Adhar

Project Theme

Education

Target Group

Children

Project Period

15 May 2015 - 14 Mar 2016

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Introduction

The Right of Children to Free and Compulsory Education Act (RTE Act) came into force on April 1, 2010. The Act provides the right of children from 6 to 14 years of age to free and compulsory education till completion of elementary education in a neighborhood school. This act puts the responsibility of ensuring enrollment, attendance and completion of education on the government and makes state and local bodies accountable for the implementation. However the reality is something different. The issue further intensifies in specific context of Bolangir district where there is high rate of migration. Besides the low level of literacy, tribals are culturally alienated from mainstream government education especially with regards to curriculum and medium of instruction, as they have their own languages, traditions, ways of living, holidays, history etc. This has further lead to low enrolment and high drop-out rates as the local community cannot connect with the present education system. A number of children migrate with their parents and gets into the labour activities is gross violation of right to education act. Further the situation of the girl children is worst in this context. Although elementary education is now a fundamental right of every child in India, the reality for tribal children is that they are deprived of not only their educational right along with other child rights. 

About the Project: 

The underlying rationale of the project is that education is a fundamental human right of every child. The proposed project aims at not only identifying the areas of denial of access to quality education by the children but also addressing the reasons. It is in terms of generating demands at the community level through capacity building and strengthening the community and school level institutions like SMCs, MTA, PTA etc. Secondly the project aims at providing support to the children and schools for enhancing quality of education. It will be done through providing remedial classes to children who have dropped out from school on the one hand and prepare them to retain in school. On the other hand activities like providing TLM, science materials and library books to schools will be done to enhance the school quality. As the Right to Education Act provides for certain minimum norms to be fulfilled by schools to ensure a quality education, collaborating with government schools to identify and address gaps is a vital strategy. The project in this regard will help towards the implementation of the act in letter and spirit. Helping to transform School Management Committees (SMCs) from merely being namesake committees to effective instruments of social audit will help towards community monitoring and implementation of the Act. It will actively seek support and make the local government accountable for the effective implementation of the Act, thereby helping children access their fundamental right of Free and Compulsory Education Act. The programme is having three fold strategies as follows.

  • Generate demand for education in communities through community mobilization and awareness generation. Community Based Groups will be closely involved as catalytic agents for change. 
  • Expanding access to education by ensuring effective implementation of Right to Education Act and through innovative initiatives for out of school children like setting up of community outreach centres, reinforcing pre- primary educational centres and establishing linkages with other like-minded organizations.
  • Advocacy and campaigning to effectively implement the Right to Education Act, 2009
  • The specific objectives of the project are;
  • To mainstream out-of-school children especially (working and non-working) into schools with an annual increase of at least 10 percent in the enrolment rate of the project area.
  • To ensure effective implementation of RTE Act and other government provisions in the project areas. 
  • To build community based systems to advocate and ensure child protection systems in the communities. 

Results to be Achieved: 

  • All children in project area (20 villages) are rescued from work as child labour and mainstreamed into formal schools Increased enrolment of children in school (disaggregated by gender and ST/SC)
  • Community management leading effective functioning of schools
  • Government and community-based systems supporting RTE and child rights strengthened through evidence-based advocacy and community mobilization
  • Enhancement in learning quality

Prior Achievements:

  • 98 children rescued and enrolled in formal schools. All the children (except migrated children) of project area are in the school. 
  • There is an increased enrolment of children in school. Enrolment has substantially been increased particularly among the socially excluded groups
  • Community level organisations, larger community and youth groups are taking lead in proper functioning of the schools by involving themselves in regular monitoring and advocacy initiatives.
  • The Government system has been sensitised for better implementation of RTE. However, there is need of further sensitisation, as in some cases they are not cooperating
  • A number of capacity building programme conducted for different stakeholder on RTE lead to awareness.
  • Teaching learning materials, science materials were distributed to 20 schools. The materials are being used by the teachers which are impacting on quality of education.