India is a country that has steep poverty and high
illiteracy. As per the 2012 survey, Indian citizens below Poverty line were 276
million. Student dropout of age group 6-13 as
Per the SRI survey showed more than 8 million Out of School Children (OOSC). Literacy rate was
74% for Males and around 65% for females. Literacy and dropout of girls being
the highest. In some pockets, like Bihar the Literacy rate is worse. There is a
high dropout rate of over 20% at the Primary school level.
The districts that we cover include most of these
worst pockets of education. We are also dealing with students in the rural
areas and from a predominant Minority and Tribal background. We are also
attending to Girl's education within this category.
Types of OOSC that will be covered,
Students not enrolled
Barriers: Poverty; lack of awareness; lack of
facilities; need to attend to home chores and overcoming a non-study
environment at home
2) Over-aged children
Barriers: Negligence by parents; children's lost interest in studies due to multiple factors like
low quality education, accessibility, non-peer pressure, Cultural barriers etc.
3) Dropped-out students
Barriers: overcoming the initial spurt in attendance
due to financial incentives offered by Govt. and dropping thereafter;
overcoming the need to work during seasonal earning opportunities; income
foregone by not working in farm/ assisting parental income; unsustainable
educational cost in private schools; Teacher
Absenteeism as well as absence of
Girls drop out on attaining puberty and are
discouraged to go to school; insecure
environment that discourages parents from sending girls to further their
studies; lack of residential facilities and lack of supportive structures.
4) Madrasa and Maktab OOSC
Here OOSC has two division
(a) The regular dropout student who drops out after
a short period of learning Urdu/Arabic religious texts and had no exposure to
basic modern school subjects
student who is not taught Math, Science or state language as the same does not
exist in the Madrasa/Maktab school curriculum. In both cases, students are denied
basic primary education. Cultural barriers include preference for religious
learning over modern learning and conservative thinking which confines girls to
home tasks, prohibits social gender interaction and prefers early marriage of
Results& Outcomes of Project
3,000 students (Girls) that include drop out and those who were denied
basic primary quality education.
2,000 drop out students (Boys) will be enrolled.
2,000 students never enrolled will be enrolled.
1,000 old age OOSC will be enrolled.
2,000 students (Makatib & Madaris) who include
drop out & those who were denied basic primary quality education.
Activities& Interventions to
achieve the results & Outcomes
Intended outcome would be to enroll students
who had never enrolled. A team is composed of the trained teacher,
community activist and voluntary helpers. The team will initiate dialogue and
friendship with the un-enrolled student and with his/her
parents. Education awareness and Child-Rights awareness is explained
and a process of winning the child to education is started. Students will be
enticed by introducing programs that include play activity, computer learning,
group and project based learning etc. This will motivate the students. An
atmosphere of un-interrupted learning with a friendly teacher will motivate the
student to enroll and study.
Intended outcome would be the enrollment of old-aged
student: The possibility of the old-aged student being a case of “special
education" is studied. Teachers trained in teaching special education kids
are appointed. Peer learning is encouraged. Regular support, motivation and
monitoring is ensured.
Intended enrolment of dropped-out OOSC:
Identification of students from govt., and school records and it's verification
on the ground. A combination of
innovative and computer learning educational programs, peer learning pressure,
community involvement and support as well as continuous counselling will bring
students to school. Enticements with small hand-outs (school bags and provision
for breakfast) are provided whenever possible. The provision of quality
education and steady Teacher attendance restores credibility of the teaching
institution. An attitude of friendliness
(Teacher Training would include this) and parental involvement in the program,
would enable sustenance of the program.
The community and religious leader's support is
mobilized towards identification of dropout students and their enrollment, and
for highlighting the importance and awareness of modern education. Basic
primary quality modern education is taught through trained teachers who
understand religious sensitivities and focus on the teaching of govt. curriculum
in regular subjects like Math and Science and Computer Science and English.
Peer pressure is introduced as motivation tool besides counseling. Innovative computer based programs and fun
learning, rather than disciplinarian learning, brings out student creativity.
The student is shown a vision of future growth potential where he/she can join
mainstream learning and avail all opportunities that are given to public school
students. Maktab student will be provided with audio-visual learning tools and
equipment and computer technology.
Enrolment of Girls. Girls are not the last but
deserve to be the first as they are the most underprivileged. We are working on
enrolling many day and residential schools that teach only girls. Female
teachers are employed as it is seen that they are best able to motivate the
girls and their families. Female teachers also understand the parental concerns
in respect to girls reaching puberty and the need for their safety. Girls are
provided basic modern education which includes computer literacy, English,
science, Math, and wherever possible vocational education.
Barriers to education addressed by this
results &its activities
Barriers addressed would be cultural, tribal
customs, non-awareness of educational rights, transportation and financial
Barriers overcome could be psychological,
infrastructural, and financial and gender based.
Barriers overcome are financial, psychological, lost
interest due to low quality of education and teacher absenteeism, absence of
parental support to study, absence of peer pressure etc.
Barriers overcome would be cultural (preference for
religious studies rather than modern studies), financial (parents prefer free
boarding which the Madrasa provides); absence of regular learning in the family
and non-conducive home atmosphere to regular learning. Timings that do not suit
the students are adjusted to their convenience.
Barriers overcome would be parental objections to
sending girls; lack of importance given to girls education; health and hygiene
issues; safety of girls; rigid schedule that
prohibits them from attending school. Financial barriers are partially
overcome through provision of skills training which helps students do part time
work and earn.
Monitoring & Evaluation
Monitoring and evaluation of the program is enforced
at multi-levels. At the base level, the Teacher uses a Management information
System (MIS) built to keep track of the everyday working of the school. This
includes student records of attendance, performance and monitoring of progress.
It will have markers that show steady progress and highlights points of
fluctuation and red flags when the progress is slow, failing or a chance of
drop out. A paid community activist who is part of the program, as well as
voluntary helpers and village supporters will provide additional information
about new conditions that may affect student performance. Intervention is then
applied wherein support and counseling is provided to the student and a serious
effort made to see that he/she does not drop out. Financial Incentives may
be provided in some cases for temporary periods if that is the breaking issue.
At a higher level, the district coordinator will
monitor the progress on the district level and reallocate resources (reshuffle
or addition of teachers and community activists).
The MIS program will be built by the Lead Agency and
it will have many functions. The MIS will be installed in the offices of all
the Consortium members. Its accounting application will tab the flow and
disbursal of funds, compliance with FCRA rules etc. Compliance with Govt.
regulations will become inbuilt in the program. Regular reports will be sent to
all stakeholders including the Govt. It will track the installation of
computers and other hardware and software and keep the Teachers abreast with
new trends of learning.
Teacher training at the district level will include
teaching the use of the MIS application.
Sustainability of the project
The project has the community support in-built in
its makeup, as it consults the community and seeks its active support. Paid
community activist will work hand in glove with the Teacher and will seek
cooperation from volunteers in its area of operation. An eco-environment of
togetherness, Progress and care will be created. The learning and welfare of
the student will be at the heart of the Project. At all times when the student
is seen to revert and drop out, intervention measures are taken and effort made
to stop it. This will be monitored at the higher level by supervisors who will
also work to ensure that there is no dropout after the program starts. The MIS
system will monitor the student for 3 years after he/she is mainstreamed
and will red flag when signs of dropout are seen. Remedial Intervention
measures are affected.
The project is aligned with Govt.’s
National & Sate Level Educational Plans.
Indian govt. in pursuance of Sustainable development goals as initiated
number of education schemes &
mission to improve literacy, effect a reduction in the dropout rate. So these
plans include Sarva Shiksha Abhiyan, Right to Education Act and Minorities
Educational Empowerment Programs.
The Sarva Shiksha Abhiyan, or SSA, is an Indian Government program aimed at the universalization of elementary education "in a time bound
The Right of Children to Free and Compulsory Education Act or Right
to Education Act (RTE), is an Act of the Parliament of India enacted on 4
August 2009, which describes the modalities of the importance of free and
compulsory education for children between 6 and 14 in India.
The minorities’ educational empowerment programs run by Ministry of
Minority affairs to improve primary & quality education through various
schemes like Scholarship, Maulana Azad Fellowship, Padho Pardesh, Nai Udaan
The project will collaborate & coordinate &
make convergence as per need with Govt. Educational department & authorizes
to ensure the holistic development of children.
Organizational & Management
Expertise of Jamia Islamia Ishaatul Uloom (JIIU)
located in Dist. Nandurbar of Maharashtra state in India was established in
1979 and is one of the largest Moral & modern educational institutions of
India. It is operational in 16 states of India and covers 120 districts. It has
various academic branches from Medicine, Engineering, Vocational and
Educational teaching to running of Primary and High schools and Madrasas and
Makatib. It combines them through a highly organized centralized system that
maintains high efficiency. It has completed over a thousand projects in its
almost 40 years of working, linking Educational & Community development
projects in rural areas and working in cooperation with 10
community-based organizations. This undertaking on an extensive level,
qualifies the institution as a Lead agency, as it has the professional acumen
and team working capability to undertake the project.