01 Dec 2015 - 31 Dec 2016
01 Dec 2015 - 31 Dec 2016
APSA is a rights-based, child-centred, community development organization with over three decades’ experience in working with urban poor communities in Bangalore and Hyderabad cities. APSA's long-standing work and field experiences have been born from observation that children are the most vulnerable of groups, figuring on the lowest rung of the hierarchy of distress that faces the urban poor. Hobbled by the triple handicaps of poverty, lack of systemic and structural support systems, and the lack of power or voice as children, they are usually unable to access the agency which would secure for them the rights that are their due, including the right to life and protection. One such right of children from urban poor communities which is seriously compromised is the ‘Right to Education’. As such, education has always been a priority for the organisation. APSA is doing in-depth work on the RTE by taking experiences from the field and feeding them into the framing of child-friendly policies and laws at state and national levels.
About the Project:
This project is the continuation of the last project cycle.
APSA has evolved individualised education support systems for children in crisis who come to APSA’s crisis-cum-residential centre from backgrounds of child labour, the street, or other abusive situations. APSA’s Dream School provides support for such children, assisting them with short-term educational support until they go back home, through bridge courses which enable them to enter mainstream education, or through the Karnataka Open School system to secure an educational qualification. APSA also sourced external support for fees, books, schoolbags, etc. for children in need. Through APSA’s participation in the Campaign against Child Labour, APSA has been able to work together with the Department of Labour on strategies to reach education to working children. As a key member of the People’s Alliance for Right to Education (PAFRE), APSA is doing in-depth work on the RTE by taking experiences from the field and feeding them into the framing of child-friendly policies and laws at state and national levels. More recently, APSA was part of a pressure group operating on the Committee of Experts responsible for framing the rules to the Right of Children to Free and Compulsory Education Act in Karnataka.
APSA has also carried out annual door-to-door ‘Back to School’ and ‘100 Percent Enrolment’ campaigns in the communities of its working areas with support from staff and children’s collectives such as the Child Rights Club, Meena Thanda and Hasiru Sangha (collectives of former child labourers who are now in school or vocational training), CBOs and SDMC members. Involvement with government initiatives through the Sarva Shiksha Abhiyan has ensured increase in enrolment of children in schools. Most importantly, initiatives by children themselves through the Radio Active program, child-friendly ward meetings and community performances – including a street play titled ‘Shikshanave Shakti’ (Education is Strength) written, directed and performed by former child labourers and the Meena Thanda and shown at various forums – have gone a long way in ensuring that the message of child rights and child protection is reached to a wider audience through children.
Although there has been a significant increase in the enrolment of children in the project area since passing the Right to Free and Compulsory Education Act, 2009, enrolment does not automatically spell retention. Cultural and social situations coupled with lack of importance of education especially for girl children leads to irregular attendance, lower academic achievement and school dropouts. The rules which were framed by the Government of Karnataka in 2011 under the RTE provide for education as a fundamental right of children aged 6 and 14 years. It provides space for monitoring of the school system through empowerment of the School Management Committees and increasing the community’s role and empowering it to improve education, regulate norms on many issues like minimum infrastructure, pupil-teacher ratio, etc. which will require monitoring for compliance.
Thus, the project seeks to empower such groups in order to de-centralize monitoring systems and strengthen community participation in ensuring the systematic functioning, quality of education and improvement in infrastructure in government schools.
The main objective of the project is:
Results to be Achieved / Impact:
Quotes of Beneficiaries
Case Studies/Human stories
Anu( name is changed) is a girl from poor family who has lot of ambition in her eyes but left her education due to problem at home. Father is a poojari, mother a domestic maid. She was also accompanying her mother in work before going to school. Our field activist who works there recognized her potential and brought her to APSA center. She has under gone Life skills session in our learning center
She expressed how life skill helps and helping her- in her own words:
I am a student of APSA’s learning centre. I am attending life skills classes. I really found many changes in me after attending this class; my confidence level has increased. I can even lead groups which I did with hasiru sangha / meena group. The major change that I can see in me is tolerance. After attending life skills classes I started listen to others able to understand and respect others opinion. It made me feel good and recognized me as good friend in my friend circle, good daughter for my parents. I am happy that I can mange my emotions.
The life skills classes helped me to build my problem solving skills and also helped me to build a positive attitude in life. My ambition is to become a dancer and a teacher and I am confident of fulfilling these ambitions now as I have attended the life skills classes.
The lessons which I liked the most are the Emotion management , responsibility, respecting self and others, “Project of life”, “Goal setting,” “Positive attitude” and “Problem solving” because these lessons helped me to build my personality
I am also taking more responsibilities now for e.g. if any person has not come I help him cope up with his studies. I am giving respect to elders like my sir and madam. I stopped fighting with friends. If under any circumstances I get angry I have learnt to come out from the situation. I attended the class on “Hygiene and dress” and “Making a positive first impression”.I learnt this from life skills classes. Now I don’t tease my classmates. My aim in life is to become a good person.
2. NAME OF THE SCHOOL: Devasandra Government Higher Primary School, Achari Bande
PREVIOUS CONDITION & PROBLEMS EXISTED IN THE SCHOOL:
Devasandra Government Urdu Higher Primary School is located in K.R.Puram Constituency. The total strength of the students is 170. School is affiliated only upto standard 7. The school teachers were not punctual, did not take classes regularly, corporal punishment existed, the school HM was not respectful of parents and toilets were closed. Due to this 40% of girl children were irregular to school. SDMC, CRC meeting were not functional, MDMs were of low quality & the children complained of worms & stones in the meal as a result of which they used to bring food from home. Children who were unable to afford this ended up starving, which became a serious issue among the parents.
PRESENT CONDITION IN THE SCHOOL: