01 Apr 2016 - 31 Jan 2017
01 Apr 2016 - 31 Jan 2017
Chhattisgarh State came into existence on 1 November 2000. The educational developments in the state are not very remarkable but the state is committed to ensuring education of its population and has arrangements for providing free and compulsory education to children until 14 years of age. The state government is emphasizing more on the educational interests of the marginalized sections, particularly, on the Scheduled Castes and Scheduled Tribes to raise their educational standards. However, despite this stated intent, it is now two years since the Right to Education Act was passed by Parliament, but the reality on the ground is yet to substantially change.
The status of education is not up to the mark as the schools are irregular due to poor monitoring system in the proposed area. The demography of the area where majority are marginalized and poor, lack of awareness among community, and unavailability of transportation are the main causes which makes the monitoring system weak. Though there are provision for SMCs for regular monitoring and better management of schools, the SMCs are either defunct or not formed.
Teachers’ absenteeism, non-availability of text books and school uniforms and poor implementation of education schemes compel the children to leave the school. Mid Day Meal (MDM) is a medium to attract the poor students to school but it is frequently irregular. Very few schools have kitchen sheds and proper drinking water facility which creates unhygienic situations.
About the Project:
The project aims to ensure the availability of educational services for children from marginalized communities in the target area through a process of people lead advocacy. This is related to the Oxfam India’s Education Programme Implementation Plan that works for the rights to universal, inclusive and quality education.
The syllabus which Chhattisgarh government has approved is weak in comparison to other states’ syllabus and the CBSE syllabus. The Teaching Learning Methods followed by teachers are the traditional methods followed in the government schools mainly in primary schools. The teachers don’t have tools to create or sustain interest in education in children. Quality of education in government schools discourage parents from sending their children to school after primary level. Parents prefer children to be at home and help them either in earning or doing domestic and farm chores rather than continuing studies in school. Hence, the dropout rate is higher and retention of the children in the school is challenging.
It would be too difficult to address the overall gaps in the implementation of RTE at state level; through this project an effort will be made to create awareness at community as well as the government level to implement the ACT in an effective way.
Results to be Achieved:
•Enrolment, retention and transition to School and AWC of children
•Activated SMCs and SDPs prepared
•Strengthened and Accountable PRIs and other institutions of governance
•Activated Bal Panchayat
•Strengthened District and State RTE Forum
•Infrastructure in many schools has improved
•With advocacy efforts teachers in few schools have been appointed
•District level RTE Forum has been strengthened
•SMCs have started monitoring the school activities
•SYM has been able to create an environment to attract the tribal students to the schools
•Retention rate of the students has increased in SYM field area.
Quotes of Beneficiaries:
“Had Shikhar Yuva Manch not been here, my child would not have been into the school and would have remained illiterate like me throughout his life” Shri Tileswar, Village- Putta
“Now I go to schools with friends without any fear” Sadhna Kumari, Bal Panchyat Member, Village- Andhikachar
“Shikhar Yuva Mach’s staff has created an enabling environment in the school” Santosh Kiran, School teacher, Village- Chouda
“Through trainings given by Shikhar Yuva Mach SMCs members are aware about their rights and have started coming into meetings” Chadarkali, SMC president, Primary school, Village- Dhaurabhata
Case Studies/Human stories:
Vikas Neti lives with his parents in the village Dhourabhatha and studies in government Binjhwar Ashram in class 6th. Today Vikas is continuing his education in the Ashram.
Vikas’s parents are happy about his future today, however, it was not so two months before and they were worried about Vikas’s future.
Vikas has his mother Ms. Dheerja Bai and father Mr. Panchram Neti in his family. He also have a brother and a sister. He is the eldest amongst the brothers and sisters. His brother studies in class 4th and sister in class 2nd.
The financial status of Vikas’s family is not that good. His family is not able to afford Vikas’s education. Their main source of livelihood is agriculture and that’s how they take care of their children. They do get employment under the MGNREGA, however the wages are not timely.
Rampur panchayat has three villages in its jurisdiction, one of which is Dhourabhatha. The village is five kilometer away from the panchayat. The village is mainly inhabited by tribals. There are 95 households with a population of 508 in the village. The main occupation of the villagers here is agriculture.
The village has only one school, which is up to class 5. There is only one middle school in Rampur panchayat, which is one and a half kilometer away from Dhourabhatha.
Intervention by the organization
Shikhar Yuva Manch stated its work in the field Dhourabhatha in 2013 and its field worker Ms. Aruni formed a Bal Panchayat (Child Panchayat) in the village. Vikas was there as the member of the panchayat. During the meetings of Bal Panchayat the friends of Vikas told that Vikas does not take interest in studies. When contacted with his parents, they told that Vikas always tries to avoid studies.
The field worker tried to know the reasons behind this. She came to know that Vikas has lack of confidence and he needs to be supported to come out of this. For this the field worker organized various sports activities, action songs etc in the school with the help of the teacher.
Because of these activities Vikas and other children started taking interest in their studies. Once Vikas passed the class 5, his parents started getting worried about his further studies, as the village did not have school for further studies. His father get him admitted in Government Binjhwar Ashram which was 15 kilometers away from the village. However, Vikas did not like the Ashram and used to flee and come back to home often.
Community interventions by the organization
The field worker spoke to the parents of Vikas through the members of School Management Committee (SMC). The SMC members told to get Vikas admitted in the middle school in Rampur. The teachers of Rampur middle school were ready to take Vikas. However, Vikas’s father was not ready to send him to that school, he thought if Vikas would be away from village he would concentrate more in his studies. But Vikas was not ready to go the Ashram.
After the counseling of the SMC members, Vikas’s father agreed to keep Vikas in the home.
Due to the support given by the community, there was no hurdle in Vikas’s education. Now Vikas goes to the government middle school Hardibazar, everyday by bus. The school is 15 kilometers away from his village.
Vikas is very happy now and has confidence also. Now he plays with children in the Bal Bhawan after his school hours, he also reads the books kept there.