indigenous peoples plan - asian development bank · 2014. 9. 29. · indigenous peoples plan...

Indigenous Peoples Plan January 2013

IND: Supporting Human Capital Development in

Meghalaya

This indigenous peoples plan is a document of the borrower. The views expressed herein do not necessarily represent those of ADB's Board of Directors, Management, or staff, and may be preliminary in nature. In preparing any country program or strategy, financing any project, or by making any designation of or reference to a particular territory or geographic area in this document, the Asian Development Bank does not intend to make any judgments as to the legal or other status of any territory or area.

ABBREVIATIONS

ADB – Asian Development Bank ADC – Autonomous District Council DPCU – District Project Coordination Unit FGD – focus group discussion GOM – Government of Meghalaya HS – higher secondary IPP – Indigenous Peoples Plan JFPR – Japan Fund for Poverty Reduction M&E – monitoring and evaluation MSSDS – Meghalaya State Skill Development Society NGO – nongovernment organization PIU – Project Implementation Unit PMU – Project Management Unit RMSA – Rashtriya Madhyamik Shiksha Abhiyan SCF – Skills Challenge Fund SMC – school management committee SS – secondary ST – scheduled tribe TA – technical assistance TLPC – The Living Picture Company TVET – technical and vocational education and training

CONTENTS

A. EXECUTIVE SUMMARY 1

B. DESCRIPTION OF THE PROJECT 2

a. Background 2 b. Project – Brief Description 3 c. Overview of the Project Area 3

C. SOCIAL IMPACT ASSESSMENT 4

a. Legal and Institutional Framework for Tribal Administration and Development 4 b. Baseline Information 6

D. INFORMATION DISCLOSURE, CONSULTATION, AND PARTICIPATION 6

a. Meaningful Consultations – Approach and Methodology 6 b. Key Findings 7 c. Incorporating Tribal and Gender Concerns into Project Design – The Proposed

Plan 8 d. Safeguard Measures to Ensure Tribals Participation in Benefit Sharing 9

E. BENEFICIAL MEASURES 11

F. MITIGATIVE MEASURES 11

G. CAPACITY BUILDING 11

H. GRIEVANCE REDRESS MECHANISM 11

I. MONITORING, REPORTING, AND EVALUATION 12

J. INSTITUTIONAL ARRANGEMENT 12

K. BUDGET AND FINANCING 12

L. ANNEX I 13

M. ANNEX 2 16

A. Household Survey Conducted During Project Design – Key Findings 16 B. Detailed Feedback from the Focus Group Discussions 18

N. ANNEX 3 21

A. List of Persons Met/FGDs Held 21 B. Photos of FGDs 30

A. EXECUTIVE SUMMARY 1. Meghalaya is a land-locked state in northeast India with a population of about 2.9 million. It is a predominantly tribal state with the various tribal groups listed in the Constitution Scheduled Tribe Order, 1950, accounting for 86% of the population. The Khasis and Garos are the two largest tribal groups constituting 56% and 34% respectively of the scheduled tribes (ST) in Meghalaya. The Jaintias (also referred to as Synteng) are listed as a sub-tribe under the Khasis, and constitute about 1% of the tribal population. The Hajong, Koch, and the Rabha are smaller tribes accounting for about 2% of Meghalaya’s tribal population. In addition, there are some minor tribes (Kukis, Mizos, Hmars etc) each of which account for around 0.1% or less of the tribal population of Meghalaya. 2. Even though Meghalaya has rich mineral reserves such as coal, limestone, and uranium, forest cover of more than 70%, and abundant rainfall, its economy has lagged behind owing to its remote location, hilly terrain, and poor infrastructure. The industrial base is underdeveloped with limited processing and value addition taking place within the state. 56% of Meghalaya’s population is below 25 years in age as compared to 49% for India as a whole. Meghalaya’s youth find it difficult to compete for formal jobs, especially outside the state, because of the poor quality of the state’s secondary and higher secondary (SS and HS) education, and the ineffective technical and vocational education training (TVET) programs. The low employability of the youth compounds the adverse effects of the structural constraints posed by Meghalaya’s poor connectivity and remote location, and traps the state in a vicious cycle of poverty and backwardness. 3. The government of Meghalaya (GOM) has therefore, been focusing on human capital development. The Twelfth Fifth Year Plan of Meghalaya (2012-2017) emphasizes three priority areas including “building capacity among the people, harnessing the state’s natural resources for sustainable livelihoods, and expanding and strengthening the infrastructure base.” It also notes that “’education and skill development will be the cornerstone of development for enhancing people’s productivity and employability. Endowing the poor and vulnerable groups, who are often landless and without access to capital would greatly benefit from human capital development which would empower them to participate gainfully in market activity. 4. The Supporting Human Capital Development in Meghalaya project will enhance the employability of Meghalaya’s youth by improving the quality and delivery of SS and HS education, and skill development programs. By bolstering the capability and livelihood of the tribal youth living in backward and remote areas, the project will support GOM in creating an enabling environment for inclusive growth. It will also have a positive impact on the socioeconomic status of tribal communities. In order to understand the views and aspirations of the tribal groups about the activities proposed under the project, a series of meaningful consultations were held with representatives of the major and minor tribal groups in Meghalaya including “dorbars / nokmas” or councils of village elders, women's groups, school management committees (SMCs), teachers, students, parents, NGOs, skill providers, and government officials during the design phase. All the districts of Meghalaya were covered. This has helped to understand the opportunities and constraints facing the different tribal groups, and their aspirations and concerns in the area of education and skill development. While the entire project is designed to reach out to all the tribal groups, a separate Indigenous People’s Plan (IPP) has also been prepared to ensure that the different tribal groups benefit equitably and in a culturally appropriate manner from the positive effects of the project during implementation.

2

B. Description of the Project a. Background

5. Low employability of the youth and poor human capital are major challenges facing India and most of its states such as Meghalaya. India’s labour force is around 470 million, 86% of which is in the informal sector. Of the working age group population (aged 15 to 59 years) of 431 million, 29% is not literate and another 24% has studied till the primary level or below. More than half of India’s labour force has very low level of education or none at all. Only 17% of the labour force has higher secondary (grades 11 and 12) and higher levels (including diplomas, graduates, and above) of education. 6. The situation is even more challenging in Meghalaya. While in 2007-2008, the gross enrolment ratio at the primary and upper primary levels was 191.5% and 103.3%, that at the SS and HS level was only 29.9% as compared to the all India average of 45.5%. For every 5 SS schools, there is only 1 HS school in Meghalaya. As table 1 shows, only 29% of Meghalaya’s students study in government schools or private unaided schools. 71% of the students, mostly from poor tribal households, study in the 591 government aided private schools (61% of total) which get limited salary support from the state government. Since these schools are not eligible for infrastructure support from the central or state government, their infrastructure is poor and far below the standards prescribed under the Rashtriya Madhyamik Shiksha Abhiyan (RMSA). 60% of Meghalaya’s SS schools do not have science laboratories, 72% do not have separate toilets for girls, and 27% do not have access to reliable drinking water.

Table 1: Profile of Secondary and Higher Secondary Schools in Meghalaya

Secondary and Higher Secondary Schools Number

Share in total

schools Share of students

State + Central Government 33 3% 6%

Private Unaided 337 35% 23%

Private but govt. aided 591 61% 71%

Total SS and HS Schools in Meghalaya 961 100% 100%

7. Due to the poor learning environment in majority of the schools, and limited capacity at the HS level, the quality of students passing out of the government-aided private schools is weak. This puts additional pressure on the state’s under-resourced skill development and technical and vocational education programs. Consequently, Meghalaya’s youth find it difficult to compete for formal jobs, especially outside the state. It is estimated that in 2009-2010, 62.3% of Meghalaya’s labor force was engaged in the primary, 25.6% in tertiary, and only 12.2% in the secondary sector.1 About 55% of the labor force is self-employed, 30% is casual labor, and only 15% is employed in the formal sector. Low employability of the youth therefore, compounds the adverse effects of the other structural constraints facing Meghalaya namely, remote and land-locked location, poor connectivity, hilly terrain, and weak infrastructure. 8. The 12th Five Year Plan of Meghalaya emphasizes human capital development through improvement in school education, especially at the SS and HS levels. It also focuses on results-

1 The primary sector comprises agriculture, hunting, forestry, and fishing. The secondary sector includes construction,

manufacturing, and mining and quarrying while the tertiary sector includes hospitality, transport and communication, trade, banking, insurance and public administration.

3

oriented skill development to make the state’s growth more inclusive. GOM aims at universalizing secondary education as part of the RMSA mandate. The target is to provide SS schools within every 5 kms of habitation and HS schools within 7 to 10 kms of habitation. Different options for training the large backlog of nearly 15000 untrained primary school teachers and around 7000 untrained secondary school teachers are being reviewed. During the 12th Plan, effort will also be made to improve school infrastructure, especially science laboratories, emphasize mathematics, science, and English, and encourage use of ICT-based learning and use of computers. GoM also plans to include courses on skills for gainful employment and vocational training at the HS level. Improving the quality and delivery of formal education is therefore, part of the long-term tribal development policy of Meghalaya. b. Project – Brief Description

9. The project, “Supporting Human Capital Development in Meghalaya” aims to enhance the employability of Meghalaya’s youth by improving the quality, delivery, and access of its SS and HS education, and skill development programs. It will attempt to build awareness among tribal youth about the benefits of education and vocational training. The project will help in creating an enabling environment for inclusive growth through the following outputs:

(i) Output 1: Improved teaching and learning in government-aided SS and HS schools. (ii) Output 2: Increased capacity and responsiveness of technical and vocational education

and training (iii) Output 3: Increased Awareness and Participation (iv) Output 4: Improved project Management and Monitoring and Evaluation

c. Overview of the Project Area 10. The project will cover the entire state of Meghalaya. The state has an area of 22,429 sq. kms with a total population of 2,964,007 (Census 2011). Meghalaya came into existence as an autonomous region within the state of Assam on 2 April 1970, covering the United Khasi and Jaintia Hills and the Garo Hills districts. It gained full statehood on 21 January 1972. It borders Goalpara and Kamrup districts of Assam in the north, the south-western part of the district of Goalpara and a part of Rangpur district of Bangladesh in the west, the Mymensingh and Sylhet districts of Bangladesh in the south, and the North Cachar and Karbi Anglong districts of Assam in the east. Broadly, the state is divided into three regions in terms of its physical features: The Central Plateau, which includes the Khasi–Jaintia Hills, is an imposing plateau with rolling grass lands, hills, and river valleys. The Garo Hills form the western part of the plateau. The southern border with Bangladesh begins where the southern face of the Central Plateau ends. 11. Till Sept. 2012, Meghalaya was divided into 7 districts and 39 Blocks. The districts included (east to west): Jaintia Hills, East Khasi Hills, Ribhoi, West Khasi Hills, South Garo Hills, North Garo Hills, and West Garo Hills. Given the problems of poor connectivity, hilly terrain, and remoteness, some of the larger amongst the 7 districts have been sub-divided for administrative convenience taking the total number of districts to 11. The districts and their respective capitals are: East Jaintia Hills – Khliehriat, West Jaintia Hills – Jowai, East Khasi Hills – Shillong (overall capital of Meghalaya), Ri Bhoi – Nongpoh, West Khasi Hills – Nongstoin, South West Khasi Hills – Mawkyrwat, North Garo Hills – Resubelpara, East Garo Hills District – Williamnagar, South Garo Hills – Baghmara, West Garo Hills – Tura, and South West Garo Hills – Ampati. Meghalaya is predominantly rural, with over 80 per cent of its population living in the countryside. East Khasi Hills is the exception with 58% of its population being rural based as compared to the other districts where the share of rural population is over 85%.

4

C. Social Impact Assessment a. Legal and Institutional Framework for Tribal Administration and Development 12. The Constitution of India lists 17 ethnic communities in the list of Scheduled Tribes (STs) in Meghalaya as declared by the Constitution Scheduled Tribe Order,1950, and as amended in 1987. These 17 notified scheduled tribes (STs) comprise 86% of Meghalaya’s population.2 As shown in Table 2 below, Khasis constitute more than half of the total ST population of the state (56.4%), and Garos slightly more than a third (34.6%). They together constitute 91% of the total ST population. Jaintias (Synteng), which is listed both, as a sub-tribe under Khasi and as a separate ST in census 2001, comprise the third largest group. There are a number of tribes like Hajong, Rabha, and Koch accounting for between 1.1% and 1.6% of the ST population, which inhabit the plain areas bordering Assam. In addition, there are some very small STs such as the Man, Dimasa, Chakma, Pawi, and Lakher each having a population of less than a few hundred. Table 2: Population of Major STs in Meghalaya, 2001 Census

Name of the Scheduled Tribes

Total population

Proportion of the total ST population (%)

All Scheduled Tribes 1. Khasi 2. Garo 3. Hajong 4. Raba 5. Koch 6. Synteng 7. Mikir 8. Any Kuki Tribes 9. Any Mizo (Lushai) 10. Any Naga Tribes 11. Boro Kacharis 12. Hmar

1,992,862 1,123,490 689,639 31,381 28,153 21,381 18,342 11,399 10,085 3,526 3,138 2,932 1,146

100 56.4 34.6 1.6 1.4 1.1 0.9 0.6 0.5 0.2 0.2 0.1 0.1

13 Other minor tribes 2.7

13. Articles 330 to 342 of the Constitution of India provide special provisions and safeguards for tribes which are applicable for the STs of Meghalaya. Seats are reserved for STs in various national civil service streams (e.g. Indian Administrative Service, Indian Foreign Service, Indian Police Service, Indian Revenue Service, Indian Audit and Accounts Service etc) as well as in the state civil services (e.g Meghalaya state civil service). In the Meghalaya state Legislative Assembly, 56 of the 60 seats are reserved for STs. Further, to provide a legal framework for the protection of the STs, the Autonomous District Councils (ADCs) were established under the Sixth Schedule of the Constitution of India under Article 244. 14. There are three ADCs in Meghalaya namely, the (i) Khasi Hills ADC (KHADC), (ii) Garo Hills ADC (GHADC), and (iii) Jaintia Hills ADC (JHADC). The three ADCs cover seven districts except the Shillong Municipal Area (Table 3).

Table 3: Population distribution in the ADCs District Council Population in Lakhs

(2001) Tribal Population

(in lakhs)

Khasi Hills 11.5 10.7

2 The breakdown of population by tribal groups is only available from Census 2001.

5

Jaintia Hills 2.9 2.8

Garo Hills 8.7 6.3

Total 23.1 19.8

15. The Autonomous District Councils have wide-ranging powers to make laws in respect of subjects such as land regulation, management of forest, village or town administration, inheritance of property, marriage and divorce, management of primary education, dispensaries, markets, road and waterways, regulation of trading by non-tribals, and money lending. Moreover, ADCs have powers to assess and collect land revenue, impose taxes on professions, trades and employment, vehicles and animals. In addition to these sources of income, ADCs receive financial assistance from the Government of India under the Award of the Finance Commission through the Government of Meghalaya. The latter has also been extending grant-in-aid to them from time to time under the State Plan enabling them to initiate rural development programmes such as the construction of approach roads, bridges, foot paths, drinking wells and village markets.

Box 1: Traditional Form of Governance amongst the Major Tribes of Meghalaya Historically, the major tribal groups of Khasis, Jaintias, and Garos have had well-developed political systems of their own with wide ranging power and authority. The Khasi Dorbar has as its primary unit, the village (ka shnong), which ordinarily consists of one or two clans. The administration of a village is conducted by an assembly of adult males (durbar shnong) under the direction of the village Headman called Rangbah Shnong. Besides looking after the welfare of the villagers, the Dorbar Shnong supervises customary practices and enforces discipline among its members. Like the Khasis, the Jaintias also had a three tier systems of traditional administration and governance with the Syiem at the top who occupied the highest position in the hierarchy of administration. The Dolois were placed at the middle level with the authority to run the administration, followed by the village Headman (the Waheh Chnong) at the lowest rung of the hierarchy. The British abolished the office of the Syiem in 1835 but the offices of the Doloi, Pator and the Village Headman were retained to run the administration of the hill section of the Jaintia Kingdom. Each Doloi was assigned a definite area called Elaka, which was administered according to the popular will and approach by the members of the Elaka Durbar. The Dalois perform certain administrative, executive, judicial and religious functions within their respective jurisdiction. In the Garo Hills, the institution of the Nokma and the village council has been the two traditional agencies of governance. Although there are four kinds of Nokma, the Gamni Nokma, the Gana Nokma, the Kamal Nokma and the A’King Nokma, only the last one was entrusted with certain powers and authority to govern. The A’King Nokma occupies a high position in the Garo society as the head of the clan and as the custodian of the A’King land. He plays a leading role as the central figure in village activities and represents the village in outside activities. However, the power and function of the Nokmas were substantially reduced during British rule.

16. In view of the above, it is clear that the STs constitute the mainstream population in Meghalaya. They are well represented politically as well as in public services, and enjoy several

6

constitutional safeguards. Most tribals are Christians and can speak English. The indigenous people are therefore, not a minority or an isolated vulnerable group in Meghalaya. b. Baseline Information

17. 390 households and 77 schools across Meghalaya were surveyed to collect baseline information on the socio-economic profile of the people, and the problems facing the youth, especially the tribals, in terms of accessing good quality SS and HS education and skills training. The main findings from the household surveys are summarized in Annex 2, part A. They provide useful baseline information on the socio-economic profile of the tribals. D. Information Disclosure, Consultation, and Participation a. Meaningful Consultations – Approach and Methodology

18. Given the large proportion of scheduled tribes in Meghalaya’s population (86%), consultation and participation was emphasized during project design. A series of meaningful consultations were undertaken with a representative group of indigenous people including all major and some minor tribal groups of Meghalaya, women's groups, school management committees (SMCs), teachers, students, parents, NGOs, skill providers, and government officials covering all the districts of Meghalaya to incorporate their feedback about the proposed project and to understand the outlook of the tribals towards education and skill development.3 19. The consulting firm, Ernst and Young (E&Y), which helped with project design, collaborated with an Reach India, a non-government organization (NGO), and The Living Picture Company (TLPC), a media company, to organize and conduct the workshops, focus group discussions (FGDs), and household surveys across all the districts of Meghalaya. Reach India has been working on livelihood development, capacity building, and related issues focusing on women and vulnerable groups in several states of India including North Eastern states such as Meghalaya, Assam, Nagaland, Tripura, and Manipur. The Shillong-based TLPC specializes in using mass media as a development tool to reach out to backward segments and remote areas.4 Reach India and TLPC provided a team of 20 local Meghalaya staff (mix of Garos, Khasis, and Jaintias) for facilitating the workshops, FGDs, and conducting the surveys. The surveyors were trained in survey methods and briefed about the ADB project. The team worked under the guidance and supervision of Ms. Mini Bhattacharya Thakur, Professor of Anthropology, Guwahati University, Assam, as well as experts from E&Y. The proposed objectives, components, and approach of the project were first explained to the workshop and FGD participants in the relevant local languages by the staff of Reach India and TLPC. Project handouts were also given. Thereafter, the Communication Specialists of TLPC and Reach India

3 According to ADB’s Safeguard Policy Statement 2009, meaningful consultations refers to a process that (i) begins

early in the project preparation stage and is carried out on an ongoing basis throughout the project cycle; (ii) provides timely disclosure of relevant and adequate information that is understandable and readily accessible to affected people; (iii) is undertaken in an atmosphere free of intimidation or coercion; (iv) is gender inclusive and responsive, and tailored to the needs of disadvantaged and vulnerable groups; and (v) enables the incorporation of all relevant views of affected people and other stakeholders into decision making, such as project design, mitigation measures, the sharing of development benefits and opportunities, and implementation issues.

4 Recent projects include the IEC Campaigns for National Rural Health Mission (Govt. of Meghalaya), Meghalaya AIDS Control Society, State Malaria Department, State Tuberculosis Control Society to making the first film on people living with HIV/AIDS of Meghalaya, Women empowerment, Meghalaya Tourism and NEC schemes and projects in the rural community of East Khasi Hills and Ri-Bhoi Districts.

7

facilitated the discussions in a free and interactive manner so that the participants opened up easily and provided their feedback and suggestions. 20. The focus of the consultation and participation workshops and field surveys was to undertake the following:

To create an awareness amongst the relevant stakeholders (government, NGOs (women’s groups / tribal groups), civil society, students / parents, SMCs) about the project.

To get their feedback and insights to strengthen the design the project and to create a strong foundation for the implementation of the project with the support of all tribal groups.

To ensure the project would deliver project benefits to all in a fair and equitable manner. 21. During consultations and surveys, the participants were told that the project will not result in any of the following impacts: (a) commercial development of cultural resources and knowledge of tribal peoples; (b) physical relocation of them from their traditional or customary lands; and (c) commercial development of natural resources within customary lands under use that have potential impacts on the livelihoods or cultural, ceremonial, or spiritual uses.

22. Focus group discussions were held with 40 tribal councils comprising the village elders (commonly known as “dorbars” and “nokmas”), 26 groups (including women’s groups, students unions, teachers’ associations), and 26 SMCs across all the districts (Table 4). The key findings are summarized in the following section and provided in greater detail in Annex 2, part B. By supplementing the quantitative data collected from household surveys with the qualitative feedback received from FGDs, a good understanding has been achieved regarding the perception of the people of Meghalaya about the project, and how it should be designed and implemented.

Table 4: Sample Details Sl. No

District Focus group discussions

Dorbars/Nokmas and village

council

SMCs Youth, Women and tribal groups

1 East Khasi Hills 11 6 6

2 West Khasi Hills 7 5 5

3 Jaintia Hills 3 2 2

4 West Garo Hills 3 7 2

5 East Garo Hills 11 2 7

6 South Garo Hills 3 2 2

7 Ri Bhoi District 2 2 2

Total 40 26 26

b. Key Findings

23. There is a general acceptance of the project and this sentiment was expressed by all stakeholder categories that were consulted across all the districts. No discussion group opposed the project. The general view of FGDs was that if the project is implemented

8

successfully, it would help to reduce unemployment among the youths. To summarize the findings:

There is strong support and interest in both components of the project (secondary education and skills development) amongst the various groups of stakeholders, interviewed and/or surveyed across all districts of Meghalaya.

Since the majority of youth, especially those from rural areas, do not fully appreciate the importance of school education and are unaware of the options for vocational and technical skills training, the need for good communication and awareness building was emphasized.

The urgent need for upgrading the infrastructure of the government-aided private schools was emphasized. Poorly maintained and seismically unsafe school buildings, unreliable power, water scarcity, lack of clean drinking water, and poor road connectivity were identified as common constraints.

The stakeholders noted that the large backlog of under-qualified primary and secondary school teachers, especially in the government-aided private schools, need to be trained on a priority basis in order to improve teaching standards and reducing the drop-out rate.

Concerns were raised about the low salary of government-aided school teachers, and the fact that at times, there are delays in the release of salary money

The lack of marketing and credit links was identified as one of the major constraints that prevent people from starting small businesses and enhancing their livelihood.

Some stakeholders noted that as tribals in villages are apprehensive about migrating to large towns or out of Meghalaya for work, it is necessary to focus on skills training and enterprise development in rural areas.

c. Incorporating Tribal and Gender Concerns into Project Design – The Proposed Plan 24. The IPP will describe below how tribal and gender concerns will be incorporated into the project design so that they will receive attention during project implementation. The strategy of incorporating these issues would also demonstrate how the project authorities plan to ensure equitable and fair distribution of project benefits among all tribal populations and others in a culturally sensitive manner. The suggestions and concerns of the tribal people who participated in the FGDs and socioeconomic surveys were taken into consideration in developing the strategy, and have been mainstreamed into the design of the project as elaborated below: (i) Upgrading of government-aided private schools: 71% of Meghalaya’s students, most

of whom are poor tribals, study in the 591 government aided private schools (61% of total) which get limited salary support from the state government.5 Since these schools are not eligible for infrastructure support from the central or state government, their infrastructure is poor and far below the standards prescribed under RMSA. The project will upgrade 117 (or 20%) of the most deserving government-aided SS and HS schools where the bulk of the poor students study. By upgrading on average 3 schools in each of the 39 Blocks of Meghalaya, the project will enhance the access of quality school infrastructure in the poor and remote rural areas by providing rooms and other facilities (laboratory, libraries, class-rooms, toilets including separate toilets for girls) as required under RMSA, making the buildings seismically safe, providing water-harvesting and water purification facilities, and improving access for the physically challenged.

(ii) Improving the Learning Environment: The project will support the in-service training of

all currently untrained teachers who teach in the 591 government-aided schools. To get

5 Only 29% of Meghalaya’s students study in either government schools or private unaided schools.

9

around the problems of unreliable power and poor connectivity (both, physical and internet), funds have been allocated for the provision of good quality tablets, with built-in solar panels, and pre-loaded educational and career counselling material to the 117 schools which will be upgraded under the project. By lowering the drop-out rate at the secondary level and improving the quality of teaching, the project will help to lower the burden on Meghalaya’s TVET system. The tribal children who complete SS and HS education will per se have a better chance of either pursuing higher education or benefiting more from TVET training than those who drop out at the primary level.

(iii) Skill Development: The Skills Challenge Fund to be set up under the project will provide GoM with a flexible modality to facilitate public private partnerships (PPPs) for providing a menu of skills training options to meet the needs of different segments: rural and urban youth, girls and boys, drop-outs (at various levels) and school graduates, and for those seeking employment within and outside Meghalaya. Participation in the skills training programs will be voluntary. Tribal youth can therefore, select the options that they are the most comfortable with. The training equipment of public training agencies such as industrial training institutes (ITIs) and community polytechnics will be upgraded, their instructors trained, and their curriculum and delivery methods updated. This will also benefit the poor tribal youth and girls the most. Since the FGDs emphasized the need for support in the area of credit linkage, marketing support, and post-training support, a TVET Business Development Specialist will be hired under the loan and Livelihood Development specialists will be engaged through the NGO which will be responsible for awareness building and participation.

(iv) Increased Awareness and Participation: Since one of the main findings of the district-

wise consultation and participation workshops held during the design phase is the need for awareness building and mobilization, the project has allocated significant resources for this. An NGO will be hired through a competitive process to design a culturally appropriate awareness campaign for both, the education and skill development components of the project, taking into account, the concerns and aspirations of the various major and minor tribal groups. Brochures and pamphlets will be prepared in the local Khasi, Garo, and Jaintia languages in addition to English and Hindi. Community mobilizers will be based in each of the 11 district project coordination units to interact closely with the key stakeholders and beneficiaries in each district. Close engagement with the tribal youth will ensure that they will get a clearer picture of the opportunities available in the area of secondary education and skills training. This will enhance participation and help to address possible alienation of the youth as pointed out during the FGDs.

d. Safeguard Measures to Ensure Tribals Participation in Benefit Sharing

(i) The overall Project Director (an officer of the Indian Administrative Service to be nominated by GOM after the loan is approved), will be the Focal Point for all issues related to social and environment safeguards and redressing project-related grievances if any.

(ii) The Project Director will be assisted by a Social Safeguards Specialist and Social Development Specialist (Gender) who will be hired as part of the Project Management Consultant (PMC) team. Their focus will be to (a) provide inputs into the overall implementation of the project to ensure that the tribals, especially the poor and the women, are able to benefit equitably and appropriately from it as planned; (b) handle outreach and redress grievances pertaining to social safeguards; and (c) guide the Project

10

Director and other staff of the Project Management Unit (PMU), Project Implementation Units (PIUs), and District Project Coordination Units (DPCUs) as required.

(iii) Anthropologists will be hired under capacity development TA to be funded by JFPR as well

as part of the NGO which will be engaged for undertaking awareness building and mobilization campaigns. Education specialists, Livelihood development specialists and community mobilizers engaged by the NGO will ensure that the benefits of the education and skill development components reach the tribals in an equitable and culturally appropriate manner. The relevant terms of reference are provided in the Project Administration Manual.

(iv) The research institute which will be hired to undertake monitoring and evaluation will be

asked to further refine the indicators pertaining to indigenous people which are included in the Design and Monitoring Framework. The surveys and tracer studies it undertakes will in turn, guide and improve the implementation of the project. This will ensure that the benefits will reach the indigenous people as planned.

(v) Legal assurances have been included to ensure that some of the concerns raised during

the districts surveys and FGDs are addressed. For example, in view of the concern raised about the bad state of roads around most government-aided private school, the following assurance has been included.

Construction of Access Roads: The State shall: (i) within 60 days of the Effective Date, have issued instructions to each of the 11 State District Commissioners to prioritize the construction or rehabilitation of the access roads for each Selected School in their District in accordance with the Condition Assessment Report prepared for each school; (ii) make funds available for the construction or rehabilitation of the access roads under the Mahatma Gandhi National Rural Employment Guarantee Scheme, the Backward Regions Grant Fund Program, or any other appropriate funding source; and (iii) ensure that the District Commissioners commence the construction or rehabilitation works on each school access road within 90 days of receipt of the Condition Assessment Report for such school and shall expedite completion of the construction or rehabilitation works.

(vi) In view of the concern raised in terms of delays in payment of teachers’ salaries, the

following assurance has been included

Payment of Teacher Salaries The State shall: (i) within 90 days of the Effective Date, in conjunction with the PMU and relevant PIU, complete an assessment of the procedure for payment of teacher salaries for schools receiving State funding under the Meghalaya School Education Act, 1981.

11

The assessment shall include clear recommendations to improve the processing and payment of teacher salaries to minimize any delays in the payment of teacher salaries; and (ii) within 180 days of the Effective Date, have implemented the recommendations set out in the assessment referred to in paragraph (c)(i) to ensure timely processing and payment of teacher salaries.

25. Consultation and participation will be continued during implementation as discussed above. The draft and final IPP will be disseminated amongst the tribals of Meghalaya.

E. Beneficial Measures

26. As noted above, the Project, “Supporting Human Capital Development in Meghalaya” will enhance the employability of Meghalaya’s youth by improving the quality, delivery, and access of its secondary and higher secondary (SS and HS) education, and skill development programs. By building the awareness of the tribal youth about the benefits of education and vocational training and enhancing their participation, the project will help GOM in creating a facilitating environment for inclusive growth.

F. Mitigative Measures 27. The ADB project does not envisage any negative or adverse impact on IPs. Mitigation measures are therefore, expected to be minimal.

G. Capacity Building 28. A $2 million capacity development TA financed from the JFPR will undertake institutional strengthening and help with project implementation. Experienced Social Safeguards Specialists/Gender and Development Specialists recruited under this TA will provide technical and capacity development support to the PIUs and DPCUs. The Specialists will conduct sensitization/training workshops focusing on helping PIUs/DPCUs to understand ADB’s social safeguards policies/compliance issues, and implementation processes, including the IPP. They will support project staff in conducting community–level consultations focusing on understanding and safeguarding the rights and needs of IPs. These consultants will thus, help the Safeguards Specialist hired under the loan in effectively adhering to the IPP and the Gender Action Plan. The capacity building work will also enhance understanding of the differences, if any, between ADB’s Safeguards Policy, 2009, and corresponding national requirements.

H. Grievance Redress Mechanism 29. Grievance redress mechanisms will be established at the level of the PMU to receive and resolve affected peoples’ concerns, complaints and grievances. This will draw and build upon traditional grievance redress mechanisms (Box 1). The overall Project Director (an officer of the Indian Administrative Service to be nominated by GOM after the loan is approved), will be the Focal Point for all issues related to social and environment safeguards and grievance redress. He/she will be assisted by a Social Safeguards Specialist and Social Development Specialist (Gender) who will be hired as part of the PMC team. The aim will be to provide a time–bound and transparent mechanism to voice and resolve complaints of the people in a sensitive manner. A Grievance Redress Committee (GRC) will be formed at the level of the

12

PMU with representation from each of the districts, preferably the District Commissioner and/or his/her representative. The name and phone number of the concerned officers should be displayed in public places and in the project office for ease of access. Awareness and information of the existence of GRCs will be made public through NGOs and block–level functionaries. At any stage of the grievance redress process, an aggrieved person will be free to access the legal system.

I. Monitoring, Reporting, and Evaluation

30. Implementation of the IPP will be monitored regularly by the Project Director who will be part of the PMU. The research institute which will be hired to undertake monitoring and evaluation will be asked to further refine the indicators pertaining to indigenous people which are included in the Design and Monitoring Framework of the main project document. The surveys and tracer studies it undertakes will in turn, guide and improve the implementation of the project. This will ensure that the benefits will reach the indigenous people as planned. The Social Safeguards Specialists at the PMC will work with this research institute and the partner NGO(s) to prepare semi-annual progress reports using the monitoring indicators. The monitoring reports will be submitted to the Government of Meghalaya and ADB for review. All monitoring reports will be posted on the project and ADB websites.

J. Institutional Arrangement 31. The institutional framework for the project and the roles and responsibilities for each of the stakeholders are provided in the table below. GOM has established the Project Steering Committee (PSC), Project Management Unit (PMU), Project Implementation Units (PIUs), and 11 District Project Coordination Units (DPCUs) through its notifications dated 5 October 2012. The overall Project Director (an officer of the Indian Administrative Service to be nominated by GOM after the loan is approved), will be the Focal Point for all issues related to social and environment safeguards and grievance redressal. The matrix in Annex I details the implementation arrangement from the perspective of safeguards and gender.

K. Budget and Financing 32. A Social Safeguards Specialist will be engaged by the PMC to monitor implementation of the IPP. In addition, a Social Safeguards Specialist will be hired under the JFPR capacity development TA to help sensitize GOM staff, NGOs, and skills providers about IP related issues, and also to prepare manuals and hold training workshops. He/she will coordinate closely with the Social Safeguard Specialist hired by the PMC. 2 Anthropologists will be hired by the NGO engaged for undertaking awareness building and mobilization activities while ensuring that the poor and women among the major and minor tribal groups benefit appropriately from the project as well. In all, around $400,000 has been allocated to hire the following officials and specialists who will deal with tribal issues pertaining to the project. This will be further detailed with itemization during implementation.

13

L. Annex I

Table 1: Institutional Arrangement

Detailed Implementation Arrangement showing constitution of the PSC, PMU, the two PIUs and DPCUs Plus the consulting support to be provided for ensuring environment and social safeguards

Government of Meghalaya staff

Roles and Responsibilities Consulting Support for ensuring safeguards (under loan and JFPR TA)

Project Steering Committee (PSC) Headed by: Chief Secretary

Additional Chief Secretary, Finance

Principal Secretary (PS), Planning

PS, Education; PS, Labour

PS, Community and Rural Development (C&RD)

Chief Executive Officer (CEO), MSSDS

Secretary, Public Works Department (PWD)

Other members as required

(i) Guide overall project implementation and give policy direction, (ii) approve the project’s annual budget and spending on major items, (iii) ensure timely decisions on critical and implementation issues, (iv) Brief the Chief Minister and other Ministers as required, and (v) hold quarterly meetings

Project Management Unit (PMU) Headed by: Additional Chief

Secretary, Finance

PS, Planning; PS, Education; PS, Labour; PS, C&RD

Secretary, PWD

Director, Directorate of Educational Research and Training (DERT); Director, Directorate of School Education and Literacy (DSEL); Director, Labour; Director, C&RD

Chief Engineer, PWD

Additional Secretary (Finance)

Other members as required from the Department of Finance

Managed by: Project Director

(to be nominated) Supported by :

One representative from DoE

One representative from MSSDS

2 support staff- 1 accountant; 1 MIS staff

The PMU will (i) Coordinate and manage fund transfers; timely audit of accounts, (ii) timely progress reports to ADB and PSC, (iii) Receive and review progress reports from DOE and MSSDS, (iv) Review funding requests from DOE and MSSDS, (v) Recommend fund disbursements to DOF for DOE and MSSDS components, and (vi) Overall monitoring of project milestones and progress including environmental and social safeguards The overall Project Director (an officer of the Indian Administrative Service to be nominated by GOM after the loan is approved), will be the Focal Point for all issues related to social and environment safeguards.

The Environment Specialists, the Social Safeguard Specialist, and the Social Development (Gender) Specialist will guide and advise the Project Director and the PMU in all safeguard related matters, They will work with the PIU1 and PIU2, and the District Project Coordination Units (DPCUs) to ensure that the Environment Management Plan, Indigenous People’s Plan, and the Gender Action Plan are implemented effectively. The Safeguard specialists will also submit annual reports informing the PMU and Project Director about the progress made in terms of adhering to the safeguards and the Gender Action Plan. They will also handle grievance redressal in their respective areas. Complex issues will be brought to the attention of the Project Director along with practical options for addressing them.

Department of Education

(i) Entering into MoUs with

The Environment safeguard specialists, who

14




(DoE) - Project

Implementation Unit-1 (PIU1) Headed by: Principal

Secretary, Education Departmental Representatives:

Director, DERT; Director, DSEL

Chief Engineer, PWD

Additional Secretary, Planning

Other members as required

Support staff:

1 Accounting Specialist, 1 Procurement Officer, and 1 Accounts Officer

school management committees (SMCs) of selected schools and ensuring compliance through regular monitoring, (ii) supervising and tracking the school upgrading work, (iii) consulting with teachers’ unions, tribal groups, and other relevant stakeholders to create a sense of participation and ownership, (iv) implementing training programs for untrained or under-qualified secondary school teachers, (v) mobilizing staff and consultants for smooth implementation of project activities, capacity development, and institutional strengthening, (vi) preparing and sharing regular progress monitoring reports and audit statements, and (vii) seeking timely action and decisions from the PSC and PMU as needed.

are part of the Project Management Consultants (PMC) and Design and Supervision Consultants (DSC) will assist PIU 1 in ensuring that ADB’s environmental safeguards procedures and processes are met. They will prepare IEEs for the schools and teacher training centers in line with the Environment Assessment and Review Framework. They will ensure that the environmental monitoring plans are followed. They will also handle queries and address grievances. The Social Safeguard (Indigenous People) Specialist and Social Development (Gender) specialist, to be hired under the loan and the piggy-backed capacity development technical assistance financed from the Japan Fund for Poverty Reduction, will assist PIU1 in ensuring effective implementation of the Indigenous People’s Plan and Gender Action Plan. They will also handle queries from the public and address grievances as appropriate.

Meghalaya Skills Development Society (MSSDS) - Project Implementation Unit-2 Headed by: Chief Executive

Officer, MSSDS Director, C&RD Director, Employment & Craftsmen Training Support staff:

1 Accounting Specialist, 1 Procurement Officer, and 1 Accounts Officer

(i) Assist MSSDS to fulfill its mandate and targets effectively, (ii) establishing and operationalizing the Skills Challenge Fund (SCF) including related due diligence, appraisal of proposals and training providers, and award of contracts, (iii) establishing a state-wide skills database cum labor market information system, (iv) undertaking skill-gap analysis and disseminating timely updates on labor market information to employment exchanges in the state, (iv) mobilizing staff and consultants for smooth implementation of project activities, capacity development, and institutional strengthening, (v) maintaining and updating the system for tracking skilled trainees, and (vi) seeking timely action and decisions from the PSC and PMU as needed.

The Social Safeguard (Indigenous People) Specialist and Social Development (Gender) specialist, to be hired under the loan and the piggy-backed capacity development technical assistance financed from the Japan Fund for Poverty Reduction, will assist PIU1 in ensuring effective implementation of the Indigenous People’s Plan and Gender Action Plan. They will also handle queries from the public and address grievances as appropriate.

15




District Project Coordination Units (DPCUs) Headed by : Deputy

Commissioner District Planning Officer Represented by (at each district):

District Education Officer;

District Labour Officer;

All BDOs of district;

Supported by (at each district):

2 Monitoring Officer 1 Career Counseling Officer 1 Marketing Officer 1 Community Mobilization Specialist

(i) Monitor implementation of both, the secondary education and skill development components at the district and block levels, (ii) provide feedback to the DMs and solicit his/her help as required, (iii) coordinate with and provide regular updates to the PIU1/PIUs in Shillong, (iv) facilitate career counseling and awareness building at the community and school levels for effective project implementation, (v) monitor the civil works components of the project and ensure quality work, and (vi) assist with the data collection for the monitoring and evaluation work.

The Environment safeguard specialists, who are part of the PMC and DSC will assist the DPCUs in ensuring that ADB’s environmental safeguards procedures and processes are met. They will undertake capacity development and sensitization workshops for staff of the DPCUs, school management committees, as well as the contractors. The Social Safeguard (Indigenous People) Specialist and Social Development (Gender) specialist, to be hired under the piggy-backed capacity development technical assistance financed from the Japan Fund for Poverty Reduction, will assist the DPCUs in ensuring effective implementation of the Indigenous People’s Plan and Gender Action Plan. They will undertake capacity development and sensitization workshops for staff of the DPCUs, school management committees, as well as the contractors.

16

M. Annex 2 A. Household Survey Conducted During Project Design – Key Findings

33. The household survey covered 390 households in Meghalaya selected randomly across rural and urban areas in all administrative districts of Meghalaya. The data were collected by trained local youths, fluent in local language and comfortably able to negotiate in the context of local sensibilities. Out of 390 households surveyed, complete information was received from 375 households (%) .

Table 1: Sample Details Sl. No

District Number of Schools Number of Households

1 East Khasi Hills 19 108

2 West Khasi Hills 14 51

3 Jaintia Hills 7 52

4 West Garo Hills 21 85

5 East Garo Hills 7 42

6 South Garo Hills 4 24

7 Ri Bhoi District 5 34

Total 77 390

34. District-wise list of survey respondents is given in Tables 2 to 5 below:

Table 2: Distribution of households across districts

Districts No. of Respondents Percentage of Respondents

Population Percentage census 2011(P)

East Garo Hills 19 5.1% 10.7%

East Khasi Hills 112 29.9% 27.8%

Jaintia Hills 51 13.6% 13.3%

Ri-Bhoi 35 9.3% 8.7%

South Garo Hills 13 3.5% 4.8%

West Garo Hills 94 25.1% 21.7%

West Khasi Hills 51 13.6 13.0%

Grand Total 375 100% 100%

Table 3: Distribution of households by religion

Religion

District Christian Hindu Muslim Others Grand Total

East Garo Hills 19

19

East Khasi Hills 97 7

8 112

Jaintia Hills 39

12 51

Ri-Bhoi 32 3

35

South Garo Hills 13

13

West Garo Hills 89 4 1

94

17

West Khasi Hills 50

1 51

Grand Total 339 14 1 21 375

Table 4: Distribution of households by caste and Tribe

Caste

District General Schedule Caste Schedule Tribe Grand Total

East Garo Hills

19 19

East Khasi Hills 8

104 112

Jaintia Hills 1

50 51

Ri-Bhoi 3 1 31 35

South Garo Hills

13 13

West Garo Hills

1 93 94

West Khasi Hills

51 51

Grand Total 12 2 361 375

35. The majority of the respondents (96%) belonged to Scheduled Tribe (ST), and this is in line with the general demographic composition of Meghalaya, where ST constitutes 86% (as per the 2001 census) of the population (Table 8).

Table 5: Classification of households by tribal groups

Districts Garo Jaintia Khasi Mizo Others Grand Total

East Garo Hills 19

19

East Khasi Hills 1 14 82 3 4 104

Jaintia Hills

45 5

50

Ri-Bhoi

1 30

31

South Garo Hills 13

13

West Garo Hills 88

1

4 93

West Khasi Hills

3 48

51

Grand Total 121 63 166 3 8 361

36. Similarly, the percentage distribution of the Khasi and Garo (major tribes in Meghalaya) in the respondent sample is 46% and 34% respectively. This corresponds to their proportion in the state population which is Khasis (56.4%) and Garos (34.6%). The sample of respondent cuts across different classes. The income distribution of the sample is given in Table 6 below.

Table 6: Income Profile of Households Income per month (In INR) Exchange rate: $1= Rupees 52 Percentage

< 2,000 2%

2,001 - 4,000 11%

4,001 - 6,000 14%

6,001 - 8,000 16%

8,001 - 10,000 20%

> 10,001 37%

37. A quarter of the sampled population earns less than Rs 6,000 (or $115The average household size in Meghalaya is 5.1 members and for the sample, it is 6.1 members. The household size distribution of the sampled population is given in Table 10 below:

18

Table 7: Average Household Size

Household Size Percentage

0-4 26.5%

5-8 57.7%

9-12 14.9%

Above 12 0.8%

38. Around 72% of the sampled population has household size more than 4 members, therefore the income is inadequate to provide a better standard of living. This is further evidenced through the expenditure pattern of the respondents, wherein 40% of the surveyed family spends more 70% of their income on food, clothing & house rent. This squeezes spending on health and education and overall savings. The average literacy rate for the sample is 79%, which is marginally higher than Meghalaya’s average of 75%. Only 10% of the households have members who have received any type of formal skill training. In the age group of 18-35, only 6% of the respondents had received skill training. 39. Economic reasons and poverty were cited by around 40% of boys and girls for dropping out of school (Table 8). The need to take care of domestic responsibilities was cited by 23% of the girls as compared to 11% of the boys as being a major factor forcing students to drop out. For 80% of the 390 households surveyed, there was a secondary school within a range of 1Kms to 5Kms. For the remaining 20%, the students have to travel more than 5Kms. Given the poor access roads and hilly terrain of Meghalaya, distance from the school can be a critical factor affecting the attendance of both, students and teachers. Table 8: Reasons for Dropping Out Among Boys and Girls in Meghalaya

Reasons for Drop-outs (Boys) Percentage

Reasons for Drop-outs (Girls) Percentage

Lost Interest 1.22%

Distance 4.9%

Distance 4.88%

Domestic Responsibilities 23.0%

Domestic Responsibilities 10.98%

Economic Reasons 41.0%

Economic Reasons 40.24%

Education Imparted not Relevant 23.0%

Education Imparted not Relevant 19.51%

Other Reasons 3.3%

Other Reasons 19.51%

Poor Quality of Teaching 4.9%

Poor Quality of Teaching 3.66%

B. Detailed Feedback from the Focus Group Discussions

i. Education

The stakeholders supported ADB’s approach of focusing on government-aided private schools since these are the only schools operating in rural and remote areas of Meghalaya. The infrastructure of these schools is very run down which acts as a big disincentive for both, students and teachers. Majority of the teachers at the both, the primary and secondary levels are under-qualified (i.e. do not have the required degrees) and / or untrained (i.e. have not attended training courses in improved pedagogy methods).

19

The general impression is that most parents in rural areas engaged in traditional occupations do not appreciate the importance of education or of technical and vocational training. When their children drop out from school, they do not to engage with them seriously or try to persuade them to continue with their education. Since most students are first-generation learners, they do not have appropriate role-models within their families. The stakeholders therefore, emphasized the need for a large scale awareness building and mobilization campaign to inform the tribals about the importance of continuing with education, and enhancing one’s skills. This would also ensure that the benefits of the project reach the poor tribals. Involvement of parents and greater community participation would increase accountability of the teachers and the SMCs.

The salary scales of the teachers are low and their work environment is poor. The stakeholders emphasized that owing to delays in the release of salary support by the Government of Meghalaya, the motivation of teachers was getting adversely affected.

Although all schools have SMCs, their involvement and commitment varies. Some SMCs meet as often as 8 times a year, while others meet only twice a year. Capacity of SMCs to prepare comprehensive school development plans and to undertake routine maintenance need to be raised. The survey reveals that there is a limited involvement of the parents in the SMC. Only 50% of the parents are aware about SMCs. Their overall involvement in SMC’s meeting and functioning is poor (16%). The representation of women in most SMCs is very low (less than 20%).

Regarding school drop outs, it is necessary to engage both teachers and parents in developing appropriate strategies to tackle this widespread practice. In this regard, it is also necessary to improve learning environments of students. As students are taught in native languages until the completed the curricular of Grade Five they find it difficult to switch to English from Grade Six. .

There is no standardized or proper mechanism for monitoring the performance of schools. On average, a District Education Officer (DEOs) needs to visit 10 schools each month. A proper school monitoring system with defined indicators and a feedback process has to be put in place.

ii. Skill development

In spite of economic changes taking place in recent years, the way of life in rural Meghalaya remains rooted in custom and tradition. Certain knowledge and skills are handed over through generations. Also, the products and produces of tribals are based mainly on the resources and raw materials that are locally available. Therefore, while planning for a menu of skill training options, the scope for upgrading and refining existing skills and supporting the people with front and back end linkages need to be explored. Similarly services and skills that can utilize local natural resources should be strengthened. Agriculture, allied activities of fishery, livestock, piggery, poultry, and sericulture are areas where tribals can find employment and if properly trained. The region has good tradition of handicraft, handloom and weaving which can be harnessed further through appropriate marketing and design support.

With rapid changes being brought in by affordable connectivity (i.e. cell phones), media exposure, increased migration and other factors, the aspirations of the youth and lifestyles

20

are also changing. However, owing to poor schools, inadequate infrastructure, absence of adequate job opportunities within Meghalaya, over-dependence on agriculture the youth find it difficult to compete for public or private sector jobs which require specific skills or educational level which they do not possess. The general apprehension about and aversion to migrating out of Meghalaya further complicates matters since the relatively qualified among Meghalaya’s youth are unable to benefit from the India’s overall economic growth. Stakeholders agreed that a balance has to be maintained between the traditional way of life and modern way of life for the sake of Meghalaya’s development. While planning for skill training under the project, it is important that along with customary skills and traditions of each tribal group, these changing aspirations, market demands and opportunities are also considered.

There has to be a robust communication component in the project that will (a) continuously disseminate information about available training and other opportunities, (b) educate the community on skill development, entrepreneurship. (c) manage expectations of the community regarding skill training at least in the initial years of the project implementation.

The FGDs also emphasized four areas in addition to skills training where support and guidance will be required for the tribal youth (a) Credit linkage, (b) Marketing support, (c) Guidance regarding packaging and any accreditation process (if required), and (d) follow up training/Handholding for a specific period. It was reported that banks are sometimes reluctant to help. Some participants complained that applications for for small loans for which guarantor or collateral is not required, most banks reject the applications.

iii. Empowerment and participation of women

The need for suitable skills training for women in both, traditional and modern areas was emphasized. If the skills of the women who are engaged in rural vocations (eg. natural resource management, food processing, and handlooms etc) can be enhanced along with support for marketing and purchase of raw material, their earning will improve. Delicate handling and techniques in medicinal plant processing and organic farming are some skills that are already possessed and practiced traditionally by women. These areas of income generation can be explored and promoted. New areas which are of relevance are tailoring, beauty parlours, health-care, and retail.

21

N. Annex 3 A. List of Persons Met/FGDs Held

1. List of respondents at District Level Name of respondent Designation District Contact no

Sanjay Goyel Deputy Commissioner East Khasi Hills 9436313316

Umesh Muktieh GM-District Commerce & Industries Centers

East Khasi Hills 9856079777

WS Challam District Education Officer East Khasi Hills 8731906542

P.S Dkhar Deputy Commissioner Jaintia Hill 9436117519

GM-District Commerce & Industries Centers

Jaintia Hills

J.S.Khonglah District Education Officer Jaintia Hills 9436160462

L.B. Sumer Chief Executive, Jaintia Hills Autonomous District Council

Jaintia Hills 9436301333

S. Kharlyngdoh Deputy Commissioner West Khasi Hills 9436104612

S Diengdoh District Education Officer West Khasi Hills 9856450526

Akashdeep Deputy Commissioner Ribhoi 9436994664

M.C Deka District Education Officer Ribhoi 9436707541

Pravin Bakshi Deputy Commissioner West Garo Hills 9436708560

M. Wanshnong GM-District Commerce & Industries Centers

West Garo Hills 9862783231

S.T.Sangma District Education Officer West Garo Hills 9615113084

P.K.Sangma Chief Executive, Garo Hills Autonomous District Council

West Garo Hills

N.W.Momin Principal, ITI Tura West Garo Hills 9862565500

V.K. Mantri Deputy Commissioner East Garo Hills 9402196555

Umesh Muktieh GM-District Commerce & Industries Centers

East Garo Hills 9856079777

David. D. Sangma Deputy Commissioner South Garo Hills 94363 16188

H. Dcruz GM-District Commerce & Industries Centers

South Garo Hills

Y Deka, K.Negi, R Mukerjee

Samrakshan Trust, NGO South Garo Hills

A. Momin, S. Marak, Achik Youth Welfare Organization, NGO

West Garo Hills

Fr.Sunny,Sr. Nirmala BAKDILL, NGO West Garo Hills

.A. Chaturbedi, S. Sangma,

BILCHAM West Garo Hills

W Rani Joe Marwein,

General Secretary FKJGP President FKJGP

A Jyrox D. V. Thabah,

General Secretary, KSU Education Secretary, KSU

Mr. R.S Wanniang Khasi Autonomous District Council Khasi Hills 09863026180

22

2. List of School Principals interviewed

SL No

School Name District Location Principal's name

Principal's Ph. No

1 KJP Girls Higher Secondary School

East Khasi Hills

Mawkhar Mrs. H.M Marwein

9856933715

2 Synod Higher Secondary School

East Khasi Hills

Mawkhar Mrs. D.R Shullai

9436110747

3 Mawkhar Christian Higher Secondary School

East Khasi Hills

Mawkhar Mr. A.H Nongbet

8974708850

4 St. Paul Higher Secondary School

East Khasi Hills

Mawngap Fr. Andreas Pariat

9856743307

5 Seng Khasi Secondary School East Khasi Hills

Marbisu Mrs. Diona Kurbah

9863104628

6 Sohiong Higher Secondary School

East Khasi Hills

Sohiong Mr. Kitboklang Thabah

9863116152

7 Vilco Secondary School East Khasi Hills

Pynthorbah Mrs. V Lyngkhoi

8 St. Peter's Secondary School East Khasi Hills

Laitlyngkot Father Joseph Kurbah

9863096111

9 Mt. Zion Secondary School East Khasi Hills

Sohryngkham

Mr. Teimon Kharphrang

9856041693

10 H.L Mizo Secondary School East Khasi Hills

Happy Valley

Mr. Augustine L.Hauhnar

2585403

11 Madanryting Presbyterian Secondary School

East Khasi Hills

Madanryting Mr

12 Smit Higher Secondary School East Khasi Hills

Smit Mrs. Drasilla Mawroh

9615500042

13 Nongkrem Secondary School East Khasi Hills

Nongkrem Ms.I.Mylliem 9863083764

14 Mawphlang Secondary School East Khasi Hills

Mawphlang Mr. R.K Hujon

9436731449

15 Tyrsad Higher Secondary School

East Khasi Hills

Tyrsad Mr D.S. Rani 9856007513

16 St. Anthony's Higher Secondary School

East Khasi Hills

Laitumkhrah Fr. Bernard G. Pala

2500652

17 Laitumkhrah Presbyterian Secondary School

East Khasi Hills

Laitumkhrah Ms. B. Ryntathiang

9774748361

18 Little Flower Secondary School

East Khasi Hills

Malki Sr. Ancy Abraham

9436306849

19 Malki Presbyterian Secondary School

East Khasi Hills

Malki Mr. P. Nongrem

9863174741

20 Mawngap Multi Purpose Higher Secondary School

East Khasi Hills

Mawngap Ms. P. Thabah

9436307759

21 St. Thomas Higher Secondary School

West Khasi Hill

Mairang Sr. Theresa Nongsiej

9856710159

22 Laitdom Presbyterian Secondary School

West Khasi Hill

Mairang-Laitdom

Mr. C.G Dhar 9862028516

23 Rev. Joseph Dkhar Secondary School

West Khasi Hill

Mairang-Laitdom

Mr. Overland Diengdoh

8014856598

23

SL No


Principal's Ph. No

24 Little Star Secondary School West Khasi Hill

Mawkyrwat Ms. Pyndaplin Kharwaner

9863232313

25 Nativity Higher Secondary School

West Khasi Hill

Mawkyrwat Fr. Roland Lyngdoh

9856389548

26 Seven Brothers School West Khasi Hill

Kynshi Mrs. W. Warjri

9856357639

27 Kynshi Secondary School West Khasi Hill

Kynshi

28 Markasa Secondary School West Khasi Hill

Markasa Mrs. L. Nongpui

9856500367

29 St. Xavier's Secondary School West Khasi Hill

Nongstoin Sr. Erin 9863582417

30 Mairang Presbyterian Girl's Secondary School

West Khasi Hill

Mairang Mrs S. D. Lyngdoh

8014007685

31 Mairang Presbyterian English Medium Secondary School

West Khasi Hill

Mairang Mrs. L. B. Rymmai

9436162869

32 Sanshong Secondary School West Khasi Hill

Sanshong Mr. Lashanbanjob L. Mawlang

9612251773

33 Ri Lyngngam Secondary School

West Khasi Hill

Nongstoin Ms. Daplin Wahlang

9856515060

34 Rev. J.J.M Nichol's Secondary School

West Khasi Hill

Nongstoin Mr. Bijoy Planning Syiem

8974303808

35 Nehru Memorial Higher Secondary School

Ribhoi Umsning Mr. L.Lapang 9862257260

36 St. John's Secondary School Ribhoi Jyntru Mrs. V. S. Warjri

9612240603

37 Umdihar Presbyterian Secondary School

Ribhoi Umdihar Mr. Jiedmon Warjri

9856841178

38 Fernando Secondary School Ribhoi Bhoirymbong

Sr. Shobha 9615924113

39 Umroi Presbyterian Secondary School

Ribhoi Umroi Mr. T.P Tmung

9862955910

40 Wahiajer Secondary School Jaintia Hills Wahiajer Mr. S.K Dhar 9856527128

41 Ummulong Presbyterian Higher Secondary School

Jaintia Hills Ummulong Mr. Friday Syngkon

8574227954

42 Nartiang Higher Secondary School

Jaintia Hills Nartiang Mrs. Jessamy Tongper

9774714276

43 Jaintia Secondary School Jaintia Hills Lad Thadlaboh

Mr. Nirmal Pyrtuh

9774520275

44 Jowai Presbyterian Secondary School

Jaintia Hills Jowai Mr. G.S. Shullai

9862041490

45 Chestar Secondary School Jaintia Hills Jowai Ms. Aurelia Shullai

9856005346

46 Marian Hill Higher Secondary School

Jaintia Hills Jowai REV. FR. SIMEON SUNGOH

9856601428

47 H.K Singh Secondary School Jaintia Hills Jowai Mr. Teiborlang

9862330855

24

SL No


Principal's Ph. No

Passah

48 Gorkha Secondary School West Garo Hills

Near Tura Police Station,

49 LGB Govt. Aided High School West Garo Hills

Opposite to Police Reserve, Tura

50 Mothers’ Union School West Garo Hills

Lower Chandmari, Tura

51 Najing Memorial Secondary School

West Garo Hills

Danakgre, Tura

52 Tura Town Higher Secondary School

West Garo Hills

Opposite State Bank Main Branch

53 Christian Girls Higher Secondary School

West Garo Hills

Mission Compound, Tura

54 Garo Union Secondary School West Garo Hills

Near Tura ITI Campus

55 Little Flower Secondary School

West Garo Hills

Najing Bazaar, Tura

56 Anchenggre Secondary School

West Garo Hills

Anchenggre

57 Hill View Secondary School West Garo Hills

New Tura,

58 Christian Boys’ Secondary School

West Garo Hills

Mission Compound, Tura

59 Wadanang Secondary School West Garo Hills

Wadanang

60 2nd

MLP Battalion Secondary School

West Garo Hills

Goeragre

61 Akonggre Secondary School West Garo Hills

Akonggre, Tura,

62 Asanang Govt. Aided School West Garo Hills

Asanang

63 Bidanchi Secondary School West Garo Hills

Najing Bazaar

64 Dobasipara Secondary School West Garo Hills

Dobasipara

65 Aeroville Secondary School West Garo Hills

Hawakhana, Tura

66 Don Bosco Senior Secondary School

West Garo Hills

Chandmari, Tura

67 Rongram Secondary School West Garo Hills

Rongram

68 VidyaMandir Secondary School

East Garo Hills

Near Williamnagar Civil

25

SL No


Principal's Ph. No

Hospital

69 Rongrenggre Model Secondary School

East Garo Hills

Chidekgre, Williamnagar

70 Greenyard Secondary school East Garo Hills

Williamnagar Baptist Church Campus

71 Rongrenggre Night School East Garo Hills


72 Sonaram Secondary School East Garo Hills


73 Trinity Secondary School East Garo Hills

Kusimkolgre, Williamnagar

74 Jagarani Secondary School South Garo Hill

Baghmara bazaar

75 Rangku Memorial Girls Secondary School

South Garo Hill

Baghmara

76 Jagarani Secondary School South Garo Hill

Baghmara bazaar

26

3. List of Focus Group Discussions

SL No

Name of the village/School District Category

1 Mairang Girls Presbyterian Secondary School West Khasi Hills School Management Committee (SMC)

2 Rev Joseph Dkhar Secondary School-Mairang-Laitdom

West Khasi Hills School Management Committee (SMC)

3 Nativity Higher Secondary School Mawkyrwat West Khasi Hills School Management Committee (SMC)

4 Mairang Presbyterian English Secondary School


5 Laitdom Secondary School Mawlieh West Khasi Hills School Management Committee (SMC)

6 Sanshong Secondary School West Khasi Hills School Management Committee (SMC)

7 JJM Nicholas Roy Secondary School, Nongstoin


8 Fernando Higher Secondary School Ribhoi School Management Committee (SMC)

9 Presbyterian Secondary School Ribhoi School Management Committee (SMC)

10 Ches.Star Secondary School Ribhoi School Management Committee (SMC)

11 Jowai Presbyterian Higher Secondary School Ribhoi School Management Committee (SMC)

12 Laitumkhrah Assamese Secondary School East Khasi Hills School Management Committee (SMC)

13 KJP Girl’s Higher Secondary School East Khasi Hills School Management Committee (SMC)

14 Vilco Secondary School East Khasi Hills School Management Committee (SMC)

15 Peter’s Secondary School East Khasi Hills School Management Committee (SMC)

16 Little Flower Secondary School East Khasi Hills School Management Committee (SMC)

17 HL Mizo Higher Secondary School East Khasi Hills School Management Committee (SMC)

18 Nongstoin West Khasi Hill Tribal Group (Male)

19 Nongstoin West Khasi Hill Tribal Group (Male)

20 Mairang West Khasi Hill Tribal Group (Youth)

21 Mawkyrwat West Khasi Hill Tribal Group (Youth)

22 Mairang West Khasi Hill Tribal Group (Youth)

23 Nongstoin West Khasi Hill Tribal Group (Youth)

24 Umroi Ribhoi Tribal Group (Women)

25 Bhoirymbong Ribhoi Tribal Group (Youth)

26 Jowai Jaintia Hill Tribal Group (Youth)

27 Jowai Jaintia Hill Tribal Group (Women)

28 Sohryngkham- Seng Kynthei Sohryngkham East Khasi Hills Tribal Group (Mixed)

27

SL No


29 Sohryngkham-Seng Samla Sohryngkham East Khasi Hills Tribal Group (Mixed)

30 Sohryngkham East Khasi Hills Tribal Group (Youth)

31 Sohryngkham-LAITLYNGKOT East Khasi Hills Tribal Group (Youth)

32 Tyrsad East Khasi Hills Tribal Group (Youth)

33 Mawngap East Khasi Hills Tribal Group (Women)

34 Mawngap East Khasi Hills Tribal Group (Youth)

35 New Kenches Trace Laban East Khasi Hills Dorbar Shnong

36 Demthring East Khasi Hills Dorbar Shnong

37 Pynthorbah East Khasi Hills Dorbar Shnong

38 Madanryting East Khasi Hills Dorbar Shnong

39 Lumshyiap East Khasi Hills Dorbar Shnong

40 Laitlyngkot East Khasi Hills Dorbar Shnong

41 Golfling East Khasi Hills Dorbar Shnong

42 Umlyngka East Khasi Hills Dorbar Shnong

43 Pokseh, Shillong East Khasi Hills Dorbar Shnong

44 Tyrsad East Khasi Hills Dorbar Shnong

45 Nongthymmai Jingkieng East Khasi Hills Dorbar Shnong

46 Gambegre West Garo Hills Nokma

47 Duragre West Garo Hills Nokma

48 Gitokgre West Garo Hills Nokma

49 Daldagre West Garo Hills Nokma

50 Rombagre West Garo Hills Nokma

51 Rongram West Garo Hills Nokma

52 Wakagre West Garo Hills Nokma

53 Bokmagre East Garo Hills Nokma

54 Suchigre East Garo Hills Nokma

55 Dalmagre South Garo Hills Nokma

56 Danakgre Secondary School West Garo Hills School Management Committee (SMC)

57 Garo Union School West Garo Hills School Management Committee (SMC)

58 Wadanang Secondary School West Garo Hills School Management Committee (SMC)

59 Rongrengre Model Secondary School, Williamnagar

East Garo Hills School Management Committee (SMC)

60 Pioneer Secondary School East Garo Hills School Management Committee (SMC)

61 Gandhipara- Hajong, West Garo Hills Tribal Youth Group

62 Gandhipara- Koch West Garo Hills Tribal Group (Mixed)

63 Loskarpara West Garo Hills Tribal Group (Mixed)

28

SL No


64 Berupara West Garo Hills Tribal Group (Mixed)

65 Patgaon Ribhoi Tribal Group (Mixed)

66 Niriang, Umulong Jaintia Hills Tribal Group (Mixed)

67 Nite School at Jowai Jaintia Hills Tribal Group (Mixed)

4. List of respondents met in Shillong

S. No. Name Designation Department

1 Mr.K.N Kumar Principal Secretary Community & Rural Development / Aquaculture Mission

2 Mr. B. Dhar Commissioner & Secretary Border Area Development Department

3 Ms. L. Kharkongor, IAS Commissioner & Secretary Commerce & Industries Department

4 Mr. P. S. Thangkhiew, IAS

Principal Secretary Education Department

5 Mr. N. S. Samant, IAS Principal Secretary Labour & Employment Department/ Social Welfare Department

6 Mr. P. Kharkongor, IAS Principal & Secretary Sericulture and Weaving Department/ Agriculture Department Sericulture Mission

7 Mr. R. V. Suchiang, IAS Commissioner & Secretary Tourism Department

8 Mr. P. Naik, IAS Principal Secretary Urban Development department/ Livestock Mission

9 Mr. Shri I. Jyrwa Director Directorate of Employment & Craftsmen Training

10 Mr.B.K.Dev Varma, IAS Additional Chief Secretary, Power Energy Mission

11 Mr. Edelberth Susngi, Training cum Placement Officer Shillong Polytechnic

12 Mr. David Nongrum, Senior Faculty (academic), Directorate of Educational Research and Training

Education Department

13 Mr. R.S. Lorit Joint PD SSA and RMSA

14 Mr. Pyngrop, Managing Director Meghalaya Government Construction Company

15 Father Mathew, Manager Don Bosco TTI, Shillong

29

S. No. Name Designation Department

16 Mr. Rahul Chatterjee Teacher training / education expert

Shillong Jail Road Boys High Secndory School.

17 Dr. A Sukumar, Principal North East Regional institute of Education

18 Mrs. D.T. Kharsing Finance (EA) Finance Department

19 Mr. Sanjay Goel Dy. Commissioner East Khasi Hills District

20 Mr. K Pasa Chief Engineer (Buildings) Public Works Department

21 A. Marbaniang Director Economic & Statistics Directorate of economics and statistics

22 Ms. Jaineesh Manager B-ABLE

23 Mr. Gregory Director WISE (NGO)

24 Mrs. Anjana Lama Dy. General Manager NABARD

25 Dr. Brahm Deo Ram Tiwari, IAS

Joint Secretary

26 Mr. H. M. Shangpliang,MCS

Director

30

B. Photos of FGDs

1 & 2: Discussion with Youth and Women in Gandhipara Hajong

3 & 4 : Discussion with Women and youth in Gandhipara –Koch

31

5& 6 : Discussion with JHADC Members-Jowai.

7 & 8: Discussion with the Students in Night School, Jowai

32

9 & 10: Discussion with Village elders and youth in Niriang.

11 & 12: Discussion with students of DB Tech. in Umran.

33

13.Discussions with Fr.James of RRTC,Umran

14 & 15: Discussion with Dorbar Member and Women.

34

16 & 17 In the Khasi village of Leikum, Umsning

35

18. Discussion with Village head man and IFAD project workers at Mendal. 19. FGD with Mendal villagers

36

20. SHG Federation members in discussion at Jengjal

21. In discussion with ex-ADC member, GHADC at Tura

37

21 & 22: Discussion with college students,Teachers and Youth Mahari member at Tura.

indigenous peoples plan - asian development bank · 2014. 9. 29. · indigenous peoples plan...

Documents