Avehi Abacus Project- Annual report for the period April 2012 to March 2013

Summary-Introduction to the Organisation:

The Avehi Public Charitable (Educational) Trust APC(E)T began its work in 1981 by launching the Avehi Resource Centre. Avehi means ‘to know’. Avehi works towards promoting audio-visual modes of communication and alternative media for widening horizons, for raising the level of education and social awareness, for promoting values of equality, social justice, gender sensitivity, secularism, communal harmony and human rights.

Brief Introduction to the Project:

Avehi initiated the Avehi Abacus Project in 1990. It aims at strengthening the quality and content of education imparted to children approximately in age groups of 9 to 14 years. The project has developed a three-year enrichment curriculum package - Sangati, comprising of a series of 6 teaching-learning kits with interlinked themes for the Vth to VIIth std classes. It has been used in all (905) MCGM schools and has reached to 10,000 teachers and more than 2 lakh children since last nine years. It is also used in a few well-known private schools that engage in innovation across the country.

The project now envisages further strengthening and sustaining these efforts by working closely with teachers and Supervisory Officials of Mumbai Municipal Corporation for smooth integration, effective monitoring and sustained use of Sangati programme. The project is making efforts to implement Sangati programme in a progressive manner for the next phase i.e. from June 2012 to April 2015 (2012-13: Std V, 2013-14: Std V, VI, 2014-15: Std V, VI, VII). As part of these plans the project is currently implementing the Sangati programme for std V during the current academic year (2012-2013).

In addition to the Sangati programme, Avehi-Abacus Project has developed a foundation course for trainee teachers studying the Diploma course in Teacher Education (DTEd), comprising 50 learning sessions spread over two years. This course was tested in two Government recognized DTEd colleges with 200 students in Mumbai during the period 1998 to 2000. The overall response to the course – from the trainees as well as from the two colleges where the curriculum was tested was extremely encouraging.

Reviewing and analysing the feedback received from trainees and trainers the process of modifying the course was initiated from 2007. This revised course is entitled 'Manthan' (Churning). It has also been updated to include newer developments in the field of education.

On the basis of the work done so far the project has been granted permission by the Maharashtra State Council for Educational Research and Training for field testing of the module in Panvel DIET (District Institute of Educational Training) and 3 other affiliated colleges.

The first year of the course has been completed. The feedback from the students at the end of the year has been overwhelming. According to the students the Manthan programme has helped them develop an enriched perspective and prepare in their role as future teachers. It has helped in understanding their syllabus in a holistic manner. The inclusion of worksheets as an evaluation tool has been appreciated by the students. This is the first time that they are being introduced to Continuous Comprehensive Evaluation.

At the central level the Ministry of Human Resources Development, Government of India hasasked the project to organise a 2/3 day workshop for senior DIET faculties of various states (mainly Central and Northern India) to orient them to Sangati and Manthan. The future plans and possibilities will be decided after the workshop.

The Member Secretary of the National Council for Teacher Education (NCTE) which is a central curriculum formulating and approving body for Pre-service Teacher Education has asked Avehi Abacus Project to submit the entire two year course curriculum. This will be presented for approval/consideration to the Curriculum Review Committee.

Over the years the project has established linkages with National and State level Institutions like the National Council for Educational Research and Training (NCERT), Maharashtra Parthmik Shikhsan Parishad and Maharashtra State Council for Educational Research and Training (MSCERT). The Environmental studies textbook cum workbook for std III to std V of NCERT not only have parts of Sangati but also reflect the Sangati pedagogy.

The project Director has been nominated by the Ministry of Human Resources Development to be a part of the Executive Committee of National Mission of Sarva Shiksha Abhiyan. She is also a part of the revision committee of the DTEd course and the Chairperson of EVS school syllabus committee formed by MSCERT.

The Maharashtra State Council for Educational Research and Training (MSCERT) has undertaken the process of curriculum review (for std I to VIII). The project Director has been nominated as the Chair Person for the Resource Group on Environmental Studies. The resource group finalised the detailed syllabus for std I to V. The syllabus for std I and II is integrated with Math and languages. This is the first time that EVS has been introduced as a separate subject in Maharashtra. After finalisation the draft curriculum was uploaded on the Internet to seek suggestions from educationists, teachers and civil society. Thereafter workshops were held in 8 regions which were attended by teachers, officers in Education Department, representatives of Teachers Unions, NGO representatives etc. On the basis of the suggestions received the draft was again reviewed and forwarded to the State level Committee for approval. The State level Committee comprised of representatives of MSCERT, Textbook Bureau, State Education Board, Balbharati and other Government organisations. The draft was approved by the Committee and also further endorsed by the Education Minister, Government of Maharashtra. The Government has issued a GR approving the EVS syllabus to be used in the State.

It is heartening to note that these National and State level organisations recognise the significant contributions made by the project over the last 20 years and look towards Avehi Abacus Project for direction and inputs in strategy and resource buidling.

As a project aimed at strengthening the quality and content of education, the implementation of Sangati programme in municipal schools forms one of the most significant part of our intervention. However it often becomes apparent that despite best efforts and intentions there are hindrances and lacunas which are of systemic nature. For any programme aimed at improving pedagogy and quality of learning to succeed the system itself must rid itself of fundamental lacunas. The foundations of building must be strong to adorn a beautiful dome. It is due to this understanding that the project has consciously focused its attention to enhancing advocacy efforts, since last 10 years aimed at strengthening the public school system.

1. Implementation of Sangati programme in all upper primary Municipal schools of Mumbai.

Highlights: Permission was granted to the project to implement the Sangati programme in

all the upper primary Municipal schools for std V during the academic year 2012-2013.

Two kits Sangati kit 1- Myself, my body, our needs and kit 2- Our earth and the web of life were implemented during this academic year (June 2012- April 2013).

1407 teachers of std V were oriented to Sangati kit 1- Myself, my body, our needs through one to one interaction with the teachers. (Workshops could not be organised as the permission was granted in the last week of July)

Teaching-learning material was distributed to all the schools in the fourth week of August (22nd August onwards).

Sessions for Sangati kit 1- Myself, my body, our needs were held from August onwards.

The sessions were expected to be completed latest by 2nd week of December. However they continued till mid-January.

The progress of the sessions was affected during the academic year due to various reasons listed below

Delayed start to the programme. The sessions usually begin from the 1st week of July. However since the permission was granted in July, the sessions could only begin in August.

The School Excellence Programme which is being implemented in 64 Urdu schools and 84 Marathi Schools till last year and another 76 schools from this academic year for std I to V.

Various training programmes organised by the Education Department (Training for English teaching organised by British Council, Meckenzie's training programme for School Excellence Programme, trainings organised by Sarva Shiksha Abhiyan, trainings for Raju- Meena Manch on Gender Sensitivity). The teachers who initially attended the British

Council training were deputed as resource persons to further train other teachers at the ward level which meant that they hardly conducted any classes. All these training programmes meant that regular teaching of all subjects as well as Sangati sessions were affected in these schools.

Distribution of 27 school items which was done over a period of two months- August and September.

A number of Field Representatives resigning from their jobs has been another factor that has affected the schedule of the sessions. There is an increasing tendency to leave without giving prior notice which makes it difficult for the project to find immediate replacements. Thus the project has evolved a strategy to distribute these classes to existing representatives. In spite of their experience it becomes difficult to establish rapport with the teachers and follow up on the sessions. However it should be acknowledged that this strategy has also helped the project in ensuring that all the classes are covered. With their experience the representative's have tried to ensure that the sessions progress effectively and smoothly.

Since majority of the staff are women, there have been a few representatives in each zone who have availed maternity leave or long leave for marriage which has also affected the schedule.

The teachers started conducting sessions for kit 2- Our earth and the web of life from January onwards. Since the kit has only 12 sessions which supplement the Geography and General Science syllabus, the teachers ensured that they completed all the sessions in spite of the limited time available. All the sessions have visual aids (Flip charts, posters etc) which also made it interesting and easier for the teachers to conduct sessions.

Outcomes: (Detailed status of Sangati sessions in all Municipal wards in Annexure 1)

Sessions for Sangati kit 1- Myself, my body began in August 2012 and continued till January 2013. The kit was completed in 81% classes (1140/1403 classes).

Sessions for kit 2- Our earth and the web of life began in December 2012. The kit was completed in 76% classes (1060/1398 classes).

Impact:

Teachers’ response to Sangati kit 1 and 2:

The Sangati programme supplements various schools subjects like Geography, History, General Science, Environmental Studies, General Knowledge etc. The programme has contributed in enhancing student’s knowledge and the use of various methods of teaching like group activities, games, songs has enriched the teaching-learning process and made it entertaining as well.

Since the programme supplements various school subjects teachers have used Sangati visual aids and activities during their regular classes throughout the academic year. For e.g the teachers have used visual aids to conduct the lesson on ‘Digestive System’ in General Science, ‘Our Biosphere’ in Geography. The teachers feel that the use of visual aids help students understands and retain the content in a better manner.

The Sangati programme has contributed in enhancing various skills like communication, leadership, amongst students. It has increased their confidence and helped in creating a ‘we’ feeling in the classrooms.

Children who usually do not speak or participate in the class are active during Sangati. They exhibit interest and participate enthusiastically during Sangati sessions.

Flip charts like ‘Ramu’s Roti’, ‘Sammer’s House’, ‘Mouse princess’s wedding’ have been popular amongst students.

After the flip chart ‘Ramu’s Roti’ (the flip chart reinforces the efforts of various people in making one roti) was shown, many teachers and students have reported that they are more conscious about not wasting their lunch or mid-day meal provided in the school. The session on ‘Dealing with illnesses’ was very useful for students. The session has a fact sheet on commonly occurring diseases and how they can be prevented.

Students’ Response to Sangati kit 1 and 2:

Students enjoy drawing, colouring and filling worksheets. Many students not only maintain their files but decorate them as well. They seem to consider the files as their prized possession. While filling worksheets for kit 1- Myself, my body, our needs, students have enjoyed writing about themselves, their likes-dislikes, their friends, and family.

Students who had poor writing skills have reported that these have improved after filling Sangati worksheets.

The popular flip charts amongst students have been ‘Who will teach Emperor Akbar?’, ‘Ramu’s Roti’, ‘Sameer’s House’, ‘Mouse princess’s wedding’ while games include ‘Balloon game’, ‘My grandfather’s grandfather’ (helps clarify the concept of time line in evolution). All students have enjoyed making and colouring dinosaur masks. They have found the session on ‘preventing illnesses’ very useful.

This academic year has also seen a lot of fluctuation in the number of classes. While the academic year began with the project working in 1407 classes eventually by the end of the year there were only 1399 classes left. The number of classes did increase in some wards like L, H/W, K/W, P/S, R/S, M/W, H/E. The increase in number can be attributed to the project implementing the Sangati programme in the Mumbai Public Schools (MPS), new Upper Primary classes (these schools were earlier Lower Primary).

Classes were merged in other wards like C, E, F/N, F/S, G/S, K/E, N, T, M /E. The department has been very particular in ensuring the number of children in each class is maintained especially after the State Government undertook the enrollment checking drive last year. Therefore wherever the number of children is less than the expected norms (30-35 per class) two classes have been merged into one. In other municipal wards, wherever there have been excess students in one class and teachers have been recruited the joint classes have been separated and two classes have been formed.

Many schools and classes are being merged in N and S wards. The number is much more in Marathi and South Indian Languages. The main reasons for this trend is the increasing desire to enroll children in English medium schools and many new private schools coming up very often in the Municipal school premises. These schools are till the Xth std and often lure parents who come to enroll their children in Municipal Schools.

2. Review and Finalisation of Manthan- Pre-service Teacher Education Course.Highlights:

A Baseline study was undertaken in all the three DTEd colleges and Panvel DIET immediately as the sessions for Ist year began. A brief report of the study was finalized by the Research and Networking Officer. The Baseline Study consisted of a questionnaire pertaining to the teaching-learning process and a concept map on the theme of 'School'.

The Ist year sessions for Manthan were conducted by the Teacher Educators in all the three DTEd colleges and by the Manthan Field Coordinator in the Panvel DIET.

The Ist year sessions were expected to be complete by September 2012 since the first year DTEd students have annual exams in September. However since the Teacher Educators who attended the Manthan workshop and were conducting sessions effectively left their jobs mid way the schedule in these two colleges (Om Namo DTEd College, Kharghar and Vispute DTEd College, Panvel) was affected.

The Manthan Field Coordinator therefore had to orient the new Teacher Educators in these colleges to the programme all over again.

The Annual exams for the first year were held between 11th to the 24th September. The Teacher Educators of the two colleges where a few sessions were incomplete conducted the sessions soon after the annual exams were over and before the IInd year began.

Meanwhile the process of finalisation of IInd year sessions and translation in Marathi continued.

The Pillai D.TEd college was closed down due to insufficient admissions in October 2012. The students of this college who had completed the Ist year were given admission in the District Institute of Educational Training and Vispute D.TEd college.

A few sessions of Manthan year I continued to be conducted after the Ist Year exams in Vispute D.TEd college. The Ist year course was completed in the 2nd week of October in this college.

The IInd year course began in November 2012. Detailed written feedback from students regarding their experience during the Ist

year course was gathered at the beginning of the new academic year in all the three colleges. (Brief report of the feedback of students for yr I in annexure 2)

The orientation workshop for the IInd year course could not be conducted due to the busy schedule of the D.TEd colleges. Of the current Teacher Educators who are conducting sessions only one has attended the workshop held in November 2011.

As part of the IInd year course the session on 'Social Construction of Identities'- Gender and Caste have received an overwhelming response. Animated and constructive debates have been an important aspect of these sessions.

However the progress of sessions in the IInd year too has not been smooth since the colleges have their own schedule for e.g. sports competitions held in December, practice lessons conducted by D.TEd students in schools etc.

Though the sessions have been receiving an overwhelming response from students, very often extra time is required to complete the sessions especially since group discussions and presentations are an inherent part of almost all sessions. Thus at times some sessions have spilled over to the next class. This may be a practical hindrance but it needs to be considered as a positive achievement since both the Teacher Educators and students have found the process fulfilling.

Outcomes: The first year course was completed in all the 3 colleges (Panvel DIET, Pillai's

D.TEd College and OM Namo D.TEd College). The overall feedback from students for the Ist year course reveals that they have

immensely benefitted from the programme as it supplements their regular curriculum and also contributed in creating a holistic perspective.

Though the project was keen to conduct a two day workshop for orientation to the IInd year course, the schedule of the D.TEd colleges was such that the workshop could not be held.

The finalisation of the IInd year Manthan course (25 sessions) and the Marathi translation has been ongoing.

The response to the IInd year sessions has been equally overwhelming especially since the students have now become comfortable with debates, group discussions and are actively engaged with learning. They show a great deal of enthusiasm while participating in the sessions. Moreover since the IInd year

sessions are based on socio-political issues the students' response has been overwhelming especially for issues like caste, gender, communalism, status of Adivasis, nationalism and development, media, war and peace.

Impact: The response to the Manthan programme both from the Teacher Educators and

D.TEd students has been overwhelming. The students especially have appreciated the programme since it supplements their regular syllabus therefore has enhanced their understanding and contributed in building a perspective.

The feedback from students reveals that the sessions in the course are designed in a manner which encourages students to analyse the issues presented to connect them to school and classroom teaching. Student's interest in sessions is sustained since a combination of methods like group activities, games, presentations are used. These methods have also contributed in enhancing participation amongst students, increasing their confidence and in-depth understanding of school and society. Most of all, students have begun expressing their ideas openly in the classroom. The worksheets which are an important element of the programme too have received an enthusiastic programme. The worksheets have encouraged critical thinking amongst students. This is also a first-hand experience of Comprehensive Continuous Evaluation methods rather than isolated theory. Along with building a holistic perspective the students have developed skills of organising and expressing their thoughts, working in groups, debating, analytical thinking.

3. Research Study on Status of Education in Mumbai. In a scenario where the Right to Education Act, 2009 has been passed and a range of policy innovations have been initiated in the school system, a need was felt to understand the current status of education in Mumbai. The Centre for Study of Sociology in Education, TISS was approached with a request to undertake the research study.

Highlights:The period from April to September 2012 was devoted to:

1. Collection and Review of Literature: Various Govt. And Public Reports, Articles, Papers, Books as well as Newspaper clippings.

2. Secondary Data Collection and Tabulation: Educational Statistics Pertaining to MCGM Schools for mth/years September, 2009 and March, 2011 collected from records of MCGM Education Dept for all available wards.

Data includes information on:

Student enrolment, attendance, gender, types of school, medium of instruction

Teachers: Gender, Age, Education, No. of years worked in MCGM, Designation and Pay Scale.

3. Tabulation of Secondary Data: In progress.

4. Preparation of Primary Data Tools: Interview guide for officials in educational administration Interview Schedules for Teachers, Parents, Students and

Community Resource Persons.

Primary Data Collection:Some interviews conducted with: 1. Administrative Officials of MCGM Education Dept. 2. Key Resource Persons: Educationists, social activistsQualitative data collected on out of school/dropout children from marginalised communities /areas.

The period from October 2012 to March 2013 was devoted to intensive data collection in the field communities as well as municipal schools of five wards. The work accomplished was as follows:1. Finalisation of Interview Schedules and Primary Data Collection

2. Primary data collected covers information on community, and socio cultural backgrounds and experiences of schooling from Communities, Parents, Students, Teachers and Head Teachers.

3. Preparation of School Inventory Tool and Primary Data Collection in Schools: The wards selected for the filling the school inventory are A, E, G/N, F/N,P/S, H/E, R/S, M/E, N. Around 120 schools have been identified across these wards and all language mediums. School inventories of 72 Schools have been completed from three wards.

ImpactThe future course of action will be decided after receiving the final report on the study.

4. Advocacy efforts.As a project which focuses on quality and content of curriculum, the underlying principle that we strongly believe in is equity. Therefore the entire efforts are aimed at improving and strengthening government schools which provide for poor. So we feel our role is to assist the government and not take over its function. Highlights:

One of the major demands that Committee for Equal Fundamental Right to Education (CEFRTE) had been highlighting as a part of its campaign during this period was the re-introduction of free-ship for children belonging to the backward castes. The State Government had in recent times introduced a new criterion of 1 lakh family income in order to avail the free-ship. As per the criteria only student's whose yearly family income was Rs 1 lakh or below could avail this facility. When the decision to suspend the free-ship was challenged in court, the government was forced to assure the court that this criterion would be withdrawn. Thus the sustained efforts by CEFRTE had contributed in highlighting this issue

and create the requisite public pressure for the government to withdraw this unjust criterion.

The CEFRTE had filed a case with the (State Council for Protection of Child Rights) SCPCR against a private school (lower primary) which was being run on a municipal school premise (at Transit Camp, Goregaon). The private school authorities were trying to pressurise the parents of children studying in the Municipal school to get their wards enrolled in the private school. The sustained follow up and evidence gathering resulted in SCPCR declaring the private school illegal.Thus the private school authorities were forced to close down their school. The municipal authorities also took note of this decision and closed down another private school in M/E ward.Moreover two trained teacher of the Goregaon Municipal school who had been earlier suspended with regards to this had to be re-instated owing to the CEFRTE efforts.

Many progressive groups and organisations are joining AIFRTE's (All India Forum for Right to Education) campaign for 'Neighbourhood Schools'. Therefore the campaign has been able to reach out to groups and conduct meetings in different parts of Maharashtra like Pune, Nasik etc. A need has also been felt to organise a State level Conference to enhance the outreach of the campaign. Currently the committee is involved in planning the details of the conference.

The awareness campaign undertaken by CEFRTE in various communities of Mumbai led to 32 children from the marginalised communities being enrolled in various municipal schools across Mumbai. Some of the parents who are actively involved in the campaign have also been nominated on the School Management Committees which will further add impetus to the effective functioning of these Municipal Schools.

The Standing Committee of the MCGM took a decision to privatise Muncipal schools on the 11th of July 2012. This decision is expected to adversely affect children from marginalised families who are enrolled in Municipals schools. In this context the first priority has been to understand and analyse the PPP Policy and its limitations which are further weakening government schools. This process was initiated both at the Mumbai level and at the Central level. In view of this decision the CEFRTE approached the representatives of various progressive political parties and organised demonstrations outside various ward offices. The response to these demonstrations was overwhelming and forced the MCGM authorities to take a note of the public view. Thus when a team of representatives of the parties and CEFRTE met the Additional Municipal Commissioner (AMC City) he assured them that the decision was not final and a analytical review of the Public Private Partnership Policy would be done in context of the functioning of the Public Schools and the school adoption policy. The review report would be made public. The AMC also gave orders for enquiry in the Goregaon Transit Camp Municipal School case.

After internal deliberations the Committee for Equal Fundamental Right to Education at the Mumbai level decided to oppose this policy both at the level of policy makers and by mobilising public support.

Therefore demonstrations were held at each ward level A delegation of Mr Prakash Reddy, Dr Prakash Ambedkar, Mr Shyam

Sonar met the Chief Minister on 4th March 2013, with reference to the Privatisation policy adopted by the MMC and demanded that the policy be scrapped. He promised to speak to the Commissioner, study the policy and once again meet the delegation after this process.

The members of CEFRTE met the Chairperson of the Standing Committee of Mumbai Municipal Corporation to express opposition to the Public Private Partnership Policy

Approached various teachers' organization with a memorandum for support against the PPP policy for privatization of Municipal School.

Signature campaign and meetings in Mandala and Sathe Nagar, Mankhurd and Govandi against privatisation of Municipal schools.

Approached various political parties and unions affiliated to these parties with request to oppose the PPP Policy being endorsed by MMC.

Meetings were organised with representatives of various organisations of 7 Districts in Maharashtra (Nagpur, Aurangabad, Kolhapur, Nasik, Amravati, Pune, Jalgaon) to mobilise support for Right to equal quality education campaign

A Meeting of All India Forum for Right to Education was organised on 26th January at Pune to decide the further strategy to strengthen the movement and towards mobilisation against privatisation of Mumbai Municipal Schools.

A meeting of representatives of 18 people’s organizations was held in Pune on 10th February to decide the future strategy for the fight against privatization policies being introduced by the BMC. A movement was initiated under a new banner titled ‘Mumbai Companikaran Virodhi Abhiyan’. It was decided to organize a demonstration on the Collector’s office in each district on 16th March. Contacts were made with organizations in Vidharba, Marathwada, Nasik and follow up was undertaken with regards to the plan.

A demonstration was organised at Azad Maidan on 16th March, in Mumbai as a part of this effort. Around 200 people representing various organisations participated in the demonstration. Similar demonstrations were held in 16 places in various districts of the State. These include Chandrapur, Gadhchiroli, Nagpur, Pathardi, Jamkhed, Shrigonda, Aurangabad, Kolhapur, Pune and Mumbai. Around 2200 people participated in these demonstrations across the State and 3000 pamphlets were distributed. Memorandum was handed over to the District Collector, CEO's of the respective district requesting the Chief Minister to scrap the PPP policy. The issue was also highlighted through the Social Media like internet and Face Book.

Outcomes: Mobilisation and strategy formulation for demonstration against the PPP Policy

being endorsed by the MMC. Approached various teachers' organization with a memorandum for support

against the PPP policy for privatization of Municipal Schools. Approached various political parties and unions affiliated to these parties with

request to oppose the PPP Policy being endorsed by MMC.

Meeting with Chief Minister, Chairperson of the Standing Committee of Mumbai Municipal Corporation to express opposition to the Public Private Partnership Policy.

Formation of Committee for Right to equal education in Aurangabad, Kolhapur both affiliated to All India Forum for Right to Education.

Registered complaint with the SCPCR (State Council for Protection of Child Rights) with regards to the death of a 3 month old child in Sathe Nagar after demolition.

Impact: The efforts to reach out to various organisations working in different parts of

Maharashtra have been strengthened with the formation of local committees for Right to equal education in these regions. The committees have on their part tried to create public awareness and support the All India Forum for Right To Education efforts in their respective regions.

The Committee for Equal Fundamental Right to Education (CEFRTE, Mumbai) has on its part tried to pro-actively take up various issues at the Mumbai level. These include the demand to continue providing free-ship for students belonging to backward castes (provided to them since 1970), opposition to the PPP Policy being adopted by the MMC , registering cases with the SCPCR (State Committee for Protection of Child Rights) against illegal private schools being run in BMC school premises, deaths of children staying in slums due to malnutrition. Different strategies have been used in these efforts like demonstrations, public meetings, signature campaigns which have contributed in creating public awareness and draw attention of Policy makers on these vital issues.

5. Linkages with State and National level InstitutionsHighlights:

The Maharashtra State Council for Educational Research and Training (MSCERT) had undertaken the process of curriculum review (for std I to VIII). The project Director was nominated as the Chair Person for the Resource Group on Environmental Studies. The resource group finalised the detailed syllabus for std I to std V. Regular meetings were held fortnightly as part of the process at MSCERT, Pune. The syllabus for std I and II is integrated with Math and languages. The syllabus for std III to V was finalised. Broadly it has been divided into 5 areas. This is the first time that EVS has been introduced as a separate subject in Maharashtra. The finalisation process was completed by end May. Thereafter workshops were organised for teachers of different regions of Maharashtra (Mumbai, Pune, Nasik, Nagpur, Kolhapur etc) from August-September 2012.

The Project Director had a meeting with the Additional Secretary, Ministry of Human Resources Development, Government of India on 12th December and oriented him about the project (Sangati and Manthan programme). He suggested that the project conduct orientation training for DIET faculties of Central and North Eastern regions of India in Mumbai. Accordingly a proposal and budget was submitted and the tentative dates for the workshop were

finalised (9th to 11th March). However the workshop could not be conducted since the project did not receive any response from the Ministry.

The Director also met the Member Secretary, National Council for Teacher Education and oriented her to the Manthan programme of the project. The fact that the programme is based on NCF 2005 and NCF, NCTE 2010 was emphasised. The Member Secretary asked the Project Director to submit the detailed course for consideration of the Curriculum Review Committee. Accordingly the course was sent to the committee for approval/ consideration. The response is awaited.

Impact: By contributing to the formulation of EVS syllabus, the project has achieved one

of its major objectives. The finalised syllabus reflects both content and pedagogy based on NCF 2005 and elements of Sangati.

The opportunity to conduct the training workshop for DIET faculties of Central and North Western Regions is a major achievement. It is recognition of the work done by the project in the field of Pre-service Teacher Education. Moreover if the 2 year course is approved by the NCTE, the project will be able to work towards mainstreaming of the Manthan programme and outreach to a larger number of DTEd colleges.

5. Public Interest litigation on Early Childhood Care and Education. A Public Interest litigation (PIL) has been filed in Mumbai High Court by the

Director, Avehi Abacus Project on 28/1/10 with regards to Early Childhood Care and Education (ECCE) for children between 0 to 6 years (PIL number 55). 17 crore children of this age group have been denied this right under the Right to Education Act 2009. Several hearings have been held during this period. The defendants of the PIL include the State Education Department, Mumbai Municipal Corporation, Maharashtra Prathmik Shikshan Parishad.

On the 11th April 2012 the Court passed an important order which would compel both the Integrated Child Development Scheme and MCGM to take efforts to improve the conditions of Anganwadis. The highlights of this order are:

The ICDS Department along with MCGM should initiate at least 10 Anganwadis in collaboration which will be situated in Municipal schools. This could be seen as a pilot project and replicated in other areas if successfully implemented.

Currently all the residential areas where Slum Rehabilitation schemes are being implemented do not have well equipped anganwadis. Wherever they exist, they are being run by private organisations. Therefore the court ordered that hereafter it would be mandatory for SRA schemes to have well equipped anganwadis.

However thereafter the case has not come up for hearing though a reminder has been filed in the court with regards to the implementation of the above order.

6. Capacity Building

A two day workshop for the field staff was held on 23rd and 24th July 2012 on Kit 1- Myself, my body, our needs at Vanmali Hall, Dadar. This was an elaborate attempt and focused on the importance of the theme on which the kit is based. The importance of every session and previous experiences pertaining to each of the sessions were highlighted. The field staff had made prior preparations for the workshop and hence the entire two days were dedicated to their presentations on the above mentioned themes. The group presentations were excellent and all concerned especially the new staff got an overview of the kit (content, methodology and perspective). The field staff feedback revealed that they had benefitted a lot from the workshop in creating the right perspective regarding the kit and specific sessions. These further proved helpful during their one to one interactions with the teachers for orienting them to kit 1.

On 25th July the entire project staff viewed the film 'Gattu'. Gattu, directed by Rajan Khosa, is an optimistic and uplifting tale of an orphaned street kid and the one great passion that keeps his spirit alive even in the bleakest of times. It is set in a town where the sky is full of kites, and all the kids are obsessed with kite-flying. The kite, Kali, rules the skies. No one knows who flies Kali. No one can defeat Kali. An illiterate street urchin Gattu takes up the challenge. With neither money nor education on his side, he sets out for his goal. Dreams aren’t impossible when the desire is strong.

Other programmes/Initiatives:

1. Sangati outreach programme: The Avehi Trust took a decision of taking the Sangati programme further

and reach out to the parents and to the community members via the students. The programme aims to create a space within the community where the children exposed to Sangati in school can become the catalysts for change in their home environment. This will also provide opportunity for parents to become aware and involved in what is being taught in schools. The Sangati worksheets if shared at home can create a change in the community on a sustained basis. This initiative will help create awareness amongst parents and equip them for their role in effective management and monitoring of schools.

Elements of Sangati have the potential to provide crucial skills like leadership and problem solving and hopefully prepare the young adolescents to use school knowledge in improving the quality of everyday life.

The vast and versatile pool of audio-visual resources available with the Avehi Resource Centre will be utilized to further strengthen and enrich the Sangati inputs.

About the Partners for Sangati Outreach: Apnalaya is a reputed community organisation working in Mumbai since the last 35 years and has agreed to be the link organization with whose support the pilot phase will be implemented.

Apnalaya has been working in the Chikuwadi community of Mankhurd (M-East ward) for the past 35 years. Apnalaya was involved initially in fascilitating this venture and withdrew later after the programme was held regularly.

The Jan Jagruti Vidyarthi Sangh (JVS) is a community based organization which has been initiated through these efforts. Currently JVS is actively involved in community work in Chikuwadi and hence the Sangati outreach programme will be implemented with direct support of this group.

Objectives of the Outreach programme: Facilitate critical analysis of issues raised in Sangati to identify and

address community concerns. To make up a package of accessible resource in the hands of community

organizations, local youth and adolescent children with an integration of Sangati material complemented by the A/V resources from Avehi Resource Centre.

To encourage and support adolescent children and youth collectives to become active planners and decision makers while dealing with individual and community issues.

The programme has been initiated in this community since 2010 and the current year is the fourth year of this phase.

In the first year (April 2010 to March 2011) 7 sessions on Self Identity were conducted before taking up other issues. These sessions were adapted from Sangati kit 1- 'Myself, My body, Our needs'.

Sessions were conducted with 30 children (9-15 yrs old, about 5 around 16 yrs old) of Chikuwadi by Assistant Programme Coordinator, Field Coordinator and Field Representatives of Avehi-Abacus Project. Avehi Resource Centre screened films from its collection during the sessions.

In the IInd year (April 2011 to March 2012) 8 sessions were conducted on the following themes

Self- Image Who am I? Developing self-esteem Exploring values Life skills for daily use Communication skills Barriers to communication Improving communication skills

In year III (April 2012 to March 2013) sessions were conducted on 'Stress Management'

Outcomes of the programme:

Children enjoyed being a part of the Sangati Outreach Programme. They were able to recollect the information provided during the sessions and apply it to themselves, their families and community which was the purpose of these sessions. The films and activities conducted during the sessions were appreciated by the children.

During the course of the programme children tried to identify issues faced by their community and showed willingness to work on these issues. The issues identified include lack of basic amenities like water supply, electricity, sanitation, garbage disposal, problem of addiction to alcohol and substance abuse etc.

Future Plans: The community based organisation has requested the Trust to conduct a

few more sessions which has been accepted. The Local team of Resource Persons will continue to reach out to the

communities in their area with support from Avehi Resource Centre. The aim in future will be to replicate the Sangati Outreach Programme

which has been successful in another area in partnership with a local NGO.

The Avehi Abacus Project has organised Sangati orientation worskshops for the volunteers of Sahyog an organisation working with adolescent girls in Goregaon (E). Sahyog is planning to replicate the Sangati Outreach Progamme in their community. Their volunteers who have been a part of the workshop and were also placed as interns with the Avehi Abacus Project, have mobilised community children of the 9-14 age group and begun the preliminary work.

2. Sangati orientation workshop for Muktangan teachers: Muktangan is a project of Paragon Charitable Trust. The project has

adopted a few (8) Municipal schools. Muktangan approached our project for implementation of Sangati programme in their schools. After two preliminary meetings a two day workshop was held on 15th and 16th June 2012. Around 40 teachers of std V, VI, VII were present during the workshop. The response from these teachers was positive. These schools were provided with the teaching-learning material immediately after the workshops. The teachers have started conducting sessions for Kit 1- Myself, my body, our needs. One of the Field Representatives of the project visits one of the schools regularly for follow up and provide suggestions for effective implementation of the programme if any.

The 2nd workshop for the academic year was held on 29th November for Kit 2- Our earth and the web of life. The teachers have begun conducting sessions for Kit 2 from December onwards.

3. Sangati orientation workshop for Gnanmata Sadan teachers, Talasari: The project had organised a two day workshop for Sangati kit 1 for the

teachers of Gnan Mata Sadan, Talasari in April 2012. The teaching-learning material was also provided and the teachers were expected to conduct the sessions from June onwards. The follow up workshop for kit 2 was planned for 11th and 12th December 2012. However when the project team interacted with the teachers during the workshop on the first day, it was found that the teachers had hardly completed any sessions

(maximum 8 sessions had been completed). They expressed difficulties in terms of not only completing sessions but also the inability of students to fill worksheets thereby compelling teachers to spend more time on each session. The teachers also shared that they had to write answers to the questions on the board and students would then copy those answers. Thus the entire process was becoming very laborious.

Moreover the entire purpose of filling the worksheets was lost since the students were expected to fill the worksheets on their own. The major problem was that the school authorities had insisted on providing the children with English worksheets. Most of the students are not well versed in English but are able to communicate in Marathi or their local language. Hence they had problems in filling the worksheets.

Another issue raised by the teachers was of supervision. The school authorities had deputed special supervisors for this project who were expected to monitor the progress of the sessions and give appropriate feedback to ensure that the sessions were conducted effectively. However according to the teachers they were not happy about the role of the Supervisors and feeling pressurised in the whole process.

At the end of the first day the teachers expressed their inability to conduct sessions. In this scenario the project team suggested that the teachers' complete sessions for kit 1 since both the teaching-learning material had already been provided to all the schools. They were given precise suggestions as to how the sessions could be covered briefly but in an effective manner. The project hopes that the teachers will take efforts to complete the kit.

3. Consultation on Information Education Communication Campaign on gender related crimes in MCGM schools:

The Savitribai Phule Gender Resource Centre (SPGRC) was initiated by the MCGM to work on gender issues. The centre has been involved in efforts to reach out to Municipal schools in order to focus on Information Education Communication campaigns on gender related crimes. The project Director is a member of the committee against sexual harassment of women (MCGM, Education Department). Therefore the project was invited to participate in the process of creating awareness material specifically meant to target Municipal schools. Observer Research Foundation Mumbai (ORF) is a major collaborating agency in this process. This foundation was initiated as a 'think tank' to influence public policy formulation. A preliminary meeting was held on 17th July 2012 to discuss the details of taking the process forward. Representatives of SPGRC, ORF, Education Department and Avehi Abacus Project were present during this meeting. It was decided to involve other NGOs working in MCGM schools, Community Development Officers, a few representatives amongst school Head Teachers and teachers in this process.

A half day consultation was thereafter held on 30th July 2012 between 10 a.m. and 2 p.m. at the SPGRC. The consultation involved outlining of the content, method, activities for the campaign. Follow up meetings are expected to be held in the near future to finalise the details.

4. Brainstorming meeting for the setting up of Gender Resource Centres within the Sarva Siksha Abhiyaan program in Maharashtra:

Akhsara a women's organisation organised a brainstorming meeting on 13th June for the setting up of Gender Resource Centres within the Sarva Siksha Abhiyaan program in Maharashtra. Akshara is partnering with SSA and Unicef to set up these centres in the 56 blocks where gender gap in enrollment and retention is of great concern. The meeting was organised to seek support and realistic planning The focus of this meeting was to:

Explore the concept of a Gender Resource Centre and respond to the plan as envisaged currently by Akshara team and SSA

Identify the different resources that can be housed in the Centre at the Block level

Recommend Weekly Programs that can be implemented within the GRC at school level, at school management committee meetings and in the centre itself

Comment on the broad outline of the training modules.Around 20 participants from various organisations and groups participated in the meeting. Concrete suggestions were provided on setting up Gender Resource Centres which would run effectively. The project representatives shared their experience of working with Municipal Schools, conducting 'Kishori Melavas' and also working with Zilla Parishad schools in Chandrapur and Yavatmal.

5. General Body meeting of Eklavya:The Project Director who has been nominated on the General Body of Eklavya attended a meeting on 27th April in Bhopal for grade reviews of the staff and to formulate plans and budget for 2013. She also attended the meeting held in December.

6. Workshop organised by Centre for Environment Education and Bharati Vidyapeeth on 'Environmental Sustainable Development':The Project Director was invited as a panel member for a workshop on 'orientation of textbook writers and transactors in Education for Sustainable Development'. The workshop was organised by Centre for Environment Education, TERI between 29th January and 2nd February at Bharati Vidyapeeth University, Pune. The panel presentation focused on 'concept of Environmental Sustainable Development-competencies of textbook writing'.

7. Workshop organised by Nyaygraha , Ahmedabad :Nyaygraha is a campaign for legal justice for victims of 2002 Godhra riots launched by the Ahmedabad based NGO Aman Biradri. The project Director conducted a one day workshop for the members of the NGO and oriented them to the Sangati programme in general and Sangati kit 4- The way we live in particular. One of the issues that has been dealt with in kit 4 is communalism. A follow up workshop for a detailed orientation to kit 4 is being organised on 13th April 2013.

8. Co-author for Paper presented in conference in United States:

The Department of Educational Administration & Policy Studies (EAPS) in the School of Education at the University at Albany organised the 57th Annual Conference of Comparative and International Education Society, New Orleans, United States between 10th and 15th March 2013. The theme for this conference was 'Educational Quality: Global Imperatives and Contested Visions.' The Director wrote a paper titled 'Myth of India's RTE Act: Urban School Reform and the Mumbai Story' which was presented by Dr. Sangeeta Kamat, Associate Professor, International Education & Education Policy StudiesDepartment of Education Policy Research and Administration, UMASS Amherst.The purpose of the paper was to reveal the connection between the global neoliberal agenda and the manner in which the Act to guarantee the Right to Education in India is currently framed with Mumbai as a case study.

9. Developing kit on Gender parity: The recent events of sexual violence towards women and even very young girls have shocked the nation. It has also forced everyone to talk about an issue that has been brushed under the carpet so far – that of sensitizing young girls and boys as they come into a challenging phase in their lives, adolescence. It is the common responsibility of everyone who deals with young people, especially educators to provide them the support they need through information and value building. While looking for ways to address the issue, apart from the influence of the family, the role of schools and teachers has been seen to be primary. Yet there is very little material available for use in schools that talks about the relevant issues in an interesting and safe manner. The Archdioscean Board of Education approached the Avehi Abacus Project in this regard. The project has therefore decided to develop a Gender Parity Kit.

The kit is meant for girls and boys studying in Vth, VIth and VIIth std.

The kit will contain A manual for teachers, containing session plans,

worksheets/factsheets/stories/handouts, etc. A CD containing all visual aids required for conducting sessions.

In this context the project feels a need to develop a programme for the one-day orientation workshop for teachers to:

Make them aware of their own opinions and prejudices/biases, Sensitize them as to the way in which they have imbibed their own

values, Give them the confidence to deal with such delicate issues in their

classrooms, Motivate them to use the kit effectively, Suggest strategies to those who continue to be hesitant. 

Conclusion: The intervention of the project is at a crucial juncture where the work is expanding, challenges are growing. R D Tata Trust, ASHA for Education, Mumbai Smiles are organisations which have been supporting our work for quite a few years now. The grants from R D Tata Trust have been substantial and have enabled us continue our work with all the upper primary Municipal schools in Mumbai for implementation of the Sangati programme. Similarly the support has enabled us review and finalise the Pre-service

Teacher Education Course- Manthan and initiate the pilot project of implementing the programme in 4 D.TEd colleges affiliated to Panvel District Institute of Educational Training. The research study on the 'status of education in Mumbai' would not have been possible without the support of the Trust. Though the final report is yet to be received the project will benefit a great deal since it will contribute in deciding our further strategy for intervention.

ASHA for Education too has been supporting our efforts for many years. Their support has enabled us provide quality teaching-learning material in schools and recruit field staff to ensure effective implementation and monitoring of the programme.

Mumbai Smiles has been supporting the Advocacy efforts and some aspects of Sangati programme (workshops for teachers and officials) for a few years. The project could take up various issues as part of Advocacy efforts only on account of the support received from them. This has enabled us reach out to various groups, organisations in various regions of Maharashtra and also organise public awareness programmes.

We are grateful to all these organisations for their consistent support and encouragement which has enabled us to achieve our goals and take up new challenges.

Therefore in the current context discontinuation of support by R D Tata Trust will adversely affect the project's work.