p-Åp.

       _n.-F-Uv.-c­p hÀj-am-¡m-\pÅ a{´n-k`m Xocp-am-\-¯n 14-þ15 hÀjs¯ Auvan-j³ apX F¶p ImWp-¶p-­v. 2013-þ14 hÀj-t¯-¡pÅ AUvan-j³ Nne bqWn-th-gvkn-än-IÄ Bcw-`n-¨p-I-gn-ªp. ASp¯ hÀjw apX-emWv Cu ]cnjvIm-c-sa-¦n Imc-y-§Ä \S-¸n hcp-¯m³ btYjvSw ka-b-ap-­v. temIs¯ hnhn[ taJ-e-Ifnse A[-y-b\ coXn-Isf hne-bn-cp-¯n, t_m[-\-imkv{X kao-]-\-§sf DÄs¡m­v thWw amä-§Ä hcp-¯m³. BtKm-f-X-e-¯n-te¡v th­n A[-ym-]-Isc krjvSn-¡m³ \ap¡v Ign-b-Ww. CâÀ\m-j-W kvIqÄ _mt¦m-¡v, HmIvkvt^mÀUv kvIqfnw-Kv, Ata-cn-¡³ kvIqfp-I-fnse coXn-im-kv{Xw, \½psS eJv\u knän tam­n-tkmdn ]»nIv kvIqÄ, alm-cm-jv{S-bnse A\p-`qXn kvIqÄ, B{Ô aÃ-¸-Ån-bnse dnjn-hm-eyp kvIqÄ XpS-§n-b-h-sbms¡ ]n³Xp-S-cp¶ t_m[\ imkv{X coXn-I-fn Ipsd-sbms¡ \ap¡v  kzo-I-cn-¡m-\m-hpw. a\x-imkvv{X, t_m[-\, ZÀi-\, sSIvt\m-fPn taJ-e-Isf ka-\-z-bn-¸n¨v A´ÀtZ-iob \ne-hmcw ]peÀ¯p¶ A[-ym-]-Isc krjvSn-¡pI F¶ e£yw Xs¶ apt¶m-«p-sh-¡-Ww.

       _n.-F-Uv.-c-­p-hÀjs¯ tImgvkmbn amäp-t¼mÄ, AXv IqSp-X Imc-y-£-a-am-th-­-Xp-­v. Nne Imc-y-§Ä IqSn Kh¬saâv Xocp-am-\n-¡p¶ I½n-än-IÄ {i²-bn-se-Sp-¡p-sa¶v Icp-Xs«:

·        c­p-hÀjs¯ tImgvkm¡n amäpt¼mÄ XoÀ¨-bmbpw ska-ÌÀ coXn XpS-cp-hm³ Ign-bpw. ]s£ _n.-F-Uv.-H-cn-¡epw Hcp ‘]co£’ tI{µo-IrX tImgvkm-h-cp-Xv. c­p-hÀjw F¶m \mep ska-ÌÀ F¶ ]Xnhv F´n-\mWv? BZ-y-hÀjw H¶msI Hcp ska-Ì-dmbn ]cn-K-Wn-¡p-¶-Xmhpw _n.-F-Unsâ {]tX-y-I-X-¡-\p-k-cn¨v KpW-]-c-am-hp-I.    Hcp-hÀj-s¯bpw Bdp-am-k-t¯-bp-ambn aq¶v ska-Ì-dp-IÄ, s]mXp ]co£ aq¶p-X-hW aXn-bm-hpw.

·        So¨nwKv {]mIvSokv Hcp ‘]mTw XoÀ¡Â’ ]cn-]m-Sn-hbm-h-cp-Xv. \njvIÀjnX CS-th-f-I-fn IrX-y-amb aqe-y-\nÀ®-bhpw ]ptcm-K-Xn-¡m-h-i-y-amb \nÀt±-i-§fpw \ÂIn, H¶n-e-[nIw .kvs]-Ãp-I-fm-bn’ So¨nwKv  {]mIvSokv amä-Ww.

·        Ctâ-W amÀ¡pw AXn-\p-th-­ am\-Z-WvU-§fpw ]qÀ®-ambpw A²-ym-]\ A`n-cp-Nnsb Bkv]-Z-am-¡n-bm-h-Ww.

·        _n.-F-Uv.-I-gnªv Hcp A`n-cpNn ]co£ F¶ bpàn-c-lnX coXn Dt]£n¨v A²-ym]\ A`n-cpNn hfÀ¯m-\p-X-Ip¶ Imc-y-§fpw aqe-y-\nÀ®-bhpw tImgvkn Xs¶ DÄs¸-Sp-¯-Ww.

·        Ct¸mgs¯ coXn-bn-epÅ IS-emkv t{]mk-kp-Ifpw, sh«n-sbm-«n-¨p-­m-¡p¶ s{]mP-IvSp-I-fpw, N«-¸-Sn-bpÅ {Kq¸p NÀ¨ coXn-Ifpw Hgn-hm-¡Ww (]-d-bmsX h¿ s{]mP-IvSn-\m-bpÅ  s{]mPIvSpw NÀ¨-¡m-bpÅ t{]mkkpw Zb-hmbn Hgn-hm-¡n-¯-c-Ww). imkv{X kmln-Xy ]cn-j-¯p-Imsc ]cn-jvI-cW I½n-än-bpsS Gg-b-e-t¯¡v ASp-¸n-¡-cp-Xv.

·        FÃm hÀjhpw _n.-F-Un\v Auvan-j³ \S-¯p¶ coXn XpS-cm-Xn-cn-¡p-¶-Xmhpw DNn-Xw.  c­p _m¨p-IÄ {]hÀ¯n-t¡-­n-h-cp-t¼mÄ FÃm tImtf-Pp-Ifpw Hä-b-Sn¡v Ct¸m-gp-Å-Xnsâ Cc«n `uXnI kuI-c-y-§fpw A²-ym-I-tcbpw GÀs¸-Sp-t¯-­n-hcpw. A§-s\-sbmcp kuI-c-y-sam-cp-¡Â D­m-hn-Ã. ]Icw ssSwtS-_nÄ {Iao-I-c-Whpw aäp-]e H¸n-¡-ep-I-fp-amhpw kw`-hn-¡p-I. AXp ho­pw A²-ym-]I hnZ-ym-`-ym-k-¯nsâ \ne-hm-cs¯ Xmgv¯p-Itb DÅp. AUvan-j³ H¶n-S-hn« hÀj-§-fn-te-¡m¡n amä-Ww. AXn\p \nÀÆm-l-an-sÃ-¦n AUvan-j³ \ÂIp-¶-h-cpsS F®w t\À¸-Ip-Xn-bm¡n hÀjm-hÀjw AUvan-j³ \S-¯p-¶-Xnsâ km[-yX Bcm-bmw.

·        \ap-¡m-h-iyw IqSp-X A²-ym-]-I-sc-b-Ã, adn-NNv \ne-hm-c-apÅ A²-ym-]-I-sc-bm-Wv. e£yw BtKmf Bh-i-y-t¯mSv \oXn ]peÀ¯p¶ A²-ym-Isc krjvSn-¡pI F¶-Xm-h-s«. anI¨ ¢mkvdqw kmt¦-XnI hnZ-y-Ifpw D]-I-c-W-§fpw kao-]-\-§fpw D]-tbm-Kn-¡p-hm³ AhÀ {]m]vX-cm-h-s«.

·        A²-ym-]\ hnZ-ym-`-ymk taJ-esb kaq-e-ambn ]cn-jv¡-cn-¡p-¶-Xn\v DX-Ip¶ Cu a{´n-k`m Xocp-am\w kÀÆm-ß\m kzm-KXw sN¿m\pw anI¨ cnXn-bn tImgvkv Nn«-s¸-Sp-¯p-¶-Xn\pw \½psS kÀÆ-I-em-im-e-IÄ¡v km[n-¡-s«. ]cn-jvIm-c-§Ä shdpw sh«epw Xncp-¯epw Iq«n-t¨À¡-ep-am-hm-Xn-cn-¡m³ Kh¬saâv Xs¶ ap³ssI-s¿Sp-¡-s«.