revised cmes nrlm

7/31/2019 Revised Cmes Nrlm

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NRLM

perspective plan ofCommunit

yManagedEducationServices

(CMES)

2011-2018

CMES


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EDUCATION

Education is a major component to SERP mission of poverty alleviation. The project looks at

the entire education value chain, from preschool to placement, comprehensively with the

objective of ensuring that a child who graduates is not only productively employable but also

placed in an appropriate profession

Education Value Chain

VISION & MISSION

An entire generation of children; free from the burden of poverty; born, educated (elementary

through secondary, higher secondary, higher education) and employed gainfully is the vision

and mission of the education sector within IKP

OBJECTIVES:

All children in the project area enjoy their right to quality education (through access to

schools, transitional arrangements such as bridge course).

All children between the age group of 3 5 years in the project area are enrolled in

ECE centres.

Special focus on tribal areas.

Children must have access to quality education in schools and gain class wise learning

competencies

Improve the quality of education in the local government schools and make the schools

a proper learning centre

CMES Perspective Plan

College High

school

Primary/middle school

Placement

Preschool

Pres

cho

ol


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Provide access to Higher Education.

Increase participation of the community in managing Educational institutions.

Strategy

The strategy followed to achieve the mentioned objectives is through community management.

Building the community and training them which will enable the community to manage the

education services by themselves over the course of time. This strategy is based on certain

considerations as follows:

Belief in the community wisdom to manage the things if properly facilitated.

Belief in the capacity of poor children to learnt at their peak, if proper learning support is

provided.

Non-negotiable objectives:

Preventing the future generating from slipping in to poverty, poverty proofing through

Education.

No child of POP should be denied access to pre-school.

No child of POP should be denied quality inputs in high school and afterwards

No child of POP should be denied access to expert coaching for want of money.

Activities

CMES Unit is running these projects in financial year 2010-11 and 2011-12

i. Early childhood Education

ii. Koyothore Bata project for drop out tribal youth

iii. Research work

iv. Bala Mitra & Career Counselling



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2.1. Early Childhood Centre (ECE)

Early Childhood Care and Education remains a privilege for many young children in India.

With increase in womens participation in the work force across the country among all socio-

economic groups, there has been a sea change in social structures and practices in the last few

decades.

A significant indicator of this change has been the emergence of the nuclear family, a change

that has converted child upbringing from what was traditionally a shared responsibility into the

sole responsibility of the young parents. This responsibility is often further delegated. While in

the higher income brackets children are often left with paid surrogate care takers, in the lower

socio-economic communities the responsibility of care giving get loaded on to the older sisters,

thus keeping them often out of school and robbing them of their childhood.

As a result, given the constant pressures and challenges of day to day existence in todays

complex society, the possibilities of informal early care and education for the young child at

home is becoming less of a reality. It was this changing social context, over the years, which

laid the seeds for the introduction of the concept of Early Childhood Education (ECE). ECE

would help in promoting the learning begins at birth vision in terms of promoting early

learning opportunities.

Integrated Child Development Scheme (ICDS) has the unique distinction of being the worlds

largest early child development programmes. It has improved the nutritional, health and

educational status of children in 0-6 age group in the vulnerable section of the society. Pre-

school education and Nutrition components of ICDS are considered the critical interventions in

achieving the Millennium Development Goals (MDGs).

There is a need to promote greater involvement of communities especially women, as they are

essential in assessing and analyzing their own situation, needs, resources and practices. Taking

cue, that community mobilization can play a major role in supporting behaviour change in

longstanding childcare practices; Society for Elimination of Rural Poverty (SERP) facilitated

community mobilization to create an enabling atmosphere for more appropriate childcare

practices and empowerment of the local community.

In the year 2008-09, ECE centres have been set up under the Community's supervision and

governance. The children in age group of 3 to 5 years are provided with Early Childhood

Education in these centres. Community governed, community managed ECE centres have

shown significant improvement in physical, mental and cognitive development of children



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between the age group of 3-5 years in the project area. Quality training is provided to all the

instructors at Sodhana Resource Centre, Cheepurupally and Centre for Development and

Research, Hyderabad. The hallmark of the centres is a public reporting system that has been put

in place, according to which a school festival (Badi Panduga) is celebrated on the last Saturday

of every month. The instructors submit their monthly report and the children will demonstrate

their learning during that month. The remuneration for the instructors is paid by the VO on the

school festival day. The remuneration for the cluster and mandal coordinators is paid by the

MMS in their monthly RGB meeting after reviewing the progress of the schools.

Preparatory Work for establishment of ECE centres in tribal areas:

i. Survey and Resolution:

a. A team comprising of Education Subcommittee member, Community Volunteer/

Community Coordinator and office bearers of Village Organisation (VO) shall

survey the villages in the identified mandal.

b. VO shall then submit a resolution to the Mandal Mahila Samakhya (MMS).

ii. Role of MMS after receipt of V.O resolutions:

c. MMS shall select the villages on the basis of following criteria:

Villages having higher number of children between the ages of 2 5

belonging to the Poorest of Poor (POP) families.

Villages where Institution Building is strong.

Villages where NDCC centres are functioning.

Villages with higher proportion of SC/ST population/PoP.

iii. Location of ECE centre in the villages:

d. Arranging the awareness program and public meetings with the community.

e. People who need to attend Awareness Programme at resource centre:

Education anchor person of the district.

Mandal Coordinator and Cluster Coordinator.

Office bearers of Zilla Samakhyas (ZS), Education Subcommittee members.

f. The community shall provide a hut for running the school.

g. Selection of site for construction of ECE centre shall not be close to the wells,

canals and roads.

h. The site shall be easily accessible to all the children in the village.

i. The construction shall be completed within one month



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iv. Public Report:

a. The teacher shall present a Public Report to the parents and the village community

once every month. Children of the school shall demonstrate and exhibit their

learning attained during the preceding month during this presentation.

b. The salary shall be paid to the instructor by the Subcommittee only after it is

satisfied about the months learning outcome achieved by the students.

v. Role of Community:

The ECE centres shall be funded & managed by the concerned VOs. For this purpose,

each VO shall be given a Corpus Fund of Rs. 2.5 lakhs, which shall be used for lending

to SHGs and generating resources needed for running of the ECE centres. (GO.Ms.No.412 of Panchayat Raj & Rural Development (RD.I) Department dated 1-12-2010). The

MMS shall play a pivotal role in the implementation of the programme. Their

responsibilities shall be as follows.

c. The MMS shall be responsible for timely and proper utilization of the funds by the

VOs. It shall review the expenditure every month.

d. The MMS shall visit every centre every month. Its members shall ascertain and

verify all academic and non-academic aspects of the ECE centre. Its members shall

also meet the VO during the visit.

e. The MMS shall be responsible for providing the mid-day meal to all the centres in

the mandal. It shall receive all material supplied by the Govt. agencies, distribute it

to the VOs and account for it. It shall also ensure purchase, at best price, of other

material required for daily serving of the mid-day meal.

f. It shall pay the salary of the Cluster Coordinators (CC) from the funds received

from ZS. The MMS shall ascertain every month the academic progress of all centresfrom the CCs before paying their salary.

vi. Community Management of ECE centres:

g. An education sub-committee shall be formed at the V.O. The sub-committee shall

take up ECE as an agenda point during every RGB meeting of the V.O and review

the ECE centres activities.

h. The Subcommittee shall be responsible for proper upkeep and functioning of the

school. The ECE Instructor shall be accountable to the Subcommittee.



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i. Subcommittee shall monitor the revolving fund given to the V.O and ensure that it

keeps growing. Subcommittee shall ensure timely repayment of the loans taken by

the SHGs from the revolving fund.

District Resource Centre:

Government vide GO.Ms.No. 412 of Panchayat Raj & Rural Development (RD.I) Department

dated 1-12-2010 issued orders for setting up of District Resource Centre (DRC) in each district

for identifying, training, motivating, equipping & monitoring the ECE centres. The DRCs shall

have suitable staffs, which are adequately trained.

a. A DRC would be established in districts where there are more than 50 centres.

b. The DRCs would work in close coordination with the State Resource Centres (SRC) i.e.Sodhana Resource Centre and Centre for Development & Research and Zilla Samakhya

(ZS).

c. DRCs would monitor the functioning of the ECE centres in the district and evaluate the

functioning of the existing ECE centres.

d. DRC would train the ECE centre instructors once every month for two days and also

review their performance.

State Resource Centre:

Government vide GO.Ms.No. 412 of Panchayat Raj & Rural Development (RD.I) Department

dated 1-12-2010 have also issued orders for setting up of State Resource Centres (SRCs) for

incubating, establishing, guiding, training, monitoring and providing technical support to the

DRCs. There shall be (2) State Resource Centres (SRCs) set up by M/S Sodhana and M/S

Centre for Development and Research (CDR). The SRCs shall also design and deliver the

academic components as per the district specific pedagogical needs. The concept of State

Resource Centre (SRC) would form an integral part of the expansion process and in ensuring

that the quality of centres remains at the highest possible level.

a. The major role of SRC would be to ensure that the quality of centres in the state remains

at the highest possible level.

b. SRC would ensure continuous handholding support and monitoring of the overall ECE

centres in the state.



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c. SRC would also help in improving the quality of inputs for the ECE centres through

provision of technical services.

d. The functions of the SRC would be as follows:

It shall both design and deliver the academic components of the programme.

It shall identify and attend to the district specific pedagogical needs.

It shall prepare monthly lesson plans for the districts.

It shall train staff of DRC, Cluster Coordinators and provide necessary support to

district teams.

2.2. Koyothore Bata Project

Koyothore Bata has been organising innovative Residential Bridge Course in Agency Mandals

in 3 districts of Andhra Pradesh with support from SERP since 2005-2006. Significant

headway has been made in terms of enhancing the capacities of tribal youth to work towards

their educational development. The Project was being funded by DFID funds. It is proposed to

continue this intervention with equal focus on livelihood linkages.

Koyathore Bata has been working on the issue of empowering tribal youth through education

for more than a decade now through its innovative Residential Bridge Course that targets tribal

youth aged 18 years and above. This agenda is being implemented in Chintur mandal of

Khammam district, Kothaguda mandal of Warangal district and Sirpur (U) mandal of Adilabad

district.

A survey was taken up by Koyathore Bata to identify ST school dropout youth between the age

group of 18-28 years. RBCs under Rajiv Vidya Mission (RVM) facilitate entry of school

dropouts up to the age of 14 years only. Hence, support is extended as a special dispensation toencourage the tribal youth to acquire minimum Educational qualification of SSC and to

motivate them to pursue higher Education. The school dropout Tribal youth are given intensive

coaching for SSC Public Examinations.

During 2008 -09, 525 youth were given intensive coaching in these camps. Nearly 40% of the

tribal youth enrolled in RBCs have passed SSC examinations since 2005 -06 to 2008 -09. The

organization also proposes to add value to the project by incorporating some services like

perspective building, Life Skill Training and Livelihood training.



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1.3.Research Work:

The impact analysis of the programs undertaken will be done by some third party agency or any

other outside agency. Outsourcing will be done to conduct the study of the programs. The

impact and effectiveness of each program and areas of issues are to be identified. The amount

expensed for this purpose will be given by the state level centre.

1.4.Bala Mitra:

The strategy in implementing this project is through peer group learning. Students are formed

into groups where each groups comprises of students from all the grades. Teachers are trained

in such a manner that they facilitate the process of peer group learning. Every evening study

hours will be held, and the students with good grades will re-teach the lessons to the other

students. And as this will be implemented in the residential bridge course camps, the students

belonging to the same group will be given beds together. This peer group learning will help in

minimising certain issues like:

Students will not hesitate to ask doubts as the ones who will be teaching will be

in their age group

Provides them with the emotional support from the friends who are in the same

group.

Addresses the adolescent problems.

3. DETAILS ON DIFFERENT PHASE OF IMPLEMENTATION YEAR WISE (IN

TABULAR FORM)

As above mentioned, the interventions, undertaken by CMES in the State, yielded satisfactory

result, CMES is going to scale up all the existing intervention in coming years. Once when a

program stabilises in its course of action, new programs will be started on a pilot basis. As the

social welfare department will look after corporate education, the major work will be done in

ECE and Residential bridge school. Expansion of these two projects will be done for two years

and by then, new projects will be started on pilot basis. The detail expansion plan of each

Programme is given below-

Early Childhood Education:

Sr. Financial Year No. of ECE Centres No. of Children Enrolled



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no. ( Estimated) (Estimated)

1 2011-12 3031 45,465

2 2012-13 4031(1000) 60,465

3 2013-14 5031(1000) 75,465

4 2014-15 6031(1000) 90,465

5 2015-16 7031 (1000) 1,05,4656 2016-17 8031 (1000) 1,20,465

7 2017-18 9031 (1000) 1,35,465

*Average number of children per ECE centre are15

Residential Bridge Course:

Sl.

NoFinancial year

Target

centres

(Cumulative)1 2011-12 4

2 2012-13 6

3 2013-14 7

4 2014-15 8

5 2015-16 9

6 2016-17 9

7 2017-18 9

Phasing

The strategy followed in implementation of the program in various phases is done in such a

way that there is enough handholding support given to each project and once a particular

project stabilises in the way of implementation, a new programme will be undertaken on a pilot

basis. This would be an efficient way of delivering the services of both the existing and the new

programs.

Y1 Y2 Y3 Y4 Y5 Y6 Y7 Y8

2011-12 2012-13 2013-14 2014-15 2015-16 2016-17 2017-18 2018-19

ECE Expansion

RBC Expansion

New Project Pilot Testing New Project Expansion



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Implementation

a. Support Structure at State level

At the state level, the SPMU will be handling the budget releases for all the programs

undertaken by the CMES unit. The support structure for each program is as follows:

ECE: The expenditure and the corpus will be released by the SPMU unit. The State

resource centres will facilitate the training of ECE instructors. As both the programs are

being outsourced to NGOs, only financials are to be taken care of by the State level office.

RBC: This program is outsourced to Koyothore Bata NGO. The state office will support the

program by providing the yearly expenditure.

b. Support Structure at district level:

The district resource centres (DRCs) will train the ECE instructors and perform the

continuous monitoring of the ECE centres performance.

c. Support Structure at block level:

The Mandal Mahila Samakhya will be the cost centre of all the activities. MMS will release

the funds for the programs. And frequent monitoring is conducted by MMS.

d. CBO Structure:

The education sub-committees are formed by the women in SHGs. They monitor the

functioning of the education activities being undertaken in the village. And report to the

respective departments to resolve the issues identified. The Cluster coordinator will

handle ten ECE centres. Formation of sub-committees on education in the MMS with at

least 4 members in each mandal in 43 mandals from among the general body after a

process of consultation and democratic decision taking on the candidates for membership

to the sub-committee.

Sub-committee members visit at least four villages in a month to understand the

challenges encountered by the VOs in engaging with the schools, anganwadi centres,

gram panchayats.



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The issues are then shared in the meeting of the subcommittee to work out a plan of

action on giving support to the VOs wherever possible, for resolving the issues.

Sub-committee shares the progress of work and status of children once a month in the

MMS General Body Meetings in all mandals.

Sub-committees convene periodic meetings of the school and anganwadi centres. They

will engage with the gram panchayats also in the process.

Sub-committees institutionalise process of audit of all the local institutions meant for

children eventually.

Sub committees share their experiences with MMS.

Staffing of Project and CBO staff at various levels and other Social Capital

4.1. State level: At the state level, staff will comprise of the following positions. The

detailed year wise staffs are mentioned in the Annexure table 1.

Director, State Project Manager, Project Manager, Project Executive and DistrictProject Manager

4.2. District level: At the district level, the following are the staffs who are involved in

implementing the education activities. The year wise details are mentioned in the

Annexure table 1.

Assistant Project Manager, District project Manager and in District Resource Centre the

staff include Team leader, Academic coordinators and resource Persons.

4.3. Mandal level: At the Mandal level, the Mandal coordinator will facilitate the meetings

and is used as an intermediary between the beneficiary and the concerned authorities.

4.4. Community Based Organisation: Involving the community in providing the education

services is the major motto. Therefore, at the CBO level, a cluster coordinator is taken

in order to mobilise the community and to coordinate the ECE activities at the cluster

level. The year wise increase in the staff required is given in detail in the Annexure

Table 1.



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The following is in details the procedure for recruitment of various staff and their roles and

responsibilities each one hold:

ECE Instructor:

The candidate shall be between 18 30 years of age.

Shall be the resident of the village where ECE centre is to be established.

The candidate must have fluency in speaking the local dialect.

Minimum Qualification of the youth Tenth class.

Preference shall be given for Local Unemployed Youth (Preferably Women).

The candidates with cultural and artistic talents will be preferred.

The Instructors shall be selected through a Written Test and Interview, which will

be conducted by an expert team from the state level resource team.

Roles and responsibilities of ECE Instructors:

ECE Instructor shall arrive at least 15 minutes earlier to the centre.

She/he must ensure clean and hygienic environment at the centre.

Educate the children in a playful manner by using the teaching learning material

properly.

Maintain records properly and conduct frequent parent ECE Instructor meetings.Ayah:

Shall be the female resident of the village where ECE centre is to be established.

Shall be between the age group of 30 45 years.

Qualification At least fifth standard (preferable).

Cluster Coordinators:

One Cluster Coordinator (CC) Academic shall be engaged for every 10 ECE

centres.

A graduate or intermediate passed candidate shall be engaged as the CC.

The CC must be gender sensitive and shall not have any negative attitudes towards

learning skills of tribal and rural children.

The CC shall undergo the same training as the ECE Instructor.

The functions of the cluster coordinator shall be as follows:

i. Visit all the schools in the cluster at least once a week for close monitoring

and assessment of the teaching and learning standards.

ii. Double up as an ECE Instructor in case of any unexpected absence.



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Attend the Zilla Samakhya and Mandal Samakhya meetings and discuss the

performance of the ECE centres with the education sub-committees at the

respective levels.

He should also monitor the functioning of the Fund Managers, also track the

repayment rate of the various MMSs, and provide incentive to the good performing

MMSs based on the reports of the Zilla Samakhya and the Fund Managers.

Academic Coordinator:

There would be two academic coordinators per DRC. The candidates will be

selected through a written test and interview. Selection would be done by a team

consisting of representative of SRC, PD, DRDA and ZS.

The training for the academic coordinator will provided by State Resource

Centres for the period of 16 days.

These academic coordinators in-turn will train the ECE instructors and the

cluster coordinators at their respective districts for a period of 2 days once in

every month and evaluate the performance.

Inspection of ECE centres randomly for a period of 7 days in a month and

evaluate the performance of ECE centre.

Develops and provides teaching learning material and the course content to the

instructors

Preparation of monthly reports regarding the training given and the inspection

reports and submit the same to the Program Coordinator.

SRC Staff requirement and selection process:

Team Leader: The SRCs will be headed by a team leader.

Qualifications: A post- graduate in Arts/ Science / Social Work preferably with Diploma in

Early Childhood Education / TTC/ B.Ed will be considered for the position. 5-10 years of

experience in primary education / teacher education / education related projects are preferred.

The Team leader shall have the following responsibilities:

He/she would monitor the regular working of the staff and ensure that the DRC

program coordinator and the academic coordinators are trained at regular intervals.



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He should evaluate the performance of the ECE centres based on the DRC program

coordinator reports.

The analysis of the students attendance reports, which is prepared by the Program

coordinator for every 15 days, would be sent for verification to the Team leader.

Team leader should report to the SERP once in every month and appraise the

functioning of the DRCs.

Monthly reports regarding the financial status of the SRC is to be reported to SERP.

Team leader would coordinate with the DRC to resolve the financial issues.

Attend the Zilla Samakhya meetings and discuss the performance of the ECE

centres

Resource Person:

There would be five resource persons per SRC. The candidates will be selected

through a written test and interview.

Qualifications: Post Graduation in the subject mentioned against the post preferably

with Diploma in Early Childhood Education / TTC/ B.Ed

a. Faculty in Telugu (Two) Post Graduation in English / Telugu

b. Faculty in Mathematics (Two) Post Graduation in Mathematics

c. Faculty in Drawing/Singing Graduation in Performing Arts

The training for the academic coordinator of DRC will be provided by State

Resource Centres for the period of 16 days.

The monthly performance evaluated by the academic coordinator of the DRC is

reported to these resource persons.

Conduct regular inspection of ECE centres and evaluate the performance of the

centre.

Each resource person would be allotted his/her own certain number of ECE centres.

The resource person is held responsible for all the trainings and inspection in their

respective ECE centres.



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Develops and provides teaching learning material and the course content to the

DRCs.

Preparation of monthly reports regarding the trainings given and the inspection

reports and submit the same to the Team leader.

The resource persons would be preparing the schedule for trainings

Training Modules

4.5. Community: Training will be provided to the SHG women who are a part of the

education sub committees. Women will be trained as to how to monitor the various

education activities. These trainings will also benefit in improving their awareness

levels. These are held in order to enable the community to manage the activities by

themselves.

4.6. Project Staff: The project staff will be trained at regular intervals to make them aware

about the programmes being undertaken and handholding them to run them by

community. Assistant Project Manager, Cluster coordinator and other resource persons

will be trained in their respective fields to enable them to perform their roles and

responsibilities in an efficient manner.

4.7. PRIs, Line departments and other Civil Society Organisations: Sarva Siksha Abhiyan

(SSA) provides trainings to the ECE instructors regarding the 1 st, 2nd and 3rd standard

subjects.

4.8. Details of trainers/Master trainers required at different levels: Trainers are required at

various levels for community mobilisation and for training the ECE instructors. State

level trainers would train academic coordinators who work at the district level. These

academic coordinators would in turn train the instructors who work at the village level.The detailed year wise, required trainers for each program are given Annexure Table 5.

Requirement of partnership with Institutions/Agencies/NGOs:

In order to effectively deliver the services, partnerships with certain outside agencies is

required. The partnership with organisations for various programs is as follows:

ECE: Sodhana Resource Centre, Chipurupally and Centre for Development and

Research, Hyderabad. These two NGOs will implement the ECE programme in the



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state. Each of the NGO maintains the State Resource Centre and funds for which are

given by CMES.

RBC: Koyothore Bata is an NGO which handles the residential bridge course

programme.

Other NGOs for training the teachers for Bala Mitra

5. Convergence(with government schemes, departments, NGOs, PRIs and other civil

society organisations):

Regarding the ECE centres, GO has been issued to converge with the Anganwadi centres. Early

Childhood Education programme is implementing in convergence with ICDS (GO.MS.55

Department for Women, Children, Disabled & Senior Citizen). Convergence with the ICDS,

SSA for mid day meal scheme also needs to be incorporated. By converging with the PRIs, the

Gram panchayat and the gram sabha can also be included and make them a part of the

monitoring mechanism. This would help in better delivery of the programs.

6. Monitoring and Evaluation:

The monitoring and evaluation for various activities is as follows:

ECE: The monitoring and evaluation is being done by the field staff, and the other

respective personnel at the mandal and district level. The review meetings are being held

for cluster coordinators and instructors to regularly monitor their performance. By the end

of 2011-12, a complete MIS which would provide the attendance and the students

performance would be in place. Therefore, with which the performance of each centre can

be tracked down and thereby, the issues of concern can be identified easily. The evaluation

of the performance of the centres will be handled by Sodhana, Chipurupally and Centre for

Development and Research, Hyderabad.

Residential Bridge Course: Monthly reviews are conducted by the APM and performance

of the centre is evaluated.

7. Procurement:



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The procurement of all the required materials in the SPMU like the laptops, mobile and

internet connection devices are to be done by the Procurement department at the SPMU.

8. Budget required:

The amount required for all the above said activities is provided in detail in the

Annexure.

9. Achievement at the end of 7 years:

Children have transformed from ignorant , innocent , shy individual to active, confident

and healthy human being

Children are ready for formal primary school. They are equipped with pre-number- pre-reading skills

Children at Class I attained desirable learning outcomes- in School subject

Ensured that every child in all the 9000 villages is enrolled in the ECE centre

Reduced drop-out rate in the tribal areas.

Improved quality of studies and confidence build for the students through Balamitra.

10. Sustainability:

The corpus being given for the ECE centre at the VO is internally rotated and the

interest earned thereby will be used for the running costs. Initial handholding is

required for the community in implementing these programs.

11. Risk and Contingency plan:

The corpus and the ECE centres and all other projects are being undertaken by SERP

funding. If the repayment rate is not good enough, it hinders the ECE centres

functioning. Involvement from the community in all the activities is only on the

monitoring aspect but not in the monetary aspect. Hence, any delay or stoppage of



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funds from SERP will leave us with the question of continuing the activities by the

community.


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