Background Material For the National Workshop

Working Paper for the National Workshop

N.K. Ambasht, H.L. Sharma

Basic education as a vital and urgent need of every individual has been accepted globally. Right at the dawn of independence, we committed through our Constitution to strive to provide "free and compulsory education up to the age of 14 years". We are also one of the major signatories in the World Declaration in Education For All (EFA) of the Jomtein World Conference in 1990. We have also further reiterated our commitment to basic education in the Delhi Declaration of E-9 countries (Bangladesh Brazil, China, Egypt, Indonesia, India, Mexico, Nigeria, Pakistan) summit in December, 1993.

In spite of our Constitutional guarantee, that by 1960 all school -going children between the age group of 6-14 will have free and compulsory elementary education, approximately 16 crore children in 6-14 age group are said to be out of formal schooling, either in the form of non-school goers or dropouts. If efforts are not made now, the situation may go out of control and may become more complex. We are exploring all possible mechanisms and channels to reach the lofty goal of Unversalisations of Elementary Education (UEE). The Programmes like OB, BEP, UPBEP, Shikshaghar Programme of UP, Education Guarantee Scheeme of Madhya Pradesh, APPEP, LokJumish, Swarn Jayanti Rajiv Gandhi Primary Schools Programme of Rajasthan, DPEP are some significant efforts. These projects implemented during 1990s seek to attempt educational development at primary stage in actual field situations with appropriate channelisation of various inputs, effective monitoring, evaluation, creation of infra-structure etc.

Also enormous efforts are being made to make India fully literate. The National Literacy Mission undertook massive Total Literacy Campaign (TLC) for providing literacy to the 15-45 years age group who were born in independent India but never got enrolled or dropped out of the school system. TLC as a massive campaign for community mobilisation for empowerment of the illiterate population, is a significant programme. The Jeevanshala Programme to Universalize Elementary Education in blocks where the TLC Programme has been successful, is worth noting.

The TLC and PLC experience is of vital importance not only in terms of community mobilisation but also in terms of management of educating such vast population of children. The TLC has been able to identify a large number of TLC leaders and communities who desire to make an advance towards Universalisation of Elementary Education. The varied experiences gained in the country can be harnessed towards UEE.

The educational problems that abound educational scenario are population below poverty line, growing population, existence of remote and sparsely populated regions, ineffectiveness of schools in terms of retention of children and their achievement. Open learning system provides for the solution to most of these problems. Distance education mode is one of the major strategies adopted in the open learning system. Of course, there are other strategies like personal contact programme, diagnosing remediation of the learning problems/difficulties, tele-conferencing etc. (Cf Open Schooling Sept. 1999). While the open learning system has come to stay in many countries, it is still in the formative stage, particularly at the school stage, in India. The reason being that the goal of universal elementary education has not been achieved through formal school system and the non-formal education programme and therefore the task of achieving universal elementary education has to be be shared by open school system. The National Open School caters to the educational needs of the various groups - below and above 14 years of age. (Cf Special issue of Open Schooling November, 1999).

Under the Distance Education Mode (DEM) the parity of curricula with the formal system is a major concern but nature of learning material, the teaching learning processes, the profile of the learners, their pre-occupations and vocations, learning time available to them, their maturity, their socio-economic perspective, flexibility in examinations and certification process with varieties of alternatives, mind set of all concerned are some of the major concern.

What follow up is required for continuing education also needs serious attention. The answer to factors such as effectiveness of school systems, low socio-economic level, growing population, remote regions where it is difficult to reach, is being found out through Distance Education Mode in Education. Distance Education Mode in Education has become the reliable alternative in meeting the desired need. Though almost every individual, organisation has cited the potentialities of distance education mode in education system, yet there are many obstacles/problems in each area whether it is policy, planning or implementation. There are lots of confusion with the use of the phrase 'Basic Education', because it has been used in different contexts with different meanings at different times. (Cf special issue of Open Schooling August, 1999).

Major Theme of the Workshop Reaching the Unreached through Distance Education Mode Efficacy or otherwise of DEM

1. Distance Education Mode at Primary stage.
2. Effectiveness of materials at lower primary stage(I-III)
3. Use of various forms of print media, self learning charts, comics, books, learning games, etc.
4. Logistical problems (financial resources, material resources, human resources) in Reaching the Unreached child.
5. Role of teacher, facilitator, educator, parent (first generation learner), coordinator, personal contact programme, etc. in DEM.
6. Suitability of audio/video materials, their logistical problems in remote rural areas where the Unreached child is located.
7. Making OBE relevant to socio-economic and cultural needs of the community - decentralisation process in Distance Education Mode.
8. Changing mind set of educational, administrators, teachers, parents, educators, etc. towards the education as provider of jobs-need for vocational education at upper primary level, functionality of education for self-employment and employment generation.
9. Strong Student Support Services - their logistics.
10. Walk in Examination Modalities - Process of certification.
11. Financing the OBE- Reaching the Unreached.

Networking with various agencies/institutions

1. Networking with various governmental agencies/institutions.
2. Networking with various NGOs
3. Networking with the Panchayati Raj institutions and local self-government.
4. Networking with State Open Schools.
5. Networking with governmental and non governmental organisations.

1. A Study on Reaching the Unreached : Current Use of Distance Education Mode in Basic Education*

Basic Education as a vital and urgent need of every individual, has been accepted globally. Right at the dawn of independence, India committed to provide free and compulsory education up to the age of 14 years. When we became independent in 1947, our population was 330 millions. Now our population is 100 million and we have made literate 640 million. Efforts are being made to provide education for remaining 360 million thus achiving the goal of EFA. India is also one of the signatories on the World Declaration of EFA (1990). The country has also further reiterated the commitment to Basic Education in the Delhi Declaration of E - 9 Countries - (Bangladesh, Brazil, China, Egypt, Indonesia, India, Mexico, Nigeria, Pakistan) Summit in December, 1993. In this pursuit, the National Open School (NOS) has undertaken a nation wide Study on Reaching the Unreached : Current Use of Distance Education Mode in Basic Education, as an assignment given by the UNESCO.

Objectives of the Study

All the countries participated in the world Declaration of Education for All, have been working to achieve the goal through various strategies to reach the unreached. In addition to the expansion of formal school system and undertaking various other approaches such as the Operation Black Board (OB), Bihar Education Project (BEP), Uttar Pradesh Basic Education Programme (UPBEP) - Siksha Ghar Programme, Education Guarantee Scheme of Madhya Pradesh, Andra Pradesh Primary Education Programme ( APPEP), Lokjumbish in Rajasthan, Swarnajayanti Rajeev Gandhi Primary School Programme of Rajasthan, District Primary Education Programme (DPEP), Promotion of Literacy, Post Literacy and Continuing Education through the National Literacy Mission (NLM) are some of the significant initiatives taken in India so as to make Basic Education available to all- children, youth and adults.

Distance education mode in Basic Education was also considered as an alternative approach to make educational opportunities available specially to those who are unable to take advantage of the formal schooling system. This is, now, the appropriate time to find out the position of the effectiveness of the initiative taken to make use of the Distance Education Mode to promote Basic Education in the pursuit to reach the unreached. Thus the main objective of the research study was to find out the current position of the use of Distance Education Mode in Basic Education to reach the unreached.

Methodology of the Study

It is evident from the nature of the work of the study that it required the use of qualitative methods of collecting information through open ended questions involving interviews, focussed group discussions, interactive inquiry, observation including researcher's observations, wherever possible.

These methods were considered appropriate because of the effectiveness of Distance Education Mode in Basic Education as a matter of judgement of individual beneficiaries, groups of the beneficiaries, teachers, parents and the administrators. The following steps were involved :

1. Organising a National Workshop to review the findings of the Study, in December, 1999.
2. In house discussions about the research project and to identify the Government Organisations and Non- Government Organisations for study.
3. Identification of 3-4 organisations in each state for sample in-depth study.
4. Development of Questionnaire in Hindi and English.
5. Orientation and assignment to the researchers to visit agencies assigned to them.
6. Publish main points relating to the study in special News Bulletins to get views and information about agencies working for Open Basic Education (OBE).
7. Feed Back on Questionnaire /Schedule from Governmental Organisation, NGOS implementing Adult and NEF Programmes.

The Questionnaire envisaged the following points:

1. Techniques employed/ use of print material, radio, television, satellite, face to face tutoring, personal contact programmes and reinforcement of learning through other activities.
2. Information regarding EFA Programme, and curriculum, material for Target group of (3-6, 6-11,11-14, 18-35 and 35 above, years) learners.
3. Institutional achievement (drop- out rates, completion rates etc.)
4. Varity of learning materials, availability of materials.
5. Transaction of instructional materials.
6. Monitoring and evaluation.
7. Recruitment of tutors their training and orientation.
8. Cost - per unit.
9. Links with formal , non formal systems.
10. Follow up of passouts.
11. Suggestions of improving effectiveness of Distance Education Mode.
12. Observations of researchers.

The questionnaire consisting of 26 questions formed the basis for conducting interviews and discussions by the researchers with the agencies. The questionnaire was mailed to State Open Schools, Regional Directors of NOS, Zila Saksharata Samities, District Institute of Education and Training, (DIETs) State Resource Centres, Government Organistions and Non Governmental Organisations (NGOs) working in area of adult non - formal education and other agencies involved in developmental work.

News Bulletin ( English and Hindi)

Specially developed News Bulletins were mailed to political leaders , experts in education, administrators, concerned departments of universities, senior officers of Ministry of Human Resource Development, Education Secretary, Joint Secretaries, Director and Joint Directors of States and Union Territories, Regional Directors of the National Open School, NIEPA, NCERT, IGNOU, SCERTs, SRCs, Government and Non - Governmental Organisations working in the areas of adult education, non - formal education, vocational education and other developmental work to get the views of the readers. A self addressed and stamped inland letter was attached to facilitate the work of readers in sending their views. The news bulletins generated wide discussion amongst readers.

Sampling

It was considered appropriate to include all the states in the study so as to get an over all view of the situation in the country. The various states / Union Territories of the country were divided into four zones for the purpose of the study. The agencies and institutions engaged in Open Basic Education programme were identified and approached through questionnaire/ interview schedule. The list of the agencies covered under this study is given on page No. 76. Special News bulletins on Open Schooling developed and published also helped in identifying the Agencies/Institutions.

The States are Uttar Pradesh (22,11), Bihar (20,6), Madhya Pradesh (15, 2), Rajasthan (13,10), Chandigarh (10,9), Haryana (10,7), Delhi (20,10), Himachal Pradesh (10,4), Andhra Pradesh (35,5), Tamilnadu (20,2), Kerala (10,1), Pondicherry (1,1), West Bengal (20,7), Orissa (32,2) Assam (10,4) Meghalaya (10,2), Maharastra (10, 5), Gujarat (8, 4).

In bracket First Number indicates the mailed Questionnaires and Second Number indicates received Questionnaires. 286 Questionnaires were mailed. Out of these 286, 92 Questionnaires have been used for analysis purposes.

Data Collection

1. The selected researchers were given an intensive/orientation training in relevant research methods before they undertook the study work.
2. The tools were developed having comprehensive and broad based coverage as envisaged in the project proposal .
3. Pretesting of the tools etc. were done in actual field situation for testing the validity of the tools on the small sample in the selected DIET, NGO and Panchayat Samitis and were modified before actually administering them on other Agencies.
4. Questionnaires were mailed to the identified agencies through registered post. The Regional Directors of NOS were also requested to monitor the timely response of questionnaires by the agencies.
5. Researchers were deputed to visit the agencies for face to face interaction, collect relevant data and to asses the capabilities of the agencies for the Open Basic Education. These interviews were based on discussion points to facilitate useful and optimal interaction between the researcher and the respondents.

Data Analysis

Data collected was subjected to manually content analysis of information, interviews and classification, wherever necessary, for tabulation. Observations and notes of the researchers contributed significantly in providing insight into the response pattern that emerged from the content analysis of open ended questions.

In analysis, many a time the number of responses is not so significant as the qualitative insight into the field problems but for a single response of an important worker. For example the single response of an important respondent has the weight of the entire N.G.O. /G.O.

Conclusions and Suggestions of the UNESCO Sponsored

286 Questionnaires were mailed. Out of these 286, 92 Questionnaires could be received through post and with the help of researchers and administrators.

Based on the study and analysis of the information received from the agencies, the following conclusions are drawn :

Perception about Basic Education

The concept of Basic Education as perceived by the institutions and agencies appeared to be more inclined towards the Gandhian concept of the basic education in the Indian context having accord with the community, environment and work. The Gandhian basic education is self supportive system of elementary education in which teaching of essential knowledge is combined with income generating work.

Use of Distance Education Mode in Basic Education - Status and Obstacles

The transactional methodology of distance education mode involves the use of Personal Contact Programmes (PCPs) to support the use of print material. The use of PCP by the agencies has been found uneven. The agencies have reported the duration of sessions ranging from 2 hrs. to 6 hrs. The frequency has also been varying from once a week to 300 sessions in a year. It seems that agencies have attempted to determine the duration, frequency and the quantum of PCP keeping in view the target groups and the requirements of the contents of the curriculum. However, it may be observed that this is an area of utmost importance for further systematisation and development of techniques involving training of tutors.

The use of electronic media in distance education mode in basic education is not very encouraging.

The National Literacy Mission has made an exemplar effort in giving media support to the literacy, post literacy and continuing education programme including the motivation of learners and volunteers, community participation, training of volunteers etc. Some of the Zila Saksharata Samities have also developed their own programmes. The State Resource Centres have also contributed significantly.

However, the overall situation shows that the use of media is a very weak area. Specially owing to the financial and other constraints which need due support.

One of the very encouraging aspects, reflected by almost all the responding agencies with regard to reinforcement of learning, has been the use of other co-curricular activities such as fairs and festivals, playway activities, discussion and counseling sessions, games sports and cultural activities, celebration of national/ international days and events, exhibition and demonstrations etc.

The most serious problem in promoting Basic education for All is the access and retention of learners. The study has revealed a very positive aspect of the use of the Distance Education Mode (DEM) in basic education. The DEM has enhanced the accessibility to those who are unable to afford formal schooling and who are still deprived of the basic form of education. The DEM owing to its flexibility has been found more convenient to the learners to participate in the learning process and thus retain them to continue to learn for a longer period. The negligible dropout rate reported by the agencies justify the statement. The dropout rate reported by some agencies ranges form 1 to 10%. Migration, financial problem, family needs, lack of interest and peak seasons of agricultural operations were reported as some important reasons for dropouts.

The study has attempted to know various aspects which are monitored by the agencies to ensure quality of learning and the smooth implementation of the programme of basic education through distance mode. The agencies seems to be conscious about such aspects. Almost all the agencies have shown their concern about monitoring the aspects like availability of infrastructural facilities such as space, furniture to conduct PCPs and other activities, teaching learning material, teaching aids, supplementary material, teaching methodology, use of discussions, demonstrations, evaluation technique, certification etc. However, there seems to be wide scope in developing monitoring system for ensuring quality of learning and effective implementation of Basic Education progrmme by using scientific approach which seems to be another area of further intensive research study.

The use of media and teleconferencing remained negligible except that the National Open School has been conducting orientation through tele conferencing through IGNOU media centre. The teachers training programme offered by IGNOU have specific target group i.e. in service teachers and parents. (Certificate and guidance). The NCERT and the District Primary Education Programme (DPEP) also have their specific target of in service teachers throughout the country.

Role of National and State levels Agencies

The analysis of the data shows that various programmes for different age groups implemented by different agencies for the cause of promoting basic education through distance education mode have certain commonalties in them with regard to aspects such as the objectives, target groups, transactional methodologies, linkages with formal and non- formal modes. The NOS has provided a leading role at the national level in promoting basic Education. The NOS reaches out to the remotest part of the country through a network of its Study Centres, Regional Centres and the State Open Schools.

The special issues of 'Open Schooling' News Bulletin brought out by the NOS have generated a considerable wide debate throughout the nation on the use of distance education mode in Open Basic Education, its modalities, relevance and utility.

The recent report of the "National Sample Survey Organisation (NSSO)" shows the tremendous increase in literacy percentage which was 52.2 % in 1991 census, has been raised to 62 % in 1997, and is expected to be 64% in 1998. This shows a jump of 10% points between 1991 and 1997 ( a time frame of just 6 years)and 12% points between 1991 and 1998 (a gap of just seven years). The success of the attempts made by the National Literacy Mission to promote Literacy and Basic Education through numerous Total Literacy Campaigns, Post Literacy Campaigns and Continuing Education Programmes through Continuing Education Centres and Nodal Continuing Education Centres by involving volunteers in million is note worthy. Millions and millions of neo-literates coming out from these campaigns have now strong urge for basic education programmes as part of their continuing education. This achievement fulfills the expectation of EFA, 1990 to a very large extent. The information furnished by various Zila Sakasharta Samities (District Literacy Societies) substantiate this success.

Curriculum : Material, Transaction, Certification

The attempts made by various agencies seems to be in the right direction as expected by the World Conference on Education for All (WCEFA), Jomtein 1990 to benefit every person - child, youth and adult from educational opportunities designed to meet their basic learning needs - both essential learning tools ( such as literacy, oral expression, numeracy and problem solving) and the basic learning contents ( such as knowledge, skill, value and attitude) required by human being.

So far as the use of print material in distance education mode by various agencies is concerned, it may be concluded that almost all the agencies have been transacting their programmes mainly through print materials. The sources of material revealed that Zila Sakasharta Samities (District Literacy Societies) have been using the print material developed specifically for the target groups by involving experts and agencies like State Resource Centre, Directorate of Adult Education , National Literacy Mission, Govt of India. The agencies implementing the non- formal education programme have also been using integrated material specially developed by the NCERT.

In some other cases the agencies have been found using the textual material prescribed by the state govt. for their formal schooling. This situation demands the concentrated efforts on development of self- learning materials having special format with self check exercises, in text questions, summary etc. The NOS has already taken a fresh initiatives in this regard. The development of graded self - learning material is in process. The exemplar material developed by NOS may be adapted by the agencies to suit the needs of their learners.

The evaluation techniques employed by different agencies show that the agencies have attempted to evaluate the learning outcomes through periodical tests, formative and summative evaluation. In addition to this, some of the agencies have reported the use of group discussions, quiz, debates and games in language, mathematics and environmental science. The agencies have reported the evaluation conducted by themselves and, in some other cases like ZSS external professional agencies of repute were involved.

The evaluation methodology adopted by the agencies involved continuous as well as terminal assessment. Some of the agencies have reported the continuous self-assessment with the learning materials through questions and exercises as well as test organised during the personal contact programmes. The NOS intends to offer joint evaluation of learners in association with the agency concerned. However, this is an area of crucial importance. The National Open School is working on the development of the concept of 'Walk in Examination'.

Certification of learners achievement is one of the most important aspect of the educational system. The analysis of the information received from agencies during the study has revealed that agencies have developed their own system of certification by themselves. A mixed reaction to the authenticity of the certificate has been observed. In some cases some agencies have recognised the certificate for the sake of employment or for providing self employment opportunities under various developmental and self employment oriented schemes of the State Govt. / Government of India. In some other cases the certificates have generated self confidence and a sense of self esteem among the learners .

The National Open School is authorised by the Government of India as an examining authority. The flexible system of NOS provide the learners to accumulate their credit till they complete the course. The NOS has now extended the facility to the agencies to seek accreditation and linkage at the elementary stage, with the NOS for authentic certification since the NOS certificate are recognised. The certificate may be joint certificate by the NOS and the agency concerned.

The teachers and staff members are the main human resource of the programme of the Basic Education. The success and the quality of the programme mainly depend on their quality. The formal education system, which is very well established has developed highly refined techniques for their selection, both pre- service and in- service training and orientation, emoluments, service conditions etc. are concerned. The services of the teachers from formal stream,unemployed / retired teachers, educated youth are normally utilised for implementation of the programme of Basic Eduaction through distance mode. The teachers are usually engaged by paying honorarium which varies from Rs. 350 to Rs. 2000 per month . Their educational and professional qualifications vary from non matric, matric, graduate , post graduate and research experience. The age group has been found ranging from 25 yrs. to 50 yrs. for full time, 22 to 40 yrs. for part timers, 30 to 70 years for the occasionals. The services of the occasional are utilised for conducting seminar, workshops, training, orientation and in some cases in development of material. The selection normally is done by calling applications and holding interviews. All agencies have reported utilisation of services of persons for academic, administrative, technical and research work .

The services of volunteer teachers, coordinators from block to district level and organisers of continuing Education Centres (CEC) have been utilised by the Zila Sakasharta Samities for the purposes of the literacy, post literacy and continuing education programme (CE).

The Training and orientation of teachers, Volunteer teachers, coordinators have been conducted by the agencies ranging from 2 - 3 to 9 days. The services of resource persons and experts from different agencies have been utilised. The orientation have been conducted mainly through face to face programme and by utilising self instructional material.

DIETS have been set up in each district to provide academic and resource support to elementary education teachers, non- formal education and adult education instructor. The DIET normally are conducting pre- service and in - service training of the elementary education teachers. They have qualified and experienced faculty members. District Resource Unit (DRU) have also been set up with the DIETs. Colleges of Teachers Education (CTEs) have also been set up by the Govt. to provide pre service and in- service training for secondary teachers. Institutes of Advanced Study in Education (IASEs) have also been set up to conduct programmes for elementary education teachers as well as in- service and training for secondary teachers and are engaged in advanced level fundamental and applied research specially of inter disciplinary nature.

The in- service and prospective teachers who are trained and oriented by DIETs can play a very crucial role in promotion and implementation of Basic Education through DEM. In addition to their normal duties related to formal schooling they can contribute very substantially in implementing Basic Education through distance mode and in conducting PCPs, counselling and guidance to the learners in Basic education. There appears to be an urgent need to build the capacity of DIETs in terms of knowledge and understanding of the faculty members about open learning system and the distance education mode and the role expected to be played by them. Items such as OLS/ DEM conceptual understanding, basic features,. special characteristics , utility and relevance, transactional methodology, delivery mechanism, use of self learning material and their certification, cost effectiveness etc may be some of the items which may form part of the training/ orientation/ curriculum in DIETS.

It is, therefore desirable that a well thought strategy for involvement of teachers in promotion and implementation of basic education through distant mode needs to be further developed in consultation with the State governments, NOS, NCERT, SCERTs / NLM/SRCs/ CTEs and IASE IGNOU , DIETs , DPEP, CIET, SIETs etc.

The study reveals that distance mode in basic education can make an effective intervention by further strengthening its modalities of development and use of self learning material, conducting of PCP, use of electronic and folk media, other co curricular activities, training and orientation of tutors / teachers/ volunteers/ coordinators/ organisers of study centres, coordination and linkages with formal schools, other technical and vocational institutions, developmental schemes.

The distance education mode in Basic Education may be an integral part of any endeavour for universalisation of elementary education. The National Open School can be the nodal agency at the national level for extending academic and technical support services for basic education through distance mode.

Financing the Open Basic Education

It has been found that the agencies have attempted to serve the marginalised groups, with the special focus on rural areas women and young girls, the vulnerable groups, rural youths, street/ working children, SC/ST and other socio- economically disadvantaged groups as their main targets.

Some of the agencies have gone to the extent of the formulation of Mahila/Yuvak Mandals, Cooperative Societies, Credit and Thrift Societies, Self help Groups in association with NABARD and developmental and commercial agencies to utilise the learning for improvement in the quality of life.

Instances have been found that some agencies have attempted for coverage of members of the family through different programmes such as children below 14 years under non formal education, persons above 15 years young girls, boys, men, women under adult education programme of literacy, post literacy and continuing education, training in income generating activities and vocational training for employment/ self employment through Shramik Vidyapeeths (SVPs) further supported by formation of Mahila/ Yuvak Mandals, cooperative/ credit and thrift / self help groups for their income generating activities.

Cost effectiveness of the programme indicates that the agencies have taken into consideration expenditure heads like salary, rent of the building, cost of infrastructural facilities - furniture, workshop, tools, equipment etc. cost of teaching - learning material, teaching aids, testing and evaluation, lodging / boarding for residentaial training , training of teachers/ resource persons, field work, travel, overhead charges and some such other items of expenditure. The cost compared to the formal education system is undoubtedly and astonishingly low. The cost per learner varies from agency to agency and the nature of the programme for different age groups. It is approximately Rs. 100 per learners under the National Literacy Mission. The agencies have reported varying cost patterns from Rs. 373, Rs. 535, Rs. 685, Rs. 1742 to Rs. 6000 per learner. The important outcome of cost pattern is that it is affordable and very economical. The disadvantaged groups can avail the opportunity either free or by contributing quite negligible amount so as to show their contribution by those who do not want to receive education absolutely as a free gift.

Contributors : Prof. N.K. Ambasht, Dr. H.L. Sharma, Dr. S.S. Sangal,Sh. Satya Narain, Sh. J.L Sehgal, Sh. C.A.S. Raghavan, Ms. Savita Kaushal, Ms.Saloni Chawla, Ms.Mansi Mishra, Dr.T.N. Giri, Ms. Rashmi Kumar, Ms. Soma Bhattacharya, Sh. Manoj Jain, Dr. R.S.P. Singh, Ms.Radha Basayam, Ms. U. Kakoti, Sh.S.S. Duggal, Sh. Saket Kumar, Ms. Preeti Srivastva, Sh.Nand Kishore Mandal, Sh.Prafful G Phulzele, Ms. Euphrosia Thomas, Dr. Phalachandra, Dr.Vibha Joshi, Dr. Rathi K. Menon, Ms.Anita Priyadarshani.