Adhar

Project Theme

Education

Target Group

Others

Project Period

01 Apr 2016 - 01 Mar 2017

Share this on
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 project is intended to increase access to quality primary education of tribal and girl children in the context of distressed migration in Balangir district of Odisha. The underlying premise of the project is that all children including girls must have equal opportunities for quality education and provision of quality education needs certain conditions: adequate instructional time, relevant curriculum, trained and motivated teachers, and a supportive learning environment. The project further intends that in the absence of quality education that supports retention in schools, children will remain highly vulnerable to exploitation through domestic servitude, hazardous Labour, trafficking etc. The project objectives are:

  1. To mainstream all out-of-school children especially migrant children into schools with an annual increase of at least 15 percent in the enrolment rate of the project area.
  2. To ensure effective implementation of RTE Act and other government provisions in the project areas. 
  3. To build community based systems to advocate and ensure child protection in the communities.

 

Results to be Achieved: 

  • 70% Children returned from migration and re-enrolled in school (disaggregated by gender and ST/SC)
  • 50% schools fulfilling the norms of Right to Education act (based on 10 specific indicators)
  • 10 child rights information center established and passing information to child rights volunteers on right to development and protection

 

Prior Achievements:

Adhar has implemented a project in similar line with a greater focus in 20 villages during 2014-16. The following are the key achievements in 15-16.

  • 7 No’s of seasonal hostel running in the project villages by due intervention of the SMC and the community involvement.
  • 272 children enrolled in seasonal hostels.
  • SMC members of 20 villages able to regularised the teachers in all project villages with regular tracking of the teachers.
  • 380 no’s of SMC members from all project villages developed their capacities and they are tracking the school management fund , tracking the teachers and students attendance as well as management of MDM,
  • 82 % students from all project villages regularly attending school with the intervention of community and the SMC.
  • 496 no’s of students from all project villages now getting quality education from the remedial classes where they learned on TLM, well teaching methods.

 

Quotes of Beneficiaries: 

“As the seasonal hostels open, I am continuing my school. I am also motivating other children to come to school. I want to complete my graduation and become a teacher” Kshirabati Naik, Bahabal village, belpada

Case Studies/Human stories: 

Kshirabati was reading in class 6th in her village school. Her family belongs to ST category and a BPL landless family. Kshirabati’s father Chudamani Naik and mother Hemanti Naik were sending her to the school happily. Both of her parents labour hard to provide food for the 5 family members. Family burden made them bound to take some money from a neighbour to money lender and gradually lead to the bondage of sardar.

Though Kshira was interested for study by staying in seasonal hostel of the village and not to migrate with his family but his father denied it taken her to Hyderabad.

The matter was shared in the child group meeting and one of the child club member shared about her in the meeting. The child club members along with the partner staff visited her house and convinced the parents to keep kshira in the seasional hostels when they are going to Hyderabad for work. After a lot of motivation her father brings back Kshirabati to Bahabal and admitted her in seasonal hostel Till date Kiribati continuously attending in school.

Now Kshirabati is going to school regularly with staying in the seasonal hostel of Bahabal. She is studying well in class 6th and she is a best artist of dance.