Community Led Resource Centre for Educational Rights
A Poorest Area Civil Society (DFID) supported Project
The Association for Promotion of Creative Learning (APCL) aims to develop a model of community intervention to ensure quality education for children from socially excluded groups. The project will achieve this through the involvement of community bodies in awareness generation about non-discriminatory access to education, to ensure education for all.
The project is being supported by PACS for four years of implementation and is being implemented across 149 villages in Darbhanga.
- Develop a model of community intervention for facilitating non discriminatory access to quality education for children of socially excluded communities.
- Capacity building of existing community-based organisations (CBOs) and promotion of their federations at Panchayat and block level, to effectively monitor the status of the right to education.
- Collaborating with existing government interventions for inclusion of excluded groups in the education system by promoting Shiksha Dehairs (door-step to education) and providing support to the children of excluded groups by effective monitoring mechanisms.
- Develop IEC for an awareness campaign on education and the new Right to Education (RTE) Act.
- Promoting a state level network to raise voices against discrimination and initiate advocacy for effective implementation of RTE and an inclusive curriculum.
Base Line Survey
The base line survey was completed by the organization. Prior to it, PACS has given training to key project personnel of APCL and the same has been imparted among the field staff by the organization. Total 1897 house holds were covered under the baseline survey.
The survey created positive impact in the project area. Good rapport established with the people. They understand the significance of the project intervention and consequently agreed to extend their valuable support to the project team engaged in implementation the activities at the grass root level.
Development of Project Manual
A project Manual has been developed for the project staff so that they could know the notion of activities and implementation strategies. The every aspect of the project activities has been explained during the training of capacity building.
Shiksha Dehair is a Community based Organization (CBO) which raises voice on violation of educational rights and ensures that administration provides for all the committed provisions to the students as per the RTE Act. In the villages of excluded communities, 130 Shiksha Deharis (Door step to Education) have been established during the period. It works as a community led resource centre on educational rights. Simultaneously, the Shikshadhikar Samiti consisting 7 to 11 members community (mostly mothers) of the Village have also been established. Shiksha Dehari have been functioning as a educational unit for those children who are drop outs or non–admitted in the school.
All 130 Shiksa Dehairs are being led by people from socially excluded communities. 90 CBOs are being led by female members and 40 are led by male members. There are a total of 56 male and 1,150 female (mostly belonging to underprivileged communities) members of 130 CBOs.
The ‘School Chalu Bahina’ Volunteers
It is unique and innovative concept of the project who support to the ‘Shikshadhikar Samiti and Shiksha Dehari’. Under this activity a group of 4-5 girls students, who are attending schools regularly have been formed. They prepare list of those students who are either drop out or not admitted children and convince to that individual children and their parents to send or get regular to their wards in the school. They also describe the components of RTE and motivate them to utilize the same. As a result, the parents to maintain the request of the volunteers of School Chalu Bahina, easily agrees to send their wards in the school. As impact such action created some different impacts on the society in general and parents / students in particular.
Book Banks have been established in 130 CBOs, which have become a centre for attraction for the villagers. It has helped in enhancing the importance of books in the everyday life of the people. It has been observed that regular reading habits is gradually developing among school going students. It also attracts those children who are not attending schools or drop-out students because it contains materials for games also, thus mobilizing students in learning based activities.
Wall writing is done in the project area to spread awareness regarding the RTE Act. Various slogans of the 'Naare Hi Naare' have been used for writing on walls.
Adhikarak Ghanti is a well decorated tri-cycle moving village to village as per schedule. It has proved to be important tool for public awareness on RTE and other people’s oriented schemes. Before it, such type of actions never appeared in the targeted villages so it became quite popular. It has been able to attract, disseminate message and create awareness to the rural folk. Its action to share ideas of rural folk on mike, recording their complains suggestions etc. motivated them to come close with project activities. Therefore, it is felt imperative to ensure its quick performance in the target areas even in remote villages/hamlets. Adhikarak Ghanti has proved as an important tool for public awareness on RTE and other people oriented schemes. There were no actions in the targeted villages so it has become quite popular. It has been able to attract, disseminate message and create awareness to the rural folk. Its action to share ideas of rural folk on mike, / suggestions etc. motivated them to come close with project activities. Project communicated to the maximum population of excluded communities. Confidence level of excluded communities enhanced due to raising their voices on mike during visit of Adhikar Ki Ghanti in the hamlets of excluded communities. Thrust for elementary education/ education developed among the parents and students when they felt that the students like them are speaking on mike. This developed the confidence level of students, parents of excluded communities. Complaints received and forwarded to the appropriate authorities for redressal. People of excluded communities came to know the several people‟s oriented schemes apart from RTE
Training Programme of PRIs/VECs
The training programme conducted with members of Panchayat Raj Institutions, Village Education Committee-VEC (As per government's order the VEC has been defunct and School Management Committee-SMC introduced as an ad-hoc Committee) in the target area. It was organized in 4 phases during. Altogether 264 participants were participated. The participants were provided literature in which the key points about RTE was explained. The trainer explained all the provisions of RTE through hanging training kits. Discussion was also held on several points mentioned in RTE act, 2009. The participants treat it very informative training. They told that it was first experience to know about RTE act. As before neither government nor any development agency organized the same. Even education department has never organized training to the teachers as they told.
Panchayat Shiksha Report Card and Annual Report
The Panchayat Shiksha Report Card was one of the important tools to mobilize all stakeholders to describe actual status of the schools. The design of report card has been designed and developed by the APCL. The report card contains general introduction of the panchayat, infrastructure details, teachers students ratio, teachers details, basic facilities (books, dress, MDM, scholarship, stationeries, etc.) provided to the students. This activity has proved to be an important tool to attract participants, particularly PRIs, teachers and others on the issue and has motivated them to make enthusiastic effort to ensure educational rights of the community.
Panchayat Shiksha Sammelan (PSS)
The PSS are to be organized in each panchayat in which PRIs, members of SMCs, teachers of concerned panchayat, government officials and other stakeholders will be invited to participate. This process was conducted in two phases i.e. 12 September 2013 to 15th September 2013, and 19 November‟2013 to 23 November‟2013. Total of 21 panchayats were covered. The consolidated data of Shikshadhikar Report Cards were shared in the sammelan with all participants. First time the term „Report Card‟ introduced before the participants and came to know about implementation of RTE in their panchayat.
Shikshdhikar Yatra was organized. The members of Shikshdhikar Samiti, volunteers of Shiksha Dehari, Shiksha Prahari, students and parents were participated. The rally organized in all targeted villages / hamlets. Environment created in favor of education of excluded communities. Mass numbers of parents, students and other stakeholders especially excluded communities taken active role in this „Yatra‟. The people, who are not our direct beneficiaries mostly, excluded communities motivated to join in project activities.
District Shiksha Sammelan
The District Shiksha Sammelan (DSS) was organized on 1st December‟2013 at Conference Hall of Kameshwar Singh Sanskrit University campus, Darbhanga. Sri Vijoy Prakash, IAS, Principal Secretary, Planning & Development, Govt. of Bihar, Kumar Ravi, IAS strict Magistrate, Darbhanga. Ms. Arti, State PACS Manager and other dignitaries were attended as an important person. Total 333 members of Shikshdhikar Samiti and others participated. Some teachers and PRIs who supported us in project implementation were honored by our Chief Guests. This was important advocacy meeting for education of underprivileged, promoting our project‟s achievement and creative learning. Most of the participants belong to excluded communities participated in the sammelan it motivated them towards education.
State Level Workshop
The State level Workshop is proposed to organize on 20th December‟2013 at Patna. The educationalists, Academicians, Journalists and other stakeholders participated in the event. The actions taken during the year were presented with concrete success indicators. The students who were selected for prize was also honored in this workshop. The second pictorial book „Charitravati Ahalya’ is was release in this event.
The Environment Creation is a major activity to gear -up and attracts people to get involved in project activities. Keeping its importance in view, all Shikshadhikar Samiti / Shiksha Dehari were involved in environment creation activities. Fortunately, during the quarter the Independence Day (15th August) was to observed. All 'Shikshdhikar Samiti and Vulunteers of Shiksha Dehari were asked to organize a workshop on making 'Flag' and describing the purpose of its colors. The activity was widely appreciated by the students and the community and helped to make conducive environment for smooth implementation of the project.
Development of Pictorial Story Books
The two pictorial books named 'School Chalo Bahina' and 'Charitravati Ahalya' prepared and published. 'Charitravati Ahalya' was released in the State Level Workshop.