Cohesion Foundation Trust

Learning and Migration Program

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OUR OBJECTIVES WITH LAMPS SUPPORTFocus aspects in education Access to formal education, leading to 100% UEE of 6-

14yrs. children, going to school regularly. Quality of education, so as to overcome learning deficit Advocacy for vulnerable & girls

Focus areas in Education (Our intervention with LAMP)

Learning Enrichment Program Seasonal Hostel Right To Education

Implementing Area State: Gujarat District: Kutch and Patan

Coverage of villages: 150, including 28 LEP class

Target community: migration affected, exploited, economic and socially backward without bias of caste & creed.

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LEARNING ENRICHMENT PROGRAM (LEP)

Level 1- (Deficit student of std 3,4,5) has been completed in 28 classes and 1680 students

Level 2- Running from 15th feb

On wards

Total coverage

3464 students

Objective:

To enhance students capacity to understand std 1 and 2 course and remove their deficits of reading, writing and counting

To enhance students capacity to learn and understand their academic books of concern standards

Support class: 15 covered class vi-viii 589 students covering 220 girls and 369 boys and class ix-x covered 386 students covering 128 girls and 258 boys

Computer class : 37 students teach 809 students covering 347 girls and 462boys

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LEARNING ENRICHMENT PROGRAM (LEP)

Pedagogy Base line test was taken in 28 schools and covered all

students of std III,IV and V Trainings delivered to the tutors on pedagogy, content making

and refresher Course completed as per plan End line test was taken in last week of january2014

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LEARNING ENRICHMENT PROGRAM (LEP)SUMMERY STATISTICS OF END LINE ASSESSMENT

No. of children

1681

Girls 750 Boys 931

Class III Class IV Class VAvg. Score(Baseline, Max. 50)

Avg. Score(Endline, Max. 50)

Increase

Language 16.4 32.3 15.9

Maths 21.6 38.1 16.5

• 3572 students appeared base line test

• 1680 students were selected for LEP class

• 1663 students appeared end line test

• In language 1014 students found in D group after base line, after end line 78 students are in D group

• In mathematic 556 students found in D group after end line and 13 students found in D group after end line

LEARNING ENRICHMENT PROGRAMCHALLENGES

Major challenges: Distance one to another village Lacking of transportation facilities Not getting qualified tutors for LEP class and local staff from this area Crime zone area, problem occurred during field work e.g. gagodar,

badarpar, palassva Few schools don’t support our program

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SEASONAL HOSTEL- YEAR 2013-2014

Migration scenario: There are three types of migration in Kutch District

Salt pans: Within kuch

Charcoal: Jamnagar, Rajkot, Kheda, Bhavanagar

Pastoral: Surat, Navsari, Maharastra, Madhya pradesh and Rajsthan

During September and October series of meeting held with community and SMC, took their signature and thumb for hostel demand

At present 3 seasonal hostel have been started from January 14, 80 students are in Seasonal hostel

Constrain faced in SH activity Migration depends on rain fall Uncertain decision Complexity with government department Occupation wise migration seasons are different Difficulty to get proper no of students due to various reason Migration in agricultural work for uncertain days

RIGHT TO EDUCATION - WORK DONE UNDER RTE

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Line Items Deliverables (Nos)

Achieved till Feb. 14

% achieved till Feb. 14

Hyperlink

Balmelas 60 65 108% Balmela photos.docx

Campaigns 150 150 100% Campaign photos.docx

SMC trainings & meetings

1260 1483 118% SMC meeting photos.docx

PRI training 300 129 43%

Volunteers training

570 525 92% VV trg.photos.docx

SHG members meeting (all females)

771

SDP Submitted 150 153 102% SDP submission photos.docx

Total Coverage (Females)

12508

Total Coverage (Males)

18397

RIGHT TO EDUCATION - INTERVENTION’S OUTCOME

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Area of intervention

Boys Girls Total Hyperlink

Regularized children:

Chitrod Cluster 83 55 188 Irregular children.xlsx

Adesar Cluster 305 297 602 Irregular children-adesar.jpg

Varahi Cluster 6 1 7

Total 89 56 145

Migration retention

Migrating Retained

% retention Hostel retention.xlsx

Chitrod Cluster 880 709 81%

Adesar Cluster 136 115 85%

Total 1016 824 81%

RIGHT TO EDUCATION-PROCESS PART Orientation of all CFT staff done about the program & its

outcome to be achieved through community’s involvement & ownership

Village Profile format developed and data collection along with village maps for all 150 villages is going on as per schools catchment area

Focusing on girls education, by keeping one special agenda of girls education in all our forums

Connecting with larger Network-CFT isCFT is now closely working with taluka level local NGO network called “Nagrik Pahel-Vagad” covering larger issues like education, social security, Health etc., Networking-Nagrik pahel.jpg & actively participating in the events conducted by other NGOs at rapar, working in the field of education viz., CRY, BAAG, GSS etc., Networking-CRY,BAAG,GSS,CASP etc.,.jpg

Case Studies (CS):

a) Successful Case study – Shivlakha tutor, VV & SMCs work Case study- Shivlakha.doc

b) Unsuccessful Case study – Palassava LEP class. Palassava case study.docx

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NETWORKING

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VISION FOR NEXT YEAR 3 YEARS Vision (impact of our interventions in next 3 years) : LEP : We would like to train school teachers of Std., 1&2 so that

deficit is curbed, to large extent their itself, leaving little scope for remedial classes of 3,4,5.

Would also like to have some concrete plan for Support classes too!

We would like to have some monitoring tool to track a student’s progress from std., 1st to 10th (would need AIF inputs in this!)

HOSTEL : To reduce migration to minimal, by accomodating migrating children either to govt. hostels or care takers.

RTE : In next three years we would definitely like to see the empowered SMCs, communities, parents, teachers, tutors to the level that they themselves are successfully carrying out the responsibility entrusted to bring up the level of education, by ensuring that their village is 100% UEE not merely in terms of enrollment but also no child of their village is drop out. Migrating or irregular. Similarly, SMC should also be actively taking part in the management of school affairs like preparing & implementing SDP, monitoring MDM etc.,

Block level federation would further provide back up support to cluster level SMCs in execution of their roles.

PLAN FOR NEXT YEAR -2013-14 In LEP : Increase coverage to 40 LEP classes In RTE : We would like to continue with 150 villages, but in

a more focused manner, by sharing data of our target group children of all 150 villages with the resp. SMCs, village communities, parents & all other stake holders and will jointly evolve strategies to streamline the irregular,drop-out,migrating children.

Also, we are almost done with our gradation exercise, hence would plan a strategy to bring D,C,B villages to C,B,A resp. so that these villages are working on its own even after CFT leaves the village/change its role.

TEAM MEMBERS

Volunteers , Teachers and Supervisors

Thank you very much14