54
LADAKH A F F A I R S
EDUCATION of the textbooks, which is crucial for incorporating feedbacks, were carried out. It was only then the books were published. There are preconceptions among some blockhead that these books might have been prepared by the local teachers deputed for the same; Of course, they have also contributed a tremendous input. Such preconceptions cannot see the real things of the book. ONH books cater to the challenges of modern ages of globalization, liberalization and universalization through localization, the very essence of NCF 2005. Scientific theories and dictums are made to understand by taking examples from the local environment. Take the example of food chain or food web. Food chain of a Black Necked Crane eating fish, a fish in turn eating insects and insects in turn eating grass have been shown. Food web of various animals of Ladakh like the snowleopard, magpie, redstart, rosefinch, pika, marmot, bharal, kestrel, Ibex etc have been shown to let the children know about these animals to make them aware of the fragile ecosystem of Ladakh. Children of Ladakh have been taught through these books about various wild plants and animals of Ladakh. They have been prepared to face the challenges of life when they grow up. They have been taught how to construct a warm house instead of teaching them various types of houses as stated in the broad guidelines of NCF. The very principle of teaching learning process of going from known to unknown, going from simple to complex and local to periphery have been followed. In 5th class social science textbook, the neighboring countries of India, and then continents and countries of the world have been incorporated to link with the other books prepared by the NCERT. Inspirational icons like late Padmashree Sonam Norboo, a renowned engineer -turned- leader of Ladakh of the second half of the 20th century, Kacho Sikandar Khan, a famous scholar from Kargil, national leaders like Mahatama Gandhi, Kiran Bedi to inspire the girl students and Bismillah Khan to inspire about classical music have been included. Localization does not means that the books are only about local environment but has gradually been extended towards the state, the country, the world and then the universe. A marginal section is for the ret-
www.epilogue.in
rospection of the educational overhaul of Ladakh. Retrospection is not at all altogether throwing away of what has been achieved due to considerable labour put in by the stakeholders during the last two decades and financial investment made by the council but weeding out what has gone wrong .Of course, to err is human and that can be revisited, corrected and rewritten rather than throwing away of the whole programme. Unfortunately for some unknown reasons the ONH books which were Ladakh appropriate were replaced by the books published by J&K Board of School Education for the whole State. Of course, the 'Tulip books' for English are in a series from 1st to 10th will be beneficial which requires less immediate environment. However, the ONH English books can be kept as supplementary reader. But the EVS books of ONH are indispensable to match with the environment of Ladakh. Besides, removing the ONH books also goes against spirit of the Ladakh Vision Document- 2025 wherein claims for preparing region wise appropriate curriculum have been suggested. It has even talked of setting up of "Ladakh Board of School Education". Then, Are we going forward or backward? Since education has been a joint venture between the department and the NGOs, every facet of education, may it be pedagogy, curriculum, teaching aids and ideas are interlinked & intertwined with NGOs.Whenever a teacher speaks and suggests about something to make things right or to bring improvement in educational field, it is stated that s/he has spoken in favour of NGOs and next day s/he is bound to face action for having spoken in favour of NGOs; for violating the circular from Chief Education Officer, Leh to suspend links with NGOs in Ladakh, issued in 2007. This circular has in a way suspended the right to freedom of Speech, the fundamental right enshrined in the Indian Constitution for every citizen. Why don't repeal such barbaric decree?. After all NGOs are also our Ladakhi brethren and sisters working for the amelioration of the society in one way or the other. The NCF 2005 assigns the role of development of text books, academic support and research to NGOs. It is not the time to blame one another for things that have not gone
Vol. 4, Issue 12
A marginal section is for the retrospection of the educational overhaul of Ladakh. Retrospection is not at all altogether throwing away of what has been achieved due to considerable labour put in by the stakeholders during the last two decades and financial investment made by the council but weeding out what has gone wrong .Of course, to err is human and that can be revisited, corrected and rewritten rather than throwing away of the whole programme. well. Rise above pity selfish ends and work jointly for the common cause of uplifting the quality of education and to save the education department, one of the largest employer in the government sector. The author (Senior Headmaster, Government High School Domkhar, Leh) has been associated with Operation New Hope, especially in the preparation of Ladakh relevant textbooks under ONH. He was deputed as a member in the textbooks framing committee by the chief education officer Leh on the instruction of the then executive councilor for education, LAHDC, Leh in the year 20002001. He, along with the textbooks framing committee, visited many educational institutions in India including Rishi Valley Education Centre, National Council for Educational Research & Training (NCERT) to gain broader experience and knowledge in making textbooks for children up to primary standard.
Epilogue, December 2010