The NCRI was established as an autonomous organisation under the Ministry of HRD, Govt. of India in 1995. NCRI has been functioning as a catalyst organisation, helping rural institutions, Gandhian organisations, NGOs, universities and state government agencies in various projects connected with the promotion of rural higher education. Its participation in rural higher education had the larger objective of enhancing support mechanisms for rural development. More specifically, its objectives focus on promoting institutions engaged in programmes of Nai Talim (Gandhian Basic Education) and strengthen teacher-training facilities for this purpose; support extension services to the community through micro-level planning, design of appropriate courses for emerging rural occupations; encourage field-oriented courses of rural institutes; strengthen the content of all these institutions with emphasis on science and technology; promote research as a tool for social and rural development; and advise the Government of India on all such matters pertaining to rural institutes.
Over the years, a number of eminent personalities have been associated with the NCRI, prominent among them are Dr. M. Aram (former MP, Rajya Sabha) and Dr. L.C. Jain, (former member of the Planning Commission/High commissioner to South Africa), who functioned as the honorary chairmen at different periods.
RESOURCE GROUP:
The resource group of NCRI comprises of members drawn from different fields including academics, administration, management and information technology.Led by the Chairman, who is assisted by the Member Secretary, the members of the group are Coordinators of different centres, Project Coordinator, Project Officers, Research Analysts, members of Publications team, and Project Evaluation & Monitoring team. Close interaction and collaboration with several agencies working in the area of human resource development, particularly directed towards integrated development of rural areas, has been the core functional areas of the NCRI.
Thrust Programmes of NCRI:
PROMOTION OF NAI TALIM:
The endeavour of Nai Talim is to achieve a harmonious development of head, heart, and hand, based on sound moral principles. One of the core ideas of Nai Talim is that education is child-centric, correlated to the swabhava of the child so that the child is not burdened with the idea of learning and education. In Gandhiji’s pattern of learning systems, education should be compatible with the environment to enable knowledge connectivity to be more organic. The main focus of the new generation teacher training is on preparing new teachers for the sustenance and growth of Nai Talim institutions.
Major interventions :
• Obtaining equivalence for Nai Talim degrees / diplomas/certificates;
• Appraisal of conceptual and theoretical approaches; and revision of curriculum; and
• Training of new generation Nai Talim teachers.
MICRO - PLANNING:
NCRI has a holistic approach for sustainable development of villages based on Gandhiji’s ideas. It envisages extension services under micro-planning for promotion of livelihoods, skill development and better environmental conditions in the habitats.
Major Interventions :
• Promoting extension services to the community through micro level planning;
• Developing capabilities at the local level for planning;
• Providing support for training for the participatory involvement of rural functionaries; faculty and students of rural institutes, universities and colleagues; and
• Extending support in the design and development of courses.
PEACE AND CONFLICT RESOLUTION:
The Gandhian path of non-violent methods and consensual approach to conflict resolution is being rediscovered as a proper approach in this regard. As a first step in this direction, the mindsets of people, especially of the children and youth, need to be influenced, more so in the extremist-affected areas. The Peace and Conflict Resolution programme hopes to bring awareness and awakening in the people on the one hand while making it an area of academic pursuit with scope for specialisation on the other.
Major interventions :
• Developing curriculum;
• Introduction of new courses;
• Issuance of formal degrees/certificate; and
• Pursuit of action Research programmes.
YOUTH SENSITISATION PROGRAMME (YSP):
Indian youth, being the largest demographic segment for any country in the world, has tremendous potential. Policies and programmes in the public sphere should provide them the right direction and develop appropriate mindsets so that their energies are channelised into productive, forward-looking and worthwhile contours. The Youth Sensitisation Programme proposed by the National Council of Rural Institutes (NCRI) intends to provide a bridge between the idea of youth as a resource and the Gandhian idea of self-reliance.
Major interventions :
• To enable youth to understand and appreciate the strengths and potential of rural India and involve them as change agents in the process of development
• To sensitise youth about the values of self reliance and utilisation of local resources
• To evolve learning modules and strategies to familiarise youth with Gandhian ideas.
NCRI LABS:
Ideas and practices of existing institutions could be disseminated for information to other
institutions and for replication of successful models.
Major interventions :
• To identify, nurture and replicate the best practices in education so that they contribute to rural transformation; and
• To identify best practices in traditional knowledge areas especially with regard to rural technologies, non-conventional energies and sustainable agriculture.
NCRI and Partnerships:
Knowledge and innovative ideas of NCRI are only effective when they are shaped, leveraged and applied by large communities. NCRI attempts to move beyond information sharing to problem solving and the creation of new values so as to bridge the knowledge divide among different communities. Meaningful partnerships are the foundation for continuous improvement. NCRI believes in adopting, practicing and orchestrating such complementary techniques enabling partnerships to grow and expand to become role models. Research on new approaches and innovative methodologies are needed for generation, identification and application of knowledge and for identification of best practices. This is possible only when we allow participation of different stakeholders and inputs from diverse sources, including youth. And when it comes to promoting values and taking the benefits to the rural sector, to the disadvantaged communities in particular, the challenges can become overarching. A participatory approach with active involvement of experts, local functionaries and community representatives is imperative. NCRI is open to new ideas and partnerships in the pursuit of its manifold objectives.
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