LOKMITRA

Project Theme

Education

Target Group

Others

Project Period

01 Apr 2015 - 01 Mar 2016

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Introduction

Government has mandated eight years of free and compulsory education with the enactment of ‘The Right of Children of Free and Compulsory Education Act (henceforth RTE Act) on 1st April, 2010. This year second and final deadline of complete implementation of RTE Act has finished and government failed measurably in implementing this. On completion of five years of enactment of RTE Act merely 6.4% of the schools of the state are RTE compliant. Huge shortage of teachers post, delayed formation of state commission for protection of child rights (SCPCR), lack of proper child tracking system, lack of political will, formation of dummy and defunct first phase of school management committees are few major contributing factors in this. 

Last year SCPCR has been formed and are now in active role but has to do much more for effective implementation of RTE Act. School management committees are the key to better planning and transparent & accountable utilization of resources which needs to be strengthened. The status of implementation of continuous and comprehensive evaluation (CCE) is still poor which needs attention of government. State does not have module for the children of low learning level to facilitate them in attaining age appropriate learning level. Few teachers are doing excellent job in pedagogy which needs to be highlighted and shared for cross leanring. 

 

About the Project: 

Project aimed to strengthen school management system at village level by strengthening capacity of parents on tracing RTE implementation, engaging teachers in better planning of teaching session, improvement of classroom practices and class room environment, involving PRI members and other elected representatives in taking up issues related to RTE. 

To attain age appropriate learning of children in mathematics work book will be developed in mathematics which will be practices in 30 schools of the project area in collaboration with teachers and academic resource agencies of government so that it is well accepted. Under the project intervention documentation of best practices of teachers will be done which will be shared with teachers’ resource agency for cross learning. Children will be involved through child friendly methods like song, play, role play, poem, teaching learning materials and activity based learning methods. To facilitate children learning of local knowledge parents, teachers and children will be involved in recreational work.  

School management committees and parents plays an important role in identifying issues of school and taking it forward towards improvement in school education. Capacities of SMCs and parents will be strengthened on tracking RTE implementation. Project also aims to strengthen capacity of women members of SMCs to raise school related demands at block, district and state level.  

 

Results to be Achieved / Impact: Project aims to achieve following things: 

•Community based monitoring of RTE implementation in 30 schools by strengthening capacities of SMCs.                                                   

•Enrolment of out of school and other marginalized children, enrolment and improvement in their learning level through improved classroom practices.                                                                                                                                                                                                                                                    

•Strengthening collective advocacy for RTE implementation in the state with improved grievance redressal system. 

 

Outcomes: We have so far achieved (Achievements):

• SMC forum has been formed in Raebareli district and have started tracking RTE implementation in 30 schools. 

•Women members of SMCs have came into leadership position and taking lead in advocacy around RTE. 

•As a result of advocacy appointment of new teachers’ have started in town area of Raebareli

•Workbook on language was developed for children of standard III to V to attain age appropriate learning level. 

 

Quotes of Beneficiaries: 

“Awareness of parents can take schools into higher position. Only because of their active support school environment has improved.”

Case Studies/Human stories: 

Manpur Sahawa School during session 2014-15 moved further closer to providing inclusive learning opportunity. There has been upward trend towards most children displaying age appropriate abilities. By session end 84% of children of grade 3 to 5 were had acquired reading ability. Children’s attendance stands around 80%. Manpur Sahawa is a new school that started functioning from session 2010-11. About 40% children belong to Scheduled Caste. During last three years, under the leadership of Shiv Pratap Maurya and with active support of Lokmitra, school has been able to transform itself into a vibrant centre of learning with active involvement of teachers and parents. 

Head Teacher, Shiv Pratap Maurya, joined school in 2011. In session 10-11, about 57 children were enrolled in Class 1 & 2. But school attendance was less than 50%. “The community nursed the impression that nothing positive happened in the school. There was no dialogue between the school and the parents. Meeting parents at their doorsteps helped in getting more children enrolled”, recalls Maurya. Maurya and his team of three, that included assistant teachers Shashi Prabha and Sailesh Maurya, and Shiksha Mitra Bindu Maurya, enrolled children at their doorsteps.

Through regular and participatory meeting of SMC, parents were taken into confidence about the changes that were being planned for the school. They were asked for suggestions and their doubts addressed. For instance one persistent grouse that the parents had was that the even when they sent their children to school, the children were often found loitering outside the school compound. This was due to the lack of a functional toilet in the school and thus the parents were assured that the issue would be tackled on a priority basis. In 2013, when SMC got reconstituted, an open democratic election process took place. Lokmitra volunteers & teachers oriented the parents on the composition and duties of the SMC. Among 11 parent members, 8 are women, 3 belong to SC. About 4 members have attended cluster level non residential. Phoolan Devi, vice chairperson of SMC, who belongs to SC, has been attending residential training organised by Lokmitra every year & by SSA. Training has assisted members in effectively participating in SMC meetings. About half of SMC member are aware of key provisions of RTE Act. Maurya encouraged SMC members to participate in the school management committee meetings and provide their views in improving schools environment. 

The Panchayat undertook land filling in the school compound to level the ground. The problem of stagnant water around the hand pump in the school premises was solved by laying a pipe that would take the water out. The Pradhan pressed upon the safai karamchari to clean the school toilet regularly and punctually. The school walls were painted with inspiring messages. 

Learning was woven into every aspect of school activity. Thus instead of calling out children’s names during the attendance call, each child was named after a fruit/vegetable/month or whatever it was that the children were learning at the time. When a teacher called out the student’s alternative name, he would respond by spelling it out-thus revising its spelling.