Samarth Foundation (SF)

Project Theme

Education

Target Group

Others

Project Period

01 Apr 2016 - 31 Jan 2017

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Introduction

The Right of Education to Free and Compulsory Education (RTE) Act, was enacted in India from 1st April, 2010 which guarantees eight years of free and compulsory education for the children between the age group of 6-14 years in neighborhood school. Even after completion of six years of its enactment merely 6.4% of schools in the state are RTE compliant. This year, third phase of school management committees (SMCs) are going to be elected in the state. In second phase of SMCs election, civil society organizations (CSOs) and state education department has made a great effort and facilitated formation of SMCs in transparent and democratic manner. But still SMCs are not having required capacity to prepare school development plans (SDPs), panchayati raj institution (PRI) members are not aware of their roles as local authority and there is a huge gap in the required number of trained teachers’. Next year Vidhan Sabha election is also scheduled in the state in which environment will be political. This gives an opportunity to CSOs, to put their demands to be included into their manifesto as development agenda. 

Intervention area in Hamirpur district (including Bundelkhand region) are having feudal society with patriarchal mindset. Girl children are least preferred to continue their education and women members are not allowed to participate in school level planning and decision making processes. Caste and gender based discrimination are also prevalent in the society. 

 

About the Project: 

Project is situated in the Hamirpur district which is one among the backward Bundelkhand district where migration is a common issue which affects education of children. Through the intervention, capacity of different stakeholders including SMCs, PRI members, teachers and CSOs will be built on RTE provisions. Engagement will be done with teachers’ for building a gender equal child friendly environment. Teachers’ will be oriented on developing low cost teaching learning materials and facilitate activity based learning among children. Child collectives will be strengthened to for identifying issues at school level affecting them and taking this forward to parents and teachers’. In the child collective girls’ will be promoted in leadership position. Grievance redressal mechanism will be strengthened by engaging SMCs with PRIs, education officials and grievance redressal bodies.

In seven Bundelkhand districts, grievance redressal system on RTE will be activated through Bundelkhand Shiksha Ka Adhikar Forum (collective of CSOs in Bunelkhand region). Education department and elected representatives will be influenced for effective implementation of RTE Act in Bundelkhand region. 

 

Results to be Achieved: 

  • 24 school development plan will be developed
  • SMCs will be formed in transparent and democratic manner in 24 schools.
  • Community based monitoring will be strengthened in 24 schools
  • School and panchayat level grievance redressal mechanism will be strengthened in 5 schools. 
  • Teaching learning materials will be developed in five schools. 

 

Prior Achievements:

Following are achievements from previous year:  

  • 15 new teachers were appointed in 30 intervention schools as a result of effort of SMCs.
  • In intervention area 30 school development plans were revised and shared at block level with education officials and teachers.
  • With the effort of school management committees’ teacher of Primary School who was deployed at basic shiksha adhikari (BSA) office for computer work since past 14 years has been sent back to his school for teaching.
  • In six schools attendance of children has increased to 75% as a result of robust child tracking system. 
  • Non-scholastic skills of children has increased in 5 intervention schools as a result of which children of three schools won regional level competition and girls team of one school has won state level competition in game. 
  • One child, Sharad Kumar came in second position in Ashram Paddati school competition. 
  • In the school premise of primary school Kariya pur, some youths were playing cards since a long time which was stopped by SMCs. 

 

Quotes of Beneficiaries: 

“We have shown an example of improving school governance by involving community. We still have to go a long way ahead”

 

Case Studies/Human stories: 

Improving quality of education with the determination of teacher

Teachers are the real architect of children’s future. Whatever be the conditions, determination of teacher can improve quality of education. Similar is the case of a Primary School, Shekhupur in drought prone rural area of Bundelkhand region of Hamirpur district. There were 32 children enrolled in the primary school Shekhpur in the rural area of Hamirpur district three years back. The condition of education and infrastructure was pathetic. As of not having boundary wall in the school its premises was under the threat of unsocial elements. With the effort of teacher, quality of education, school infrastructure and environment has improved drastically. For the positive effort of teacher in improving quality of education and engaging community for school management, district magistrate of Hamirpur Ms. Sandhya Tewari has felicitated him on 11th January, 2016.

Shekhupura is a rural village in Bundelkhand area where most of the person are dependent on agriculture and allied activities for their livelihood. In the academic year 2012-13, only 42 children were enrolled, out of which mere 10 children were regular. Two teachers were deployed in the school but condition of education was not satisfactory. In the school, boundary wall was not there and resident were using pathway across the area of school. Women use to take bath and wash clothes in the hand pump of school throughout the day which was affecting children. School environment was also not child friendly as few unsocial elements of village use to gather in the school and passing their time gossiping, playing cards etc. 

With the effort of organization two new teachers viz; Shiv Deep and Jitendra got transferred to the school. They started organizing regular meeting of school management committees and involved SMC members in all activities of schools. Teachers started developing teaching learning materials (TLM) and used those TLMs for teaching children. With the intervention of SMC members, pathway passing through school was closed and community members were also stopped for using school hand pump which they were using for bath, washing clothes and washing animals. Plantations were done by children of child collective. Out of school children were tracked and class room practices were made child friendly by using teaching learning materials and activity based learning as a result of which in the academic year 2015-16 enrolment has increased to 124. 

By observing drastic improvement in the school Basic Shiksha Adhikari (BSA), visited school and appreciated for the effort of teachers for engaging community members in school governance and improving quality of education. BSA nominated teacher for felicitation by government. For the positive efforts in the school, both teachers were felicitated by district magistrate.