102005 Goa, <strong>India</strong>For the past fewyears we found thatwe are not cateringto the needs of thechild in a holisticway. We need notgive this educationto the child.ANISA ISSANI, FROM PAKISTAN, WITH LOVEI <strong>have</strong> a long association with the Early ChildhoodDevelopment section of Sultan Mohamed Shah AgaKhan School, a unit of Aga Khan Education ServicePakistan. Currently I am working as a head teacherof the section with 1120 students, ranging from age3 to 7 years and 56 facilitators to provide children allthe facilities to help them learn.I studied here and I am teaching in the sameschool. For the past few years we found that we arenot catering to the needs of the child in a holisticway. We need not give this education to the child.My section is not called early childhood educationsection but it is called early childhood developmentsection. All of us together are making a combinedef<strong>for</strong>t to provide to the child what really is required<strong>for</strong> her/him to grow. This is another linkage why weare here. I am collecting all the ideas from thismeeting.The best thing is that all are involved in theprogramme. It’s not that the people at the top dothe planning and direct us to implement but <strong>they</strong>involve us also in the planning process.I never wanted to become a teacher butended up with teaching profession. AKES was ableto know my potential. So the opportunity availablewas the motivating factor <strong>for</strong> me. If someone hasthe trust in me and tells me that I can do a task, thenit means that I <strong>have</strong> the potential to do it and I <strong>have</strong>to prove it. I thought, if people <strong>have</strong> trust in me, thenI should also <strong>have</strong> trust in them and it was this thingthat was taking me <strong>for</strong>ward. I learnt a lot, I was notgraduated when I joined, so I did my graduationalong with the service.MUNIRA AMIRALIMath is my favourite subject, I really love it and Iwant people to see math as fun. I <strong>have</strong> beenteaching mathematics in Aga Khan EducationService <strong>for</strong> 12 years. AKES sent us <strong>for</strong> the master’sdegree and I was the head of the math departmentworking with 6 to 7 teachers. All of us work as ateam.When Wasif Rizvi joined us everything changed.Previously we were only helping teachers to teachtextbooks. Now we <strong>have</strong> started on a path ofhelping people create <strong>their</strong> <strong>own</strong> curriculum withinthe mainstream. We work closely with teachers inclass rooms and outside.
2005 Goa, <strong>India</strong>11Sujata, Tenzin, SiyaAnisa, Claude, Munira, AminaUma, Manish, Ravi, Nitin,Hema, ChampaYashodaraMonaThe journey is still on and this is one of the reasonswe are here, to learn and gain from your experience,go back to the context, and make thingsbetter there.AKES has invested in the local teachers, so nowwe don’t call people from abroad. Previously wewere looking to the West to develop our programmes.But now we feel that we <strong>have</strong> the potential,and we are lucky and proud because AKESgives us opportunities to make meaningful contributionto the education process in Pakistan.AMINA KANJEEPresently I am working with Aga Khan EducationService, Pakistan, as Assistant Program Officer. Beinga member of an educational team I work mainlywith schools supporting them in designing, implementingand evaluating learning programs <strong>for</strong> <strong>their</strong>teachers and students. Research, publication anddissemination of collected learning experiences areother areas we focus on.From experience I believe that one cannotmake people learn. At most one can provideopportunities <strong>for</strong> learning. Experiential learningseems a little challenging in the confined schoolsystem. However I really want to explore the possibilitiesof making school a place where meaningfuland authentic learning occurs.MANISH JAIN, SHIKSHANTARFor the past 10 years, I <strong>have</strong> been very deeplyinvolved in unlearning the many lies I was taught atHarvard. Part of this experience involves reclaimingthe use of my hands and body. I am provoked dailyby my 3-year old daughter, Kanku, who is in theprocess of unschooling and my 80-year grandmotherwho never went to school.NEEMA VAISHNAVA – LAKSHMI ASHRAM, KAUSANI,UTTARANCHALI myself did not take academics seriously. I didcomplete my regular mainstream education uptopost graduation, but frankly none of it has anyrelevance to my life and work. My learning camefrom the arrangement that is Laxmi Ashram.I <strong>have</strong> been associated with Laxmi Ashram <strong>for</strong>the past 25 years. In a way my life was born there.Laxmi Ashram is a way of life and thinking. It is anarrangement <strong>for</strong> one to explore and understandrelationships: my relationship with myself, with myfamily, my community, my relation to people withwhom I am in close contact, my relation to nature.Laxmi Ashram provides an opportunity to understandmyself juxtaposed against various situations.Laxmi Ashram was created 58 years ago bySarlabehn who was influenced by Gandhiji and onThere is a sloganwhich says that theschool educationproduces parrots andthe education which isbased on experiencecreates humanbeings. – Sujata Babar
- Page 2: TALEEMNET(2005) GOA, INDIAIf you ha
- Page 5 and 6: 2005 Goa, India52the settingFor the
- Page 7 and 8: 2005 Goa, India73the bazaar: ways o
- Page 9: 2005 Goa, India9RAVI GULATI’S MAN
- Page 13 and 14: 2005 Goa, India13basti/slum area co
- Page 15 and 16: 2005 Goa, India15windows for me. I
- Page 18 and 19: 182005 Goa, Indiadossiers on The Qu
- Page 20 and 21: 202005 Goa, IndiaDalits aremarginal
- Page 22 and 23: 222005 Goa, India4problems with the
- Page 24 and 25: 242005 Goa, IndiaT. M. NARASIMHANOn
- Page 26 and 27: 262005 Goa, India5discussion on tal
- Page 28 and 29: 282005 Goa, IndiaCreativity is a st
- Page 30 and 31: 302005 Goa, IndiaThis is where I se
- Page 32 and 33: 322005 Goa, IndiaIf we are designin
- Page 34 and 35: 342005 Goa, IndiaChandrasekharIN DI
- Page 36 and 37: 362005 Goa, IndiaWe were wonderingw
- Page 38 and 39: 382005 Goa, IndiaCan there be acurr
- Page 40 and 41: 402005 Goa, IndiaA village school d
- Page 42 and 43: 422005 Goa, IndiaChildren listen wi
- Page 44 and 45: 442005 Goa, India‘Mai to jeete je
- Page 46 and 47: 462005 Goa, IndiaThe village was ha
- Page 48 and 49: 482005 Goa, IndiaMOHAN SURVEThis is
- Page 50 and 51: 502005 Goa, IndiaFreedom is reallyw
- Page 52 and 53: 522005 Goa, IndiaSCHOOLING NATUREHe
- Page 54 and 55: 542005 Goa, IndiaIn the four days
- Page 56 and 57: 562005 Goa, IndiaMANIFESTOTenzin Ri
- Page 58 and 59: 582005 Goa, IndiaLIST OF PRACTITION
- Page 60:
602005 Goa, IndiaHave we seen a tre