Objective: Campaign for Right To Education for all children across ten districts of Madhya Pradesh.
- Implementing NGO: RACHNA
- Location: Madhya Pradesh
- Target Area: 62 blocks in 10 districts
- Beneficiaries: 50,000 children
- Project Start Date: Apr 2013
- Budget: $8,765
Right to education and children
With the Right of Children to Free and Compulsory Education coming into effect on April 1, 2010, every child was guaranteed the fundamental right to eight years of quality education. There remains, nonetheless, much to be done in order to achieve quality education with equity for every girl and boy across India.
While most schools have adequate numbers of classrooms, separate toilet facilities for girls and boys, the availability of playground, school ramp, kitchen shed and boundary wall remains a major challenge in the Madhya Pradesh.
- Millions drop out
- Learning assessments show that many of the children who do remain in school are not learning the basics of literacy and numeracy or the additional knowledge and skills necessary for their all-round development as specified under the Act.
- A key RTE mandate is for schools to become child-friendly, inclusive spaces, where all children from diverse backgrounds are welcomed, treated kindly, and encouraged to actively participate in learning through child-centered activities. Many classrooms continue to be characterized by teacher-centered rote-learning, corporal punishment, and discrimination.
- Another important RTE goal is to empower teachers as key change agents in schools, ensuring their competence as professionals able to reflect on and improve their own practice. Beyond ensuring an acceptable Pupil-Teacher Ratio, RTE mandates that all teachers are professionally trained and supported to continuously assess and improve children’s learning. While it is encouraging that Delhi, Karnataka, Himachal Pradesh, Maharashtra and Tamil Nadu has over 96 per cent professionally qualified teachers there are other States that have less than 70 per cent.
- Teacher preparation and on-site support needs to be much more child-centered, focusing on engaging the child’s curiosity rather than being monotonous with limited classroom impact. A large number of B.Ed/D.Ed pass students are unemployed and not engaging in teaching. There is no clear cut and strong strategy in the selection of Gurugi in Madhya Pradesh.
- By encouraging children of different economic and social backgrounds to play together in team sport, schools became spaces of social inclusion. Most of sport teacher’s posts are vacant in MP, Sports coaches are trained to address issues related to health, sanitation, enrolment and attendance; coaches also conduct sessions on life skills. The play method is designed to motivate and build capacity of children to participate actively in classroom learning.
While there are one-time investments that will make a significant difference in achieving targets in such areas as ensuring a library or functional toilet in every school, much of the pedagogic transformation called for by RTE will necessitate substantive institutional reform. Toll-free helpline numbers displayed prominently on school walls but it is quiet difficult to the villagers to file complaints of the schools. Grievance and reddressal mechanism is not strongly formed in the state.
School management Committee
Another key mandate of RTE is empowering communities to take ownership in the effective running of schools through school management committees. Much remains to be done to ensure the functioning of school management committees of parents and teachers that can produce RTE compliant school development plans. Government interest is not to empower these committee and community empowerment and evolvement.
Provisions of the RTE Act like provision for better infrastructure, improved Pupil Teacher Ratio and the enhanced role of School Management Committee (SMC), if utilized properly, have the potential of revitalizing the almost defunct government schools that cater to the common people in the Madhya Pradesh. These provisions can be realized through concerted civil society interventions and constructive engagement.
Promoting SMCs and engagement with SMCs in RTE
Currently a school is viewed as an alien body, owned by the government and that the common people / parents have no say in it’s functioning. This perception needs to be corrected. School should be viewed as one of the most important institutions of society. School and society have to be organically linked since both play important roles in the development of the child. For community members to effectively participate in supporting schools and play a catalytic role in improving the education of their children, they need to be sensitized about the following-
- That the implementation of RTE requires a comprehensive understanding of the system and the reasons for its inefficiency. That SMC members (and parents) are in a unique position to initiate a turnaround in the current situation.
- They will be able to fulfill this historic role only by equipping themselves with a sound knowledge of governance. It is imperative to act or intervene from an organized authoritative position. To play the game, the rules of the game have to be understood.
- They must know about the system of governance of public education - how the schools should function; how the education in the schools should be organized; where the funds come from; who is responsible for what; who to be approached for which problem, and so on.
- They must also know about; classroom learning, the relationship of school and the society. They need to know about the child learning process, the role of the teacher in the learning process, how the teachers’ attitude impacts the learning of the child as well as her / his overall development, etc.
- SMC is responsible for everything that would have an influence on the efficiency and the quality of the school system.
- SMCs are facing many problems and they are seeking support to effective implementation of RTE in their schools. They have significant role in the RTE so that they can play their role to advocate the issues. RTE forum will provide support to the SMCs in the district as and when required.
Formation of RTE Forum
In the view of above mention dimension of the RTE in state the MPJAM is working towards ensuring the RTE norms in the state. Here is a need to form strong forum at the district level and also at the block level called RTE FORUM. This forum will watch and monitor the RTE norms and its effective implementation. There will be two level of RTE forum formed-
District level- RTE FORUM
District level RTE forum will be formed in every district and 12 districts will be cover. This forum will be constitute with the different level of persons like academician, advocates, activist, NGO members, ret. Teachers, press reporters, journalist and other active persons who are willing to ensure effective implementation of RTE. This forum will meet quarterly and advocate the issues are as follows;
• Collection of the issues / facts regarding RTE.
• Watching the right of the children especially POCSO, corporal punishment, school supplies etc.
• Write letter to the appropriate authorities towards ensuring RTE norms.
• Regular meeting with the district level committee, teachers union and forums of children formed by state and central.
• Regular interaction with media
• Providing handholding support to the block RTE forums.
Block level RTE forum
Block level RTE forum will be formed in every district and 78 blocks will be cover. This block level RTE forum will constitute with the prominent persons who are working as activist mode and willing to ensure quality education and right of the children. They may be the educationist, advocates, NGOs, teachers, press reporters, journalist. This forum will work as child right observatory. This forum will cover all villages and tried to ensure rights to every child. This forum will meet quarterly and advocate the issues are as follows;
• Collection of the issues regarding RTE.
• Regular meeting with the block level committee, teachers union and forums of children formed by state and central.
• Wright letter to the appropriate authorities towards ensuring RTE norms.
• Watching the right of the children specially POCSO.
• Providing legal help as and when required.
• Regular interaction with media
• Developing linkages with departments who are engage in child welfare.
• Bringing SMC on platform to raise their voice towards effective implementation of the RTE.
All Children will realize their fundamental Right to Education & having access to pre primary education along with regular, quality nutrition support at Schools & Anganwadi Centers.
Short term Goals:
1. All Children from the age 3- 14 years especially girl child will be in School with 100% retention.
2. Improve the quality of education in Govt. schools through various curricular activities as well as through community participation.
3. Build pressure on the government and make them accountable for increase availability of infrastructure at Schools & AWC and quality services for the overall development of the children.
4. Ensuring RTE norms at the school and community level.
Proposed activities for the year of 2014-2015
We are focusing on the formation and strengthen of district and block RTE forums in the state. We will form 12 district level RTE forum and 72 block level RTE forums in the state. These forum will be activated towards ensuring effective norms of RTE and sensitize on POCSO act 2012. Activities of the year are as follows;
• Formation of and re formation of district and block level RTE forums
• Orientation of Block level RTE forums
• Sensitization of RTE forums on POCSO act. Do your RTE Forums have knowledge on RTE Act? If o then why you want to work on POCSO Act?
• Block level Jan Samvad with the help of SMCs
• Media interface
• Information dissemination and legal support about POCSO act. When RTE Legal support given?
• Advocacy on effective implementation of RTE norms and provisions.
• Meetings with state appropriate authorities towards forming Grievance and reddressal mechanism and making it functional.
• Activation of district CWCs.
• Ensuring quality education from 3 to 14 year age of children
• Advocacy on forming pre schooling curriculum
The implementing NGO Partner is Rachna.
- Rachna was establised in 1994.
- Started working in Badarwas Block of District Shivpuri from the year in 2004
- Started working with the support of ILP from April 2013 n numerous districts of Madhya Pradesh.
Projected Budget for April 2014 - Mar 2015 school year
|Campaign and Advocacy||$3,966|
|Networking||State Executive Committee / Core Group Meeting||$206|
|Project Coordination Costs||Salary and conveyance costs for the project coordinators, community mobilizers who are responsible for program implementation||$4,593|
MPJAM started state intervention 2012-13 with the support of India Literacy Project (ILP) the project activities started from April 2013 onwards.
MPJAM focused on the quality education and RTE provisions such as implemented at the grass root level.
• Supportive supervision of SMC formation and induction orientation SMCs done by the partners in the 100 villages.
• Supervision and monitoring of schools in 100 schools
• Organized state level consultation with all selected network partners for orientation on RTE and quality education survey Primary Schools. In this workshop approx 36 partners participated actively.
• Study conducted in 100 schools from 12 districts on quality education and fulfillment of RTE norms.
• In some of the district partners conduct interface with media to share pity situation of AWC & Schools.
• District networking quarterly meetings organized in all districts and found all the network members working effectively.
• Advocacy on child right violation especially on child abuse.
• Admitting SAM Children and referring them at Nutrition Rehabilitation Center (NRC) for treatment.
• Formation of district level RTE forum in all 12 districts.
Will be updated soon.