Children's University

Endless Quest

Research

The University will, while promoting research work, lay special emphasis on the following subjects:

i.Prenatal care, including care and protection of pregnancy, health and psychological and other aspects of knowledge regarding prenatal care among parents;

ii.Medical knowledge and research in respect of prenatal care, midwifery and early stages of the growth of the child;

iii.Growth and sustenance of happy childhood, involving constant progress of the child in respect of various tender faculties of the child under protective and helpful environment, atmosphere and facilities;

iv.Studies and practical applications in respect of the development and formation of habits, manners and capacities relevant to early childhood;

v.Studies and practical applications relating to detection and remedies of defects and deficiencies - physical, sensory, cognitive, affective, and cognitive, including motor activities;

vi.Studies and practical applications relating to special gifts in

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musicology, art, craft, medicine and pedagogy as also in teachers' training programmes; and

xi. Promotion of such other relevant programmes of studies and applications that would enrich care and protection of different stages of growth and development of the child.

It is also envisaged that the University will be able to establish several Councils of Research in special subjects such as follows:

(1)Synthesis of child-related knowledge-systems (Physical and Medical);

(2)Synthesis of child-related knowledge-systems (Psychological and Cultural);

(3)Children's Philosophy, Children's Psychology, Children's Science, Children's Technology;

(4)Children's rights, human rights, fundamental duties, ideal of human unity and futuristic visions;

(5)Gifted children; physically and mentally challenged children;

(6)National and international education;

(7)Multi-linguistic abilities in respect of Indian and International languages;

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(8)Children's literature and films; and

(9)Development of integral personality.

In addition, The University is empowered to set up and promote several Departments of Research, instruction and communication in regard to other themes, not so generic as those for the councils of research, but more specific and special as those of pre-natal education, toddlers' education, kindergarten education, primary education and secondary education and to themes relevant to stimulation for admiration for uplifting visions, sublime music, sublime forest life and beauty of nature, as also those relevant to the synthesis of powers of creativity with those of scientific realism. The University is also empowered to set up, conduct and promote a Department of Research in testing and evaluation and to support the requirements of creating a new system of testing services for the following purposes:

(i)Removing from the students the fear of the examination so that tests are available by means of computer technology as and when the students are ready for them, and even individually;

(ii)Replacing the test of memory by the test of comprehension;

(iii)Organizing tests for development of personality, sterling qualities of character, and value-oriented and skill-oriented development; and organizing tests of physical fitness.

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Education and Training

As far as the functions relating to Education are concerned, the University is to conduct, under the Centre of Education, educational programmes for the University students engaged in research for M.Phil, Ph. D. and other Doctorate programmes relating to child education.

In addition, the University will undertake, organize and conduct different progammes for the purposes of teachers' training who are to be engaged in the work of teaching in affiliated, recognized and approved schools as also in Anganwadis and to provide to them not only a general programme of introduction to philosophy of children's University and to the philosophy of child-centered holistic education, but also of an elementary course related to the lessons of history, with special reference to Indian culture, its underlying spirituality, robust intellectuality and inexhaustible vitality.

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Extension Services

The University will also establish, conduct and promote a Centre of Extension Services under which it will have a school for continuing education to develop and implement telecasting such programmes of social education, throughout the State, that will stimulate all-round care of the child and child education, - formal, non-formal and informal. It will also promote visits to museums and organization of exhibitions, and publications of brochures, pamphlets, occasional papers and other materials for the promotion of themes of children's care and education.

The Centre for Extension Services will also develop and promote a scheme of "Every Child Matters". In addition, it will also promote a programme through the State Government of establishment and conduct of Bal Bhavans in cities, towns and even in groups of villages. It will also stimulate the development of an organization, such as "Little Children's Theatre" so as to promote dramatic activities for the children of the State.

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Special Features of the University

Affiliation will be granted under this University for any school for purposes of experimentation and implementation of innovative programmes of the University. The University will also undertake, organize and conduct educational programmes for selected, recognized and affiliated Shishu Vatikas, Bal-Mandirs and primary and secondary schools. The University will also have the power to create in the University Campus and in different parts of the State, Vidya Niketan Schools for various stages of education which will embody and crystallize the results of the research conducted by the University or elsewhere so as to spread the benefits of the work of the University to the entire system of the State. It will also provide training to teachers and will prepare teaching-learning materials for the benefit of the schools in the State.

Apart from the usual structure of the university, it will also have some new features. It is, for instance, envisaged that the University shall have a Director-General, whose functions are laid down in the Act, namely,

• to organize and conduct, subject to the approval of the Executive Council, a major national or international conference at suitable intervals, preferably every two years, on any important theme related to the tasks of the University;

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•shall assist the Vice-Chancellor in the task of co-ordination of the activities of the different centers and institutions of the University;

•shall carry out the following tasks:

(i)publications of the University, including the research journal of the University;

(ii)supervision and monitoring of the schools or institutions affiliated, recognized and approved by the University;

(iii)reports to the Vice-Chancellor of the degree of the efficiency of the extension services of the University;

(iv)smooth functioning of innovative testing services of the University which will free the present examination system from the current limitations and ensure that students are tested not only through written answers, but also through interviews, supported by progress reports submitted by the students so as to provide insights into the value-oriented and skill-oriented development of the students, including physical fitness.

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Empowerment of the University to set up Research Councils is a novel feature of the University.

Again, there is a new feature under which the University will have a scheme of Fellowships for 25 Fellows. These fellows will be selected by a Committee appointed by the Academic Council, provided that twelve of the Fellowships shall be awarded to junior research Fellows enrolled in the University for M.Phil, and Ph.D. research work, and that one Fellowship shall be awarded as a national fellowship. The remaining twelve fellowships shall be awarded as senior fellowships to eminent educationists of the rank of Associate Professors and Assistant Professors of any University or research Institution.

Each Fellow shall carry out research in any subject related to the themes of the councils and departments of research and deliver lectures in the University, whenever so required.

The term of a Fellow shall be of two years within which she/he shall write a thesis of fellowship on the subject assigned to her/him, provided that the Academic Council may extend the term by one year.

The salary and allowances payable to a Fellow shall be such as may be determined by the regulations of the University in accordance with the scheme of Fellowships of the University Grants Commission.

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"Every Child Matters" will be a special feature of the University under its Centre of Extension Services.

The Task-Force has identified the following topics that will cerecive special attention of the Centre for Extension Services:

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Vision

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Mission

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Objectives of Children's University

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Imperative Importance of Child-Centered Research

Child-Centered Research has so far remained greatly neglected. In contrast to this neglect, the Children's University will underline the imperative importance of research in a number of subjects centered on the care and development of the child.

In fact, the most important aspect of the University will be related to Research. The subjects which are being conceived for Councils of Research will constitute the fundamental character of the University. These subjects will be pervasive in character. But there are several other themes of specific kind; they are more narrow in character and much more directed to the immediate requirement of applied field of pedagogy and daily life of teaching and learning. For each of these themes there will be a Department of the Research in the University.

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Ideas Relating to Research Councils

Children's university provides an unprecedented opportunity to establish and conduct original and fundamental research in many important areas in the light of the needs of today and tomorrow. One of the great needs of our times is to arrive at the synthesis of the old and the new, of the East and the West. If children are the makers of the future, we need to synthesize modern knowledge relating to the child with the traditional knowledge about the child that is still available to us both in the East and the West as a heritage of the past.

What is the meaning of the human child? Is the human child something more than the animal child? Is the child a mere vehicle for hereditary progress? What role does heredity play in the growth of the child? Is there something more in the child than heredity? What is it? How can we recognize it? Can we scientifically study it? Can we study it philosophically or can we study it only on the basis of dogma?

What is scientific knowledge? Is it merely a matter of empirical evidence and statistics? Does science aim at explanation? These and allied questions need urgent answers. In this context, we need to study Ayurveda and Indian theories of pre- natal care of the child and synthesize the same

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with the modern knowledge of genetics and modern experiments in regard to the influences of environment on the growing embryo during the period of pregnancy.

It is envisaged that the children's university could establish under its Centre of Research, two research councils for synthesis of child-related knowledge-systems: Physical and Medical; and Psychological and Cultural. These two councils need not be confined to merely theoretical research but could also aim at applications.

A third Council could be centered on research and applications related to children's science, children's technology, children's philosophy and children's psychology, the combination of which could aim at skill-oriented and value-oriented education.

Children's philosophy has gained ground today internationally, but our country has still not awakened to this area. At the international level, research in children's philosophy is limited in its scope. In our research program we should expand the scope of children's philosophy so as to include four branches of philosophy: Spiritual, Rational, Ethical and Aesthetic.

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Children's psychology has yet not come even in the horizons of international research. But this is an extremely important subject, particularly because self-knowledge and self-control are the most important aspects of education, and they can best be studied through children's psychology that children must learn from early stages of growth.

Children's science and technology are being fostered in all progressive schools of the world; there are even special encyclopedias centered on this subject. The Children's University should develop fresh material, including latest data.

A much greater effort is needed in our country to develop the subject of children's science and technology, considering that Indian children are also expected to assimilate the lessons of a long and fruitful Indian history of science and technology. We have neglected this subject for long, and children's university should give us a ready opportunity for conducting a coordinated research in which science, technology, philosophy and psychology are properly synthesized.

Another council of research and applications could be centered on study of children's rights, human rights, women's rights, fundamental duties and human unity, - since all these subjects relate the child to the future in a very meaningful manner.

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This council could aim at underlining the development of the visions of the future among children, since it is being acknowledged that it is the power of vision that creates right power of action and right direction for action. The world today is becoming more and more global. Turn towards unity has become irresistible. But unity without the fostering of individual liberty will be only a machine of uniformity in life and action.

That is the reason why we need to emphasize children's rights, women's rights, fundamental duties, which are all related to individual freedom and individual growth towards perfection.

Human unity has been growing, but we are not sure as to what will be the place of Nationalism in the new international order. This futuristic study may be included as an important area, and it could study the problems of the new age of humanity, its hopes and lines for fulfillment, particularly in the context of the growth of United Nations Organization and its Agencies as also the growth of inter-culturalism or multi-culturalism. Anew spiritual age is dawning, and our children need to be prepared to receive and foster spiritual knowledge that transcends narrow barriers of exclusivism.

A fifth council could be envisaged for research and applications related to gifted children. It is increasingly recognized that children of today

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are much more intelligent, alert and bright. The children of today, it is suggested, are naturally inclined towards Science and Internationalism; their visions are more focused on the future; they are spontaneously loyal to the relationships of friendship; they are more influenced by their peers than by instructors; they appreciate excellence in every field; they are natural critics of pretension and demand from their parents and teachers increasing adherence to honesty and cordial relationships in their dealings with others; they tend to laugh and scoff at tall claims of leaders who lack integrity and high levels of character and purity; they love to learn through explorations rather than under the pressure of prescriptions; indeed, they are lovers of freedom, even though they may not have learnt the lessons of discipline; they admire critical rationality, even though they have yet to learn how to enter the gates of knowledge on the basis of evidence and experiences that can be verified and enlarged into greater horizons of universality and integrality; they have a natural aversion to quarrels of religions, and, in respect of the belief in God, they would like to demand, like Swami Vivekananda, if God can be seen and realized; they love the ideal of dynamism and manifestation of ideals in physical and daily life; they love to be multi-sided and more and more comprehensive. These and many other characteristics of contemporary

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children need to be studied through right tools of research, so that we can build better bridges with the children and provide them better means of relating themselves with the contemporary global world.

In this context, we need to develop new definitions and parameters of what can be called gifted children. This is a subject of great importance and fresh research is required. Do we require special education for gifted children? If so, what will be that special education? Is the present system of education suited to the needs of gifted children of today? There is a profound precept available today, according to which, children who are lining souls need greater care than those children who are merely brilliant. This precept and related questions require to be answered on the basis of detailed research and international exchange of ideas.

The question of physically and mentally challenged children has also rightly come up in the developing horizons of education for the future.

A special council is therefore envisaged for research and applications related to physically and mentally challenged children.

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One more council could still be centered on the theme of national and international education. This council could have a very difficult task, since India has had a long history of 5,000 years. Thus children of India need to assimilate this long history both meaningfully and spiritedly, so as to foster the spirit of nationalism and patriotism. International education will imply emphasis on the knowledge of world history and world geography as also multilingual capacities.

This aspect also needs to be centrally studied in detail. What languages should our children learn? United Nations Organization has recognized six international languages, - English, French, Arabic, Russian, Chinese and Spanish. Which of these six foreign languages should our students master apart from English and our own indigenous languages, including mother tongue, Sanskrit and Hindi?

While all these councils will have contributions to make to the Faculty of Education and Faculty of Training, we need to think of a research council which will be related to the Faculty of Extension Services of the Children's University. This could still be another additional council, and it could conduct research with regard to Bal Bhavans, Anganvadi, children's

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literature, dolls' houses, museums for children and program for special education, continuing education, little children's theatre, and "Every Child Matters", etc.

One more council could still be envisaged as a coordination council and it could be centered on research and applications related to integral development of personality or to what Swami Vivekananda has called "Man-making Education." This council could concentrate on the study of the laws of integration of various aspects of human personality: physical, vital, ethical, rational, aesthetic and spiritual.

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Departments of Research

The subjects which have been identified for councils of research constitute foundations of the University, and, as has been noted elsewhere, they are all pervasive covering a gamut of themes. But they do not cover all the subjects that require research. There are several themes of specific kind, and they are more pointed and much more directed to the immediate requirements of applied field of pedagogy and daily life of teaching and learning. These areas of research are assigned to Departments of Research.

These departments correspond to different levels of child-care and child development. The following list aims at indicating the importance of the identified areas of research as also their inner inter- relationship: 1) Pre-Natal and Early Childhood Care:

It is common knowledge today that the care of the child must begin at the pre-natal stage, and education must continue right through the whole life. But the development of the adult is largely determined by the genetic growth at the embryonic stage. And yet it is only in recent times that prenatal education is being underlined, although in the Indian tradition, prenatal education is a part of the cultural ethos. In India, we have a tradition of advising pregnant women to spend considerable time in hermitages and places of pilgrimage. This is because it was thought that the genetic growth of the embryo is greatly facilitated in the right direction, if the embryonic life receives impressions of holy atmosphere and impressions of sublime music and sublime forest life. The idea of Tapovan is still very much alive in our

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country, although in our modern times, Tapovans are rare and even maternity homes happen to be located in the midst of busy city life. A fresh research is therefore necessary to revisit the concept of Tapovan and of creating maternity homes in Tapovans, where facilities relating to pre- natal care and paediatrics are made available. Research is needed in respect of the nature of Tapovans which should be set up in the whole State of Gujarat, and the facilities which should be provided in Tapovans, including music halls, studios for art exhibition, libraries and cinema halls, as also programs of social education that need to be spread in the whole State in order to educate not only pregnant mothers but also young men and women in matters relating to the place of the child in the society and the skills which are needed to provide early childhood care to the children. Research is also needed in regard to paediatrics, particularly in the context of the fact that we have Allopathic paediatrics for women in the Cities and Ayurvedic paediatrics in our cultural ethos, which is still alive in the village life of India.

Early childhood care is at present receiving a good deal of attention, and much literature is available today in this regard. But often childhood care tends to be turned into schools of learning alphabets and counting numbers. Whether this is healthy or not needs to be carefully examined and a good deal of research is needed for this purpose. The department of early childhood care should be able to advise parents on this subject under the guidance of good scientific research.

2) Toddlers' education is nowadays very much in fashion in cities but greatly neglected in villages. We need to make a distinction between toddlers' education and kindergarten education.

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3)For this purpose we should have a department of research in toddler's education and another department of research in kindergarten education.

4)A fourth department could concentrate on research in elementary education.

5)The fifth department could be centred on research in secondary education.

6)We have in India a great dearth of children's literature relevant to toddlers' education, kindergarten education and secondary education. There is also a great dearth of films for children meant for these four levels of education. We do not even make use of any museums for educating our young children. Hence, a sixth department could be conceived for conducting research in children's literature, films and museum studies. The results of the research done in this department could be utilized in the Faculty of Extension Services.

7)A seventh department could be conceived for the most important field of research, and that is related to curriculum development. Our education system is top heavy, and much that is learnt is learnt badly and it proves ultimately to be of no practical use in life. We need to think afresh on this subject. This department could therefore consider the following topics for research:

a)Development of multiple linguistic capacities.

b)Synthesis of cultivation of the power of appreciation of art and of the power of scientific observation and realism.

c)Relevance of Nayi Talim system for childhood education.

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d)Relevance of home science in child education;

e)Education through art and craft;

f)Education through programs of demonstration, explorations and inventions in respect of scientific, technical and aesthetic disciplines;

g)Development of a general knowledge course;

h)Development of multi-level courses: introductory, normal or ordinary, advanced and specialized.

8)Another area of great importance in our education system, which requires radical changes, is the field of examination. Therefore a full- fledged department of research could be conceived for new methods of educational measurement and evaluation, which should develop hew methods of testing, including testing of skills and testing of character development, and holistic testing.

9)Finally, a ninth department could be conceived which might be specialized in physical education, which is today extremely neglected. This department could also conduct research in synthesizing Indian system of physical education with western systems of gymnastics, athletics, swimming and games. It could also make research in developing team spirit among students and qualities of ideal sportsmanship. It could also conduct research in spreading the message of NCC, Scouts and Guides among students so that every child becomes a member of NCC or Scouts and Guides or National Service Scheme.

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Modes of Research

It has been recommended that University will conduct its activities of programmes of research through the following modes:

(a)Pooling together the results of research which have been conducted at all advanced research centres in India and in the world in the fields relevant to the Children's University;

(b)Commissioning relevant research projects in various universities or organisations devoted to the promotion of the care and growth of the child;

(c)Institution of research fellowships that can be awarded to individuals and institutions that are qualified to collaborate with the research programmes of the university;

(d)Conduct of research under its own auspices;

(e)Promotion of relevant research and its results by exchange and collaboration with individuals, organisations, universities and other research and experimental centres;

(f)Utilisation of results of Research in the development of Government Policies and Programmes;

(g)Pooling together traditional knowledge relating to parental education of

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the parents and prenatal care of the growth of the embryo, healthy delivery of the child, and early childhood care, as also experimentation and development of this knowledge in the light of the growing scientific knowledge;

(h)Promotion of research in various themes relating to the objectives of the University through M.Phil, and Ph.D. programmes under its own auspices as also under the auspices of other universities or organisations or schools;

(i)Establishment and conduct of experimental and demonstration centres in its own campus as also in the campuses of other Schools, Colleges, Universities or Centres of Research;

(j) Research in the transmission of knowledge and programmes relating to the objectives of the University for the benefit of the society at large; and

(k) Promotion of publications of research related to the objectives of the University.

It is also envisaged that University Campus will develop following centers and facilities:

1.Model Demonstration Schools

(relating to different stages of school education)

2.Centre for Pediatrics

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3.Centre for Pedagogy for Scientific discoveries and Inventions

4.Centre for Pedagogy for Fine Arts

5.Centre for Pedagogy for Crafts

6.Centre for promotion of NSS

7.Centre for promotion of Scout & Guide

8.Centre for research in multi-linguistic capacities

(Gujarati, Sanskrit, French, English, Hindi, Tamil, Arabic, Persian)

9.Centre for development of Hobbies

10.Centre for Children's drama, poetry and stories

11.Centre for puppetry

12.Centre for research for setting up Exhibitions

13.Centre for Unending Education

14.Museum

15.Library

16.Film Studio

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Intelligent Will should grow to achieve:

(a)perseverance and endurance;

(b)dynamism and heroism;

(c)equality and mastery.

Education at the Children's University

One of the important functions of the Children's University will be related to Education. The question is: Education for whom?

And the next question would be: What would be the content of Education?

There will be several target groups for whom the Children's University will provide education.

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One of the target groups will be children and students in various institutions for whom the Children's University is primarily and chiefly created. The Children's University will develop academic relationship with several suitable Shishu Vatikas, Bal Mandirs, Anganwadis and primary and secondary schools, which will be the first beneficiaries of the results of the research conducted at the Research wing of the University. In due course, the benefits of the research of the University will get transmitted to all the schools in the State. A - Shishu Vatika, a Bal Mandir, and a primary/elementary school and a higher and secondary school will also be set up in the campus of the University. These schools in the campus will be known as Vidya Niketan, - the name chosen unanimously by the Task-Force.

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The necessity of creating the Vidya Niketan schools in the campus as also in the different parts of the State rests in the fact that the results of the research need to be crystalised in a few schools before they can be transmitted to the entire system of the State. The task of transmission of the results of research and assimilation of innovations that result from the work of research is an organic task. Teachers need to be prepared who will imbibe in their minds and hearts, both knowledge and skills related to the results of research. Secondly, results of research will have implications for innovations in methods and contents of education. Hence, new methods need to be internalised among teachers and use of new teaching-learning materials will also need to be made familiar and utilizable skilfully and effectively. All this takes time, and all this also requires considerable time before the results of research reach a stage of maturity. Only at that stage, the results of research can be transmitted to the whole system, systematically and fruitfully.

It is expected that students' education in Vidya Niketan schools will bear a high quality of excellence, and the system as a whole will need to be enthused to receive the lessons of the educational work conducted at Vidya Niketan schools.

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II

The other target group of the education programmes of the Children's University will be teachers who will be recruited to teach in Vidya Niketan schools. These teachers, even though they might have been trained earlier in the current teachers' training programme, will need to be reoriented in the light of the results of the research conducted at the University. These teachers will have one general programme and will have another special programme in one of the optional programmes which would be developed in the University.

The general programme may provide an introduction to the philosophy of the Children's University and to the philosophy of child-, centred education. This programme will also introduce to the teachers an introduction to the research work conducted at the Children's University so as to provide to everyone at least a bird's eye view of the wide gamut of the research work undertaken by the Children's University. This general course may also provide a course in elementary Sanskrit and an introduction to the elements of what may be called the most memorable lessons of the history of Indian culture, which will aim at understanding and appreciating the real genius and soul and spirit of India, its undying spirituality, its robust

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intellectuality and its inexhaustible vitality. Finally this general course may also introduce the theme of progress that humanity has accomplished and the highest need of further progress of humanity.

The specialised courses may provide to the teachers various optional courses such as the following:

(i) Nutrition, physical health and development of tender faculties of early childhood;
(ii) New pathways in the education of the infant / kindergarten / Anganwadis;
(iii) New pathways in primary education / secondary education / higher secondary education;
(iv) Computer-aided programmes at various stages of learning, devoted to self-learning, auto-corrections and learning to do;
(v) New pathways in pedagogy for fine arts/ crafts/ vocation courses/ physical education/ NSS or NCC or Scout and Guide / development of hobbies / puppetry / children's drama / children's poetry / children's stories / children's music / children's dance / emerging new avenues of children's development.

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III

The third target group of the education programme of the Children's University could be centred on social education programmes for parents, social workers, educationists, etc.

There programmes of education could be of short duration or long duration, and these programmes will provide introduction to the following:

i.The need for pre-natal care and education of the parents;

ii.Philosophy of social importance of the child;

iii.Psychology of child development;

iv.Philosophy for children;

v.Stories and songs for children;

vi.Aims of education and concept of excellence;

vii.The aim of life;

viii.Children's health, strength and physical excellence;

ix.Science of self-knowledge and self-control;

x.Extension services for the children in the society;

xi.Philosophy of social and public service;

xii.Lessons of history of Indian culture;

xiii.Lessons of world history.

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Another target group of the education programme of the Children's University will be research students who will be registered in the University for M.Phil./ Ph.D. and doctoral programmes relating to child education.

Students will be registered in the University for conducting their research themes under the guidance and supervision of the members of the research and teaching staff of the University.

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V

Finally, one of the target groups of the education programme of the Children's University will be candidates who wish to be qualified to serve as Anganwadi workers. They could be given suitable elementary programmes of studies connected with the following:

i.Problems of early childhood;

ii.Pedagogy of physical, psychological and spiritual growth of the child;

iii.Activities and games for children in Anganwadis;

iv.Stories and songs for children;

v.Rhythmics and early lessons in singing and recitations;

vi.Hygiene and beauty of the environment;

vii.Flora and fauna of the local neighbourhood;

viii.Philosophy of an ideal Anganwadi teacher.

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The University could institute and develop not only research programmes at the highest levels but also utilize these programmes for developing and introducing suitable courses in psychology, sociology, medicine and pedagogy in teachers' training programmes in respect of prenatal education and education relating to development of early childhood.

The University could institute, conduct and develop elementary teachers' in-service training programmes, and for that purpose, it would undertake:

(a)To pool the results of research in Child education from major programme centres of education in different parts of the world.

(b)To prepare teaching-learning materials for developing a new programme of children's teachers' pre-service and in-service training.

(c)To conduct innovative programme of training which will aim at:

(i) Participation in well-developed programme of physical education.

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Expertise in prenatal education of mothers and integral care of the initial stages of children's development, and/or expertise in nursery education of children, and/or expertise in kindergarten education of the children, and/or expertise in organization of programmes of Anganvadis, and/or expertise in multilingual capacities of children, and/or expertise in transmitting value-oriented education to children, and/or expertise in skill-oriented education to children, and/or expertise in adventure related activities of children, and/or physical education of children, and/or organization of programmes of exploration, discoveries and inventions and presentation of films, dramas, and recitation programmes and programmes of eloquence, drawing, painting, music and poetry, and/or expertise in organizing and conducting primary schools, elementary schools and multi-level and multi-sided schools for special children and gifted children.

To contribute to the development of a campus in the university dedicated to the innovative education from elementary level to the higher secondary level.

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Extension Services

(1)Prenatal care is the first step in the care of the child.

(2)The Children's University will assist the state government to develop a scheme of organizing Tapovans in different parts of the State, which will provide to the young men and women:

(a)A program of social education that will underline the importance of prenatal care of the child.

(b)Time and leisure to spend in the healthy atmosphere of Tapovan, so as to experience:

(i)Sacredness of the earth and nature and natural beauty;

(ii)Uplifting music;

(iii)Great images (statues and paintings);

(iv)Special gardens designed to evoke great themes of: Youthfulness, Progress, Harmony, Life, Light, Delight, etc.

(3)The university will also assist the state government in developing and implementing the scheme of "EVERY CHILD MATTERS".

Under this scheme, the State will promote the programmes of:

(i)NirogiBalak;

(ii)Chiranjivi Yojana..

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It will also ensure that, in every town and in every conglomeration of villages in Gujarat, there will be a group of citizens, who will take the responsibility to ensure that:

(a)Every child - birth receives adequate care and protection;

(b)Every child receives medical care in time of illness and accidents;

(c)Every child receives facilities of play fields, and even of sports ground, stadium and swimming pool;

(d)Every child receives advice about diet and nutrition;

(e)Every child receives advice about development of stamina, muscle power and growth of proportions of the body and formation of good habits;

(f)Every child receives right environment and help for study and development of faculties;

(g) Every child receives advice and training in respect of road safety;

(h) Every citizens' group for "EVERY CHILD MATTERS" will undertake a big program of providing a message to the citizens that:

"NOTHING SHOULD BE DONE IN PUBLIC LIFE WHICH WOULD ADVERSLY AFFECT THE CHILD'S PHYSICAL BODY, CHILD'S EFFORTS TOWARDS SELF - CONTROL AND CHILD'S CHARACTER DEVELOPMENT".

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(i) Every Citizens' group will have in its constitution at least

(a)One Engineer;

(b)One Doctor;

(c)One Teacher; and

(d)One member of the Police or Army.

(4) The Children's University will encourage establishment of Bal Bhavans in different parts of the State as alsoa modern Bal Bhavan in the campus of the University.

• For this purpose, the State Government will develop a program of establishment and conduct of Bal Bhavans (big or small) in cities, towns and even in villages.

• Bal Bhavans will have a number of facilities for development of extra curricular activities during holidays and vacations.

• Every Bal Bhavan will have a select library and a cinema hall for exhibiting children's films on varieties of topics particularly those relating to:

(a)Cultural themes of India;

(b)Heroism and freedom movement;

(c)Indian art;

(d)Indian music;

(e)Indian dance;

(f)Indian crafts;

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(g)Indian folklore;

(h)Great discoveries of ancient India and modern world;

(i)Great inventions of ancient India and modern world;

(j) What you need to know about your own body;

(k) The theme of the Aim of Life.

(5)Along with the Bal Bhavans, the university will also promote the development of an organization of "Little Children's Theatre" as a part of Bal Bhavan or even independently.

(6)The Children's University will also have a centre for continuing education and distant education including telecasting programs of social education throughout the State.

(7)There are a number of museums in India and in the world but the children do not have an opportunity to visit them.

• The Children's University will encourage a program of visits to museums, and it will also provide to schools in the State films on various museums in the country and in the world, which can be exhibited in the schools from time to time.

(8)In order to enhance the value of the Extension Services, the Children's University will issue from time to time brochures, pamphlets, or occasional papers on the themes related to the development and welfare of children.

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List of the members of the Task-Force

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