Project Overview

TRCSC - Fostering education in villages
  • Project Name: Enrollment and retention in schools
  • NGO Partner: TRCSC
  • Location: Saraikela-Kharswan, Jharkand
  • Target Area: 45 villages of Kukru block
  • No. of Beneficiaries: 18,000
  • Start/End Year: 2012/2016-25 Villages/2017-Expanding to 20 new villages
  • Funding Plan (Current Year): $25,000(2017/2018)

Jharkhand is located in Eastern India with a population of 26.9 million covering an area of 79,714 sq. km. The land extends from the Northern Gangetic planes to the Southern Chotangpur plateau. It is predominantly a rural state with 78% of its population living in rural areas. Only 22% of its population reside in urban settlements. The capital Ranchi has a population of 0.6 million. 

The literacy rate in Jharkhand is 67.63% (2011) as per the 2011 census (Male: 78.45%; Female: 56.21%). The Saraikela Khasawan district has a literacy rate of 68.85% (Male: 81.01%; Female: 56.19%). The household size is 5+. The state has witnessed rapid growth in urban areas but same benefits have not percolated to the rural areas.

The project area is in Kukru block which is situated around 60-70 Kms from Jamshedpur and the education scenario of the children of the targeted 45 villages needs attention. The schools show many children are drop-outs or very irregular to school. Children are forced to remain at home to take care of younger siblings and to do the household work when parents are out for work. Majority of the target population are into agriculture or coolie work and tribal spend some of their time in collecting minor forest produces and children also accompany parents. The other stakeholders like school teachers and PRI members do not pay attention to the education and ICDS services.

The ICDS Centres work just as food distribution centres and community members too demand only the food and not any activities for children. The centres in remote villages close by 11 or 12 PM much before stipulated closing time. Many Anganwadi workers are not well educated to teach some basics to children. In many schools the unskilled Para teachers teach children. It has been observed that the government teachers are engaged in non-teaching activities most of the time. Teacher student ratio is very high 1:61 in few schools the ratio is 1:100 also. During agricultural season the children’s attendance is very thin and children take long time to come back to school and some children remain out of school for very long time. 

This year the project is expanding into 20 new villages, while winding down involvement in the original 25 villages by helping the community sustain the functioning of their schools and preschools.

Overall Impact goals in the 20 villages for the upcoming year

  • 60% children aged 3-6 years have improved health and nutrition and are exposed to preschool education
  • 50% of children enrolled in preschool continue to primary and upper primary schools
  • 40% children of age 6-14 years show increased learning levels
  • 30% children aged 15-18 years continue to High School education

Preschool Intervention Goals

  • Improved health conditions of all the children enrolled in preschoolsrea 
  • Improved enrollment and attendance of children in preshcools 
  • Activating Mata samity members to participate in the functioning of the preschool 

School Intervention Goals

  • 60% enrollment and retention of students in primary and upper primary schools
  • 50% enrolment in high school through creating awareness among the parents
  • Increased awareness amidst the community on education issues
  • Enhanced knowledge in the School Monitoring Commitee members and  Mata Samity members on government schemes and programs related to education 



NGO Partner: Technology Resource Communication and Service Centre (TRCSC)

TRCSC was founded in 2004 by Mr. Manas Kumar Das. The philosophy of TRCSC is to support the community based and community managed organizations based on the principles of mutual cooperation and self-sufficiency. The organizational also focuses on the development of both technical as well as social skills that are needed to improve the quality of life and bring real & lasting changes that transform rural communities with the spirit of voluntary service, especially among the youth, for improving physical infrastructure and natural environment. TRCSC believes that, ‘The desired development will not be happen unless the people for whom the development is being targeted are not involved in the process'. Here Organisation role will be a catalyst for change.




To be updated soon.

This project has created a significant transformation in the 25 villages by creating functioning preschools and schools and improving the education scenario.

Early Childhood Education centers 

When the project started in  August 2012

  • The 39 preschools (Anganwadi centers- AWCs) in the project area functioned only 1-2 days a week 
  • Parents and community people were not aware of the role of these centers and the services they had to provide
  • Children were not provided nutritious food or education
  • No mothers/mata samity members understood their role in preschools and the facitlities available to them 


  • All 39 AWCs are open and function on all working days
  • Regular monitoring is being done in  these centers,  nutritious food is provided to the children, pre-natal and post-natal care for  the mothers
  • Teaching-learning system adopted and continued by anganwadi workers, using creative teaching-learning materials
  • Increased attendance of preschool teachers and workers. Regular growth monitoring chart maintained in the centers


  • Improved functioning of preschools has resulted in primary school enrollment and retention increasing from 20% to 85% 
  • Malnutrition has significantly decreased in this area and is on the verge of being completely eliminated.
  • Mothers aware of importance of health and nutritious care of their children.

School Education

At project commencement

  • The 45 schools in the area had 40% attendance
  • Not enough midday meals
  • Minimal teacher attendance
  • No school management committees to monitor the functioning of the schools. 


  • All the 45 schools are fully functional with attendance at 80%
  • School dropouts reduced from 70% to 20%
  • Increased teacher attendance, improved teaching in schools with better learning materials, trained teachers and science fairs and other competitions being conducted to improve the learning experience for children in school.


  • Steady increase in learning levels of all children
  • Parents taking active interest in school functioning through their School Monitoring committees and ensuring school infrastructure, learning materials, mid day meals are all provided at high quality in their schools.

To be updated soon.