views of Shikhar of guru kripa divine grace public school (GKDGPS) on education.

We Need An Education System That Excites Children

The nation needs an education system that excites and stimulates children, providing them with the learning they need - and deserve - to fulfill their potential.  This means providing a curriculum of practical and vocational learning alongside theoretical study.
This need for change has never been more pressing.  It is not due to the fault of any individual, any school or even any one political party but due to the simple fact the world has changed - and our education system has not changed fast enough.  Indeed, it is largely based on a system developed over a century ago; a factory manufacturing model where children are placed on a learning conveyor belt, then sorted, packaged and labelled according to their so-called intelligence.
However, in this day and age there is no excuse for such a top-down, one-size-fits-all education system that does not enable all children to thrive in their own way.  We must recognise that young people are individuals with different talents and dreams.  As such, not all children learn in the same way.  We need to move towards a system of mass customisation, based on a strong common core of essential skills and knowledge, which allows young people to develop their own particular talents and aspirations.
We must support young people in discovering what they enjoy and are good at - and who they want to be in life.  And we must encourage and support teachers and schools in responding to these different needs.  Young people will learn if they see learning as important, meaningful and worthwhile.
A crucial issue for the recession
Revolution in education is a particularly crucial issue in the context of the current economic climate.  Young people leaving full-time education next summer will find themselves in the toughest recruitment market in years.  The current outdated education system is not making the best use of the most precious natural resource this country possesses - its next generation.
The UK requires people with passion, know how, initiative, creativity, resilience and self knowledge; people who can get on with others and who know when to listen and when to lead.  These skills and abilities cannot be gained in the classroom alone; they come from ‘practical learning’ – learning by doing things for real, working with experts, and integrating theory with practice.
Since Edge first launched its ‘call to action’ in April - inviting everyone from education professionals, MPs and opinion formers to parents and young people to help us create a mass movement for change – the response from all areas has been extremely positive.  Practical and vocational learning is no longer a marginal topic, no longer the option for other people’s children.
Six Steps to Change
Edge’s Six Steps to Change Manifesto identifies how governments across the UK can reform the education system to better meet the needs of all young people and employers.
The Six Steps to Change are:

1. A broad curriculum up to age 14 with opportunities to develop life skills and experience a range of future options. Life skills such as team work, problem solving and enterprise should be explicitly taught and assessed through practical activities linked to academic subjects and vocational areas.  There should be a new emphasis on direct experience of future options, including visits to workplaces, colleges and universities, and hearing at first hand from people, who have already made career and learning choices. 
2. SATS replaced by an individual profile of attainment, skills and aptitudes which would be used by students, parents and teachers to choose a post 14 pathway.  In order to make choices parents and students need to understand a student’s strengths and aspirations.  The profile built up over their time in school would help students, their parents and teachers discuss the next steps.
3. At 14 all students, in addition to continuing a broad curriculum, including English, maths and science, would be supported in choosing a pathway matched to their interest and abilities, each with a different balance of theoretical and practical learning.  For some the pathway will be largely academic and theory-based; for many it will be a blend of theory and practice, connecting new knowledge and skills with the wider world; and for some it will be centred on practical learning.  The emphasis will be on breadth and keeping options open for young people while allowing them to pursue their interest in depth.
4. Students on practical and vocational courses would be taught in specialist facilities or specialist institutions and by appropriately experienced staff.  This will ensure students are motivated and receive an excellent professional education.  There will be many more specialist institutions, the nature of which would be determined locally.  Teachers of vocational subjects would be appropriately experienced, trained and receive the same pay and conditions as those teaching academic subjects.
5. At 16, students would choose to specialise within their pathway, change to another pathway or enter employment with training.  For example students on the engineering pathway might specialise in electrical engineering.  Some students might choose to leave full time education and start an apprenticeship.
6. Beyond 18, students would have the opportunity to study at degree level in a centre of vocational excellence endorsed by employers.  This would raise the status of vocational learning, and provide clear progression routes, while improving the employability of the students. 

All practical and vocational courses should reflect the demands of the modern workplace, be formally endorsed by employers and evolve under their guidance – as well as supported by current experts.  Students on such courses should spend at least ten per cent of their study in the workplace – i.e. eight weeks over two years.  They would have a programme of study during this time and receive guidance and support from a trained workplace mentor.
The Six Steps to Change Manifesto aims to eliminate the current academic bias and the corrosive divide between academic and vocational learning, which views ‘know how’ as inferior to ‘know what’.  It outlines a way to ensure there more high-quality options that combine theory and practice and are regarded by all as credible alternatives to a high-class academic route.
Changes
Will these changes come about?  I believe they will.  Our current system has reached the point of diminishing returns where we have tried most mechanisms; from more money, to targets with related incentives and public shame, to new types of qualification, and a thousand and one new ‘initiatives’.  It is hard to imagine that we are suddenly going to transform education unless we go back to the basic principle, which is that people learn if they enjoy it and can see its relevance.
We need a new approach, a new paradigm.  This becomes very apparent when we compare ourselves with other countries.  The UK has some great strengths which we must not lose, particularly in terms of top-end, high quality academic learning.  But our greatest weakness is our ability to turn diversity into hierarchy.  Our system is largely based on the misguided belief that one form of intelligence is in some way more important than (or ‘better’) than another.
Encouragingly, I think the necessary changes are already starting to happen.  The signs of spring are all about us:

• The cross-party Skills Commission report, Inspiration and Aspiration recognises that a totally new model of careers information, advice and guidance is needed – for example, ensuring people have access to websites where they can find out about different training routes and use forums to discuss careers with people who have experienced them.
• A high profile major new employer campaign to provide more meaningful, relevant and inspiring experiences of the world of work for young people is being planned. 
• The growing interest in ‘employability skills’, the piloting of explicit teaching of positive psychology and the emergence of schools and colleges which build learning around core skills and capabilities, locking enterprise in the broadest sense into all aspects of learning.  Examples range from RSA’s Open Minds and HTI ‘Go for It’ schools, to enterprise Academies and colleges like Sheffield City College.
• The move against rigid SATs tests and related targets, and interest in a more balanced ‘scorecard’ of attainment.
• The development of a major new learning pathway in the form of Diplomas, the success of Young Apprenticeships and the rapid increase in take-up of more practical and vocational qualifications within schools.
• Totally new types of institutions with a commitment to more practical learning delivered in the right facilities by appropriately experienced teachers, such as Madeley Academy (a Thomas Telford School) and Studio Schools.
• Emerging interest in a new and more practical pedagogy and the challenging of existing divisions between school, FE and HE teacher training - a new Skills Commission enquiry is starting on this issue. 
• The revival of apprenticeships.
• Foundation degrees (where they are truly developed with employers), new initiatives between HE and employers, including HE validation of work-based learning.

The seeds of change are sprouting - but they won’t automatically grow.  For them to flourish they need to be recognised and nurtured.  They need the support of the nation; from parents, to young people, MPs and the business community.

Shikhar Pathak
student
class-9

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ARTICLE by Shikhar Pathak of Guru Kripa Divine Grace Public School, bahraich

Short Article on Corruption in India!

Corruption not only has become a pervasive aspect of Indian politics but also has become an increasingly important factor in Indian elections.


The extensive role of the Indian state in providing services and promoting economic development has always created the opportunity for using public resources for private benefit.

As government regulation of business was extended in the 1960s and corporate donations were banned in 1969, trading economic favours for under-the-table contributions to political parties became an increasingly widespread political practice. During the 1980s and 1990s, corruption became associated with the occupants of the highest echelons of India’s political system.

Rajiv Gandhi’s government was rocked by scandals, as was the government of P.V. Narasimha Rao. Politicians have become so closely identified with corruption in the public eye that a Times of India poll of 1,554 adults in six metropolitan cities found that 98 percent of the public is convinced that politicians and ministers are corrupt, with 85 percent observing that corruption is on the increase.

The prominence of political corruption in India in the 1990s is hardly unique to India. Other countries also have experienced corruption that has rocked their political systems. What is remarkable about India is the persistent anti-incumbent sentiment among its electorate. Since Indira’s victory in her 1971 “garibi hatao” election, only one ruling party has been re-elected to power in the Central Government.

In an important sense, the exception proves the rule because the Congress (I) won reelection in 1984 in no small measure because the electorate saw in Rajiv Gandhi a “Mr. Clean” who would lead a new generation of politicians in cleansing the political system. Anti-incumbent sentiment is just as strong at the state level, where the ruling parties of all political persuasions in India’s major states lost eleven of thirteen legislative assembly elections held from 1991 through spring 1995.

Corruption in simple terms may be described as ‘an act of bribery’. Corruption is defined as the use of public office for private gains in a way that constitutes a breach of law or a deviation from the norms of society. Scales of corruption can be Grand, Middling or Petty and payment of bribes can be due to collusion between the bribe taker and the bribe giver, due to coercion or even anticipatory.

This was the outburst of Mahatma Gandhi against rampant corruption in Congress ministries formed under 1935 Act in six states in the year 1937. The disciples of Gandhi however, ignored his concern over corruption in post-Independence India, when they came to power.

Over sixty years of democratic rule has made the people so immune to corruption that they have learnt how to live with the system even though the cancerous growth of this malady may finally kill it. The Tehelka episode surcharged the political atmosphere of the country but it hardly exposed anything that was unknown to the people of this biggest democratic polity.

Politicians are fully aware of the corruption and nepotism as the main reasons behind the fall of Roman Empire, the French Revolution, October Revolution in Russia, fall of Chiang Kai-Shek Government on the mainland of China-and even the defeat of the mighty Congress party in India. But they are not ready to take any lesson from the pages of history.

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http://shikharpath.blogspot.com

World day of audio visual heritage

27 October
The World Day provides an occasion to raise general awareness of the need to take urgent measures and to acknowledge the importance of audiovisual documents. "Archives at risk: protecting the world's identities" is the slogan of this year's celebration of the World Day for Audiovisual Heritage (27 October).


World Day for Audiovisual Heritage
Observed by	Worldwide
Celebrations	Meetings, publications, exhibits, audiovisual performances
Date	27 October
Next time	27 October 2015
Frequency	annual
Thank you for reading ....
SHIKHAR PATHAK


stageskills.blogspot.com




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स्वच्छ भारत अभियान निबंध by Shikhar Pathak of guru kripa divine grace public school (GKDGPS)

राष्ट्रपिता महात्मा गांधी ने भारत की स्वतंत्रता से पहले अपने समय के दौरान "स्वच्छता आजादी से अधिक महत्वपूर्ण है" कहा था। वे भारत के बुरे और गन्दी स्थिति से अच्छी तरह परिचित थे| उन्होंने भारत के लोगों को साफ-सफाई और स्वच्छता के बारे और इससे अपने दैनिक जीवन में शामिल करने पे बहोत जोर दिया था। हालांकि यह लोगो के कम रूचि के कारण असफल रहा। भारत की आजादी के कई वर्षों के बाद, सफाई के प्रभावी अभियान के रूप में इसे आरम्भ किया गया है और लोगो के सक्रिय भागीदारी चाहती है जिससे इस मिशन को सफलता मिले।

भारत के राष्ट्रपति प्रणब मुखर्जी ने जून 2014 में संसद को संबोधित करते हुए कहा कि "एक स्वच्छ भारत मिशन शुरू किया जाएगा जो देश भर में स्वच्छता, वेस्ट मैनेजमेंट और स्वच्छता सुनिश्चित करने के लिए होगा। यह महात्मा गांधी की 150 वीं जयंती पर 2019 में हमारे तरफ से श्रद्धांजलि होगी"। महात्मा गांधी के सपने को पूरा करने और दुनिया भर में भारत को एक आदर्श देश बनाने के क्रम में, भारत के प्रधानमंत्री ने महात्मा गांधी के जन्मदिन (2 अक्टूबर 2014) पर स्वच्छ भारत अभियान नामक एक अभियान शुरू किया। इस अभियान के पूरा होने का लक्ष्य 2019 है जो की महात्मा गांधी की 150 वीं जयंती है|

इस अभियान के माध्यम से भारत सरकार वेस्ट मैनेजमेंट तकनीकों को बढ़ाने के द्वारा स्वच्छता की समस्याओं का समाधान करेगी। स्वच्छ भारत आंदोलन पूरी तरह से देश की आर्थिक ताकत के साथ जुड़ा हुआ है। महात्मा गांधी के जन्म की तारीख मिशन के शुभारंभ और समापन की तारीख है। स्वच्छ भारत मिशन शुरू करने के पीछे मूल लक्ष्य, देश भर में शौचालय की सुविधा देना, साथ ही दैनिक दिनचर्या में लोगों के सभी अस्वस्थ आदतो को समाप्त करना है। भारत में पहली बार सफाई अभियान 25 सितंबर 2014 में शुरू हुयी और इसका आरम्भ प्रधानमंत्री नरेंद्र मोदी द्वारा सड़क की सफाई से की गयी|

इस मिशन की सफलता परोक्ष रूप से भारत में व्यापार के निवेशकों का ध्यान आकर्षित करना, जीडीपी विकास दर बढ़ाने के लिए, दुनिया भर से पर्यटकों को ध्यान खींचना, रोजगार के स्रोतों की विविधता लाने के लिए, स्वास्थ्य लागत को कम करने, मृत्यु दर को कम करने, और घातक बीमारी की दर कम करने और भी कई चीजो में सहायक होंगी। स्वच्छ भारत अधिक पर्यटकों को लाएगी और इससे आर्थिक हालत में सुधार होगी। भारत के प्रधानमंत्री ने हर भारतीय को 100 घंटे प्रति वर्ष समर्पित करने के लिए अनुरोध किया है जोकि 2019 तक इस देश को एक स्वच्छ देश बनाने के लिए पर्याप्त है|

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Poems by Shikhar of divine grace public school

The Land of Liberty

I love my country’s pine-clad hills,
Her thousand bright and gushing rills,
Her sunshine and her storms;
Her rough and rugged rocks, that rear
Their hoary heads high in the air
In wild, fantastic forms.
I love her rivers, deep and wide,
Those mighty streams that seaward glide
To seek the ocean’s breast;
Her smiling fields, her pleasant vales,
Her shady dells, her flow’ry dales,
The haunts of peaceful rest.
I love her forests, dark and lone,
For there the wild bird’s merry tone
I hear from morn till night;
And there are lovelier flowers, I ween,
Than e’er in Eastern lands were seen,
In varied colors bright.
Her forests and her valleys fair,
Her flowers that scent the morning air–
All have their charms for me;
But more I love my country’s name,
Those words that echo deathless fame,
“The Land of Liberty.”


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#gkdgps


No matter where I go Every time I look back on this road You'll always be a part of who I amEverything I've known Every seed of greatness you have sown Through good and bad Your love has watched me grow You teach me right from wrong Inspire me to be strong You care in every way In my heart you will always... stay In this moment let me say How I'm gratefulEveryday, you are here To guide my way When I'm lost, beside me stay In this moment let me say You turn my little into great There's no fear, my dreams awake With you.....

stageskill.blogspot.com

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Itpl

International Premier Tennis League: It's Roger Federer vs Rafael Nadal in Season 2

Roger Federer and Rafael Nadal will face off in a marquee match in the 2015 edition of the International Premier Tennis League.

New Delhi: The apprehensions attached with a new tennis concept have disappeared as the top international players have embraced IPTL, feels Mahesh Bhupathi, whose league will feature a marquee match between Rafael Nadal and Roger Federer in the capital this season.

The International Premier Tennis League (IPTL) will have its Delhi leg from December 10-12 this year with legendary Nadal to lead defending champions Indian Aces.

"The fact is that players loved it, embraced it. As Novak (Djokovic) said no one expected it to be that competitive. So we had all the ticks in the boxes we wanted. Everyone is talking about this (IPTL) on the Tour this year and I know all the players are going to practice harder. They don't want to let their team down," Bhupathi said at a press conference with the co-owners of Indian Aces.

His former doubles partner Leander Paes is set to play in IPTL this year for Japan Warriors and Bhupathi says Paes' presence will be a plus for the League.

"There are few people, who can entertain on the courts and this is a fast format. When it comes to net play he is one of the fastest players in the world. It is going to be fun for the fans," he said.

Last year Poland's Agnieszka Radwanska, world number seven in women singles, and Paes had played in the Champions Tennis League (CTL) and this year, they are a part of IPTL.

Asked if there was an agreement with CTL on getting these players, Bhupathi said,"We approached them and they were picked in the players draft. There is overlap of four days in the two league this year."

Bhupathi said he won't be able to play for the next few months due to his engagement in hosting IPTL.

"For the next 4-5 months the focus is on IPTL."

Asked if he play next year on Tour, he replied,"Your guess is as good as mine."

Gulshan Jhurani, co-owner of Indian Aces said, they will continue to sell seasonal-tickets as it suits all but they are trying to negotiate with the Delhi government to reduce the entertainment tax on tickets.

"Sixty-seven percent of the fans came from outside the NCR area in the first season. We are talking to the state government and should it happen, the benefit will be passed on to the fans."

Jhurani also said that efforts will be made to enhance the consumer (fan) experience.

"The merchandise will be larger and tickets, booked online, will be delivered at home this year. The number of toilets will be increased and it will be cleaner. We have also secured a lot of parking space inside the IG stadium (venue)," Jhurani said.

Last year, Micromax was title sponsor of the Indian franchise but the owners have not decided on the same this year.

GKDGPS : Guru Kripa Divine Grace Public School

 HINDI PLAY on CORRUPTION IN EDUCATION SYSTEM BY SHIKHAR PATHAK............

Scene 1:INT: क्लासरुम ‘सेवक पाठशाला’लिखा बैनर दीवार पर लगा है, साइड में वर्ल्ड मैप लगा है। एक टेबल पर रजिस्टर और छड़ी रखी है, एक कुर्सी भी साथ में रखी है। बच्चे शोरगुल कर रहें हैं। मास्टर एक हाथ में किताब लेकर लंगड़ाते हुए दाखिल होता है। मास्टर:- ऐ … शांत रहो। बच्चे:- गुड मार्निंग सर। मास्टर:- गुड मार्निंग। (मास्टर जैसे ही कुर्सी पर बैठने की कोशिश करता है, एक लड़का कुर्सी खींच लेता है जिससे मास्टर गिर जाता है।) मास्टर:- (डांट लगाते हुए) तुं मुर्ख है क्या? (टेबल से छड़ी उठाकर पीठ पर बजाते हुए) चल कान पकड़! (लड़का मास्टर के कान की तरफ हाथ बढ़ाता है।) मास्टर:- (डांटते हुए) अबे, मेरे नही, अपनें कान पकड़! (लड़का अपने कान पकड़ लेता है। मास्टर कुर्सी पर बैठ कर रजिस्टर खोलता है और हाजिरी लेना शुरू करता है।) – होशियार सिंह – यस सर – अमरीक सिंह – जी, सर – फुलतुड़ु सिंह – हाजिर श्रीमान – तोता राम – जी सर – रलिया राम – उपस्थित श्रीमान मास्टर:- रलिया, तुं कल स्कूल क्यों नही आया था? रलिया:- मास्टर साब, कल मैं गिर पड़ा था, लग गयी थी। मास्टर:- कहाँ गिर पड़ा था, … क्या लग गयी थी? रलिया:- मास्टर साब, बिस्तर पर गिर पड़ा था, नींद लग गयी थी। मास्टर:- (छड़ी लगाते हुए) हप! … बैठ। (रलिया बैठ जाता है।) मास्टर:- ठीक है बच्चों, सब शांत होकर बैठो और मेरी बात सुनो। बच्चे:- यस सर/ जी सर। मास्टर:- कल स्कूल इंस्पेक्टर यहाँ आएगा, आप खुराफात थोड़ा कम करना और वो जो सवाल पुछे उसका जबाव ठीक-ठीक देना। बच्चे:- जी सर। मास्टर:- और सुनो, कल होशियार सिंह और अमरीक सिंह यहाँ नही आएंगे। (होशियार सिंह और अमरीक सिंह पीछे खुसर-पुसर करतें है।) होशियार सिंह:- चल बे, कल हमारी छुट्टी। अमरीक सिंह:- ना-ना, आना तो पड़ेगा, क्या पता कल मिठाई बटे यहाँ और मास्टर हमारा हिस्सा मार ले। होशियार सिंह:- ठीक है यार, हम चुपचाप आकर पीछे बैठ जाएंगे। – पर्दा गिरता है Scene 2: INT: क्लासरुम घंटी की आवाज के साथ पर्दा खुलता है। बच्चे शोरगुल कर रहे हैं। स्कूल इंस्पेक्टर का प्रवेश। स्कूल इंस्पेक्टर:- शांत,… बच्चों । मैं कुछ सवाल पुछुंगा, आप उनके जबाव दो। बच्चे:- यस सर! स्कूल इंस्पेक्टर:- अच्छा ये बताओ आपमें होशियार कौन है? रलिया:- सर, होशियार मैं हुँ। मैं क्लास में फर्स्ट आता हुँ। होशियार सिंह:- (शर्ट खींच कर बैठाते हुए) ऐ बैठ। सर, होशियार तो मैं हुँ, मेरा नाम होशियार सिंह है। स्कूल इंस्पेक्टर:- अच्छा अच्छा! (छड़ी से मैप की तरफ इशारा करते हुए) आप बताओ – अमरीका कहाँ है? होशियार सिंह:- सर, … अमरीका? … वो तो बाथरुम में छिपा है .., इधर आया ही नही। स्कूल इंस्पेक्टर:- हैं .. ? (छड़ी टेबल पर पटकते हुए) अच्छा ठीक है, तुम बैठोफुलतुड़ु सिंह (बुदबुदाता हुआ):- मैं तो बैठा ही था, आपने ही तो खड़ा किया मुझे। (तभी मास्टर हड़बड़ाते हुए क्लास में दाखिल होता है।) स्कूल इंस्पेक्टर:- जी, आप कौन हैं? मास्टर:- जी .. जी, मैं .. मै, इस क्लास का चीटर हुँ। स्कूल इंस्पेक्टर:- अच्छा, आप टीचर हैं! क्या पढ़ाया है आपने इन्हे? इनका डिस्सीप्लिन भी ठीक नही है। मास्टर:- नहीं सर, ये तो बहुत अच्छे बच्चे हैं। सारा कुछ जानते हैं। इनका सिलेबस भी कंप्लीट है। आप पुछिये, सर (फिर तोताराम की तरफ ईशारा करते हुए) अच्छा ये बताओ, शिव जी का धनुष किसने तोड़ा? तोताराम:- धनुष? (आश्चर्य से) .. क्या मालूम! हम तो स्कूल आए ही नही थें, .. छुट्टी पर थें, सर! स्कूल इंस्पेक्टर:- (होशियार की ओर ईशारा करते हुए) तुम बताओ, क्या जानते हो? होशियार सिंह (रुँआसा होकर):- मैं कुछ नही जानता, सर! मैं तो सबसे सीधा हुँ, मैनें धनुष देखा भी नही! ये तो हर चीज में युँ ही मेरा नाम लगा देतें हैं। स्कूल इंस्पेक्टर:- क्या मास्टर साहब? बच्चे तो कुछ जानते ही नहीं! मास्टर:- सर, बच्चे है, टुट गया होगा गलती से। कुछ ले-दे कर फिक्स कर लेंगे, सर। चलिये ना, कुछ पीने-खाने का भी इंतजाम किया हुआ है। बच्चे भी आपके लिए कुछ लेकर आए हैं, सर। स्कूल इंस्पेक्टर:- आप मुझे रिश्वत देना चाहते हैं? मास्टर:- नहीं सर, ये तो प्यार है जो हम आपके साथ बाँटना चाहते हैं! (एक बच्चे को देने का ईशारा करता है।) दे ना! (बच्चा उठकर एक बरतन स्कूल इंस्पेक्टर को पकड़ा देता है।) सर, आपके लिए। स्कूल इंस्पेक्टर:- क्या है ये? बच्चा:- दूध है, सर। (स्कूल इंस्पेक्टर डब्बा लेकर पीना शुरू करता है, पर मुँह लगाते ही थू-थू करने लगता है।) स्कूल इंस्पेक्टर:- ये दूध है? .. कहाँ से लेकर आया है? बच्चा:- सर, रात में बिल्ली आधा दूध पी गयी थी, माँ ने कहा – बांकी फेंक मत, मास्टर साब के लिए ले जा – उसको क्या पता बिल्ली का जूठा है! (स्कूल इंस्पेक्टर डब्बा नीचे गिरा देता है।) मास्टर:- अरे, तुँ मेरे लिये जूठा दूध लेकर आया था...मास्टर:- सर, बच्चे हैं सर! … नासमझ हैं, इनकी कोई गलती नही। स्कूल इंस्पेक्टर:- हां-हां, गलती तो आपकी है जो आप बच्चों को पढ़ाने कि बजाय उनके घर से सामान मंगवाते रहते हैं। गलती हमारी भी है कि हमने आप जैसे शिक्षक बहाल कर रखे है इन नौनिहालों के लिये! मास्टर:- आप गलत समझ रहे हैं, सर! ऐसा कुछ भी नही है! आइये ना, मिल बैठ कर सेट्टल कर लेते है यहीं पर! स्कूल इंस्पेक्टर:- बहुत खराब माहौल है, मै इसकी कंप्लेन शिक्षा मंत्री तक करुंगा। मास्टर:- अजीब अहमक हैं! देखते है क्या कर लेते है आप भी! शिक्षा मंत्री तो मेरे जीजा का साला है! जाइये जरुर किजीये! कहाँ-कहाँ से चले आते है, सब! – पर्दा गिरता है Scene 3: INT: शिक्षा मंत्री का दफ्तर शिक्षा मंत्री कुर्सी पर बैठा पान चबा रहा है। स्कूल इंस्पेक्टर पास में खड़ा है। मंत्री ईशारा करता है, एक अर्दली थूकदान लेकर आता है। शिक्षा मंत्री (थूकदान में पीक थूक कर):- हुँ .. ! स्कूल इंस्पेक्टर:- बहुत खराब हालत है सरकार! शिक्षा मंत्री:- आतो .., बैठिये ना पहिले! स्कूल इंस्पेक्टर:- सर, मै तो हक्का-बक्का हुँ, बच्चों को ये तक मालूम नही कि शिव का धनुष किसने तोड़ा! शिक्षा मंत्री:- हुँ! (अर्दली को आवाज लगाकर) ऐ .., जरा पीए साहब को बुलाना, स्कूल को पीछले तीन साल में क्या-क्या ईशु हुआ, उसका लिस्ट लेकर आयेगा। (पीए लिस्ट लेकर आता है।) पीए:- सर, ये रहा लिस्ट! शिक्षा मंत्री:- हाँ, तो पढ़िये ना .. क्या-क्या ईशु हुआ है? अभी हम दुध का दुध और पानी का पानी कर देते है! पीए:- सर, टेबल, कुर्सी, पिढ़िया, ब्लैक बोर्ड, खल्ली ..। शिक्षा मंत्री:- हप! अरे, इसमे शिव का धनुष है का? पीए:- नही सर, इसमे तो शिव का धनुष है ही नही! शिक्षा मंत्री:- लो .., देखो! (स्कूल इंस्पेक्टर की तरफ देखते हुए) का जी? यही सब गलत-सलत बात पुछते है, बच्चा सब से? स्कूल इंस्पेक्टर:- सर .. ? शिक्षा मंत्री:- हप .. ! अरे, जब इशुए नही हुआ है तो तोड़ेगा कौन? ऐसेही मास्टर को भी बुरा-भला कहता है ..! अरे, ऊ तो हमरे साले का जीजा है! … तुम ऐसे ही इतना कह रहा था! स्कूल इंस्पेक्टर:- सर, गलती हो गयी। शिक्षा मंत्री:- का गलती हो गयी .. ? अरे जब शिव का धनुष हम इशुए नही किये त उसको तोड़ेगा कौन .. ? सेवक पाठशाला को भी बदनाम करता है, नौकरिए हम ले लेंगे .. ! स्कूल इंस्पेक्टर:- (घबरा कर) नह .. नही सर! (शिक्षा मंत्री के पांव पर गिरने लगता है।) शिक्षा मंत्री:- हप .. ! हप .. !! हप .. !!!

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