Newsletter - Roundtable on 'How Maharashtra can infuse Innovation and Creativity in its Education...

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.

- 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.

About the Round table

Inside This Issue

1. About the Roundtable

2. 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. Address by Shri J S Saharia and

guests of honour

4. The road ahead

5. Roundtable Attendees

Newsletter

21 March 2014

Roundtable on

How Maharashtra can infuse innovation and creativity in its

Education system

Observer Research Foundation Mumbai Ideas and Action for a Better India

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.

The Roundtable

Teaching Innovations in the rural context

Talking about education innovations in the rural context, Mr Ashok

Kalbag outlined the tenets of rural education 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.

Education through development

and

development through

education

Vigyan Ashrams byline

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

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/)

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.

Education in the rural

context

Teacher education and

preparation for rural-

environment and ongoing

professional development.

Learning resources.

Language of instruction.

Pedagogies learning by

doing, real-life learning, and

local inputs.

Community interface.

Modality of education

delivery.

Economics for solutions as

well as student incentives.

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.

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.

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

Imagination They enjoy fantasy, daydreaming, intellectual playfulness and

have a highly developed and often sophisticated sense of humour.

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.

Originality;

Discovery;

Plurality;

Creating resilience in

children;

Creating character;

Promoting autonomous

learning;

Providing more

opportunities for self-

actualisation, so that

giftedness can bloom;

Teach children to be risk-

takers, to be

entrepreneurs;

Creating more productive

and fulfilled human

beings.

Gifted education is about:

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 to

understand the concept in detail, discuss international practices as well as practical proposals for

implementation in Maharashtra.

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.

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.

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 four-

night astronomy workshop;

Children are taught to

perform experiments,

analyse results and make

conclusions;

Confidence building is

critical;

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

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.

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 teaching-

learning 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

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

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

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

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.

Shri J S Saharia on Accountability

and Quality of Education.

http://youtu.be/nFfMwhEK88c

Shri Sunil Dhamne on innovations in

BMC schools.

https://youtu.be/3cc9fsQ3-zw

Dr Suvarna Kharat on Maharashtra

Education system, teacher training,

Capacity building, vocationalisation

and empowerment of SMC.

http://youtu.be/9HO4FpPkgEQ

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

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/

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

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!

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.

Indo-Israel partnership to help infuse more innovative educational practices

Mr. Jonathan Millers welcome

address at the roundtable

http://youtu.be/tXgpiz_-UXA

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

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 for the push-outs but for

the others who are in the secondary education system.

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

Shri Sudheendra Kulkarnis

address at the roundtable

http://youtu.be/uQ4rxY8Vltw

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

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

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).

ORF Mumbais

Forthcoming Publication

on Excellence through

Autonomy

There are at least 50-60

engineering colleges in

the country today where

the quality of 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 of well-trained

engineers who can

engage in research and

produce products,

patents and services to

deal with the challenges

facing the country.

- Dr F C Kohli

Chairman,

Board of Governors,

College of Engineering,

Pune

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.

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.

The road ahead

Coming together is a beginning,

keeping together is progress,

working together is success.

- Henry Ford

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 educational governance and improving

accountability;

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 of government policies and

frameworks;

Vocational education

C ASE R

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.

Please feel free to contact me at [email protected]:

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.

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

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

Inside This Issue21 March 2014

About the Round tableTeaching Innovations in the rural contextThe RoundtableUnderstanding Gifted EducationScience & Learning by DoingTeachers and Teacher EducationThe child should be at the centre of education!Innovations in Maharashtra Education systemShri JS Saharia: an appeal to work together to improve the Quality of EducationIndo-Israel partnership to help infuse more innovative educational practicesWe need RTQE, Right to Quality Education, not just RTE!Dr Suvarna Kharat on Maharashtra School EducationThe road aheadChange Agents at the RoundtableChange Agents at the Roundtable

Newsletter - Roundtable on 'How Maharashtra can infuse Innovation and Creativity in its Education...

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