It was started with the Board of Governors as Dr. Rajendra Singh, Anupam Mishra, Sunita Narayan and others. It was a Non-Conventional University for Community Water Management, Community Forest Management, Village Economy and Social Empowerment. It was established at Tarun Ashram, Tarun Bharat Sangh, Bhikampura, Thanagazi, Alawar, Rajasthan.

I went to join to initiate Tarun Jal Vidyapeeth (Tarun WATER UNIVERSITY), TJV, a part of Tarun Bharat Sangh, TBS and Jal Biradari as a faculty with Sh. Anupam Mishra, a wel-known environmentalist of India. Initial courses were for 2 years/ 3 years and 4 years as a Diploma, Degree and Doctorate programmes. TJV got about 35 students from various states of India, came for the first intake. Some students could not understand Hindi or English, communication was very difficult with them. But together, we all ran TJV very well.
It was a Non-Conventational Institute with Non-Conventional Social Education systems. I took responsibility to motivate them for social voluntaryship with self-control and feeling of brotherhood for members of society. I also taught them the theory of Water Engineering, Basic Mathematics, Basic Physics and Value Education.
It was a very good experience in my life. I had an opportunity to work with Indian youth of various states/ various languages/ various age groups, who did not understand my language but we explored new dimensions of communication out of languages and words.
I could form heart-felt relationship with them. Many students were smoking, using tobacco, drungs and alcohal. I motivated them to leave these bad habits. I did not give any anti-drug medicine to them. In two months, all of them had left the drugs. To develop self-control in them, i motivated them to not use salt in food for atleast one month. To generate mutual brotherhood, i motivated them to clean each other's clothes and food plates. To work without ownership, i motivated them to use anything belonging to anyone. Somedays after nobody knew, who owned what and they were making their best efforts honestly.
By these methods, we could make attempts to remove the Violence of Comptetions and Egos of Comparative Superiority.
Now all students have left TJV. I have also left TJV. TJV is not running any long term Education Programmes after my departure from TJV. Some of the students are working on Water Issues with Non-Profit Organizations, others are undertaking higher studies. But all of them are living a life with more politeness, honesty and with better Social Responsibility.

It was founded by Prof (Dr.) Rakesh Rafiq, Kumar Pradeep and others. And it was initiated by Dr Sheela Daga, Vivek Umrao, Ajayveer, and others. Rakesh Rafiq and Kumar Pradeep were second line leaders of the Kisan Movements of Western Uttar Pradesh in 1970s and 1980s. They were the very active young leaders in Uttar Pradesh of JP Movement. Dr Rakesh Rafiq did his doctorate from Jawaharlal Nehru University, New Delhi. He was co-founder of YUWA BHARAT. His wife was one of the coordinators of women brigade for All Over India in JP Movement. He and Kumar Pradeep founded a school on the memory of Loknayak Jaiprakash Narayan in Bilari, Moradabad. Kumar Pradeep burnt his degrees in fire by following JP movement.
Rtd Prof Sheela Daga (She taught as faculty in Delhi University, Jamia University and she was principal of Gurukul Kangri Women Post Graduate Degree College, Uttaranchal. She did her doctorate in Delhi University) and I were responsible for all academic, administrative and personality developments of the children. Both of them started to work from the first academic day of history of the school. I worked there as full-timer without getting any money. 

I was working there from 4 am of morning to 11 pm of night daily, even on Sunday. Under the name of assets, there were 3 small rooms, one open hut in school. With these assets he ran school of 11 different classes (each class had one section only) of 300 students. There was no separate room for administration office or for the teachers. There was no electricity there and school was situated about 2 kms from the civilian life of the town. It was surrounded by agricultural lands of villagers. Students were coming from  the villages of 25-30 kms of radius. Some villages were very remote and some were very rich.
There were 16 teachers. 8 teachers were member of Yuwa Bharat and some of them were in national council of Yuwa Bharat (these 8 members were travelling to attend various meetings to represent the presence of Yuwa Bharat) and the remain 8 teachers were not members of Yuwa Bharat. 
The youth of Yuwa Bharat were participating in University Elections and were thinking that as they are winning elections in University or Degree College, they will get political power of india by winning general elections and will change the systems of India. They were reading histories of French/ Russian and Chinese revolutions and also other university history-books of changes in political powers. They had all the dates and names of people and places on the tip of their tounges of indian history. According to them, they were fully prepared to change the system by getting political powers.
Because this school was founded by the founder of Yuwa Bharat, who had done his doctorate from Jawaharlal Nehru University (JNU) in Communist Analysis, his team of youth was also an intregal part of this school. Thus there were two types of teachers. One group who were members from Yuwa Bharat and the second group were those who were not members. The youth of Yuwa Bharat had had no vision or experience of education and they had never been part of any educational experiment but they were saying that they have deep understanding of education because they will change the political system of India including the education system. And they were behaving with non-Yuwa Bharat group as though they did not know anything because they were not going to change the world thus they should follow the group of Yuwa Bharat blindly.
They were interested in registers, attendances, examinations, giving marks & ranks, classrooms and blackboards type teaching systems. 

I wanted to explore new things to develop internal strength of teachers and students. I wanted to generate mutual understanding between teacher and student. All 16 teachers were productions of state universities. All of them were post-graduates but had no knowledge of the subjects. MSc (master in science) did not know simple geometry, simple trigonometry, simple algebra or other. I was not able to understand, how they were able to get their degrees of BSc and MSc. They were MA (masters) in English but did not know simple translations of primary standards. All 16 teachers were paid, all students were paying normal fees equivalent to local market of schools. I was unpaid. I had no proper accommodation there although i was active education director there. I was sleeping on school benches of students in night.
Because i wanted to do some educational experiments in a main-stream conventional school above than higher primary level, this is why i joined this school. I placed my proposal infront of the school founders. They gave me some instructions as given below.
1. I can not hold teacher and students after school hours.
2. Number of students should not be decreased because of my experiments.
3. Parents of students should not send complaints because of my experiments, may be parents would not like non-conventional things.
4. i can not say anything to the teachers who belong to Yuwa Bharat. If they would like to participate in my experiments, i will have to accept their participation.
5. I can not change text books, i can not remove or change dress code.
6. No extra expenses will be given for my experiments.

I agreed with all these limitations. Now i am going to discuss on my experiments in this school.

I made four classifications of classes;
1. Lower Primary (upto 1st standard),
2. Primary (from 2nd to 5th standard),
3. Upper Primary (6th & 7th standard) and
4. High School (8th and above standards)

I was having direct interactions with teachers, one by one personally and also in their classrooms to evaluate their individual abilities and comparative knowledge in their subjects. Teachers had ego problems with each other, so i motivated them that for the betterment of students they should try to avoid their egos in school hours.
In one hour game period, i started to discuss on education, internal personality, personal experiences, their own visions on their own lives, teacher-student relationship etc with teachers collectively. Because Yuwa Bharat group was responsible for game period thus the rest of the teachers had one hour vacant for these discussions. The teachers started to understand, what i wanted to do in the school. They started to cooperate with me. I told them that if the teachers will flower themselves, then the students will flower automatically. The teachers started to see the school and students above the mechanical job for monthly salaries. Simaltaneously, i was taking some classes in each group of classifications to co-relate myself with the students. Daily, i started to go in the school-vehicle to bring the children to school from their homes from various villages about 30 kms radious. I got up at 4:00 AM. The vehicle started to go to bring the children at 4:45 AM. It was a diesel-water-pump driven wooden vehicle with no shocker, no cushion, no foam and with one polythene as a roof for protection from the rain. I could spend more time with the children out of the classrooms on the drive to school. I also started to go in the vehicle after school time, to drop the children to their homes and also started to meet their parents. I started to visit the homes of the teachers weekly to have dinner with them and their families. I also started to discuss on education and social changes with the team of Yuwa Bharat after school timings. Two of them started to support me within their limitations, but it was good to me.
I started to have lunch with the students, daily. I was taking one bite from each tiffin of different students. I motivated them to eat from other's tiffins and that they should give their tiffin to others. It was helping to generate mutual brotherhood. I told the teachers that they should not beat or scold any student, even if students are making bigger and bigger mistakes. I motivated them to explore constructive punishments. I was asking to students to punish themselves by their own way after their mistakes, I was not hesitating to clean the pooh of small babies in their classrooms. Students were not scared of me. They could share with me anything, including their teenages feelings of sex.
I removed all periods and converted all periods only in 3 periods in whole day. One period before lunch, one period after lunch and the remain one was game period. I removed the teachers chairs from the classrooms. I told the teachers to use minimum the blackboards. I removed the systems of classes. There were only groups according to classifications and each group had more than one teachers of different subjects and student could choose the teacher and related subject. Students could change the choice of subjects anytime and as manytimes as they wish. Students could refuse to study and could choose to play games all day. Students could choose to sleep all day. Even there was a lunch hour but they could have lunch anytime.
Teachers could not give home-work to the students. Students could ask for home-work if they wanted any. I wanted to see that if it was possible to generate self-discipline without using mechanical and forceful discipline. Gradually, i started to motivated them to form a system within students that they can evaluate their behavioural mistakes and can give constructive punishments to themselves. We all together formed a body that could recommend introspections to students, teachers and me and also for self-oriented-punishments.
It was hard to work there, because founders were not supporting and it was not residential school. But i was trying to form a system, where, students do not need teachers, they only need supporters. They do not need others monitoring because they can monitor themselves with more honest transparency.
I do not trust in marking systems, examination paper systems, rank systems and examinations so instead i used a different method of evaluation.
For each student, there were four types of evaluations and each had equal weightage.
1. Evaluation by solving questions
2. Student's own evaluation for himself/ herself on the subject
3. Evaluation on the subject by other students of the class (based on mutual cooperations with stronger and weeker students of the subject)  
4. Continuous evaluation by the teacher of the student in the subject

Parents became very happy with the progress of their children. Children were coming school with enjoyment and were learning happily. The more than 95% students were coming school daily.
I wanted that these systems should be continue for two years then they will become traditions and will not need more efforts to continue. But i was only at the school for few months. Contradictions between me and Yuwa Bharat were too high. I left the school after almost six months. Teachers and students wept for few days before i left. More than a hundred students gave me their personal feelings for me in writings. Teachers wrote their feelings in a diary, they presented to me.
Now, when i think about this school, i feel very sad because the members of Yuwa Bharat could not understand, could not follow, could not maintain the experiments since i left. They removed all things that were generated by me. The sincere teachers left the school within 6 months after i left by completing the year session. It is now as like other commercial schools. Still i sometimes visit that town and villages and stay with local families, parents of students and families of teachers. Many of them are still in touch with me as human family.