education note291111

7/31/2019 Education Note291111

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CommunityManagedEducationServices

ICR

P.Usha Rani, Director-CMES


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1. Interventions

Early Childhood Education : SERP facilitated community mobilization to create an enablingatmosphere for appropriate child care practices and empowerment of the local community. Thechildren in the age group of 3-5 years are provided with education in these centres. Communitygoverned and community managed centres have been established to improve the physical, mentaland cognitive development of the children. Eligible youth from the SHGs are recruited as instructorsand ayahs. Quality training is provided to the instructors at the District Resource Centres which inturn would be monitored by the two State resource centres. Teaching in ECE centres is in play-waymethod to inculcate interest among the children towards learning and coming to school. Thehallmark of the centres is a public reporting system that has been put in place, according to which aschool festival (Badi Panduga) is celebrated on the last Saturday of every month. The instructorssubmit their monthly report and the children will demonstrate their learning during that month. CIFof Rs2,50,000 was provided to ECE centres which would be internally rotated to attain sustainability

within one year. Convergence with the ICDS resulted in Anganwadi and ECE centres to functiontogether. 21718 children were enrolled in ECE centres since 2008 in 1186 centres.

Corporate Education: Good quality education at +2 level, coupled with expert coaching to faceadmission tests for professional courses is felt imperative by all the parents in general. Financialdeprivation has impeded the meritorious children from accessing good teaching and expert coachingbeing offered in institutes of repute. To address this gap, SERP has facilitated the admission of 8,000meritorious poor candidates in private / corporate junior colleges of repute, during 2008-09, for twoyear intermediate course integrated with focused coaching for IIT JEE / AIEEE / EAMCET. This isbeing seen as an inter-generational poverty alleviation strategy. Zilla Samkhya identifies the students

for corporate education and also monitors them in their respective colleges.19376 poor meritoriousstudents were enrolled so far.

Residential Bridge Course Camps : SERP is supporting the Mandala Mahila Samakhyas of Chintoor, mandal of Khammam district, Kothaguda Mandal of Warangal District and Sirpur (U)mandal of Adilabad district to enable drop-out Tribal youth to appear as Private Candidates for SSCPublic Examinations and thereby improve their life skills. SERP supported the Project in partnershipwith an NGO Koyathore Bata. Koyathore Bata has been working on the issue of empowering tribalyouth through education for more than a decade now through its innovative Residential BridgeCourse that targets tribal youth aged 18 years and above.

Child Rights Protection and Quality Improvement Programme: Recent studies have shown thatthe quality of learning in the government primary schools has been very poor. The level of involvement of the community in ensuring quality education has also been very insignificant.Community participation in educational processes builds a sense of ownership. In essence,community sensitization and mobilization provides scope for owning the process and leads to real


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empowerment of the community. SERP supported the Mandala Mahila Samakhyas of Chintoor,Kunavaram and V.R.Puram mandals of Khammam district to safe guard Child Rights and facilitateQuality improvement in schools in tandem with Gram Panchayats, youth groups and teachers. Theproject is rolled out in partnership with the NGO, MV Foundation, in Khammam district.

Quality Improvement Programme in Govt Schools: To address the issues of child labor and forimproving the quality of schools, it is against this background that SERP along with MV Foundationwere working to build the capacities of the MMS, VO and SHGs to play the role of systematicallymonitoring schools so that they become sensitive to poor children and the quality of education is alsoimproved. This is being implemented in 40 mandals in 10 districts. Education sub-committees wereformed at the VO and MMS level. These subcommittee members would inspect the schools andensure effective implementation of the RTE act and proper functioning of the school in all aspectsi.e. physical infrastructure, student enrollment, teacher attendance etc.

Vidya Jyothi: Also referred as English Learning Programme. English being universal language hasbecome a priority for all the students. SERP along with CFBT, started this programme in 2 mandals.50 schools with major ST population were identified. External teachers were provided to theseschools to train the students in English language. Two Program coordinators monitored theseschools. Special Teaching Learning Material was distributed to supplement the teaching.

Support to Post Metric ST girls hostel: Physical infrastructure plays a key important role inenrollment and retention of the girl children. In order to address this issue, SERP provided funds forimproving the physical infrastructure of the girls hostel. Funds were provided for 3 hostels andrepair works were conducted with this amount.

APSWREIS: With respect to the APSWREIS, out of the 64 schools that were to be constructedunder the project,61 schools have been constructed. APSWREIS made an effort to improve teachingfacilities, recruit and train teachers and strengthen the management functions. Academic initiativesincluded child-wise monitoring and graded assignment, intensive coaching for slow learners, speciallearning material for 10 th standard and intensive focus in fundamentals. The enrollment in theresidential schools has ranged from 96-99% from 2001-06 and the school have achieved a passpercentage of 99in the 7 th board examinations and a 100% in the 10 th std board examinations for thefirst batch.

Name of the intervention No. of studentsEarly Childhood Education 21718 children enrolled*

1186 centres 55 mandals 11 districts

*Field dataCorporate Education 19376 students admitted*


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Name of the intervention No. of students 1098 mandals 23 districts

*Field data Quality Improvement Programme 1200 schools*

40 mandals 10 districts*Assuming 30 villages per mandal

Residential Bridge Course Camps 460 students* 3 mandals 3 districts

*Field dataVidya Jyothi 7600 students*

50 schools i.e 30 Primaryschools,12 UPSC,8 high schools

2 mandals 1 district

* Assuming 100 students per primaryschool,150 students per UPSC,350students per High school

Child Rights Protection and QualityImprovement

3232 drop-out students enrolled* 3 mandals 1 district

*Field dataPost-Metric ST girls hostel 89 girls enrolled*

2 Mandals

1 district*Field data APSWREIS 165222 students enrolled*

64 schools 23 districts

*Study on APSWREIS

2. Evolution of the program

To address the twin problems of child labour and high rate of school drop-out, the previous projectDPIP financed a package of inter-related activities involving both non-formal and formal education.Since girls were at a greater disadvantage compared to boys in poor families, the project supportfocused on their needs. As a part of this Residential Bridge Course camps for girls were established.Bridge schools would run short-and long-term remedial courses to prepare child labourers andschool drop-outs ranging in ages between 7 to 14 years to enter the formal education system. Incontinuation to the schools, for the passed out children corporate education was started to provideequal opportunities to the poor meritorious candidates (for both boys and girls). Students wereidentified with the help of Zilla Samakhyas and were admitted in colleges by June 2008.


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3. Total Investments

Purpose Investmentby Project

Resourcesleveraged

frompublicsector

Resourcesleveraged

from theCommercialSector

Outputs Outcomes

IB EarlyChildhoodEducationMGREGS: Rs1.7 Cr

Rs 7.95 Cr - 21,718children

1186 ECEcentres

55 mandals &15 districts

54% of centres in

tribal areas 118 Clustercordinators

100 %enrollment inClass 1. i.e 6674eligible studentsenrolled in Class1

0% drop-out tillClass 3 by

children fromECE Creation of

Social capital i.e2372 teachersand Ayahs and118 Cluster co-ordinators.

Children areequipped withpre-number &

pre-readingskills.

Readiness forformal educationin primaryschool.

63 % of thecentres are inGrade A &28 %in Grade B and9% in Grade C.

CIF Rs 16.25Cr

-

CorporateEducation

RS 32.50Cr

- 19376studentsadmitted

45 Students joined IITs

85.2 % of theenrolled childrenqualified forprofessionalcourse inEngineering andMedicine.


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Purpose Investmentby Project

Resourcesleveragedfrompublicsector

Resourcesleveragedfrom theCommercialSector

Outputs Outcomes

Child RightsProtection &QualityImprovementProgramme

Rs 0.80 Cr - 3 mandals 3232 drop-outchildrenenrolled

70 villages weredeclared childlabor free

QualityImprovementProgramme inGovt Schools

0.89 Cr - 7262Educationsub-committeesformed

1600

EducationResourcePersons

1534 VOs 781 Gram

Panchayats 40 mandals &

10 districts

50.67% of thechildrenidentified wereenrolled in Govtschools.

Formation of sub

committeesresulted inimprovement of physicalinfrastructure in57 schools

Improvement inphysicalinfrastructureresulted inenhancement in

enrollment andretention of girlchildren.

Awarenesscreated amongSubcommitteesresulted in filingof 286 petitionsso far.

ResidentialBridge Course

Camps

0.74 Cr - 460 tribalyouth enrolled

61.3 % of theenrolledpassed 10 th exam

65% and 73% of the enrolled

children passedthe 10 th exam.

84% of thepassed out youthcontinuedpursuingeducation

16% of the


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Intervention/ Sub

Component

Investment TotalNumber of Peoplereached

Total Targetpopulation

Percent of targetpopulationreached

Cost-Effectiveness Ratio

Early

ChildhoodEducation

Rs 7.95 Cr 21718 41250*

* Assuming 25children in the agegroup of 3-5 in eachvillage.25 children x 30villages x 55mandals

52.65 % 3660

CorporateEducation

Rs 32.50 Cr 19376 All the poor childrenwho passed the 10 th exam with over 67%marks

ResidentialBridge Coursecamps

Rs 0.74 Cr 460 5376**Field data: 1792drop-out tribal youth

per mandal.1792 x 3 mandals

8.6 % 16086

QualityImprovementProgramme

Rs 0.89 Cr 12000*

*40mandals x30 villages

x 100

students per school

140000*

*Field data:40 mandals x 3500students per mandal

8.6% 742

Vidya Jyothi Rs 0.50 Cr 7600 30000**Field data

25.33% 658

Child RightsProtection andQualityImprovement

Rs 0.80 Cr 3232 10500*

*Field data: 3500students x 3 mandals

30.78% 2475

Support toPost-MetricSTgirls hostel

Rs 0.15 Cr 89 All the girls eligiblefor intermediateexam in two mandals

APSWREIS Rs 282.12 Cr 165222 All the drop-outchildren from class 5to 10

17075

Total Rs 325.25 Cr 229697

5. Inclusiveness Index


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Total number of PoP in targetpopulation

Total Number of PoPreached

Total Number of peoplereached (same as in table

1)ECE : 37125**Field data: 90% belong to

SC/ST

21718 21718

Corporate Education : All PoPstudents who passed Class 10

13454 19376

QIP : No. of PoP students whoare attending school in the 40mandals

- 12000

Residential Bridge schools :5376**Field data: Survey done ondrop-out tribal youth

460 460

Vidya Jyothi : 28500*

*Field data: mandals selected with more than 95% ST population

7600 7600

Support to Post-Metric girlshostel : All SC/ST girls who areeligible for schooling

89 89

Child Rights Protection andQuality Improvement: 9975**Field data: 95% of the total

population belong to SC/ST

3167 3232

APSWREIS: 1652220*

*APSWREIS study: schoolscover 10% of the SC/ST drop-outchildren in AP

148667 165222

Total : 1733196 195155 217697

6. Outcomes

Indicators Target Achieved % of the targetNo. of childrenachieved in ECEcentres

17500 21718 124 %

No. of studentsadmitted in corporatecolleges

20000 19376 96.88 %

No. of residentialschools constructed

64 64 100%

No. of girl childrenenrolled in residential

25153 115655 459.8%


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schools

7. Impacts

a) Early Childhood Intervention : Performance of ECE children in primary schools is better by 21.32 % as compared to

non-ECE children. (Source: Study of impact on Pre-school Education in tribal areas Andhra Mahila Sabha,Hyderabad)

All the 6674 children who are eligible for formal education were enrolled in Govtschools. No child who passed out from ECE dropped out of school at the primary level.(Source: Monthly reports from the field)

Quality education is being imp arted. 63 % of the ECE centres are in Grade A and 28% inGrade B. (Source: Performance of ECE centres is graded quarterly by the State Resource

Centre monitoring team) 58.3 % of the ECE centres were started in tribal areas ECE children passing out are ready for formal education

(Source:Study of impact on Pre-school Education in tribal areas Andhra MahilaSabha,Hyderabad)

b) Corporate Education 63% of the student siblings have shown willingness to join corporate colleges( Source:

Study on corporate Education in Weaker Sections: Meera Lal, University of Hyderbad) 98 % of the children enrolled belong to SC/ST category (Source: Data regarding the

students maintained with SERP) 58 % of the enrolled children are girls. (Source: Data regarding the students maintained

with SERP) 85.2 % of the enrolled children qualified for professional courses in Engineering and

Medicine streamc) Residential Bridge Course camps

760 tribal youth who otherwise could have been potential naxalites were mainstreamedthrough the Koyothore Bata programme.

65 % of the enrolled passed 10 th Std examination. Out of which 84% of them continued

to pursue education and 16% of are pursuing Vocational training courses, Polytechnic,Medical Lab technician courses.

d) Quality Improvement Programme in Govt schools Improvement in physical infrastructure resulted in enhancement in enrollment and

retention of girl children. Awareness created among Subcommittees resulted in filing of 286 petitions so far.


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57 schools have drinking water facility. Petitions filed by the subcommittee membersresulted in improving the physical infrastructure in the schools.

e) Child Rights Protection and Quality Improvement 70 villages were declared child labor free. Constant monitoring of the subcommittee

members regarding the enrollment and counseling to the parents resulted in villages to bedeclared as child labor free.

50.67 % of the drop-out children identified were enrolled into formal schools andResidential bridge course camps.

f) APSWREIS The pass percentage of the students in 10 Std examination is 92.3% as against that of

78% in Government schools.(Source: APSWREIS study)

YEAR AP Average APSWREIS

2001-02 67.89 89.70

2002-03 75.00 93.46

2003-04 80.41 95.25

2004-05 72.41 91.52

2005-06 73.16 93.51

2006-07 71.65 89.74

2007-08 75.47 89.28

2008-09 78.53 92.73

70% of the children enrolled are girls. 89.98% of the children enrolled belong to the SC/ST and BC community.

8. Policy Impacts

G.O. 55 issued: During the execution of the ECE project, problems arised from theAnganwadi workers in the village level. ECEs were seen as competitors to the Anganwadicentres. So with the effort of SERP and Mandala Mahila Samakyas, convergence meetingswere conducted at Mandal, district and state level. Hence, the Department of Women andChild welfare development issued G.O No 55 for Convergence of Angawadi centers withECE and NDCC centers for the better functioning of these centres .

Corporate education taken over by Social Welfare Department : With the success of corporate education concept to tribal area students there is a demand from the community toextend this programme. Hence, the Government of Andhra Pradesh has took a decision to


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implement the project all over the state and handed over the project to social welfaredepartment which in turn distributed to various line departments like BC Welfare, SCWelfare etc.

Ayah salary from Mahatma Gandhi Rural Employment Guarantee Scheme : Managingthe 20 children by one teacher in the ECE centre is a tedious task. Hence, Ayahs wereallotted to the centres to support the teacher/instructor in managing the children.Commissioner of Rural Development, Andhra Pradesh are providing salaries for the Ayahsin these centres.

Integration of ECE teachers with Sarva Siksha Abhiyan at primary level: ExperiencedECE teachers are promoted to teach Class 1,2 and 3 in the primary school. As a result of collaboration with the Sarva Siksha Abhiyan, training was provided by them to the ECEinstructors to teach the primary level students in Govt schools.

9. Cross cutting issues: institutional model, financing model , sustainability and resilience

Institutional Model:Education sub-committee: Subcommittees are formed at the village, mandal and cluster level tomonitor the activities. They visit schools, ECE centres and residential bridge camps at regularintervals to ensure their proper functioning. Committee members participate in experience sharingcum review sessions conducted once in a month. They also meet the Mandal Education officers tosubmit the petitions regarding the improper functioning of school or lack of proper infrastructure etc.

Community Resource Persons: As a part of the Quality Improvement Programme, few membersfrom the committee are trained to be as Community Resource persons. This was done as a part of thesustainability of the programme so that the community by themselves can continue with theactivities of monitoring the schools despite MV foundation or SERPs involvement. Resource Persons: District and Mandal Education Resource Persons monitor the functioning of thequality improvement programme. Training will be imparted to the subcommittee by these resourcepersons.State Resource centre: Provides training to the master trainers, who in-turn will provide training toECE instructors at the District Resource Centers.District Resource Centre: The SRC monitors and guides the DRC who in turn have the responsibilityto monitor the ECE centers.The following diagram shows the institution structureEducation Subcommitee - ESZilla samakhya education committee - ZSMandal Samakhya education committee MSVillage subcommittee VS


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Financing model:All the programmes were funded under RPRP. Recurring costs were being provided on bimonthlybasis. In Early Childhood Education, corpus for an amount of Rs 2,50,000 was given to each centre.A total of Rs 16.25 Cr was given as corpus to ECE centers. This amount is internally rotated among

in the SHGs and the interest generated shall be used for incurring the expenses. The recurring costfor the first one year after establishment is being provided.

Sustainability:The corpus provided for ECE centers was provided to enable the centers to self sustain after oneyear. The interest earned by internally rotating would be sufficient to manage the centre expenses i.ethe teacher and ayah salary and some petty monthly costs. This would make the communityassociate with the centre as their own and inculcates a sense of responsibility to repay the loanamount installments on time.

Resilience:Issues raised in the field with respect to the Anganwadi centres were handled by having convergencemeetings with the district officials. The issue was taken to the higher authorities and it resulted in theissue of G.O. Ms 55 regarding the convergence of Anganwadi centres and the ECE centres.

Zilla Samkhya

Mandal Samkhya

Village sub committee

PD,DRDA/PO,ITDA

Mandal Education Officers, MRO

School,ECE and Anganwadi teachers

DRC

SRC


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10. Challenges in implementation

Convergence with the Anganwadi centres was not successful. Issue of G.O at the state level wasnot sufficient enough for smooth implementation of the ECE centres.

The petitions submitted by the Education sub-committee members are not being taken up by theofficers. Very few of the requests pertaining to physical infrastructure are being addressed.

11. Current challenges

Though the convergence G.O 55 was issued, implementation is not being done at the field level.Issues between the Anganwadi and ECE centre still persist.

Petitions regarding the teachers attendance are to be addressed. Change should come at thepolicy level regarding the kind of action to be taken when issues are being pointed out by the

SHG women directly. Lack of proper MIS from the initial stages of the project.

education note291111

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