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The Open Classroom [241 KB]
Herbert R. Kohl
This book, a handbook for teachers who want to work in an open environment, is based upon the experience of teachers: their problems, failures, and frustrations, as well as their successes. It is about the battles with self and system that teachers encounter in the schools. It presents some strategies for change, for dealing with the administration and other teachers, for creating different kinds of textbooks, lesson plans, etc.
Contributed by: Arvind Gupta

Deschooling Society [102KB]
Ivan Illich
A powerful book questioning the whole system of schooling in our society and the value of extending obligatory schooling to all people. According to Illich the right to learn is often curtailed by the obligation to attend school. Throughout the book he builds an argument for de-establishing schools. Also in the essays presented here he moves on to show how institutionalisation of values leads to degradation and misery.
Source: http://philosophy.la.psu.edu/illich/deschool/

Policy and performance in Indian education (1947-74) [236 KB]
J. P. Naik
The main difficulty that prevents the implementation of a Universal education for all is the existing structure of the formal educational system with its single-point entry, its sequential promotions from class to class every year, its exclusively full-time courses, its professionalized body of teachers which is basically oriented to the interest of the classes and is inimical to those of the masses, its tendency to become a vested interest and help to perpetuate privilege or conformity rather than to promote equality or healthy dissent, and its costs that are high and continue to mount exponentially. It is obvious that we can continue with this structure only at great national peril and that so long as this structure persists, we can never hope to educate the masses effectively.

The role of government of India in education [269 KB]
J. P. Naik
This study is an examination of the various issues concerning the role of the Government of India in Education. The problem has been approached from three perspectives: historically, constitutionally and comparing the roles which federal governments of some of the foreign countries play in education. Covering the period 17731950, the study shows the vacillating position the Central Government has taken with respect to education and points out the consequences of the varying positions. It suggests that, without trespassing on the autonomy of the States, the Centre has a useful role to play in evolving suitable educational policies for the country and that in view of the greater elasticity of the Central tax structure it has a very definite responsibility for rendering financial assistance to the States towards the expansion and improvement of educational facilities.

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