Life Education and Development Support (LEADS)

Project Theme

Education

Target Group

Children

Project Period

01 Apr 2014 - 31 Mar 2015

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Introduction

Jharkhand was created on 15th November 2000. This state is very rich in natural resources like forests, minor forest produces, minerals etc but people of the state, mainly tribal people, are still hand to mouth. Last eleven years of separation of Jharkhand is yet to yield desired results for the poor. The number of tribal communities who live in Jharkhand is 32 whose total population is 7087068 (26.3%) out of total population 26945829 (Ref: Census 2001). 94% of tribal population are living in the rural areas and only 6% of them are living in the urban areas of Jharkhand (Ref-1991 census). The total population of scheduled caste in the state is 3189320 (11.8% of total population).

Impact by partner
  • At grassroots, project intervention has shown some good results, which includes preparation of a SDP manual which is handy and helpful for any community member to understand and make use of the same. This has been widely acknowledged and appreciated by the larger civil society and been shared at national RTE forum and to the Secretary, MHRD, GOI. 
  • State level training of SMC members and office bearers; study on status of RTE in 24 districts of Jharkhand; state level stock taking on RTE Act 2009 and SMC Mahasammelan, has shown a positive results on the issue of RTE in the state.  District wise SMC meeting conducted in 24 districts by respective partners. 
  • On the basis of finding the gaps, a demand note was prepared and shared in the Stock taking and SMC Mahasammelan. 
  • A state level orientation on study on RTE 2009 implementation in Jharkhand was conducted, wherein, 50 participants from 48 organizations of 24 districts participated in the program. 
  • State level orientation of JRTEF partners on education budget and its process of tracking in the line of RTE done during the year. 
  • Implementation status of RTE in 20 schools reviewed in SMC Federation meeting and decided to make demand note submitted to BEEO. 
  • Activities are being implemented by the SMCs as per the action plan which was made in the School development Plan in 10 schools. 
  • Increase in the school attendance in 7 schools.  Boundary wall constructed in 70% schools till the end of April 2014. 
  • SMC and SHG members are monitoring MDM, teachers and student attendance on a monthly basis through regular meetings in the 10 schools. 
  • School development plan is in place in all the project schools. 
  • Quality improvement in Mid Day Meal in 10 schools. 
  • Availability of TLM in all schools and attendance of the Teachers improved.

Case Study

It was just like any other day in Kutam village but something was different today…... People were moving towards school….Rajni can sense it. Kutam is a small village in Jaria panchayat of Torpa block. The distance of Kutam from block headquarter Torpa is around 15 kms. It is located on the road connecting Torpa block with Murhu. Kutam has a middle school having 5 teachers … two male and 3 female.

Rajni, a field staff from LEADS has been working for the past couple of years in schools of Jaria panchayat for ensuring the Right to Education to the children’s. Her work needs regular interaction with villagers, Gram Shiksha samiti, SMC members, children’s, their parents and school teachers. When she started her work in Kutam village she found out that although the SMC is in place but the members of SMC were inactive. The Gram Sabha also does not take any interest in education related issues. After a long and continuous effort of sensitizing community people and members of SMCs, she had a feeling that someday this scenario will definitely change. She did regular contacts with village people and visited the school. Gradually the community started taking interest in school activities but still the scene was that some of the teachers were coming to school late and were not adhering to any time table…sometimes coming at 11.30 and sometimes after that. The closing time of school was also not maintained. Although the head mistress of the school was trying to motivate the late comer teachers to come on time but all her efforts were ending in vain. Parents and the SMC members started realizing that if this continues for long it will hamper the education of their children’s. They decided to put this issue in Gram Sabha meeting. In the next Gram Sabha meeting this issue was discussed and as a strategy the Gram Sabha decided to conduct their next weekly meeting in school premises.

It was the day of Tuesday when the community members gathered in school campus. They observed that only the head mistress and one para teacher reached the school on time. They continued their meeting and waited for other teacher’s arrival. After a long wait a teacher reached the school and then one of the Gram sabha members asked “Sir, I do not have a watch….can u please tell me what is the time now”. “It is 11.30” - answered the teacher. The member said- “Sir, the school opening time is 9.30 and you are coming on 11.20, don’t you think you have wasted 2 valuable hours of our child’s education. Please do come on time so that the children’s can be benefitted from your knowledge”. The teacher has no words to say. He slowly moved towards the classroom. Similarly the other two teachers were also dealt with the same. They realized that the now villagers will not tolerate their late coming anymore. The Gram Sabha informed the teachers that they will conduct 2 of their 4 weekly meetings in school campus from now onwards just to ensure all is going well in the school.

Now the teachers are coming on time and giving more time to the children’s. Rajni is now happy….after all the community is coming forward to resolve their issues.