*) - Giving up is not an option
(#27 – Manabendra Majumder)
Today also the sun showed no mercy, it was burning at its limit and the hot winds flowing by the field felt as if they were trying to blow away all the natural calmness of the human nature. The load that Arun had on his head was much lighter than the burden he had at his age, he was a mild mannered boy who talked less and worked more than other boys of his age. Arun was a 7 years old boy who was one of the prominent support for his family. The work he did was not of a very high value even though it seemed very tough for him to do it, he worked in a brick kiln and every month he earned a hundred rupees which he accepted very happily after a month of merciless effort for survival.
He was the third earner after his father and elder brother in their family which consisted of nine members. he was a boy of many dreams , but the merciless fate never made them come true . Arun lived in a small hut that had only one room and the ceiling used to leak during the rainy seasons , but Arun never complained about their living or their lodging. He worked very hard under the impression that someday their lives will change and they will have a better living.
At the end of each month Arun would receive his wage from the promoter under whom he used to work, that day Arun would become very proud and happy for himself as because he was going to receive his award for an effort that he applied for earning his living, but sometimes his happiness becomes a dry leaf that might get crushed under somebody’s feet as his wages were irregular and improper. The promoter who used to pay him was not at all a decent or a honest guy, he used to treat the labours very badly as if they were extremely inferior to him , even his behaivior towards child labours were as same as towards the elder ones.
Arun never dreamed of going to school or education because his tiny brain was filled with the burden of supporting a family and to earn a living from a very young age. Every day Arun used to walk about ten kilometers from his hut in order reach the brick field where he worked for the whole day carrying bricks from place to place.
Each day Arun dreamt of becoming a successful man, and each day worked hard as if mixing his sweat drop from his forehead with the sweat drops from his feet, just for the sole purpose of survival.
His parents never cared for him or the other kids in the family, they only counted them as extra helping hand for raising monthly or yearly income. According to them education was of no use at all and they never encouraged anybody to pursue education.
By writing this story I want to draw your attention towards the practice of child labour in our society and towards the illiteracy among people , how people in our society still believes in such thoughts that education had no benefits!!, by this story I want want to convey a message that please encourage education and discourage child labour and be practical that education has its own benefits it is our right to enjoy them…………………
Rating – 52/100
Judge’s Comment – "Touchy story with a message. Child Labour is widespread social evil whats sad is that eradication child labor is not even in the promises our leaders. Lives of millions of kids in India is ruined by this. Idea holds a lot of potential but the execution and details are clichéd and needs improvement. Stories with social message must leave a strong impact on reader’s mind."
*) - EDUCATION IN INDIA
(# 38 - Himanshu Khatri)
Education is an important activity in society, it gives an opportunity to man to understand the world around him and his place in it In ancient times man was completely at the mercy of nature which was a complete mystery to him. The dark forces of nature were beyond the comprehension of man and to console himself he had to depend upon the existence of supernatural powers and this led to the growth of religion and superstition. The invention of tools, domestication of animals and growth of agriculture led to organization of society and along with this, developed social sciences.Thus, in education we combine the study of natural laws with the laws governing the development of society- Knowledge and understanding come to us through the study of natural sciences (chemistry, physics, biology, etc.) and the social sciences (history, political science, etc.). The acquisition, interlinking and the transmission of this knowledge and understanding is the primary function of education. Ideally speaking, it is through education that members of society, particularly the youth, come to understand the working of society.
Education should enable the youth to improve the working of the society. Seen in this light, the purpose of education is not just to help students acquire degree and obtain jobs. If the society is not organized properly, jobs become difficult to acquire, degrees lose their meaning and education becomes a national waste as it is happening in many countries in the world today.
Education, properly speaking, should develop a spirit of inquiry and rational thinking in the youth so as to enable them to understand the society and change it wherever it is found lacking. From time to time, seminars or symposia were held to discuss the question of educational reforms and suggest an ideal educational system. However, nothing much could be achieved in this behalf. Syllabi continued to be theoretical in nature, and irrelevant to the socio-cultural and economic contexts. Teaching methods and system of examination continued to be obsolete. The result was that our educational institutions and universities, Instead of being citadels of learning and enlightenment, became dens of unrest and frustration. Our students became irresponsible and directionless mob, out to destroy the very fabric of society. Instead of contributing to the progress of the nation, they became, to a large extent, a burden on the nation’s economy and society.
The first policy document on education was adopted in 1968, by the Government after Independence. The National Education Policy, 1968 aimed to promote national progress, a sense of common citizenship and culture, and to strengthen national integration. However, even the Government admits that the general formulations incorporated in the 1968 policy did not get translated into a detailed strategy of implementation.
Some achievements since 1968 listed by the Government are: (a) acceptance of a common structure of education throughout the country and the introduction of the 10 plus 2 plus 3 system by most States; (b) laying down of common system of studies for boys and girls; (c) incorporation of science and mathematics as compulsory subjects; (d) restructuring of the courses at under-graduate level; (e) setting up of centres of advanced studies for post-graduate education and research. A new draft National Policy on Education was approved by Parliament (n May 1986. The ‘Programme of Action’ to implement the new policy was adopted by the Government in August 1986. The new education policy is broadly based on a document called “A challenge of education a perspective” laid by the then Education Minister in Parliament on 20 August 1985.
Education in India, says the new education policy document, stands at cross-roads today. Neither normal expansion nor the existing pace and nature of improvement can meet the needs of the situation. The catalytic action of education in the complex and dynamic process of our country needs to be planned meticulously and executed with great sensitivity life in the coming decades, it points out, is likely to bring new tensions together with unprecedented opportunities.
The system will be based on a national curricular framework which contains a common core along with other components that are flexible. In higher education, technical education in particular, steps will be taken to facilitate inter regional mobility by providing equal access to every Indian of requisite merit, regardless of his origins. The policy gives importance to removal of women’s illiteracy and obstacles inhibiting their access to, and retention in, elementary education. The central focus of the policy in the educational development of Scheduled Castes and Tribes in their equalization with the non-SC and ST population at all stages and levels of education, in all areas and in all the four dimensions rural male, rural female, urban male and urban female.
The policy pledges to provide essential facilities in primary schools, including at least two reasonable large rooms usable in all weathers, and necessary toys, blackboards, maps, charts and other learning material. At least two teachers, one of them a woman, should be there in every school, the number increasing to one teacher per class as early as possible. To this end, the ‘Operation Blackboard’ has been launched all over the country to improve primary schools. The policy also introduces a non-formal form of education for school dropouts, for children from habitations without schools, working children and girls who cannot attend whole day school.
In the field of higher education, provision will be made for minimum facilities and admission into colleges and universities and will be regulated according to capacity. Courses and programmes will be redesigned and the present affiliation system will be replaced by a freer and more creative association of universities and colleges. Research will get more support.
In the area of Technical and Management Education the policy maintains that reorganization should take into account the anticipated scenario by the turn of the century, with specific reference to the like changes in the economy, social environment, production and management processes, the rapid expansion of knowledge and the great advances in science and technology.
Selected Secondary Teacher Training Colleges will be upgraded to complement the work of the State Council of Education Research and Training. To give the policy a practical shape, lot of funds would be required. The policy says that resources will be raised by mobilizing donations, asking the beneficiary communities to maintain school buildings and supplies of some consumables, raising fees at higher levels, and by effecting saving by efficient use of facilities.
Rating – 62/100
Judge’s Comment – “I liked how you analyzed the problem and quoted policies, legislations shaping India’s education system where the onus is always on cramming all the things in your head. Parents look down to polytechnic and vocational system which can reduce the problem of unemployment in our country to huge extent. Informative article!”
Judge - Mr. Kshitij Dhyani (Author, Artist and Musician)
Result - Himanshu Khatri wins the match by 10 Points and is number fifth to enter into round of 32. Manabendra Majumder goes to Parallel League.