·No text on this page.

·THE FORD
FOUNDATION
AND
FOUNDATION SUPPORTED
ACTIVITIES
IN INDIA

·دعمكم

·THE FORD FOUNDATION
AND
FOUNDATION SUPPORTED ACTIVITIES
IN INDIA
THE FORD FOUNDATION
477 Md A NwY K
OFFICE OF THE REPRESENTATIVE IN INDIA
32 F hhRd NWD Int
JANUARY 1955

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·Contents
-
INTRODUCTION
THE FOUNDATION 5 ORIGINS AND OBJECTIVES
3
THE FOUNDATION S ACTIVITIES IN THE UNITED STATES
6
THE FOUNDATIONS INTERNATIONAL ACTIVITIES
9
THE FORD FOUNDATION IN INDIA
14
LOCATION OF TRAINING CENTERS
19
RURAL DEVELOPMENT
23
DEVELOPMENT OF SMALL INDUSTRY
61
EDUCATION
69
PUBLIC ADMINISTRATION
83
RESEARCH AND TRAINING
89
CULTURAL INTERCHANGE
95
GANDHI MEMORIAL CENTER
103

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·THE
FORD
FOUNDATION
AND
FOUNDATION SUPPORTED
ACTIVITIES
IN INDIA

·No text on this page.

·to advance human welfare of assisting India in a broad range of programs for the economic and social advancement of India s people The Foundation has contributed this assistance in the belief that India s continuing progress can help fulfill the high purpose to which both the Indian and American people are dedicated and for which the Founda tion itself was founded-the advancement of human welfare As India became an independent nation she undertook a bold and imaginative effort to further the welfare of her people and pursued it with energy and devotion This effort has made a great many individuals and organizations in other countries as well as in the United States eager to offer such assistance as might be both helpful and welcome to India in the great task before it It was in this spirit that The Ford Foundation accepted the initation of the Prime Minister of India in 1951 to discuss the possibility of participa tion in the Indian effort The Foundation looks bach over these past feu vears with a sense of reward for its own experience and the sincere conviction that any credit for the success of its own small contribution belongs not to itself but to the Indian people the imagination and drive which have made Foundation assistance meaningful have come from the Prime Minister members of the Planning Commission the officials of the several ministries concerned and the operating staffs of the projects them selves It was their understanding of the role appropriate to a private organization in such a program which made possible the fruitful use of such resources as the foundation could des ote to India s des elopment ·From the beginning the Foundation considered it of cardinal import ance that any contribution it might mahe to the welfare of the Indian people should be one which accorded closely with their own plans for the advancement of human welfare It is of particular satisfaction therefore that the programs chosen by the Indian Government to receive Foundation assistance are basic parts of India s plans for national development and that most of them will find a permanent place in her national life It was the Foundation s hope that in this manner its funds could give not temporary or scattered assistance but make an enduring contribution to India s advancement In making its assistance available in India the Foundation as in the United States and elsen here in the world remains entirely outside the polit ical arena and does not seek to further any particular ideology or the purposes of any one party or group It seeks only to promote the single aim to which it is committed the advancement of human welfare in peace and freedom for all A summary of the activities to which the Foundation has contributed in India is necessarily a summary of the work of all of India s people and its leaders The planning the execution and the leadership of each of the programs to which the Foundation has lent assistance have been the re sponsibility and the accomplishment of India s people—from village farmer to planning ciccutive from village worker to cabinet minister gram and its progress is a tribute to the quality of Indian leadership and the skill and dedication of men and women who have undertaken the great tash of advancing India s welfare In the course of The Ford Foundations activities in India many people have inquired about the programs and about the origin policies and objectives of the Foundation itself This booklet is an effort to answer these inquiries and to provide useful information for the many agencies and individuals who have taken part in the programs or who may in the future be associated with them Lach pro 2 ·The Foundation's Origins And Objectives THE "HL Tord Foundation is one of a large number of American philan thropic foundations These are nonprofit tax exempt corporations set up to give financial aid to worthy projects in the public interest The tradition of philanthropy is of course an ancient one known throughout the world But the modern foundation has had its widest development in the United States where its growth has accelerated markedly in the past seventy years For it is in this period that many Americans having made personal fortunes in business and industry have been moved to employ these funds in the service of humanity--usually in activities described as educational scientific and charitable The leading American foundations that have resulted are generally under the responsible and impartial direction of public spirited Boards of Trustees experienced in business education science and the professions These foundations by their work as non political and independent institutions have had great influence in advancing human welfare Some like the Rockefeller Foundation have operated around the world Others have been restricted to the American scene Many of the experimental activities which they supported have since been established in permanent fashion in the United States and have affected social patterns and institutions private and governmental in many fields The work of the Peabody Fund in the nineteenth century for example did much to shape the policies that were later freely adopted by the local boards of education which administer the tax supported schools of the United States The foundations established by Andrew Carnegie fostered the movement through which public libraries supported by the ·more efforts of the community at large were brought into being in over eleven thousand cities in the United States They also gave generous help to strengthen the system of higher education in both public and private institutions The Rockefeller Foundation and other foundations resulting from Rochefeller family benefactions helped to set the pattern for the public health programs of the United States and for many of the agricultural programs subsequently carried on by the states and local governments with federal support and encouragement So too in the short space of thirty years grants from the Rockefeller Foundation more than matched by the generosity of private American citizens revolutionized the medical schools of universities in the United States and overseas These are only a few of the larger foundations which have had a tremendous influence in shaping the social progress of America 1 oday there are estimated to be several thousand active foundations in the United States se cnty five of which have assets of $10 million or To this group The Ford Foundation is relatively ? newcomer It Mas founded in 1936 by llenry Ford the automobile manufacturer and his son Edsel Ford In the carly ycars of its life it supported cancer research and made many gifts to the Cdison Institute the Henry Ford Hospital in Detroit thc Henry Ford Museum and other charities of interest to the Ford family During his own lifetime Henry Ford made further gifts to the l'oundation and in 1948 after his death and that of his son Edsel donations from their estates greatly increased the assets of the foundation To prepare for the cnlarged program that would then be possiblc Henry rord II President of the Ford Motor Company and Chairman of the Foundation s Board of Trustees appointed a Study Committee to determine the ways in which the Foundation might mal e the most important contri bution to human welfare Consultations were held with outstanding men and women industry labor education science medicine the humanities the social sciences social welfare religion laus the press und national and inter national public agencies As a result of its findings the Study Committee proposed -and the trustces agreed that the Foundation should devote itself to five major problems bearing on the advancement of human wel firc I hese were in i I romotion of international understanding and world peace 2 Strengthening of democratic institutions and processes 3 Idvancement of economic well being ·4 Lipansion and improvement of education 5 Enlargement of scientific knowledge and understanding of man These have been the underlying objectives of the Foundation since the inception of its expanded program in 1991 The Foundation is a nonprofit non governmental organization and is not affiliated with any religious group It is a private independent agency with no political or commercial purpose or objective As might be expected by far the largest number of Ioundation projects originate and are carried out in the United States and the major beneficiaries are the American people and their institutions Since however there is no geographic limitation on many of the problems of human welfare a number of the Foundations efforts are applied overseas under its international programs These are the programs under which grants are made in India and in other countries of Asia and the Vear Last The foundation does not itself administer projects or engage in direct operations but carries on its programs by making grants of financial assistance to the projects of other agencies public or private active in its fields of interest The grant in ard--the sum of money voted for the support of a project--s the core of the Foundation s activity All programs for which grants are made must be thoroughly studied and found satisfactory by the Foundation s officers and then approved by the Board of Trustees whose tuele members are distinguished Americans with a wide range of expe rience While grants usually are made to existing organizations where none seems suitable for a particular program the Foundation may help create an independent fund to undertake it Examples of these are Resources for the Future Inc a des elopment of the Foundation s economic program which is interested in conservation of natural resources the Fund for the Republic which is concerned with strengthening the democratic principles which are America s heritage and tro educational organizations the Tund for the Advancement of Education (to aid education in the schools and colleges) and the Fund for Adult Education (to aid education outside the academic system) ·The Foundation's Activities in The United States SINCE INCC the reason for the Foundation s being is to support efforts to identify and solve some of the problems of human welfare much of its activity in all five fields of its interest is educational in nature It is no accident therefore that its largest grants in the United States have so far gone to education Through the two l'unds mentioned earlier and through a variety of other projects all of which have something to contribute to the cducational process the Foundation has sought to strengthen the ever growing American educational system Some of this activity is brefly de scnbed below Today there are nearly 32 million people enrolled in American cle mentary schools high (secondary) schools colleges and universities This is about _0 per cent of the entire population of the country College enroll ment alone has increased nearly tenfold in this century and now stands at 2 -50 000 men and women More than one person in 56 is college educa ted And other millions are secking knowledge outside of school through special courses and discussion groups In the field of formal education Foundation grants to the Fund for the Advancement of Education hase supported a program which has con centrated on improving teaching educational management and the finan cial stability of colleges and universities on enriching the content of educa on clanfving the aims functions and relationships of schools colleges and unis crsities to each other and on reducing inequalities in the educational opportunities of young people The Foundation s interest in education does not stop at the schools and colleges of America Since it believes that an educated and informed tion 6 ·public will by the democratic process help to shape the decisions which will preserve freedom and ensure progress the Foundation is also concerned with the content and methods of adult education Through the Fund for Adult Education it has supported efforts to broaden public discussion and understanding of international affairs and to develop broadcast materials for educational radio and television In other ways too such as its support for the experiments of the TV Radio Workshop in the field of commercial television its support of the study of the role of the press in improving the international flow of news and various exchange projects the Founda tion has tried to serve the desire of Americans everywhere for a fuller intel lectual and cultural life In a democracy where good government is the responsibility of all the people it is very necessary that everyone understand and help preserve the principles of freedom It therefore seemed particular appropriate that the Foundation should seek to contribute to the strengthening of public support for these principles and it has supported a variety of endeavors to this end Its major undertaking in this field was the creation of the Fund for the Republic an independent non partis in organization whose purpose is to support activities directed toward the elimination of restrictions on freedom of thought inquiry and expression in the United States and the development of policies and methods best adapted to protect the ideals of freedom with security and justice on which American society is based Some of the other projects with allied objectives may be briefly mentioned here In the field of inter racial relations within the United States the Foundation has made grants to help give the nation s Negro population greater opportunities for economic social and cultural advance ment for fact finding work on the inter racial problems of the South and for an analysis of the progress of the Southern Negro farmer since 1906 To strengthen the administration of criminal justice the Foundation has supported a project of the American Bar Association to study the opera tions of law enforcement agencies at various levels The Foundation also made a grant to the National Legal Aid Association to help provide in expensive legal aid to citizens in need of it The Foundation has supported a vanety of projects designed to im prove the functioning of municipal state and national government and of international organizations and to provide information and other assistance to public officials in the discharge of their duties In the belief that a free society must also be an economically healthy society the Foundation has in addition to the creation of Resources for the Future supported research and educational activities which aim at ·improving the means by which economic knowledge is brought to bear on problems of business and government at broadening public understanding of the conditions necessary for sound economic development on the national and international levels and of the interplay of political social and cul tural forces in this field and at expanding the supply of trained executives teachers and researchers who are indispensable to cconomic progress Since man and his behavior are ultimately the governing factors in 101 effort to advance human welfare the Foundation has given support to projects designed to increase our present knowledge of human behavior ind to expand the far too small number of capable men and women devoted to a conscious cffort to develop and apply that knowledge and to strength en the institutions in which they work A notable element in this program has been the establishment of a Center for Advanced Study where be havioral scientists will be enabled to devote from one to two years to dis cussion research and writing Various grants have also been made to de clop the relationship of the behavioral sciences with other intellectual disciplines such as history political philosophy and economics and bring their combined wisdom to bear on the problems of mans behavior support a survey of work done in the field of emotional grouth and mental health to support studies of child des elopment in a variety of cultures and to support rescarch on the problems of communication of ideas between the peoples of the world to ·The Foundation's International Activities The Overseas Development Program Among the Foundations International Programs the largest is the program of grants to assist nations with their internal development The Toundation concenes of the objective of this program as including not only economic development but the strengthening of institutions and processes that will contribute toward better living conditions the development of democracy and the improvement of international relations The Foundation program of development is conducted entirely in the Near Last and South and South Last Asia In these areas the foundation felt were countries whose needs for and possibilities of development had in creased tremendously with the formation of neul independent governments and the growing awareness and desire of the people for advancement them too stable and rapid internal development under a democratic system could be crucial to the prospects of peace not only in the area but for the world as a whole These factors added to the behef that the founda tions relatively limited funds should be concentrated for maximum cffect led to the decision to restrict Foundation support to projects in these areas In addition to India the countries in which the Foundation is now making grants for development activities are Burma Egypt Indonesia Iran Iraq Israel Jordan Lebanon Nepal Pakistan Syna and Turkey summary of these activities is geen at the end of this chapter The development problems of these countries have much in common The Foundation s grants therefore follou a similar pattern throughout most of the area In general they are for four main purposes to improse rural village life to improve educational institutions and practices to ·increase the effectiveness of government operations through training and improvement in administration and to encourage development through re search on fundamental social and economic problems In keeping with its overall policy the Foundation does not itself con duct individual programs in any country It believes that its assistance will be most productie if given in the form of grants to existing agencies Within its broad purposes the foundation has made grants both to go ernmental agencies and prnate institutions selecting the grantees that in view of the country s own preferences seemed able to contribute most effectively to human welfare Training and Research As a second part of its international programs the foundation is helping in the United States to build up a greater knowledge of other countries and to train more Americans for service in international affairs with the twofold objective of increasing American appreciation of the history culture and society of foreign countries and of enablıng America to discharge her international responsibilities effectively Its assistance in this field falls into two main categories grants of research and study fellow ships for young Americans to study overseas especially in the Near East Asia and Africa and financial support to help American universities and other private study organizations in the United States to expand their teaching and research programs in Near Tastern and Asian affairs Under the fellowship program 166 young Americans have received grants for foreign study in subjects of their own choice Typical study subjects are land development programs in Iraq the labor force in Egypt the rolc of foreign investment in India Islamic political theory Under the program to strengthen foreign area training in the United States Columbia University for instance has been given grants to improve its car and Middle Fast Studies Program the University of Michigan was helped to give in the field training to selected students The American Universities Field Staff recen cd assistance for its program of sending specialists for study in the \ear Tast and Asia and making their studies 11ailable to universities and colleges throughout the United States International Affairs I he foundation also has gien support to a number of private organ izations desoted to increasing international understanding Typical of grants of this kind arc assistance to the Council of Foreign Relations Inc 10 ·(USA) to strengthen a ten year study and educational program in inter national affairs to the Carnegie Endowment for International Peace for studies on problems of the Unted Nations to the American friends Service Committee for a literacy and social improvement program in South Italy to the Last European Fund for the aid of er Soviet refugees To facilitate the exchange of cultural materials bersicen nations the Foundation established a separate organization called Intercultural Publica tions Part of this organizations work is to publish cultural and literary reviews for international circulation One of these journals Perspectires is available in India Another of its current activities is to prepare in co operation with the Atlantic Monthly an important American monthly journal a series of supplements on the cultural life of various nations A limited program of exchange of persons has been carried on by the Foundation in connection with its development research or other inter national programs Persons have been brought to the United States for specialized study tours of educational facilities rural extension work or small industry development and persons from America and other nations are brought to India and the other countries in which The Ford Foundation is active to study and advise on specific des elopment problems Aside from purposes which are closely integrated suth the development programs no grants are being or have been made for studies in the United States Foundation Activities in Other Countries A brief summary of Foundation supported activities in countries other than India mas be of interest to Indran readers PAKISTAN To meet development needs similar to those of India the Foundation has helped the Government of Pahistan establish training cen rers for village level workers a women s college of home economics and polytechnic and training centers at harachi and Dacca It has at the re quest of the Government made available an expert adviser in public administration and arranged through the Harvard School of Business Administration to proude an international aduison group to assist the Pakistan Planning Board in framning a derelopment program It has financed a tour of Pakistant extension officials to studs rural extension work in the United States and Japan and an exchange of visits between Pakistan and American farm youth In Indonesia the Foundation has made grants to assist the Government s efforts to train teachers of English which has been officially adopted as Indonesia s second language and to prossde 30 INDONESIA ·Americın team of vocational training teachers for the newly established Indonesian Technical Teacher Training Institute at Bandung BURMA One of the first activities undertaken wis to assist the Burmese Government of the Union of Burma to cstablish in International Institute of Advanced Buddhistic Studies Its purpose is to help foster the cultural and social integration of the country and provide a meeting ground of eastern and western scholars interested in Buddhism and philosophies and cultures of the Last The Foundation has also provided technical advisers in mass education techniques and cquipment to assist in a program of village improvement and mass education in rural areas The l'oundation s grant to the Burma Agricultural Institute provides cquipment and teacher specialists for a training program for secondıry school teachers and village workers in the Government s rural de elopment program A team has visited Burma to assist in the Government s program for the strengthening and expansion of its Technical Institute to provide technical and socational training for secondary school teachers Specialists have been sent at the Government s request to assist the Electricity Supply Board and to establish a program in business administration teaching at the University of Rangoon In the summer of 1954 The Tord Foundation made two grants to the Government of Nepal One was to assist the Government to establish a women s home economics training program for extension work in the villages the other to assist in de cloping Nepalese small and village industry through a program of technical training cooperatives and credit facilities and marketing of products As in other areas the foundation s programs have been in the general fields of rural village development education and vocational truning and cconomic and social research and have been ex tended to eight countries In gencral grants have been made to private organizations already cstablished in carrying out development and cduca tional programs Among the projects for which issistance has been provided are the following 1 Rural village de elopment programs have been initiated with Foundation support in Iran Sint Jordan Igypt under the supervision of the \ear Cast Foundation the American Friends Service Committee the Governments concerned and other priate igencies The Foundation has been especially interested in assisting in the introduction of agricultural credit activity in the rural NEPAL THE NEAR EAST 12 ·development programs Assistance in the cstablishment of home economics programs in existing educational institutions in Syria I ebanon and Egypt is related to the village programs 2 The establishment of an Agricultural College at the American University of Beirut with the Foundation s assistance will pro vide a source of sound agricultural training and research in the region Assistance has been given for the strengthening of secondary and college education in Jordan and general support has been given to colleges in Lebanon and in Syria The foundation has provided assistance in the establishment of an Institute of Business Administration at the University of Istanbul Support was also provided for the establishment of a Library school at the Unnersity of Ankara in Turkey 3 With assistance from the Foundation a regional Economic Research Institute has been established at the American University of Beirut und a regional Soul Research Center at the American University at Cairo Regional studies of mass communication requirements and of the possibility for developing village industries have been supported by the Foundation 4 Assistance has been provided to government and private hospitals and nursing schools in Jordan Syria and Turkey for improving equipment facilities and training programs ·The Foundation In India I 1951 India s efforts to establish herself as a strong independent and democratic nation were obviously of prime importance to the peace and stability of the world It was apparent however that the ultimate success of the effort would depend on solution of the great problems with which India was faced Many of them such as poverty and illiteracy were problems centuries old Others were born of the independence struggle itself—like the resettlement of millions of refugees and the readjustment of the Indian cconomy to partition and to freedom The Foundation which was at that time considering how it could contribute to the development of newly independent nations saw that by assisting India s own efforts for advancement it might find unique oppor tunities to be of service and through helping the Indian people further a common objective the strengthening of democratic processes and the bol stering of peace For this reason Paul Hoffman then President and Director of The Ford Foundation was glad to visit India in August of 1931 at the invitation of the Prime Minister to discuss the possibilities of financial assistance Since its resources as a private organization were limited the rounda tion could not help India in its great physical development schemes such as irrigation and river valley projects nor would such assistance be in keeping with the character and objectives of the Foundation The foundation felt that its assistance should go if the Government agreed to programs dealing directly with the welfare of the people In its ruc lear Plan of des elopment the Government had outlined proposals for meeting its welfare problems through a series of programs 14 ·of remarkable boldness and scope exceeding an thing undertaken by a de mocratic government in man I cars It was the Foundation s belief that because these national programs would be integrated into India s long term der elopment plans and ad ministered bi the multiple facilities of the Government its limited and if given to these programs could beneht a far under area and a far larger number of people than would otherwise be possible The Youndation also hoped to assist the Government to reach its objectne of guing an admins tratile structure to its welfare services which would not onls make them more effective but would ensure that they would become a lasting contrı bution to the progress of the Indian people After consultation st was mutually agreed that the Foundation s assistance could best be used in the wais to initiate programs deemed urgent by the Indian Government for which financing by ordinan Gou ernment procedures might be delaved and to test out certain proposed development methods for which the Government could not readih release funds but on which it was anxious to get test results on a scale broad enough to prove their feasibiliti for national application While Foundation supported programs in the beginning were con centrated almost entirely on agricultural der elopment to help India over come its then critical food shortage the Foundation ss pleased that the programs today are of sider sange It is also a satisfaction to know that the programs recommended by the Indian Government for Foundation assistance are considered to be basic to the countn s deselopment and will be continued after Foundation grants hase been expended Projects Receiving Foundation Assistance Activities supported by The Ford Foundation in India include rural development development of small industry education public admin istration research and training and cultural interchange With feir exceptions all these actrities are programs of the Government of India planned and administered through its Planning Commission and other appropriate ministries In gang funds to help launch these programs and carry them through their initial stages (usualls three years) the roundation acts on the basis of certain criteria To qualift for Foundation assistance a project must meet these requirements I Does the project contribute significantly to Indias social and economic development and to the relief of India s major problems in human welfare ·project fulls 2 Is the project one for which assistance is not available from other sources and which does not duplicate the activities of other organizations? 3 Are adequate personnel and leaders available--or can they be trained to assure a successful launching and balanced growth for the project? 4 Are there funds available from Indian sources to continue the project after Foundation assistance terminates provided the pro ject proves its value and is not itself of a short term niture > Is the project one which can eventually be integrated into the Indian economy under public or private Indian financing and administration 5 Are there available from Indian sources or from other private or public agencies operating in India the additional funds or technical assistance which may be needed to equip and imple ment the but which the Foundation cannot provide > METHOD OF FINANCING The method of financing is a simple one when a project is agreed upon by representatives of the Government of India and the Foundation as one appropriate for Foundation issistance 1 written proposal and budget are submitted to the Foundation in New York for consideration If approved payment of the grant is made directly to the Indian Government Typically the Foundation has undertal en to support a project for a period of three years It may pay all or most of the recurring and non recurring costs the first year one half the second year and one third the third year The Government usually the Center and Statc jointly meet the balance of costs the second and third carry full costs from the fourth year onward Certain activities supported by the Foundation such as bringing to India representative samples of American art for the Second International Art Cihibition are individual and short term In such cascs Foundation assistance is gren is a grint for the specific purpose without any continu ing commitment Ihe roundation also has provided at the request of the Govern ment special study teams or individual consultants to inquirc into and mahc recommendations in a particular field such as small industry devel opment or education In these instances the foundation pays the truel and years and 16 ·other expenses of the specialists involved for the duration of the study period The Foundation takes no part in administering any program of work financed in whole or in part by a Foundation grant Once it is agreed that a plan of work meets the purpose for which a particular grant was approved full responsibility for administering that program rests with the institution receiving the grant grams of other RELATIONS WITH TECHNICAL ASSISTANCE PROGRAMS In formulating a program The Ford Foundation takes into account the technical assistance and economic and programs of other public or private agencies in India Lach agency assisting India s welfare has a special area of interest and competence in which it can make its contribution Wherever the programs or facilities of one agency may usefully supplement those of another and where such help is acceptable to the Indian Government the Toundation is glad to take part in cooperative approaches to a problem In some instances Foundation supported programs draw upon the technical assistance facilities of other agencies in others the Founda tion activities themselves are specifically designed to supplement the pro agencies Thus at the time the US Technical Coopera tion Mission was planning substantial assistance to community projects The Ford Foundation agreed with the Mission and the Indian Government that financing the rupee cost of training village worhers for the projects was particularly suited to the Foundation s financial means and objectives Similarly when a program which the Foundation supports is in need of special equipment or services which can best be provided by another agency public or private this supplemental help is often given Thus a World Health Organization specialist in health education may assist in the Foundation supported public health training centers And in some of the village worker training centers the US Technical Co operation Mission has supplied at the request of the Government of India an extension training specialist and needed equipment such as jeeps and film projectors In exceptional instances the Foundation has been ashed to provide technical assistance But while the Foundation may assist with recruit ment the technical personnel are employed by the Government of India the State Government or the private institution receiving the grant and paid out of Foundation funds specifically allocated for the purpose As a rule the Foundation does not operate or employ technicians for the opera tion of any program 17 ·seien THE FORD FOUNDATION OFFICE IN INDIA The office of The Ford Toundation in India is at 32 Ferozshah Road New Delhi : The staff consists of three Americans the Foundat on Representative the Deputy and an Executive Associate and an Indian secretarial and office staff of In addition from time to time consultants in special fields have been brought to India at the request of the Government for assignments of from two months to one or two years In the past few years the Foundation has for instance brought individual consultants in the following fields program assessment and evaluation rural credit public admin istration public health home economics extension education and small industry 18

·Q
LOCATION OF TRAINING CENTERS
19

·Location of
Training Centers
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·) Village Extension Workers ANDHRA S mlk GPn pm ASSAM Joht Shl & BHOPAL Gdhi & BIHAR Kk (Rch) MIF m (M ffa pu) Pn BOMBAY A d Dh W M (P HIMACHAL PRADESH мль HYDERABAD Hmyt? Pbh ( Dt Pbh MADHYA BHARAT Ar MADHYA PRADESH S dwb (Dit Ch d) Pw kh d (Dt Hh &bd) Ad tw th P08 MADRAS Gdhig m P ( DS th MIb) Ad 6 MYSORE VC FM (M dy ) Ad th ti Pd & ORISSA B! 3 PEPSU Nbh PUNJAB Bt! NII kh ! RAJASTHAN Kth Sh (E P ) SAURASHTRA & h TRAVANCORE COCHIN K tt k (DtQ!) UTTAR PRADESH B k bị k T lab ( Lkw) Ch & (Dit jh ) Hwlb gh ( Dt Alm G khp BI dhh VINDHYA PRADESH WEST BENGAL B dw Fm Ch h FI I FI II ) Gh P Nwg & Social Education Organizers HYDERABAD Hmyts MADRAS Gdh & m PRADESH Allh bd WEST BENGAL Sk PUNJAB NL kh | UTTAR Rural Public Health Workers DELHI Nigh MADRAS P m 11 WEST BENGAL Sg Women Extension Workers ANDHRA S m Ikt ASSAM Jh: BHOPAL Gdhi & BIHAR PC BOMBAY TW tri pd & HIMACHAL PRADESH Mht HYDERABAD Hmyt 8 MADHYA BHARAT Ati MADHYA PRADESH Si d w hi Pw kh d MADRAS Tw t t1 p dig MYSORE O pe dig ORISSA B 1 g PEPSU Nbh PUNJAB Bt! RAJASTHAN K tah SAURASHTRA o PdI g TRAVANCORE COCHIN Ко k UTTAR PRADESH TW t VINDHYA PRADESH Nwg 8 WEST BENGAL B dw t Village Blacksmiths & Artisans ANDHRA Smtkt ASSAM Jh BHOPAL Gdhi 8 BIHAR Mh 17 m (M BOMBAY Mji (P ) HIMACHAL PRADESH Mhb HYDERABAD Him yt & MADHYA BHARAT Ati MADHYA PRADESH Pw khd MADRAS Gdhizm ORISSA BI gi PEPSU N bh PUNJAB NI kh | RAJASTHAN Kth SAURASHTRA I & TRAVANCORE COCHIN K ta k (Dit Q11) VINDHYA PRADESH WEST BENGAL B dw FMFI 1 O ty t all td Nwg & Project Executive Officers BIHAR HYDERABAD Hmys R hi PUNJAB NI kh 1 Extension Wings Agriculture Colleges BOMBAY Р HYDERABAD Hyd bd MADHYA PRADESH L dhi WEST BENGAL T flyg NEP PUNJAB

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·RURAL DEVELOPMENT 23 ·RURAL DEVELOPMENT 24

·THERE
were in 1991
many serious human problems
which in the opinion of the Indian Government de
manded immediate attention
Most crucial and overriding however was the problem
of hunger In 1991 and for the previous four
years
drought and sts resulting famines had afflicted vast areas

·Purchases abroad of urgently needed food were placing 1 heavy drain upon India s resources-resources that were needed with almost equal urgency for the internal economic development which could ruse living standards and provide more employment opportunities It was clear that until the food shortage was well in hand and this myjor cause of tension eased it was impossible to devote adequate resources and attention to other sectors or expect adequate response What was needed was a program which in the short term could increase food production to prevent recurrent shortage and over a long term raise rural living standards and bring to India s village people the means the stimulation and the opportunities for advancement An intensive rural development program based on successful ex periments in Etawah and elsewhere had been drawn up by the Planning Commission to accomplish these results and given top priority under the 1951 preliminary Tive Iear Plan The Foundation was strongly impressed with the Government s view that any long term planning for India s social economic and human advancement must start with an intensive effort to improve the conditions of Indian villages The possibilities of this nationwide program were so great and its rapıd success so crucial that during its first two years in India the Foundation devoted virtually all its India funds to its support The Foundation s initial assistance in the rural development pro gram went to the 15 pilot projects which the Ministry of Agriculture proposed as the first broad scale test of the extension project method to determine whether this method should be programed on an India wide basis Aside from these projects the Foundation has given most of its sup port in rural development to the Government s programs for training men and women at all levels for rural development work The largest single activity and perhaps the most well known is the training of the multipurpose village workers required for the pilot projects the community projects and later the National Extension Service The second activity is the training of certain specialized non agri cultural workers needed for balanced village development—the social edu cationists the public health staff of the rural projects women extension workers and village blacksmiths and carpenters I eadership training the third requirement has been undertaken on both a long and a short term basis The long term job consists of strength ening and developing extension training in India s agricultural colleges the short term job of training project executives and supervisory personnel 26 ·already at work in project administration by means of short term training courses and regional workshop conferences which can give new skills and insight for the vast and new task of administering comprehensive rural development Other programs in the broad field of rural development in which the Foundation has had a deep interest and to which it has contributed support are the study of the pressing problem of rural credit the development of an all India agriculture information service and the formation of an agency for the essential task of evaluating on a continuing analytical basis the methods and progress of the rural program While the Foundation has now moved to assist India in activities other than rural development it is continuing to give the rural program practical and warm support in the sustained conviction that pro gram already achieving signal success will make a vital and dynamic contribution to the advancement of India s village people ·NG PILOT ETE ELD EXTENSION PROJECTS IN 1951 the community project method was still untried on any but a limited scale While the schemes of intensive rural development drawn in the Fre Year Plan and given top priority by the Planning Commission had been based upon experiments at Etawah at Sevagram in the Firka development scheme in Madras and elsewhere these experiments highly promising and successful as they were had been relatively small and isolat ed efforts The Planning Commission felt that before the rural devel opment program should be undertaken on a nationwide basis experiments should be made on a wider scale to find the answers to some basic questions Could a nationally organized village to village extension service for instance help India produce more food on village farms » If so what were the best extension methods and how should the work be organized > Would villagers in all areas cooperate as they had done in Madras or Etawah with support and enthusiasm for new methods and new ways > To get the on sufficiently broad basis it was agreed to launch fifteen pilot projects in fifteen States throughout India Areas were chosen where because of adequate rainfall or irrigation facilities the most substantial results in increased food production could be expected Cach project would comprise roughly 100 villages and of 50 000 people Administration and direction of the projects was placed in the exten sion division of the Ministry of Agriculture working in co operation with the agriculture departments of the fifteen States The US Technical Co operation Mission at Government request furnished an extension adviser to many of the projects The Ford Foundation granted funds to carry on answers a minimum 10 ·moreover crop yields the projects for three years with Center and State financial support assured for five years Supplementary and came from India s Grow More Food campaign funds Emphasis in these pilot projects was deliberatels and almost wholly on agricultural extension and des elopment Some cooperative help in health education public works and farm credit facilities from appropriate State services in the area was planned but not on the intenske organized basis provided in the later community projects In practice this cooperation varied from a little to a great deal Pilot project budgets were roughly one fifteenth those of later community project areas which were of equal size Agriculture was stressed in order to determine as rapidly as possible how to help villagers increase their crop yields per acre Three main lines of attack were agreed upon The first was to get villagers to use bet ter farming methods such as crop rotation soil fertilization sowing seed in rows using composts and green manures and conserving soil and water The second was to encourage the use of improved varieties of seed for higher The third was to introduce the use of improved bulloch drawn and hand implements to replace archaic and inefficient tools such as the desi plos Another purpose was to get more land under proper cultiva tion either through land reclamation the construction of wells and minor irrigation works or the encouragement of soil conservation The projects also hoped to improve the quality of farm cattle through better breeding veterinary services and rinderpest control to en courage the planting of fruit trees introduce better poultry and develop farm cooperatives for selling seed implements and fertilizers The development method tested in the pilot areas was a village to village extension service which was then wholly new as a nationally organized Government activity in India It was carried on by a new type of Govern ment servant the multipurpose village worker Each village vorher had under his care five to eight villages He lived in one of them and bicycled to the others on regular visits The village worhers sere especially trained for the job at newly established training centers and used methods basic to extension service demonstrations of new implements and methods sou ing of demonstration plots with improved seeds and methods and patient personal contact with sillagers and village leaders to encourage adoption of new methods For the final test of success in the pilot projects was not whether Government officers could force villagers to use nex methods and implements but whether by making available the means of improvement by 29 ·making clear the benefits of change by helping the villagers to help themselves they could awaken the villagers desire for improvement If the pilot pro jects could produce such a response the success of rural development as a means of national progress was assured The projects got under way beginning in April 1992 and the majority of them were in operation before October Supervisory personnel - an average of seven for each project—were drawn from organized agricul tural services of the States and Center While few of them and few village workers—had had training in extension work it seemed more im portant to take advantage of the kharif (rainy) season and to test the validity of the project extension method as rapidly as possible Many projects had to function for some time without their full staff complement It was originally proposed to maintain the projects for five years on a pilot test basis But results obtained in some projects by the end of the first kharif season and by the end of the first year in others confirmed the hopes of the project planners that a village to village extension service backed by Central and State resources would open the way to solving India s two greatest problems—increasing food production and stimulating the advancement of village people Not every project was an unqualified success Indeed results of some projects were as instructive as the outstanding results of others As the projects continued for instance careful evaluation made it clear that success depended on having a full time project officer for each project The more successful projects were those which did not concen trate on agriculture alone but conceived of village development as a whole -health education communications credit facilities and agriculture in short agriculture extension produces its best results when backed by every resource and facılıty of the Government and when adequately staffed and financially supported for development work as a whole It was unmistakably proved in all projects however even in those whose success was limited that given the means the opportunity and the leadership of a village to village extension service the Indian villagers desire and will to advance can be lastingly and productively awakened In all project areas the eagerness of the villagers to try new methods seeds and implements to become model farmers to learn to read to build schools roads and wells exceeded the highest expectations Results in a single project—that in PEPSU Bhadson-are a good example Two years after the project s start in April 1952 more than 10 000 acres of former waste and jungle land had been voluntarily cleared plowed and planted by the villagers Aided by an able land consolidation the poor ·program of the State Government farmers had wallingly exchanged their fragmented uneconomic plots for single workable farms even when this meant as it did for some shifting to new homes and clearing waste lands More than 560 new wells had been sunk by the farmers to irrigate the cleared lands many powered by diesel pumps Brick kilns set up every four to six miles in the project are were being hept busy providing bricks at controlled prices for new wells and farm dwellings The area s total acreage under cotton had been virtually doubled and almost all of it had been sown voluntarily to a new improved variety of long staple cotton which replaced the old short staple low yield desz variety Improved sugar cane fertilizer bullock drann plous seeders and cultivators were in use on farms throughout the area There were 33 model farms on which the owner voluntarily devoted his entire land and effort to using improved seed sarieties implements and methods A new veterinary center had opened and 10 ooo cattle had been inoculated against rinderpest and hemorrhagic septicemia A Government subsidized coop erative was supplying improved seeds plows and fertilizers In 28 farm youth clubs nearly 400 boys were learning new ways of farming and caring for farm animals There were eight model villages in which wells lanes cattle stalls and drainage ditches were made and kept pucca clean and sanitary by the villagers Sixty four hundred people had been vaccinated against smallpox and 4 800 homes sprayed against malaria Apathy suspicion and the universal human reluctance to change were yıeld ing to the hope and reality of advancement It is a tribute to the intensive and conscientious efforts of the planners supervisors village workers and the villagers themselves that the projects were so rapidly able to prove their value yield their important lessons and make a basic contnbution to the development of India s rural people The success of the pilot projects has led directly to the strengthening of the community projects program and to the inauguration of the National Extension Service which has been called one of the most significant steps forward in India s development Foundation assistance to the projects ended on March 31 1994 a year earlier than expected following a decision to incorporate the projects into the National Extension Service Amount of grant $1 200 000 31 ·TRAINING FOR RURAL DEVELOPMENT TO VILLAGE EXTENSION WORKERS THE type of worker needed in the village projects was a Government servant new to independent India He had to be a man not only walling but trained to work with villagers on village farms to go into the fields and show not merely tell the villagers how a new plow worked how to fertilize a paddy crop or how to build a soakage or a compost pit Above all he had to be devoted to the service and understanding of the village people to inspire their confidence to arouse their enthusiasm for improve ment to help them not by command but by persuasion to help themselves On the Government s ability to find and train such village extension workers rested the whole success of India s rural program The Gov ernment needed not one of these men or a dozen but thousands The National Extension Service alone estimates that it will require nearly 12 000 workers by 1956 In 1951 few facilities or schools existed which could train such a corps in sufficient numbers Before the pilot development program could begin specialized training centers had to be set up The Agriculture Ministry proposed originally to establish five but even before these got under way the larger community projects program was launched requir ing a minimum of 1 700 workers in less than a year Thirty four centers were put in operation Today there are 43 (see map page 21) The six month training course devised for the village worker is unique not only in India but in extension training around the world first of all trained as a multipurpose worker--to know not only agricul tural methods but public health sanitation animal husbandry pest control and the teaching of literacy But above all his training is designed to He is ·trons The accomplish four things (1) to instil an understanding of rural development and its significance to India (2) to develop the spirit and philosophy of service essential to help villagers help themselves (3) to provide first hand experience in applying extension principles and methods to day to day situa and (4) to teach him how to put his technical knowledge to the direct use and service of village problems The villagers needs their culture the ways of approaching them and servicing their needs are the focus of every lesson As one teacher in Bahshi ka Talab the training center near Lucknow told his pupils vilager is our master We must look up to him revere him as though he were a god For it is only those whom we think above us whom we can serve Emphasis is on practice training in the villages virtually every training center is located near development project or extension block Classes discuss the practical experiences the trainees have had in the vil lages and how to handle the actual village situations that arise Nearby project officers such as the veterinarian public health specialist or social educationist help instruct the trainees Trainees live in a simple manner which will prepare them for living and working in the villages They usually act as their own servants keep ing their quarters and mess kits clean sweeping and tending grounds and buildings Sunrise prayers many of them prayers of dedication to the service of the villagers and Indian people begin the day Simple quarters for staff and trainees are furnished by the Center and States Tood costs and individual trainee expenses come out of a monthly stipend of Rs 50 which is paid to the trainees during their six month course from funds granted by The Ford roundation Staff salaries and maintenance are al o met by the Foundation grant Many doubted that educated voung men would apply for training and jobs as village workers Actually applications for trainıng run five to ten times higher than the number of positions to be filled At one cen ter 4 yoo young men recently applied to fill 100 positions Usually the workers are matriculates though one third have had some higher education and a fifth are below matric level More than 700 village workers hase passed through India s training centers or are now under training Systematic study is needed however and is now being planned to determine just what qualifications and training methods lead to most success in village work Training center principals have recommended that trainees should be at least matriculates of or preferably have a diploma from an agricultural school The Government is now providing trainees with a broader technical 33 ·course a background in agricultural sciences Now underway is a program for adding alongside 22 of the training centers basic agricultural schools which will give a 12 month course to be taken prior to the six month extension Similar basic training will be provided by agricultural schools Training of supervisory personnel for project areas has been an auxiliary and specialized function of the training centers One center at Sindewahr in Madhya Pradesh has been devoted exclusively to a specialized three month course in extension methods Others generally have had two or three supervisors taking training along with the village workers Altogether nearly 1 ooo of these administrative level extension workers have been trained by all centers as of November 1954 To meet the rising demand for super visors plans have been made to set up at 17 of the original 34 centers two month extension course with a specialized training staff The States and Center are jointly sharing the costs of this new program All training centers are run by the Central Agriculture Ministry with the Directors of Agriculture and Development Commissioners in the States concerned Lach center is in the charge of a principal and teaching staff of five to nine persons depending on the number of trainees At the request of the Government and the several States the US Technical Co operation Mission has provided an extension training specialist for some centers and equipment such as jeeps and demonstration materials for all The Foundation has supplied each center with a small library of books on extension methods and has granted to the Agriculture Ministry funds to operate 29 of the centers for four years and the remainder for three years Amount of grant $1 873 485 34 ·TRAINING FOR RURAL DEVELOPMENT SOCIAL EDUCATION ORGANIZERS THE village worker by winning village confidence and by personal persuasion can get individual farmers and even groups to try a new plow to build a school or road or to attend literacy classes But to get cooperation and enthusiasm for change from the village as a whole is the only way to bring about lasting progress It is not enough for example that a few villagers attend literacy classes The village itself must set literacy as a desirable goal and regard illiteracy as unacceptable Bringing about this type of basic cultural change is the ultimate purpose of the entire rural development program and thus the ultimate test of its success Specialized training and skill beyond the scope of the village worker however are needed to do this all important job and early in the rural program project staffs began to realize the need for experts in the relatively new field of social participation and education It was felt that a social educationist trained in human relations in ways of stimulating group participation and in understanding of village culture should be recruited to direct the community project staff and serve as a technician in literacy education In April 1953 therefore under the active leadership of the Com munity Projects Administration five centers were established to train social educationists specifically for village work They are at Gandhigram (Madras) Allahabad (UP) Himayatsagar (Hyderabad) Sriniketan (West Bengal) and Nilokheri (Punjab) The Foundation made a grant for a period of three years A second grant was made in the spring of 1954 to expand facilities and staff so that each center could double the number of people in training to meet the growing need for social education organizers in the National ·new Extension Service Under this expansion program a new center in a tribal area is also being added to provide specialized training for social education organizers assigned to tribal peoples and women social educationists are being gren opportunities for intensive training in work with village women Except for Nilokheri and Hyderabad the centers opened as divisions of established training centers and schools which had had experience in preparing men and women for welfare service in India and had rural project areas nearby for practice training Each center has facilities to train some 50 students per course During the five month course trainees are paid by the projects to which they will be assigned In many ways trainıng in social education is the most difficult job under the rural development program since the curriculum must deal far more with human than with factual material Training center principals however are urged to keep courses and instruction methods under continual review and make the adjustments necessary to live up to the practical objectives of the program These objectives as worked out by the training center principals and the Com munity Projects Administration staff are | To provide training in the theory and application of basic principles of social organization and reconstruction in villages with special reference to the community projects program 2 To provide practical training in techniques of all round village reconstruction emphasizing methods for arousing and sustaining villagers interest and participation in self help programs active and creative citizenship in a democracy 3 To provide practical training in techniques of organizing and conducting adult literacy programs cultural and recreational activities organization of rural libraries effective use of audio visual aids and other methods of informal education and in Early experience in conducting the courses indicated a continuing need to focus the training on practical work using the villages as laboratories rather than the classroom The centers have now brought project workers in from the development areas as short term instructors who teach on the basis of practical village experience The regular teaching staff is also given in service training to keep it fully up to date on new methods and materials By late 1954 five hundred and twenty six social education organizers had been trained or were under training at the centers and over 900 already at work in the community projects As they become more and 36 ·more fully blended into the project organization and program these specialists are playing a more and more important role in stimulating healthy cultural change in the villages and in awakening the basic desire for ad vancement which is the only lasting source of human progress Amount of grant $375 363 ·TRAINING FOR RURAL DEVELOPMENT RURAL PUBLIC HEALTH WORKERS THE question of how to raise the health and sanitation standards of the villages had been a thorny one in the project areas Providing com plete medical facılıties in every village was impossible from the point of view of both staff and financial resources What could be provided however was a limited program of prezentire medical care The diseases which take so heavy a toll of Indian villages such as malaria smallpox cholera typhoid tuberculosis are largely preventable and in general the methods of prevention-vaccination sanitation DDT spraying—are simple inexpensive and need only a very small professional staff The success of preventive medicine however depends almost entirely upon the support and cooperation of the people-upon their willingness to build a sanitary well and keep it clean to bring children in for smallpox vaccination to build soakage pits to replace open drains to adopt sanitary latrines The hey to arousing this popular support lies in health education The Health Ministry and the Community Projects Administration felt therefore that the health officers and workers assigned to each project should have special training in public health education in the practical public health and sanitation problems of the villages and the ways to win village support in solving these problems It was also felt that each pro ject should have in addition to its minimal health staff a specialist in public health education who would guide and direct the health activities of the multipurpose village worker channel to him the recommendations of project health officers and assist independently in getting village support ·10 as for improved health practices and sanitary measures Since hovet er institution offered the needed training the Viinistry of Health set up with a four year grant from the Ford Founda tion three regional centers for training in public health education The first of these the Singur Health Center in West Bengal opened in mid November 1953 The other two at Poonamallee (Mladras) and Vajafgarh (Delhi)-Opened early in 1974 The World Health Organization provided a specialist in public health education for Singur and the US Technical Cooperation Mission is making specialists available to the Central Ministry Ihese centers have a four fold assignment (1) to provide specific training in health education for the health or sanitary inspector non signed to the projects (2) to provide training in extension methods and village health problems to all the public health staff of the projects (3) to provide in the village practice in actual health problems for the instructors now teaching public health in the 43 extension training centers and (+) to train a corps of public health educationists for the project areas service training course for instructors is of two months duration These centers have only recently started and the number of trainees taking the two month course is as yet very small In an effort to strengthen this vital training program so essential to India s rural prog ress there is non under discussion a plan to recruit intermediates or college graduates with a background in education and social work for train ing as public health educationists The training of the sanitary inspector in each project area is also being broadened to help him tahe on educational as well as health inspection functions The need for better village health remains a large problem in India s rural development With growing awareness of the way that public health education can help meet this need these three training centers should be used to the full and their trainees take an increasingly recognized place in the project areas Amount of grant $353 105 The in ·TRAINING FOR RURAL DEVELOPMENT RURAL PUBLIC HEALTH WORKERS THE question of how to raise the health and sanitation standards of the villages had been a thorny one in the project areas Providing com plete medical facilities in every village was impossible from the point of view of both staff and financial resources What could be provided however was a limited program of preventie medical care The diseases which take so heavy a toll of Indian villages such as malaria smallpox cholera typhoid tuberculosis are largely preventable and in general the methods of prevention-vaccination sanitation DDT spraying--are simple inexpensive and need only a very small professional staff The success of preventive medicine however depends almost entirely upon the support and cooperation of the people—upon their willingness to build a sanitary well and keep it clean to bring children in for smallpox vaccination to build soakage pits to replace open drains adopt sanitary latrines The key to arousing this popular support lies in health education The Health Ministry and the Community Projects Administration felt therefore that the health officers and workers assigned to each project should have special training in public health education in the practical public health and sanitation problems of the villages and the ways to win village support in solving these problems It was also felt that each pro ject should have in addition to its minimal health staff a specialist in public health education who would guide and direct the health activities of the multipurpose village worker channel to him the recommendations of project health officers and assist independently in getting village support to ·problems the training centers are not being placed in urban domestic science colleges They are being created as separate wings of the village worher training centers where the trainees can do continual practice work in the villages Twenty five of these wings one in each major State are now being established and will open for training by June 1995 In each of the home economics centers the training hall and the hostel accommodation for 20 trainees are taking the form of a model village The Ministry of Agriculture realizing the exceptional opportunity provided by these centers to demonstrate model housing established in August 1994 a housing committee to find out by study and consultation in each region the needs and recommendations for housing appropriate in each area As a result of this study the hostels in each center are being built as model village houses the training hall is being designed as a combination model village school and community hall In each center moreover to bring real village problems constantly before the trainees the wives of five village workers will be associated with the trainees and work with their husbands in man wife teams in the training area Trainees are to be women who have reached matric or a higher level of education During their six month course the trainees—25 to each course—will receive monthly The women principals for the 25 centers are themselves taking a specialized training course in village home extension work preparatory to taking office They are being given one month s orientation at Allahabad Institute in village problems and home extension work a two month study tour in Hawan and Japan followed by four months of intensive home ex tension training at Allahabad Institute the kasturba Training Center at Indore and the MS University of Baroda The US Technical Coopera tion Mission has granted funds for the tour to Hawaii and Japan Founda tron funds carry the training costs at Allahabad Indore and Baroda To direct the program from the Central Government a leader in home economics is being appointed in the Central Food Ministry Her office will form the small nucleus of India s first national home extension department Amount of grant €618 000 Rs 50 ·TRAINING FOR RURAL DEVELOPMENT WOMEN EXTENSION WORKERS Was IN agriculturally advanced countries home extension work for farm women is a key part of the rural extension service In these countries it is generally accepted that educating rural women has a great deal to do not only with raising living standards of single families but in winning the support of the whole village for change and improvement Largely because the early emphasis of the rural program placed so heavily upon agriculture and in part because the concept of women s extension work as a Government organized service was new to India no program for women was originally planned as a project activity By early 1954 however experience in the projects had shown that in India as in other nations a rural program intended to advance village people must include all of them Lxperiments in home economics exten sion work by a few women village workers and by man wife village worker teams at Allahabad (see page 46) had shown that such work would be accepted by village women In May of 1954 therefore the Planning Commission and the Agriculture Ministry initiated a training program to prepare women for village work in the community projects program and the National Extension Service The training program was placed under the general direction of the Central Ministry of Food and Agriculture and The Ford Foundation provided support for a three year period The long term purpose of the program is to make one trained home economics exten sion worker available for every multipurpose village worker in the project areas Since the training course must be devoted to village needs and ·farm tools of more efficient design for sale to villagers how to construct improved equipment to modernize their own smithies for more efficient quality production In the housing construction course the village worl er trainees will join the artisans for specialized study so that when the trainees go out as extension workers to development areas they will have some basic know ledge of better housing and how it can be built Each course which will last 12 months will include 20 artisans Some of the students will be established craftsmen others will be selected as apprentices to receive their first training Since the trainees cannot earn a normal income while in training each will be given Rs 30 per month for the duration of the course Each trainee must agree to carry on his trade when he returns to the village and plans are being considered to loan good equipment to successful trainees for their village workshops The cost will be repaid over a period of years The chief instructor at each center is a trained agricultural engineer drawn from one of the States To take charge of the entire program in the Center the Agricultural Ministry is recruiting from Japan a technical specialist in agricultural engineering with extensive experience in village agricultural crafts Amount of grant $407 575 ·TRAINING FOR RURAL DEVELOPMENT VILLAGE BLACKSMITHS AND ARTISANS But in service it IN every village the local blachsmith and carpenter are the village service men for farm implements They are also the sole manufacturers of farm hand tools As a result these artisans are the key men in any effort to get villagers to use more efficient plows tools and other farm implements Vil lage workers are introducing these better tools with growing success the long run the villagers continued use of a better plou or harrow depends almost entirely on whether his local blacksmith can properly repair or His use of more efficient hand tools depends wholly on whether the village blacksmith and carpenter can and will manufacture them Similarly in the many efforts being made to introduce better housing in the villages success depends on the village artisans who build houses and how much they know of improved house design and better construction methods The Ministry of Agriculture with the support of the Planning Commission have therefore initiated a unique training program for village blacksmiths and for carpenters and artisans Twenty specialized centers for training these village craftsmen are being set up at 20 village worker training centers and will include workshops with the improved equipment recommended for village use The hostels in many of the centers are like those of the women s extension centers being constructed as model village housing units as a demonstration of improved design and construction methods The centers which are scheduled to open early in 1955 will offer three types of instruction to the blacksmiths how to repair the improved farm implements which have been approved for the area how to make hand 42 ·farm tools of more efficient design for sale to villagers hon to construct improved equipment to modernize their on El smithies for more efficient quality production in the housing construction course the village worker trainees will join the artisans for specialized study so that when the trainees go out as extension workers to development areas they will have some basic knowledge of better housing and how it can be built Each course which will last 12 months wall include 20 artisans Some of the students will be established craftsmen others will be selected as apprentices to receive their first training Since the trainees cannot earn a normal income while in training each will be given Rs for the duration of the course Each trainee must agree to carrı on his trade when he returns to the village and plans are being considered to loan good equipment to successful trainees for their village workshops The cost will be repard over a period of years The chief instructor at cach center is a trained agricultural engineer drawn from one of the States To take charge of the entire program in the Center the Agricultural Ministry is recruiting from Japan a technical specialist in agricultural engineering with extensive experience in village agricultural crafts Amount of grant $407 575 3o per month ·LEADERSHIP TRAINING AGRICULTURE COLLEGES period of IN the long run a competent extension service depends on dynamic exten sion training in the ngricultural colleges A plan to strengthen India s agricultural colleges and to develop in them for the first time strong extension training departments has been an integral part of the Gov ernment s rural planning India s agricultural colleges have not lacked capacity to train agricultural technicians They have lacked facılıtıes for the extension training which focuses technical and academic studies wholly on the practical solution of actual farm and village problems If India could provide such training it could the Government felt build up over a years a highly trained corps of potential project executives exten sion specialists and teachers to bring informed and dynamic leadership to the development program The Ford Foundation as one of its earliest grants made $420 000 arnılable to the Agriculture Ministry to develop extension wings departments in selected agricultural colleges Under criteria worked out by the Ministry of Agriculture jointly with the Foundation five colleges have now been chosen and will receive assistance over a three year period The five are West Bengal State Agricultural College Tollygunge West Bengal College of Agriculture Nagpur Madhya Pradesh College of Agriculture Poona Bombay College of Agriculture Hyderabad and College of Agriculture Ludhiana Punjab Allahabad Agricultural Institute was given a specialized grant for an experimental extension program To receive grant funds each of the five colleges agreed to these general principles and program (1) that it would establish a new depart ment of extension headed by a person of high competence and staffed with OT 44 ·an extension training officer instructors in extension methods and socal sciences and social scientist for evaluation work (*) that it would organize close to the college a village development area for in the field practice training for students (3) that it would request at least one experienced American extension worker to teach and guide extension work in the development area for a period of tivo years and (4) that it would send two Indian instructors to the United States for intensive training in extension worl and social sciences The colleges gne extension courses to the college students of agriculture and short courses for farmers sons in their region and for selected groups of local primary and secondary school teachers of agriculture The agriculture colleges in llest Bengal and Nagpur were among the first to get started opening their extension wings in the early autumn of 19, The Bengal practice training development area of 65 villages covers 45000 people Extension training for the students includes conducting demon stration farms in the practice area holding agricultural demonstrations of New 3mplements and improved cultivation methods and running a mobile veterinary dispensary in the villages The West Bengal College has already graduated two classes of farmers sons from a three month short course and two classes of rural school teachers of agriculture from six month courses Classroom instruc tron mn extension methods for the agriculture students of the college started in Bengal in September 1954 the other colleges are now carning on or developing similar programs Allahabad Agricultural Institute an agricultural mission college son completely under Indian direction was selected by the Agriculture VIinistry and The Ford Foundation late in 1951 to initiate an experimental demon stration and training program in extension education The Institute had started a small extension department some įears before and nith this as a nucleus could rapidly expand for demonstration purposes The Foundation made a grant of $440 000 for the work The experimental program as determined by the grant agreement consists of three parts First the Institute set up a rural development project in & nearby area to test and develop extension methods-hat is to test the most effective ways to reach villagers and get their cooperation for improvement Second the Institute has undertaken a broad cytension training program for its regular agriculture and home economics students for special outside groups and for the village workers in the Institutes test project Third the Institute is preparing and testing extension materials 45 ·LEADERSHIP TRAINING AGRICULTURE COLLEGES IN the long run a competent extension service depends on dynamic exten sion training in the agricultural colleges A plan to strengthen India s agricultural colleges and to develop in them for the first time strong extension training departments has been an integral part of the Gov ernment s rural planning India s agricultural colleges have not lacked capacity to train agricultural technicians They have lacked facılıties for the ertension training which focuses technical and academic studies wholly on the practical solution of actual firm and village problems If India could provide such training it could the Government felt build up over a period of years a highly trained corps of potential project executives exten sion specialists and teachers to bring informed and dynamic leadership to the development program The Ford Foundation as one of its earliest grants made $420 000 avarlable to the Agriculture Ministry to develop extension wings departments in selected agricultural colleges Under criteria worked out by the Ministry of Agriculture jointly with the Foundation five colleges have now been chosen and will receive assistance over a three year period The five are West Bengal State Agricultural College Tollygunge West Bengal College of Agriculture Nagpur Madhya Pradesh College of Agriculture Poona Bombay College of Agriculture Hyderabad and College of Agriculture Ludhiana Punjab Allahabad Agricultural Institute was given a specialized grant for an experimental extension program To receive grant funds each of the five colleges agreed to these general principles and program (1) that it would establish a new depart ment of extension headed by a person of high competence and staffed with or 44 ·an extension training officer instructors in extension methods and social sciences and a social scientist for evaluation work (-) that it would organize close to the college a village development area for in the field practice training for students (3) that it would request at least one experienced American extension worker to teach and guide extension work in the development area for a period of two years and (4) that it would send two Indian instructors to the United States for intensive training in extension work and social sciences The colleges give extension courses to the college students of agriculture and short courses for farmers sons in their region and for selected groups of local primary and secondary school teachers of agriculture The agriculture colleges in West Bengal and Nagpur were among the first to get started opening their extension wings in the early autumn of 1952 The Bengal practice training development area of 6y villages covers 45 000 people Extension training for the students includes conducting demon stration farms in the practice area holding agricultural demonstrations of new implements and improved cultıvation methods and running a mobile veterinary dispensary in the villages The West Bengal College ha already graduated two classes of farmers sons from a three month short course and two classes of rural school teachers of agriculture from six month courses Classroom instruc tion in extension methods for the agriculture students of the college started in Bengal in September 1954 the other colleges are now carrying on or developing similar programs Allahabad Agricultural Institute an agricultural mission college now completely under Indian direction was selected by the Agriculture Ministry and The Ford Foundation late in 1951 to initiate an experimental demon stration and training program in extension education The Institute had started a small extension department some years before and with this as a nucleus could rapidly expand for demonstration purposes The Foundation made a grant of $440 000 for the work The experimental program as determined by the grant agreement consists of three parts First the Institute set up a rural development project in a nearby area to test and develop extension methods--that is to test the most effective ways to reach villagers and get their cooperation for improvement Second the Institute has undertaken a broad extension training program for its regular agriculture and home economics students for special outside groups and for the village workers in the Institutes test project Third the Institute is preparing and testing extension materials 45 ·such as booklets posters film strips and a rural radio program that can be used effectively in village work The Institute s program met an immediate need At the request of the 34 principals of the village worker training centers for instance all extension instructors at the centers received a three month training course at the Institute Agricultural workers from the States rural missions and cooperative societies have been given similar assistance The social educa tion trainıng center set up at the Institute in the spring of 1953 has been greatly strengthened by the Institute s extension training facilities and the Institutes agriculture and home economics students are the first in India to have organized extension studies and practical training Especially valuable has been the Institute s experiment in the training and use of man wife extension teams for village work Living in the villages bicycling from farm to farm often with their baby in the handle bar basket these man wife teams-of which there are now nine--have proved to be one imaginative answer to the problem of working with village women and the family as a unit They have also gained the acceptance of women village workers in rural areas where a woman operating alone would meet very real difficulties It is on the basis of this experiment that the new home economics extension training centers (see pages 40 41) are to train some man wife teams In its development of extension materials the Institute has prepared a village newspaper a series of simply written booklets covering a host of rural subjects from how to grow mangoes to how to prevent malaria and posters and film strips on similar topics Samples of this material are sent to directors of community projects all over India and to other agricul tural training centers and extension departments in the States The Institute has also developed a village radio program which features tape recordings of dialogues between village workers and farmers village songs and special features for women and children The Institute has placed 59 radio sets in its project area to test how such a program can help introduce new ideas and awaken village participation in rural self improvement Through the US Technical Cooperation Mission the Institute has been strengthening its practical research and extension training work under an exchange relationship with the University of Illinois (USA) In exchange for five Allahabad faculty members now at Illinois a trained Illinois extension worker a specialist in agronomy and in animal husbandry and a home economist to head up the Institute s home economics depart ment have all been helping relate the Institute s program and curriculum 46 ·more and more closely to the actual practical needs and problems of the Indian farmer At the time of the Foundations initial grant for an experimental extension program the Foundation as an exception from its normal policy made a slightly larger grant ($500 000) to help the Institute erect ade quate buildings to take care of its expanding activities This program now includes a biology building a chemistry and administrative unit and a new building for the Institutes home economics department The buildings with their planned combination of classroom and laboratory facilities will it is felt help set standards for equipping other Indian agricultural colleges Total of grants $1 360 000 ·LEADERSHIP TRAINING 1 PROJECT EXECUTIVE OFFICERS Their new MOST of the administrators and officers chosen to direct the community projects and the National Extension Service already had a back ground of administrative work within the Government service responsibilities however required what was in effect a wholly new outlook on village and farm problems and a new extension approach to village people Very particularly needed was an enlarged understanding of the importance of human relations in rural development and of the means of administering a community project by cooperation rather than by command to elicit from villagers and also from the project staff the greatest mutual effort The Community Projects Administration therefore proposed a specialized short course for project officers and administrators to train them in new techniques and approaches in the spring of 1954 three regional centers at Nilokheri Ranchi (Bihar) and Hyderabad were set up and began their first training courses Both at Nilokheri and Hyderabad the centers are additional units alongside the village worker training centers The Ford Foundation has financed administrative training period Each center is equipped to handle groups of 30 trainees at a time each group for a sıx wech course The course in brief consists of study of the purposes organization and operation of the community projects and National Extension Service instruction and in the village practice training in social education extension methods and materials instruction and group discussion on the human relations problems of project administration over a three year 48 ·The training course is carefully keyed to the actual work the project officer must do on his job and to the actual problems he will face-from working with village leaders to securing the joint cooperation of the project staff to the actual administrative and budgetan machinery of project operation After the project officers complete their training the meet for a five day work conference with top level administrative staff of the State and district community projects and National Extension Service to discuss the human and administratis e problems of operating rural projects following this conference during the five week period between training courses the instructors visit the projects to see their trainees on the job There in day to day discussion of problems of administration and of approach to village people the graduates get on the job training and the teachers themselves are kept in that contact with actual field problems which will make their training courses more specific and useful Amount of grant $204 000 49 ·LEADERSHIP TRAINING REGIONAL CONFERENCES FOR PROJECT EXECUTIVES AS its program progressed the Community Projects Administration felt an increasing need to bring project officers together on a regular basis to discuss mutual problems of administration and programming to share and compare experience to clarify central policy decisions and provide continuing leadership It was decided that such conferences could best be handled on a regional basis and The Ford Foundation granted funds to help meet travel and administrative expenses for 12 such meetings Five conferences were held between November 1953 and April 1954 and attended by project executive officers block development officers chief social education organizers Development Commissioners and their deputies-plus representative village extension workers The conferences were in every sense work conferences With formal speeches held to a minimum all participants were assigned to workshop groups where each had an equal opportunity to put his problems and experiences before his fellow workers for discussion The conferences have proved rewarding both to the Community Pro jects Administration and the participants They have provided oppor tunities for exchange of ideas among different branches of the devel opment program and given field workers a personal contact with the thinking and experience of its senior administrators Each conference drew up recommendations and conclusions on practical questions of project operation that have guided project administrators and raised important administrative issues for discussion at the subsequent all India meetings of Development Commissioners Amount of grant $37 895 50 ·LEADERSHIP TRAINING EXTENSION DIRECTORS STUDY TOUR EARLY in the planning of the extension service program it was felt that the men charged with this new responsibility would find value in a study of the experience of other countries Following discussions with the Agriculture Ministry The Ford Foundation early in 199- granted funds for 24 of the newly appointed State Extension Directors the Joint Director of the Agriculture Ministry and the Central Extension Commissioner to undertake a two month study tour of the extension services in America and Japan The tour was carefully designed in cooperation with the US Department of Agriculture and the Japanese Agricultural Improvement Bureau to give the directors special first hand study of citension prin ciples and philosophy extension techniques the organization of extension services and extension training extension work for farm women and farm youth groups and in the United States the organization and function of the land grant colleges which serve Americas rural people and train men and women extension workers The American part of the tour included study sessions at the er tension division of the US Department of Agnculture in Washington at land grant colleges and agricultural research stations farm to farm field trips with American extension and home economics workers and study of farm youth groups In Japan whose extension service is a good example of one adapted to Asian needs the group made special study of the land reform program the four year old agricultural extension program for small land holders and the progress in simple mechanization of Japanese farms 51 ·rural program While it was not intended that the extension directors should apply foreign extension techniques to India the tour did gile them insights into the basic principles of extension work that will directly benefit India s The most important of these according to the directors is the fundamental extension principle of helping people to help themselves of stimulating the desire and ability to change rather than commanding that changes be made-in short the understanding that extension is essen tially an educational process Another important principle that impressed the study group is the need for a family approach to rural development that is for working with farmers wnes through a home extension service and with farm youngsters through rural youth organizations Many of these principles have already been adapted to Indian use Several of the States notably PCPSU Uttar Pradesh and Mysore now include some work with farm youngsters and a training program for women s extension work is being launched on a national basis (see pages 40 41) Amount of grant $117 430 52 ·LEADERSHIP TRAINING EXCHANGE OF FARM YOUTH 4 ONC of the activities in which The Ford Foundation has been particularly happy to assist is the exchange of Indian and American farm south for study and work tours on farms in either country The International Tarm Youth Exchange is a program of the H Club Foundation of America a national organization of farm youth The main purpose of the international exchange is to further understanding be tween the farm youth of many countries and to encourage the development of farm youth organizations The Ford Foundation has in 1993 and 1954 made grants to the National 4 H Club Foundation to help finance exchanges between India and the United States Fifty five Indian young people have now gone to the States to live and work with American farm families for six month periods and 20 American farm youths have come to India The Indian farm youth are selected by the Ministry of Agriculture with the approval of The Ford Foundation and the Agricultural Counselor of the American Embassy in India The young American farmers are selected by the 4 H Club Foundation and the US Extension Service Both groups are chosen for maturity adaptability and readiness to learn and are oriented to their host country s customs and agriculture before they start The young people not only live and work on farms as members of farm families but help bring increased understanding of their home country The 19,3 Indian farm group in America for instance made more than 2 000 speeches about India in meetings sia radio or television or at State or County agricultural fairs (melas) Ten of the group spoke to crowds of 53 ·over 1 000 people The young American farmers in India in their turn addressed many Indian groups about the United States and its farm and family customs As they go back to their homes both groups also use every opportunity to discuss for the benefit of their local communities the people and problems of their former host countries This exchange has not only helped international understanding it is also h Iping to develop farm le..ders The Indian farm youth for instance have brought back much new knowledge of farming methods which can increase crop yields and living standards in Indian villages Many are especially enthusiastic about the 4 H Club and farm youth organizations they have seen and have shown a heen and active interest in helping start similar groups in India So great has been their interest indeed that in November 1954 the 1953 and 1954 groups of India ITYES meeting in Delhi took the significant step of forming India s first rural youth associa tion with themselves as charter members and State organizers and Agriculture Minister Dr P S Deshmukh as the president 54 ·AGRICULTURAL INFORMATION PROGRAM NO extension program is really complete without a good agricultural information service to back it up As new methods and better inseu ticide implements seeds and fertilizers are developed information about them must go to the extension workers and farmers Early in the rural program the Indian Council of Agricultural Research organized a conference of Center and State officials and private commercial firms dealing in agricultural implements and supplic to help plan a national information program geared specifically to stimulating increased food production This conference was held in Lucknout in November 1932 To encourage attendance The Ford Foundation furnished funds to the Indian Council of Agricultural Research to cover the travel and liung expenses of delegates Nearly 200 delegates and official observers and perhaps another 300 visitors representing a wide range of interest both in Government and in private industry attended This conference the first of its kind in India made a real contribu tion in working out a basic pattern for a country wide agricultural informa tion program The Center agreed to assume definite responsibility for organizing an information service and for assisting the States to carry out an information program The way in which private trade organizations could work with the Government especially in helping to distribute pamphlets posters and other educational materials was also clanfied and formalized for the first time As a result of the Lucknow Conference a stronger agricultural information service is now being developed The Indian Council of Agricultural Research has sharply stepped up its publishing program 55 ·and nearly 80 new pamphlets a rice news journal an agricultural and an extension newsletter film strips and flannel graphs have been produced The service has conducted a nation wide educational campaign on the Japanese mc hod of rice culture and a more recent campaign on improved sugar cane culture The Ford Foundation has given assistance to two special information publications (see below) which the Ministry of Agricul ture felt to be of important experimental value Although progress in State information programs has been slow eight States have taken action so far on setting up agricultural information committees and training agricultural information officers four of whom have been sent out to the United States for study Amount of grant $4 500 new Farmers Monthly Journal Dhartı ke Lal Dhartı ke Lal (Son of the Soil) an eight page two color monthly is designed to fill the need for a journal for newly literate village farmers Prepared in Hindi by the Indian Council of Agricultural Research and sent to the States for translation into local languages the first issue appeared on October 2 1953 Hyderabad started its own language edition In 1954 and other States are expected soon to issue it in 12 other regional language editions The writing and editorial presentation are styled simply for literates the journal s editor prior to publishing the first edition made a study to select the basic i owo words in common use by villagers A typical recent issue included such features as the success story of a Bombay farmer who by using the Japanese rice method raised 202 maunds per acre (against a local average of 12 maunds) an illustrated article on control of rats a humorous cartoon strip on rat control farmer s personal report on how he saved his cattle from rinderpest articles on kans grass removal and on raising better poultry rural jokes a poem and a question and answer column for villagers problems Present circulation of the Hindi edition is some 8 ooo copies It goes to all community projects and National Extension Service blocks to agricultural officers agricultural colleges cooperatives and similar groups Subscription costs are one anna per issue or 12 annas a year Amount of grant $25 050 a 56 ·some time Guides for Village Extension Work In the village worker training centers the trainees for felt the need of an illustrated guide to help them visualize and solve village problems To meet this need the Agriculture Ministry the Indian Council of Agricultural Research the US Technical Cooperation Mlission and the Community Projects Administration jointly agreed to publish a series of such guides in English and Hındı Eleven guides on subjects ranging from village health roads and living standards to recreation and community organization have now been prepared Ten thousand copies of each have gone to the training centers In sıx to eight pages with two colors the guides rely largely on pointed illustrations to show rural problems in simple strong terms As an example the guide dealing with the importance of village roads shows how ads impede village progress how good roads can help how villagers can be organized to build better roads and maintain them The Ford Foundations contribution of $10 000 to the cooperative effort was charged against uncommitted funds originally granted to the pilot projects mentioned above 57 ·RURAL CREDIT ODO STUDY TO assist in another pressing aspect of rural development--the problem of rural credit for village farmers The Ford Coundation made available to the Planning Commission and the Agriculture Ministry a special con sultant Mir Chester Davis to help the Government in its efforts to develop an effective rural credit program Mr Davis who was for ten years presi dent of the federal Reserve Bank of St Louis Missouri and closely asso ciated with US agricultural credit and development programs came to India in November 1953 Mr Davis recommendations for a credit program together with those of the Reserve Bank of India have now been published and are under active study by the Government 58 ·EVALUATION OF RURAL DEVELOPMENT IN an effort so large and so crucial as rural development a continuing ap praisal of methods and results and of the effects upon the Indian people was imperative The appraisal had to be an objective one Systematic and dispassionate concerned not alone with statistics but with the human effects of the social and technical changes of the der elopment process At the very beginning of the rural program therefore the Planning Commission proposed that this kind of continuing and systematic evalua tion of the program s methods and results should provide a constant guide and factual basis not only for future planning but for strengthening the projects as they proceeded Specifically it was proposed that this continuing study should serie four purposes (1) to keep all concerned an are of the progress being made toward the program objectives (-) to point up the extension methods which prove effective and those which do not (3) to help explain why some recommended practices are adopted by villagers and others are not (4) to furnish insight into the impact of the community development pro gram upon the economy and culture of India Accordingly in 1992 the Planning Commission established the Pro gramme Lvaluation Organization which would function under the Com mission with a full time director and a staff in 19 project areas The Ford Foundation granted funds for the program over a three year period and in December 1993 made a supplementary grant to support expansion and additional studies The 19 evaluation centers hase been set up throughout India to gic a good cross section of project problems and activities Other areas are 59 ·being added under the Organization s expansion program Each local center is staffed by a project evaluation officer three regional evaluation officers coordinate the work of the local centers in their region All work is under the direct supervision of the Director of the Organization in the Planning Commission who works closely with the Community Projects Administration but independently of it In May 1954 the Evaluation Organization made its first summary report of one year s operation of the community projects This report drew upon reports of the State Governments the Community Projects Adminis tration and the Development Commissioners as well as on direct surveys and studies by the evaluation officers It pointed up the strong and weak points of the organization and methods of project development analyzing staff program and results Similar summaries are being completed on a regular basis In addition to such continuing appraisals the Evaluation Organization has in process studies on villagers knowledge of and attitudes toward community projects the economic and social conditions in the villages now under development—to be used as a measuring stick against which to gauge progress the increased use of superior varieties of cotton in the PEPSU pilot project (see pages 30 31) and its economic effects village groups and factions--to help project workers to understand and use effective approaches to village cooperation and leadership village health living levels and family income why villagers do or don t adopt new methods and the effectiveness of various extension techniques and project administrative organization and practices One study on Group Dynamics in a North Indian Village was published by the Evaluation Organization in May 1954 A particular ly important study now in process will analyze the entire training program for rural development workers In preparing these studies and its summary reports the Programme Evaluation Organization is making an outstanding contribution to the whole process of village development By keeping the rural program under con tinuing analytic review it is helping to develop objective self analytic at titudes among project workers and assuring that the program s methods and approach are in tune with the high purpose of the program itself--the advancement of India s village people Amount of grant $461 500 60 ·SMALL INDUSTRY DEVELOPMENT ·SMALL INDUSTRY DEVELOPMENT 62 ·دی st $ IN the summer of 1993 unemployment rapidly became a matter for increasing concern and emphasis for the Indian Government It grew more and more apparent that as the acute food scarcity eased the second area demanding imme diate attention was scarcits of employment opportunities and its resulting grave problems in human welfare Large scale ·industry and public service could provide at best however only limited job opportunities and the development of heavy industry could not in terms of either time or capital offer any immediate solution The Government felt that one of the most promising opportunities for employment especially in the rural areas and for increasing non agricultural production and living standards lay in developing village and small industries and handicrafts All these small and village industries had over the past half century seriously deteriorated from once relatively high levels of production and employment While reasons were many-among them competition from large scale and foreign industry the Tive Year Plan had achnowledged that any Government assistance on such problems could have only short term value unless small industry made rapid improvement in production methods In the winter of 1952 53 the Planning Commission and the Ministry of Commerce and Industry discussed with The Ford Foundation the broad possibilities of assisting in a program of village and small scale industries development through improvement of production techniques The Foundation warmly welcomed the opportunity to do so The healthy development of small industries it felt would be an effective approach to the pressing human welfare problem of unemployment and could moreover provide a strong base for stable growth of a large sector of the Indian economy The Planning Commission and the Commerce Ministry suggested that as an essential preliminary a study and planning team survey the problems and potentialities of small industry and draw up a concrete and comprehensive action program In making such a team available to the Government The Ford Foundation was gratified that the team s recom mendations proved of considerable interest and value in planning for small industry development and the Foundation has subsequently moved to assist the Ministry in carrying out through financial aid and provision of consultative services specific proposals on which the Ministry wished to move forward rapidly 64 ·F INTERNATIONAL PLANNING TEAM ON SMALL INDUSTRY as FOLLOWING its series of discussions with the Ministry of Commerce and Industry and the Planning Commission on ways of relicung unemployment especially in the rural areas The Ford Foundation was requested in May 1953 by the Commerce Ministry to bring to India an international study and planning team on small industry The Ministry particularly wished the international team to explore the possibility of setting up an institute of technology which would act a training research and service agency for small industries A tentative proposal for such an institute had been incorporated in the Five Year Plan The Ford Foundation with the concurrence of the Government selected a planning team of five men three from the United States and two from Sweden They were highly qualified specialists in production methods marketing and cooperatives handicrafts and design technological train ing and in credit and finance With representatives of the Central Com merue Ministry and the State Ministries the team made 1 four month study tour of small industries in selected areas of India In March 1934 following discussions with the Government and with private organizations and individuals in industry they submitted a comprehensive report to the Central Ministry The team agreed unanimously that if India s small industry scre to be saved from further loss of employment and production—and perhaps even from eventual collapse--the adoption of efficient rationalized mcthods of production was imperative Continued use of inefficient outmoded methods it reported had retarded employment without developing any prospects for future expansion 65 ·In drawing up a plan to revitalize small industry the team considered the entire industrial complex consumer needs and preferences product design production methods and equipment raw material supply finance and credit the role of cooperatives and marketing and distribution Most significantly the team recommended the establishment of | Four regional multipurpose Institutes of Technology to act as research training and extension service organizations for small industries 2 A National School of Design as a center for creative studies to stimulate improved designs for commercial production by small industries and 3 A Customers Service Corporation and Export Development Offices to provide distribution and procurement services for craft products within India and abroad 4 A Small Industries Corporation to assist in obtaining and filling Government indents provided that the industries meet production and quality standards 5 A large diesel en, ine plant (initiated and financed by a Gov ernment owned joint stock corporation) for training workers in the use of modern equipment while at the same time providing a source of cheap power 6 Small demonstration pilot plants in decentralized rural areas to manufacture agri iral im ents 7 A Marketing Service Corporation and a Market News Service 8 Improved financin, and credit facilities for small industry These proposals have formed the basis of a far reaching program for small industry now being put into action by the Commerce Ministry Plans have rapidly moved ahead to establish the regional Institutes the Small Industries Corporation for Government indents the Marketing Service Corporation and the Market News Service In the autumn of 1954 the Government appointed a special Development Commissioner for Small Industries and set up a Small Industries Board Serious consideration is being given to plans for the training cum production diesel engine plant and as a preliminary step experimental installations of diesel generator sets are being made in selected community project areas to test village acceptance and use of electric power Amount of grant $107 000 66 ·Training and Provision of Senior Technicians Many highly trained and experienced specialists in industrial production and distribution will be needed to carry out the intensive development program for small industry To assist the Ministry of Commerce and Industry in getting top level people The Tord Foundation is proud ing some financial assistance so that foreign technicians may be employed as needed and Indian personnel sent abroad to study the technical and administrative skills required to direct and administer the development program The Foundation is helping upon Government requests in recruiting the foreign technicians needed as for example a bicycle produc tion specialist recruited from the United States in October 1954 The technicians however are being employed by the Government not by the Foundation The Government not the Foundation will also have the res ponsibility for all selection of Indian technicians for foreign study Amount of grant C180 000 67

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·EDUCATION 69 ·EDUCATION 70

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SECOND only to unemployment as an area of concern in
India s des elopment has been the large question of basic
reforms in cducation The present education system it is
agreed must be rapidly revised to train Indian youth in the
independence of thought and of action and in the sense of
social responsibility non demanded of citizens of a free and

·as democratic India Moreover in the view of many Indian leaders the long term solution to unemployment lies in the training of more young men and women in work skills The Foundation has from time to time been approached by various private individuals and groups in India for funds to establish model schools or universities embodying some of the principles of educational reform The Foundation has rejected these proposals in the belief that model projects started outside the educational system however successful they may be in themselves will not easily effect changes within the system It shared the feeling of the Government that the important task was to improve the qualı ty and fitness of the prevailing educational system Many far reaching proposals for reform had been considered by the Education Ministry and various official study commissions The Planning Commission and the Ministry discussed with the Foundation the possibili ties of assisting the Government in initiating and carrying out some of these reforms in secondary education in rural education and in higher education Secondary cducation has been described one of the weakest links in the chain of Indian education yet its position in the education system is pivotal Reform of higher education depends first on reform in the secondary schools And any attempt to improve the quality of primary school teaching must also start with the secondary schools which are the chief source of supply of primary teachers l'urther since higher education cannot for obvious reasons be extended to all students immediately secondary education must become more purposeful and complete in itself and not as at present remain tied wholly to college entrance Strengthening and reform of rural education are equally imperative Many Indian leaders among them Tagore and Gandhı have counselled that one of the greatest of India s educational problems is to find ways of helping villagers to raise their own cultural civic and economic standards without alienating them from rural life in the process urbanized formal academic education tends chiefly to increase the already swollen number of graduates who turn away from the villages and village problems to seek desk jobs in the cities A far reaching series of education projects is now under considera tion by the Education Ministry Four of these already undertaken with Foundation support-two in secondary and two in rural education--essen tially involve the study and planning surveys needed as a preliminary to drawing up precise proposals for action The present 72 ·SECONDARY EDUCATION I Study Team on Teacher Training and Curricula The Governments concern for improving the quality and content of secondary education resulted in September 1952 the appointment of a special Commission to make an intensive study of secondary education and suggest measures for its reorganization and improvement While the Commission was still at work the Education Ministry laid plans to assure that sts findings and recommendations would recenre thorough discussion and critical analysis by specialized groups of secondary education leaders and would be followed up with concrete proposals for action Two aspects of the Commission s report on which the Ministry was anxious to obtain immediate study and recommendations were the training of secondary teachers and the curricula of secondary schools The Vinistry proposed that an international team of secondary teacher training specialists undertake the study and The Ford Foundation agreed to meet the team s travel and other expenses A team of eight was selected by the Ministry It included four specialists from India two from the United States and one each from Finland and England The team was asked first to mect for general dis cussions in India then make a study tour of Denmark the United king dom and the United States Upon its return to India It was to analyze the Commission s report in the light of the study tour and make specific program recommendations for improving India s teacher training methods and secondary school curricula Denmark was selected because it would furnish an example of secondary education in an ads anced agricultural community the United States because it is an advanced industrial nation ·and England because it blended both aspects Visiting all three nations at was felt would permit valuable comparisons to be made in framing pro grams for an India in the process of development Following the tour the team s tentative report was discussed with 30 leading educators brought to Delhı by the Ministry of Cducation l'he final report although differing at several points generally supported the recommendations of the Commission The first part which was devoted to the problems of teachers proposed ways to ensure sub stantial improvements in the status pay and amenities of teachers in the strength and professional responsibility of teacher organizations and in recruitment selection and training The team also made a number of practical proposals on secondary school curricula such as introducing learning by doing in the teaching of various subjects offsetting the effects of the present system of examina tions increasing the educational services available to the secondary schools relating curricula to the type of life work which graduates expected to take up and providing appropriate terminal points in the educational system (including one at the Junior College level) for students preparing them selves for various kinds of careers Tinally in the third part of its report the team tackled the difficult problem of administration control and financing of secondary education Here the team emphasized far more than the Commission the necessity for community school relationships local control and local financing-a practice common in America but as yet not widely used in India The team also made some recommendations on improving the communication and the cross fertilization of educational ideas among educators between schools and parents between the Central Government and the States and local communities between inspectors and individual schools and Within school staffs Amount of grant $102 500 2 Seminars for Headmasters A second method by which the Education Ministry sought to get the full benefit from the Secondary Education Commission report was to call together groups of secondary school headmasters for intensive seminar discussions of the Commission s findings In the summer of 1993 the Ministry had convened a single all India seminar of more than 50 secondary school headınasters and educationists at Taradevi Its success in stimulating interest in reforms led the Ministry early in 1954 to propose that ten 74 ·more seminars be held on a regional basis throughout India to permit a total attendance of some 400 educators including State education inspectors and faculty members from teacher training schools as well as headmasters The Ford Foundation which had been impressed with the value of the experimental seminar in 1953 made funds available to meet travelling and maintenance expenses of the educators plus planning and operation costs for the ten seminars The Ministry asked that the seminars discuss the reports of the Secondary Education Commission and the international team It also specifically requested that the seminars draw up concrete educational pro jects which would in the opinion of the educators test and demonstrate for their areas some of the major recommendations on reform The first of the group of seminars was held in the summer holiday period of May and June and the second group was conducted during the October holidays Each of the seminars was visited by representatives from the Education Ministry by a member of the Commission or one of the Indian members of the international team And each of the seminars was required to draft a report of its recommendations and its specific project proposals The early seminars for headmasters of secondary schools very soon showed that if the secondary schools are to carry out many of the reforms to which the seminars subscribed they will need encouragement and tech nical assistance from the training colleges which now prepare teachers for secondary schools Therefore one of the ten seminars originally planned was converted into a planning conference of principals of training colleges at which plans for adding programs of extension Services to secondary schools were formulated and discussed Another seminar was attended by forty former members of the workshops in secondary education which were held in 1953 54 under the auspices of the United States Educational Foundation in India These forty headmasters and teachers have been trying out specific improvements in their schools since attending the workshops and at their meeting prepared a report of their achievements and difficulties in making concrete changes as an aid to the other secondary educators The Education Ministry is sech ing in these ways to give to the seminar reports experience and recommen dations the widest circulation and discussion and thus help speed the process of reform and change with the full interest participation and support of the educators on whom ultimately reform must depend Amount of grant $58 500 75 ·RURAL EDUCATION 1 Study Tour of Rural Educators As the community development programs progress the attention of Indian educators has been more and more sharply focused on the need for improved rural education The building of an increasing number of village schools in project areas and a growing awareness of the problems and pros pects of long term rural progress have made it clear that the Indian rural school system must no longer confine itself to urban oriented academic study but must train village young people for taking a creative part in rural life and the raising of rural standards As an initial exploratory project in rural education the Ministry of Education suggested early in 1954 that a team of Indian rural education leaders be sent to study the advanced and effective system of rural educa tion in Denmark which has long been of great interest in India Denmark s Folk High Schools its people s Colleges or Institutes in rural areas have been outstandingly successful in educating serving and vitalızıng a once depressed peasantry l'hese institutions provide young farm men and women with three or four months training every year between crop seasons were The Education Ministry and professional Indian educators eager to make a study of these Institutes and of the possibility of applying some of their principles and techniques to rural education in India The Foundation financed the study tour of a selected group of 18 heads of rural teacher training colleges and social educationists from project areas The group left for Denmark in June 1954 Its studies of the Institutes the Folk High Schools and the Danish educational system were 76 ·under the direction of the International Peoples Institute at Elsinore Upon its return the group met in conference with other Indian rural educators making a study of rural higher education in India Together this enlarged group has drawn up recommendations and proposals for adapting and apply ing the Danish experience to Indian rural education Amount of grant $26 000 2 Study and Planning Team on Rural Higher Education As the Education Ministry considered new approaches and reforms in rural higher education it felt that in addition to seeking stimulation from Denmark s experience a survey should be made of promising Indian experiments in rural higher education together with an appraisal of their methods ideas and experience Many of these experiments have been undertaken in India but no systematic summary or appraisal of them had been made to determine whether they are effective or whether their methods could be applied on a wider scale The Education Ministry therefore proposed that four specialists in rural education-two Indians one American and one Briton-be appointed to make a survey The Ford Foundation cooperated in providing the necessary funds for the team s travel and maintenance The team began its work in November 1954 with a joint considera tion of the report of the rural educators team which by then had re turned from Denmark Subsequently the special survey group travelled throughout India to examine significant experiments in rural higher educa tion and following a final conference in Delhi submitted program recom mendations early in January 1955 Amount of grant $22 525 77 ·potter WORKSHOPS ON WRITING FOR NEW LITERATES AS India moved ahead with its program to reduce illiteracy requests from teachers for simple books and literature for the villager who has just learned to read also increased For the literacy teaching job does not end with showing an adult how to read and write To keep his interest fresh and his newly learned shill alive he must have books stories and journals written in the simplest language yet adult in content and in thought While a few States had already made a good start on producing pamphlets and journals for their new literates the Education Ministry pro posed that four workshops be set up regionally throughout India to help train and encourage for this specialized tash writers who already had had some writing experience The Ford Foundation undertook maintenance of the workshops and helped meet the expenses of the writer students The first of the workshops was held in August 1953 at Janata College Alipore Delhi to train writers for the North India area Twenty five writers three of them women from Uttar Pradesh Bihar Punjab Delhi and Himachal Pradesh came for a period of a month to learn and test styles and methods An important part of their task was to adopt a simplified vocabulary to prepare sample manuscripts on subjects of particular interest to villag ers—from farming to well building—and test them with villagers of various ages and occupations who had just learned to read Similar month long workshops were held in three other regions- Mysore Poona and West Bengal (Santiniketan)—to train writers in the simplified writing of local languages In all 91 writers have now been 78

·trained in these four workshops The Central Education Ministry has
published five books in Hindi which were prepared by writers in the Delhi
workshop group and distributed them to Hindi language States
Plans are
under way to publish some of the literature developed in other workshops
and to encourage the writers to prepare more manuscripts for publication
in their local areas
Amount of
grant $12 630
79

·ther SEMINARS ON AMERICAN CIVILIZATION IN the spring of 1953 the US Educational Foundation organized an er perimental seminar for young Indian college teachers to study aspects of American social economic and cultural life I he seminars purpose was not only to acquaint a representative group of younger Indian teachers more fully with recent developments in America but to illustrate a method of university teaching which emphasized classroom discussion and informal relationships between teacher and student as well as the summer school technique which is so widely used in the United States for in service training of teachers Costs of the seminar were met largely by the US Educational Foundation and the US Information Service maintenance costs for the teacher students were paid by The Ford Foundation The seminar students were thirty one young teachers selected by college and university heads from eleven Indian States The faculty con sisted of six American exchange professors studying and teaching in India under the Fulbright fellowships and one cultural officer from USIS they served as group discussion leaders and panel forum participants as well as classroom lecturers The seminar held in Darjeeling from April 26 to May 23 1953 made a useful contribution to international understanding and broader knowledge of the United States The teachers reported that it also gave them a new insight into two essential educational methods the technique of following lectures with group discussions as a stimulus to creative thinking and the encouragement of students to exercise their initiative and intelligence rather than their ability to memorize As one teacher described it the seminar 80

·was a most valuable demonstration of the vital principle of making teach
ing an interesting and cooperative business between teacher and student
The marked success of the first seminar led to a decision to hold
similar seminars each summer for the following three years with the
Foundation continuing its contribution toward the travel and maintenance
expenses of the students In
1954
the seminar met at Bangalore with an
all India group of 30 teacher students
Amount of grant $9 500
81

·No text on this page.

·PUBLIC ADMINISTRATION 83 ·PUBLIC ADMINISTRATION 84

·w
WITH
the
Winning of independence the Indian Gos
ernment recognized the necessity of maling funda
mental reforms in its administrative structure and character
From a Government which had been designed chiefly to
maintain law and order to collect taxes and to administer a
dependency it had to develop into not only an independent

·and of pro and democratic Government but a service Government capable of plan ning and putting into action an intensive welfare program viding forceful leadership and action in meeting the needs of its people The Government was particularly concerned with reforms that would help carry out the programs adopted under the Five Year Plan and had initiated several important studies and experiments In early 1952 the Government inquired whether the Foundation could make available a consultant in Public Administration who would con duct a survey to determine whether the Government administrative struc ture and procedures could give efficient support to the proposed devel opment programs It would also suggest how to relate and coordinate development programs to established government agencies and procedures with special reference to Center State relationships The Foundation secured the services of Paul H Appleby then Dean of the Maxwell Graduate School of Citizenship and Public Affairs of Syracuse University New York who came to India for a six month period begin ning in September 195 Following close work with the Finance Ministry and the Planning Commission visits to a number of States with officials of the Center and talks with Central and State administrators Dean Appleby summarized his survey in a special report later published by the Government The Government on the basis of its own and other studies including the Appleby report proceeded with several important reorganization pro posals in administrative structure and methods Similar reforms were undertaken by some of the State Governments In addition to these the Government considered that a particularly important need was development of the administrative service It was essential the Government felt to advance the training and capacities of subordinate personnel and build a corps of high competence to support and replenish the service at top levels In early 1954 following further consultations with Dean Appleby who returned at the Government s request in January the Government drew up a broad program to strengthen and professionalize the services Its immediate proposal was to sponsor the establishment of an independent Institute of Public Administration which would act not only as a profes sional society but give leadership and broad policy guidance to the program It is to this Institute and its program that The Ford Foundation has made assistance available 86 ·INSTITUTE OF PUBLIC ADMINISTRATION IN its intensive study of the problems of administrative reform the Ger ernment of India had devoted particular attention to the need for specialized training of public administration personnel and for profes sionalization on a self conscious level of public administration in India These needs had been strongly endorsed and accented not only in the Appleby report but in the other administrative studies prepared by and for the Government The Government concluded that a central professional body should be created which would guide and stimulate a broad program of devel opment for India s administrative services Carly in 1954 an Institute of Public Administration stas established which would assume leadership in and give policy direction to such a program The Institute was inau gurated in March 1954 with the Prime Minister as President The Insti tute is being financed from both Government and private sources The Institute drew up plans to lay the foundation for administrative reform and at the same time give public administration both a professional and a practical base A major proposal was to set up a School of Public Administration which would be jointly housed with the Institute and under the general guidance of the Institute act as a training school both for prospective Government administrators and for those already in service The School jointly with the Institute would maintain a library of basic reference books and documents The Institute also proposed to guide and direct a basic research program in public administration and the Governments administratie practices to help develop teaching materials for Government personnel to 87 ·The program faunch and maintain a professional journal in public administration and as a professional society to act as a discussion forum and a focal point for stimulating outside the Government and within it interest in and action toward a continually improved public service An important part of the Institute s plan is to give general direction to a program of specialized training for Government officials as well as for the public administration teachers needed at the School This specialized training will consist in part of foreign study tours with opportunities not only for academic work but especially for administrative officials actual observation of foreign administrative practice also will in clude in service training within the Indian Government for officials having common responsibilities and problems The training program is not to be restricted to senior personnel but will extend throughout the public service in order to develop on inter mediate levels a competent and responsible cadre to support senior officers and as necessary replenish their ranks To assist the Institute in carrying out this intensive and diversified program including establishment of the School equipping the library and financing research and training The Ford Foundation has made funds available to the Institute for a three year period Amount of grant $350 000 88

·RESEARCH
AND
TRAINING
89

·RESEARCH AND TRAINING 90 ·* :) THE Ford Foundation began in 1937 an American program of research and trainıng in the Near East and South Asia The program s purpose is to increase the number of American students and teaching institutions with knowledge of and interest in Near Cast and Asian affairs The Founda tions office of Research and Training is in \ex lorh ·RESEARCH FELLOWSHIPS FOR YOUNG AMERICANS A BOUT 25 Fellowships are awarded annually to young Americans to study special aspects of Indian affairs These Fellows come not only from the universities but from various non academic professions--business government agriculture labor relations communications etc The program is confined to younger persons The age limit is 36 years Funds are granted to enable a young researcher to bring his family with him if he wishes Two of the Fellowships recently awarded for India were given to man wife study teams The Fellowships vary from one to three years duration Not all of the study period is necessarily spent in India but may be devoted to prior study of Hindi or another Indian language and to research in univer sities or libraries in the United States the United Kingdom or elsewhere where reference material on the chosen study subject is available Choice of the research topic is made by the applicant on the basis of his special interest or area of competence Some applicants have chosen topics on which they wish to prepare a masters or doctoral thesis Others have selected subjects which are closely related to their chosen non academic careers Characteristic of the recent study topics of the Americans in India contemporary Indian painting Bengals jute industry the role of foreign investment Indian economic history Indian peasant society peasant political organizations Indian media of communications the Congress party in India since 1918 Indian agricultural economics and history are 92 ·RESEARCH GRANTS TI TO AMERICAN UNIVERSITIES THE research and training program also assists American universities to conduct substantive research in India (as in other nations of the Near East and South and South East Asia) which will help develop in American institutions a body of knowledge and an informed teaching and research staff on Indian problems and affairs Several grants have been made for instance to the Massachusetts Institute of Technology for its Center for International Studies The Center in cooperation with the Government and Indian universities will undertake a program of research in economic development labor and employment and international communications Another grant has been made jointly to Harvard Yale and Cornell to conduct a study on child rearing in five countries India among them This study will be integrated into the Indian research program of Cornell University described below Cornell Study on Cultural Change In May 1953 Cornell University received a Foundation grant to conduct a three vear field study in India on community development and cultural change The study is being made cooperatively by the Anthro pology Departments of Cornell and Lucknow Universities with the benefit of advice and policy guidance from the Programme Evaluation Organization of the Planning Commission The purpose of the Cornell Lucknou study which grew out of an earlier Cornell research project in the area is to make an intensite survey and analysis of the social change associated svith community project activities and of the factors which help or hinder it A further purpose is to 93 ·work out simple easily applied methods for studying cultural change A Cornell Lucknow Research Center has been established and Lucknow graduate students are participating in field training Members of the Lucknow University faculty who are specialists in various studies pertinent to the research project such as health nutrition and statistics have assisted in guiding those phases of the research The field study group averaging twelve in number half Indians and half Americans began its work in late 1953 in a village in 1 com munity project area of Uttar Pradesh As the community development activities progress in the area the field study will record the changes being effected A village which is not in a community project area is being studied as a control against which to measure the changes in the project area The control village near Lucknow has as its research team fourteen ad vanced students in social sciences and anthropology from Lucknow and is in effect Lucknow University s field training center Other phases of the project are being conducted at Cornell Univer ity under the university s India Program These have included seminars on contemporary India on cultural change in India and on aboriginal tribes and a course in elementary Hindi Exchange professors from Indian uni versities and colleges and distinguished Indian visitors to the United States serve as lecturers and seminar leaders Amount of grant $260 000 94 ·CULTURAL INTERCHANGE 95 ·CULTURAL INTERCHANGE 96 ·ht BETWEEN America and India a lasting basis for friend ship and peace lies in greater understanding The Foundation has in its three sears in India supported cultural interchanges of persons and materials in the hope that the tuo nations by exchanging ideas and by study and clample might enrich their knowledge and appreciation of each other ·CT EXCHANGE OF PERSONS THE Ford Foundation has no general scholarship program for sending students or scholars to America The exchange of persons has been almost wholly in connection with the specific activities supported by the foundation in India Exchanges from India have been selected by the Indian Government or a recognized private Indian agency and have for the most part consisted of groups rather than single individuals The study tours described on pages 51 54 of Indian agricultural extension directors and of Indian farm youth are typical instances of such group exchanges Other group exchanges which the Foundation has supported are INTERNATIONAL CONFERENCE OF SOCIAL WORK In 1953 the Founda tion gave a grant which enabled some outstanding social work leaders both American and European to attend the Sixth International Conference of Social Work in Madras and later to make a study tour of Indian social work activities A similar grant in 1954 enabled a representative group of Indian social workers and community development specialists to attend the Seventh International Social Work Conference in Toronto Canada and make a brief study tour of social work agencies and development activities in the United States and Japan AMERICAN UNIVERSITY STUDENTS In the summer of 1993 and 1954 the Foundation granted assistance to a group of American students from the Berkeley and Los Angeles branches of the University of California to visit India on a combination work and study tour These young students toured Indian universities villages community projects and training centers met and talked with hundreds of Indian students and from time 98 ·at the ime participated with Indian youth in building village schools and other 1 reconstruction wok Over a period of two years the Foundation granted $50 500 for bringing American student groups to India WORLD UNIVERSITY SERVICE SEMINAR In the summer of 1953 the ndation granted $40 000 to World University Service to enable a group oo Western and Asian students and teachers (21 of them from India) to nd a world seminar in Mysore The seminar which was a joint effort he Indian and Canadian Committees of World University Service was gned to help foreign students develop friendship with one another and inderstanding of mutual university problems as well as to discuss some he major development problems of South Asia After the seminar the itern students made a study tour of Ceylon India and Pakistan In addition to exchange of larger groups the Foundation Jest of the Government in the summer of 1953 made it possible for two lan women in the field of social service and home economics to attend nternational conference of the Associated Country Women of the World 'oronto Canada and then to make a study tour of the home extension ices of the United States and Japan to help stimulate their interest and ugh them the interest of Indian women in rural extension work for ige women In the winter of 1954 the Foundation made funds available to send Indian farm couples to the United States to live and well in rural And in August 1954 the roundation made a sn brint to Hindustanı Talımı Sangh at Sevagram to cover the travel eup nses for American instructors selected by the institution to assist i Training in :hanical engineering and arts and crafts Typical of the few individuals who have been assisted by the indation in making specialized tours are Dr Arthur Compton the ed American nuclear physicist who with two associates gave a series of ures in Indian universities and science institutions and Professor mayun Kabır of the Education Ministry who made a study tour of jerican secondary schools lectured at American universities and dis sed common problems with leaders of American secondary and higher imunities ication 97 ·EXCHANGE OF CULTURAL MATERIALS AMERICAN PAINTINGS In the winter of 1952 the All India Fine Arts and Crafts Society of Delhi sought to obtain a representative selection of paintings from America for its Second International Contemporary Art Exhibition With the assistance of Intercultural Publications an independ ent fund created by The Ford Foundation financial assistance was made available to secure 20 paintings on loan through the American Federation of Arts Representative of many modern styles and many of America s lead ing artists the collection was included as part of the International Exhibi tion in Delhi and Calcutta Through Intercultural Publications a special 70 page illustrated supplement Perspecties of India appeared in an American national literary journal the Atlantic Monthly This supplement which reached over a quarter million Americans presented prose by some of India s distinguished contemporary authors special articles on Indian music dance cinema and art and reproductions of some contem porary Indian paintings It also included brief reference material on India s history language and geography As a separate publication the supplement has also been made available in India INDIAN LITERATURE and poetry 100 ·ORIENTATION CENTER FOR FOREIGN TECHNICIANS IN INDIA A specialized type of project to which the Foundation has contributed support is an Orientation and Training Center for foreign technician assigned to India The Center was established as the result of a con tinuing demand to help foreiga experts arriving in India through various aid programs of the US Government the Colombo Plan and other foreign missions to study India s culture history rehgion and philosophy its political social and economic problems and to have some knowledge of an Indian language The Center which began its first courses in October 1954 has been established on an experimental three year basis in the Delhi School of Economics with funds provided jointly by The Ford Foundation and the US Technical Cooperation Vission in India Indian leaders frass Government from various cultural helds and from the universities conduct the orientation courses over a period of three weeks of which the first two weeks are a general introduction to India and the third week as devoted to more specialized study related to the technicians professional assignments in India Four of the 3 week courses all be given in each year and between these courses Weekly evening seminars are being held in the Delh School for all technicians who ssh to attend lectures are followed by Inely group discussions with the lecturers in which the technicians may ask and have authoritatnely explained points of special interest and inquiry The executive committee operating the Center consists of the Director of the Delhi School of Economics Director of the United States Technical Cooperation Mission to India The Ford Foundation Representative in ·India a representative of the Planning Commission and the Vice Chancellor of the University of Delhi who acts as chairman of the Committee The operational responsibility of the School is shared jointly by an Indian Director appointed by the Delhi School of Economics and an American Director appointed by the United States Technical Cooperation Mission The first course held in October 1994 and the subsequent Weekly seminars have already met with the warmest response and interest from the technicians and their families and have more than fulfilled the Center s purpose of enriching their understanding of India s problems and oppor tunities its people and its culture Amount of grant $14 177 102

·um
GANDHI MEMORIAL CENTER
103

·GANDHI MEMORIAL CENTER 104

·ty
an
- sunt
i
1
}
1
and aan
3
MON
All of us are bound to place our resources at the disposal of
humanity Man s triumph till coilsist in substitutin, the
strug, le for existence by the struggle for mutual service
MK Gandhi

·GANDHI MEMORIAL CENTER MILLIONS of Americans profoundly honor and respect Mahatma Gandhi for his spiritual leadership and his untiring devotion to the cause of mankind s freedom and advancement As an expression of this feeling The Ford Foundation wished when at first came to India to contribute toward a memorial to his name The Prime Minister appointed a committee of three headed by Raj humarı Amrit kaur to receive the Foundation grant of $85 ooo and plan a suitable memorial The memorial chosen is a community center for the Bhangi colony in Delhi where Gandhi so frequently stayed Inaugurated on April 5 1954 by President Rajendra Prasad the two story building con sists of a galleried central auditorium rooms for a maternal and child health clinic and a dispensary for a library and reading room rooms for small meetings and recreational activities and special rooms for women and for children It is intended that the center will serve as a model for similar community centers elsewhere in India The Foundation feels it especially fitting that the memorial is dedicated to serving the people whom Gandhi so loved and for whose welfare and advancement he gave so fully of his effort and devotion 106