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Specialized Disaster Response Units of the US Army Reserve are conducting their annual technical training at the Florida Fire Academy in Ocala Florida, and the Guardian Center in Perry Georgia. This training is designed to ensure Reservists are prepared to augment state, local and other federal agencies in providing lifesaving assistance to the citizens of our country in the event of a disaster emergency. The training will allow our Reserve Soldiers to practice their ability to respond quickly to requests for assistance from state officials through the lead federal agency and integrate at the local level with emergency managers.
auch unsere eriteische Freunde haben auch
ein Festzelt..das ist INTEGRATION...
our friends have also eriteische
A marquee is INTEGRATION ... ..
The project Integration Network is a Partnership Building Activity developed by SEYF and supported by the Erasmus+ programme. It actively aimed at involving 2 youth workers per NGO coming Italy, Estonia, Malta, United Kingdom, Germany, Netherlands, Bulgaria, Romania, Spain, Slovakia, Slovenia and Greece. Participants have been actively involved in the process of integration and promotion of rights of Refugees and asylum seekers.
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I1 t.
For ademocratic ed n, tor arevolutionan societv .
Education eitherfunctions as an instrument which is used to facilitate integration oftheyoungergeneration into the logic ofthe presentsystem andbring about conformity or it becomes the practice offreedom, the means by which men and women deal critically and creatively with reality anddiscover how to partidpate in the transformation oftheir world. .
-Paulo Freire, Pedagogy ofthe Oppressed .
Even acursory look at the state of education in India after 65 years of so-called 'independence' reveals the true nature ofthe society we live in. The vast majority of the people are denied their share of bas1c means and necessities for adignified life-be it work, .
food, shelter, education or healthcare. The latent class and caste divisions in the society plays adecisive role in keepng the working people, Dalits, tribal communities and religious minorities from even the right to basic education. From primary to higher education, the class/caste character of the present oppressive system becomes blatantly evident, where the small but powerful section of the society comers all avenues of education and the benefits brought by education. Even leaving aside the question of content and aim of education, .
L1e sheervastness of the people of the country who are forced to remain out of the educationsystem is in itself enough to explode the claim .
largest democracy in the world'. Only 15 out of every hundred students enrolled for primary education reach rugh school level, while.
of the '.
only 2of them make it to college-level education. .
The prevailing elitist system of 'modern' education is alegacy of British colonialism framed by the infamous Macaulay to create a .
subservient class of native collaborators in consolidating its oppressive administration. This system strengthened rather than displacing the .
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old and regressivefeudal educationin which the brahminical castes maintained supremacy andstranglehold over production and .
disseminationof knowledge. That things have not changed much after the transfer of power from the Britishto the lndjan ruling classes in 1947is corroborated by the meagre educational opportunities open to the oppressed and marginalised sections.For instance, only 30%of Oalit children receive basic education while amere 8.37%of aiJ Dalits receive higher education at college level. Between 1983 and 2000 .
enrolment rateof Dalit gins inched from 15.72%to 32.61%, when compared to their dominant caste counterparts whose enrolment reached .
from 43.56% to 59.15%in the period. .
The Indian state, which has been the primary instrument in the hands ofthe exploiting classes to protect their interest, has predictably did precious little to decolonise or to dismantle the feudal, brahminical and Hindu communal education system. Indian state's expenditure oneducation-whichwasnever asignificant part of its budget-has been gradually reduced, and has come down to .
4.36% in 2009-10from 5.16%in 2008-09. Moreover, the measures of social justice such as reservationfor theoppressed sections such as iou~minoritieswhichcame after long drawn peoples' struggles, have never been implemented in letter.
the Dalits. adivasis, OBCs and religin spirit bythe brahminical and Hindu majoritarian Indian ruling classes, be it Congress, BJP or CPI(M). Eventhe so-called premiere instiMions likeDU illegally transfers thousandsof seats reserved for OBC students to the unreserved category {which are virtually reserved 'law of the land' withimpunity. Likewise, the deplorable condition.
for thedominant-caste students) every year andthereby openly flouts the .
of educationamong the Muslim community in Bengal-astate ruled for over three decades by the 'communist' CPI{M)-has been recently exposed by theSachar Committee Report, while similar situationprevails in other regions of thecountry as well. .
The assault of imperialism on education is aJso on the rise. Higher education remains accessible to only afew whocan afford to pay .
hefty fees ~:)r technical courses in IITs, IIMs, engineering,medical and media institutes, universities and so on, be it publ.ic or private. The .
so-called 'merit' is not acriterionof admission for thosewho can pay large capitation fees and buys degrees in the market. Jndia which boasts of having the third largest education system in the world after China and the U.S., is also becoming alucrative market for imperialism .
and their local agents -the Indianbig capitalists. Conservative estimates put the current 'education market' to be 'M:>rth $68 billion. There is ascramble for acquiring a share in this lucrative 'business', and thousands of private educational institutions arebeing opened by foreign .
investor-politician-big capitalist nexus all over the country. Higher education sector, which was overwhe1mingly funded by public money till two decades ago,is slowly becomingthe monopoly of the private sector, whose sole aim is profit maximisation. The Indian state and its MHRD is playing the role of facilitators in this process by inviting foreign and private investment with open arms, so muchso that today there is hardly any restriction on opening colleges, universities and technical institutions with completely private orforeign-funding. The elitist and .
exclusionary education system inheritedfrom the British which in any case was against the participationof the large majority of the masses is nowgoingtobefurther enclosed. Withno regulation for implementing reservation or any other policy of social justice in the privately run institutionsand thedecline inestablishment of state-fundedones, the exclusion of the oppressed masses from educational and social .
opportunities will be complete. .
The character and objective of an education system is determined by the nature of ruling classes that hold political power: Not surprisingly, abrahminical and caste-based educationsystem was instituted by the feudal rulers of medieval India which was later modified .
to serve .t~e int~res~s of the colon.ial rulers. The present rul.ers of India -which is a~o~nt dictatorship of the feudal forces and the big ist masters and their own kith and kin, leaving.
bourgeo1s1e.-~1kew1s~ has establlsh.ed asystem o~~ducatlon that only. benefits th~1r l~perial.
~quest1onof ushenng 1n a new, democratic, scientific and pro-people.
the va~t maJonty d~pr~ved of educational opportumt~es. Thus. .
education system 1s ?1rectly connect~d to the quest1o~ of political power. It is o.nly after the capture of political power by the wretched of the .
.
earth that anew soc1ety and along w1th a new educat1on system can be established by uprooting the decadent system of the present. The students therefore must strengthen the struggle for arevolutionary social transformation, which in the concrete conditions ofthe Indian society, can only be achieved by.foll?wing the path o~Marxism-Leninlsm-Ma,oism. With this aim in mind, we must intensify our struggles and make all efforts for the democrat1satton of the educatiOn system, where JNU s progressive student movement has an important role to play. .
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The project Integration Network is a Partnership Building Activity developed by SEYF and supported by the Erasmus+ programme. It actively aimed at involving 2 youth workers per NGO coming Italy, Estonia, Malta, United Kingdom, Germany, Netherlands, Bulgaria, Romania, Spain, Slovakia, Slovenia and Greece. Participants have been actively involved in the process of integration and promotion of rights of Refugees and asylum seekers.
The project Integration Network is a Partnership Building Activity developed by SEYF and supported by the Erasmus+ programme. It actively aimed at involving 2 youth workers per NGO coming Italy, Estonia, Malta, United Kingdom, Germany, Netherlands, Bulgaria, Romania, Spain, Slovakia, Slovenia and Greece. Participants have been actively involved in the process of integration and promotion of rights of Refugees and asylum seekers.
The project Integration Network is a Partnership Building Activity developed by SEYF and supported by the Erasmus+ programme. It actively aimed at involving 2 youth workers per NGO coming Italy, Estonia, Malta, United Kingdom, Germany, Netherlands, Bulgaria, Romania, Spain, Slovakia, Slovenia and Greece. Participants have been actively involved in the process of integration and promotion of rights of Refugees and asylum seekers.
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