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Achieving Educational Outcomes with Social Accountability Interventions Ms. Seshu Kumari Regional Director, Education Society for Elimination of Rural Poverty (SERP) Andhra Pradesh. Context. - PowerPoint PPT PresentationTRANSCRIPT
Achieving Educational Outcomes with Social Accountability Interventions
Ms. Seshu Kumari Regional Director, Education
Society for Elimination of Rural Poverty (SERP) Andhra Pradesh
Context
AP has high economic growth but public education system faces several structural issues, hindering the quality of public education
AP public education system offers a structured space for parent and community feedback in management of schools, however, these spaces are not systematically utilized
In 2007, Centre for Good Governance (CGG) and the MV Foundation introduced a social accountability intervention in 20 public schools
Community mobilized to monitor and give feedback on the delivery of education services at the village level.
Context cont’d…The objective of social accountability intervention was to improve the delivery of education services.
This type of accountability intervention, using a community scorecard (CSC) process, was introduced for the first time in the context of schools to gather community and service provider feedback on schools to evaluate the quality of education through a set of parameters.
Institutional Arrangements
World BankCGG - School
Education Dept.MVF
ZP Schools Primary Schools
MEO
MVF
MMSUpper Primary
Schools TW Schools
Community Score Cards
The community score card (CSC) process is a community-based monitoring tool that is a hybrid of the techniques of social audits and citizen report cards. The CSC is an instrument to exact social and public accountability and responsiveness from service providers. By linking service providers to the community, citizens are empowered to provide immediate feedback to service providers.
Community Monitoring of Service Delivery through Community Scorecards
Behavior ChangeRemoving Information Asymmetry galvanizes community and leads to ownership of local infrastructure
Parents and Community seek information and accountability from teachers and administration
Increased Community Monitoring has improved teacher attendance
Motivated teachers increases student enrolment and better participation of the students
Institutional Change
Upwards communication to solve problems
that cannot be solved at community level
Convergence of local health and education
functionaries to jointly address interconnected
problems
Policy Changes
Development OutcomesStudent enrollment at 100 percent in 8 villages in both districtsStudent absenteeism has lessened by 10 percent and there has been noticeable decrease in school dropouts.10 percent drop in teachers’ absenteeism in both districts and improvements in teachers’ punctualityImprovement in education quality through innovative teaching methodsIncrease in household savings after switching from private to public schoolsSignificant improvements in school infrastructure and amenities
Overall Investment
ParticularsAmount
(Rs.)Amount
(USD)
Expenditure on public education per district (approx.) Rs. 400 crores 85.6 million USD
Funds required for this accountability intervention per district (approx.)
Rs. 2.5 crores 500,000 USD
Percentage of the total estimated public education budget
less than 1%
Scaling up by SERP
11
Safeguarding Child Rights and Enhancing Quality of
Education
- In 3 Tribal Mandals in Khammam District
12
Objectives
Advocating child rights through community
participation – women groups, gram panchayats,
teachers and youth
Improvement in quality of education at schools
through community participation through women
groups, gram panchayats, teachers and youth
13
Partners
SERP
MVF
MMS
14
15
Harnessing Women Groups For Elimination Of Child Labour
Salient Features
Involvement of Gram Panchayats, Women Groups,
Youth and teachers in the project.
Sense of ownership of the school, cultivated
amongst the village community.
Monitoring of the functioning of the school.
Effective monitoring of the students enrolled in
the schools by the community to ensure that they
do not drop out again.
16
Outcome
In November 2009, within 18 months of
implementing the project, 31 villages in the three
mandals are identified as child labour free
villages
In recognition of the role of the women groups in
running the RBCs and mainstreaming children
into regular schools five new RBCs for migrants
(from Chattisgarh) are entrusted to the women
groups by the district administration17
Way Forward
Proposed ModelCollaboration between SSA, SERP, MVF / NGOs and MMS.
Initiate intervention in 30 low female literacy mandals in the state during
2010.
Expected Outcomes:
– 90% of total ‘out of school children’ would be withdrawn and sent to
school over a period of three years
– 50% of the Gram Panchayats and the VOs would be equipped to follow
up the child rights issues.
– 100% registration and certification of births and marriages in the villages.
– Ensure 90% retention of children in 50% of the total habitations.
– Children passing out of class X will be mapped out and successfully
followed up to pursue higher education 19
Harnessing Women Groups For Quality Education
20
Critical factors for strengthening & scaling –
up
Implications for Replication and Institutionalization to Improve Education Outcomes
Key enabling factors. On the supply side:– bureaucratic will – leadership of local level functionaries and service
providers– dedicated budget
a core group of well-trained human resources strategic alliances between supply side and organizations such as MVF and other NGOs
Facilitating role of the Education Department NGO, MMS & Youth
Role of: – the School Education department & SSA– Head masters and teachers– MVF in capacity building at the community level
Institutional arrangements in scaling up thru’ a federation of SHGs
Role of youth
23
Challenges and limitations
Limitation of community’s role in monitoring quality– Community can oversee attendance, requirement of infrastructural
facilities and can have general perception of quality– Dependency of MMS on mobilisers & organisers for:
• checking quality aspects of education
• regular follow up of the in- school & drop-out children
- No incentive to MMS
Role of facilitating NGO – the process of bringing interface between the community and
service providers– In harnessing support of youth (in Khammam model youth play a
major role)– Institutionalizing of the processes in the scaled up model
Introduction of newer programmes Irregular fund mobilization across the various stages of the process
– Need assessment done by the Community if not matched by appropriate sanctions and dedicated budget results in disinterest
24
Critical factors for strengthening & scaling –up the project
Need based approacha facilitating organization at the community level institutional architecture say a federation of SHGs Strong Institution buildingStrong functional integration: Co-ordination between various departmentsStrong community participation: Active involvement of all stakeholdersAppropriate incentive to the MMS Systematic execution of the complete process
– identifying child labor, mainstreaming them, regular follow-up, maintaining retention and monitoring quality of schooling
Regular training and motivation to the mobilising agentsBuilding strong MIS using the CSC.Incentivising good performance
Thank You!!!