NGO Report on Pratham
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Transcript of NGO Report on Pratham
PGDM
(Batch 2011-13)
NGO Project Report on
PRATHAM MADHYA PRADESH
Submitted by: - Faculty Guide:
ARPIT GOYAL(PGDM-200) DR. SNIGDHARANI MISHRA
SUMIT ARORA(PGDM-209)
SANDESH SHARMA(RMM-21)
PRATHAM, MADHYA PRADESH ITM BUSINESS SCHOOL,KHARGHAR
SUMMARY
Pratham is the NGO that started working in the field of education from Mumbai. Later on it moved to other parts of the world like Madhya Pradesh, Uttar Pradesh etc. Basically, the condition of govt. Schools was not very good. There were very less schools and very few students enrolled into it .over the past few years the enrollment increased at quiet a steady rate but despite of this , a large section of the rural children receives only the most basic education. Pratham along with ASER (Annual Status of Education report) revealed through a survey that a very high percentage of students lack even the basic literacy skills. So Pratham started to work on this problem at the grass-root level and is working on it. Improving the quality of education is its top priority.The main objective of Pratham is to provide quality education at the weaker sections of the society. Pratham toils hard to provide not only the basic education to the lower classes but also to provide computer education and vocational training to people so that they can make their living and can lead their life in a better way.
I got the opportunity to work with the Pratham Indore for a month. I was been allotted the KISHENGANJ sector as the group division and area division took place. Every group had a group head who was the block coordinator of pratham.Mr. BHANWARSINGHJI ANJANA was block coordinator. We moved on to various villages with him doing school visits, meeting volunteers , school teachers and Principals, creating awareness among parents and kids for education and doing promotional work.
Findings:
1. Children are not willing to attend the school.2. Parents don’t care much about their ward’s education as they themselves are illiterate.3. Very few students are actually able to grasp the teachings properly.4. Very small percentage of students is thorough with the basic learning, necessary for their
age.5. Aim of Pratham is very clear6. Methodology and approach is quiet suitable for the area and is serving the purpose.7. Education for Education is a very nice concept to provide free computer education.8. Optimum utilization of resources.
Conclusion:
Pratham as an organization is working real hard to achieve its goal of “education for all” and “every child in school and learning well”. It is trying to make the optimum utilization of the available resources to achieve this goal. I learned a lot in the duration of one month about rural India and education in rural India. I leaned about the thinking of the people in rural sector esp. for education.
Abbreviations:-
PCVC - The Pratham Council for Vulnerable Children
EFE - Education for Education
ULC - Urban Learning Centre
ASER – Annual Status of Education Report
RI – Read India
ECCE – Early Childhood Care and Education Centre
BEP - Block Excellence Program
DRC - District Resource Centre
BC - Block Coordinator
IT - Information Technology
DC - District Coordinator
MP - Madhya Pradesh
Table of Contents
S.no Section: Page no. 1 Title page 12 Summary 23 Abbreviations 34 Table of contents, list of tables and figures 45 Introduction 5 to 11
Background/ History of PRATHAM ,Vision & mission statementAim/objectives Activities undertaken by the PRATHAM
6 Project Report 12 to 17Reports of tasks/work at Villages and SchoolsSimrol ( E.P.E. centre) and 20 other Villages :- Project ObjectivesMajor activitiesOutputs/ Outcomes/ Resultsdata analysisfindings recommendations
7 Conclusions/Findings to the NGO 17 to 18 8 Learnings 19 to 209 References and Bibliography 21
Introduction
Background/History
Pratham was established as a Public Charitable Trust in 1994 by the Commissioner of the
Municipal Corporation of Greater Mumbai, UNICEF and several prominent citizens of the
country. Over the years, the network has been expanded to various other cities where minded
people wanted to replicate the Pratham experience. Central to this massive expansion of
Pratham’s work has been a whole new way of approaching the education problem in India and a
new way of implementing programs to create a national impact. We outline below the key
milestones in Pratham’s journey.
The Initial Years: Pratham began its operations by providing pre-school education to the
children in the slums of Mumbai. Contrary to the general mindset of space being limited,
Pratham felt that an ideal space should not be a pre-condition to providing pre-school education.
There was enough space within each community in temples, local offices, people’s houses etc.
Thus volunteers were recruited from within the communities and trained in early childhood
education and encouraged to take classes in any space available in the communities. They were
also provided with teaching learning material. Soon, the Pratham Balwadis (Pre-school classes)
multiplied and were replicated in various other locations.
Gradually we came into contact with out-of-school children and in-school children who were
lagging behind academically and also were at the risk of dropping out. Many of these were first
generation learners and therefore lacked the required learning support from their families. We
started providing remedial education to these children through the Balsakhi program. The
Bridge classes conducted in the communities targeted out-of-school children and aimed at
bringing them to a minimum learning level before mainstreaming them into schools.
Between 1999 and 2001, we expanded our work to cover 19 cities with similar models. In
addition we began working with child labour through our outreach program. In 2000 Pratham
was awarded the Global Development Network Award, sponsored by the World Bank /
Government of Japan, where Pratham was named as one of the top three "most innovative
development projects”.
The Birth of the Learn to Read Technique and the shift to the Area Approach
By 2002-03, Pratham initiatives in most locations had worked out strategies on scale for direct
delivery of pre-school education, school readiness programs and remedial education.
In 2002-03 two major changes occurred that had a significant impact on our programs:
The Area Approach: We adopted the area approach for the delivery of our programs in urban
areas. The “area approach” was designed to “turn communities around” so that the first step for
the universalization of elementary education could be firmly taken. In this approach an entire
community or basti is selected for the interventions. This is better than a scattered approach
where it is difficult to track children who drop out from the programs. In the area approach the
only way a child may drop out is if he or she leaves the community and migrates elsewhere. Low
income slum pockets or villages of approximately 250 to 300 households are demarcated. This
cluster is called a basti. Often such pockets are contiguous to each other so that targeted
stretches of slums achieve goals of every child going to school and every child acquiring basic
literacy and numeracy skills within a time bound manner. Today, we are working in 4000 such
bastis in 43 cities.
Learn to Read: through our experience with the learning support programs, we learnt that the
average period of contact available with children requiring additional help was not more than 2-3
months. This necessitated the development of an alternative model/technique where a short term
contact could significantly impact the learning levels of children. There was a thought that “Isn’t
there a magic wand that will help us change the learning status of a child almost overnight?”
Pratham’s Learn to Read (L2R) technique was thus born. L2R was an accelerated learning
technique targeted at teaching both in-school and out-of-school children how to read in 4- 8
weeks. It was conceptualized as a non-linear method where the children were exposed to
multiple stimuli to help improve their learning levels. The first innovation resulting from these
efforts to develop this technique was to abandon the sequential method of learning. Instead,
Pratham came up with an integrated activity as it found that if four types of class activities (“say
something; do something; read something and write something”) are integrated together,
learning was rapid. The technique was based on the principle that when children were engaged in
a variety of activities which have implicit interconnections, they make the interconnections and
these snowball into a larger skill. This was “learning by doing” in action.
The Annual Status of Education Report (ASER): As Pratham progressed in its
journey, it found it necessary to quantify the problems of education in a manner that could lead
to focused action. While government surveys provided enrollment data, there were hardly any
surveys providing information on the quality of education. Also the government data on
enrollment was not independently verified and often not published. Pratham felt that citizens
who were being levied a 2% (now 3%) cess on education since 2004 deserved to know if their
money was being used effectively and efficiently. Measuring the ASER (aser means impact in
Hindi) of their money was central to the ASER effort. But the primary objective was to create
awareness and inform citizens of the learning levels of their children. A massive voluntary effort
was thus set up across the country to conduct a household survey which measured various basic
and simple parameters of enrollment, facilities, and learning. This survey, which covers over
16,000 households and over 700,000 children between October and November each year in 95%
of the rural districts of India, is reported in the Annual Status of Education Report (ASER) in the
following January .
Read India: ASER 2005 and 2006 findings revealed that in spite of having been in school for
over 2-5 years, a significant percentage of school children could not read, write or do basic
arithmetic. Findings of ASER 2005, revealed for example, that only 15% of children in Std II
and 25% in Std III could read a class 1 text. Likewise, only 17% children in Std II and 32% in
Std III could solve subtraction problems. ASER 2006 continued to point to the gaps in the
learning levels of the children. To address this problem in January 2007, Pratham launched the
Read India campaign to help all of India’s children aged 6-14 years learn to read, write, and do
basic arithmetic. Instead of relying on governments to ask for “people’s participation”, this
movement talks of “people’s initiative and governments’ participation. The campaign is being
implemented in 350 districts (600 in India) across 19 states in the country with the help of
thousands of volunteers and the government school system. It has already reached 21 million
children. More than 350,000 volunteers have been mobilized and 400,000 teachers and
government officials have been trained. In most states where the Read India campaign has been
implemented, there has been a significant improvement in the learning levels of the children.
Today the organization continues to expand both geographically and in terms of the scope of
work it undertakes. Several new programs have been introduced which include the computer
aided literacy program, English program, Pratham Council for Vulnerable children and the
Skilling Initiative.
Vision & Mission:
Pratham’s mission is to ensure “Every Child in School and Learning Well ”. The organization
is founded on the firm belief that education is the fundamental right of every child and no child
should be deprived of this basic right simply because he/she does not have access to it or does
not have the resources to realize his/her dreams.
The principal focus of our programs is to ensure quantum and visible improvement in the
enrolment and learning levels of the underprivileged children.
The key principles which have guided the evolution of our programs over the years are:
1. Generating a societal mission is a necessary means of achieving the broad goal of
universal pre-school and primary school education.
2. Creating an impact on a large scale is essential to bring about a perceptible
change.
3. Creating low cost models is critical to ensure sustainability and replicability of
interventions.
15 years after its formation, the Pratham movement has become a pan-Indian movement
reaching millions of children across 19 states. Our programs are designed to address a gamut of
educational problems – pre-school education, learning support to both in-school and out of
school children, mainstreaming of out-of-school children, computer literacy, vocational training
for youth and special programs for vulnerable and working children.
Aims/Objectives:
Improving the reading, writing and arithmetic levels of the children: Read India
Improving enrollment and learning levels of children in urban areas: Direct programs
Assessment, Survey, Evaluation and Research: ASER Centre
Working with vulnerable children: PCVC
Facilitating the use of IT: CAL
Working with underemployed and unemployed youth: PACE
Working in Early Childhood Care and Education: ECCE centre
Providing books to underprivileged children: Pratham Books
Activities Undertaken by the NGO:
Urban Learning Centres: Pratham establishes Learning Centres in communities where it is
possible for us to find space to start one, as well as get children who can pay a nominal fee. This
fee is vital in creating a self-sustaining educational facility within the given community wherein
the program will have continuity in future even without external funding. Given Pratham’s focus
on sustainability in educational development, it is vital that the teachers, students, parents and
community members have an active stake in the program. Therefore, while the fee collected
from each student is minimal, the collection goes towards giving the community ownership of
the program.
Read India: Pratham’s flagship program, Read India, helps to improve the reading, writing and
basic arithmetic skills of the children in the age group of 6-14 years. Even though India has made
significant strides in improving the enrollment levels of the children, a lot still needs to be done
as far as the learning levels are concerned. Findings of ASER 2005 and 2006 revealed that a
significant percentage of children could not read, write and even do basic arithmetic.
Read India was therefore launched on a national scale in 2007 to help achieve the following
objectives:
*All Std I children know at least alphabets & numbers.
*All Std II children can read atleast words & do simple sums.
*All Std III-V children can at least read simple texts fluently & confidently solve arithmetic
problems.
ASER: Facilitated by Pratham, ASER(meaning impact in Hindi) is the largest household
survey undertaken in India by people outside the government. It annually measures the
enrollment as well as the reading and arithmetic levels of children in the age group of 6-14 years.
ASER is carried out by a local organization or institution in each rural district in the country,
using a common set of tools and a common sampling frame. In 2008, ASER reached over
7,04,000 children in 16,198 villages in 564 rural districts in India. More than 32,000 volunteers
from NGOs, colleges and universities, youth and women groups participated in this effort.
Pratham Council for Vulnerable Children: The Pratham Council for Vulnerable
Children (PCVC - www.pcvc.org) started its outreach program in Mumbai in the year 2001. For
almost three years the focus was on working children in the city of Mumbai, who were mainly
found to have been trafficked from different parts of the country. Facilitation of the task force
formation under the Government of Maharashtra saw the rescue and rehabilitation of almost
25000 working children in the city. It was a felt need to trace the roots of these children and
work in the source sending states from where the children belonged. In this view the work was
expanded to the source states.
Computer Aided Literacy: This is a school based program which caters to school going
children from 6-18 age group with about 40% children in secondary school age.
The objective of this program is
1) To impact children’s basic learning levels using IT and
2) To give them relevant IT knowledge and skills.
Vocational Skills programme:
Pace – the Skills Training Program: This program is targeted at the economically
disadvantaged youth in the 18-30 year age group. India has a large percentage of youth who have
not been able to complete their formal education and also do not have the required vocational
skills to begin fully employed.
Pratham’s Skills Training Program tries to
1) Train youth in market relevant skills such as banking, agriculture, hospitality etc. and
2) Help them start their own businesses.
Early Childhood Care and Education Centre: The ECCE center was set up in 2007 to
leverage and institutionalize the experience Pratham has in early childhood care and education.
Over the years, Pratham has been running a successful Balwadi program and in this process
worked with and trained thousands of volunteers and pre-school teachers. The center is an
attempt to consolidate and share the learning in this area through an institutional framework.
Trainings in early childhood care and education is the key activity of the resource centre.
Trainings are conducted for government and private pre-school teachers as well as for volunteers
from within the community. Through the collaboration with the government ICDS to train the
Anganwadi workers, the center seek to strengthen the government pre-school learning program.
The center also promotes entrepreneurial efforts in the field of ECCE. In addition, information
on ECCE is also provided to mothers and urban and rural poor so that they are empowered with
knowledge to improve the education and health of their children. Centers have been established
in Maharashtra, Hyderabad and Allahabad and efforts are underway to set up additional centers.
Pratham in Madhya Pradesh this Year (2010 – 11)
Geographical Coverage: 3000 villages across 12 BEPs & 2DRCs
Children Reached: 66,805
Volunteers Mobilized: 5,666
Pratham is currently running the ‘Read India’ (RI) program through 12BEPs and 2 DRCs. 2
volunteers per village are mobilized in every target village to teach a group of 20 – 25 children,
who are all well below their expected grade level competencies. One volunteer teaches children
in classes 1 & 2, focusing on basic literacy numeracy skills, while the other volunteer teaches
children in classes 3-5, focusing on reading fluency and comprehension, as well as Arithmetic
operations. Volunteers also teach English, where focus is on letter recognition, vocabulary
building and ability conduct basic greetings in English.
Approximately half of the classes in Madhya Pradesh are run Government schools, where
volunteers teach struggling children during school hours. The remaining classes are run in the
community before or after school hours. Each BEP also has a Block Resource Centre, which is
used by block coordinators* and district coordinators** to conduct trainings for volunteers and
for other administrative purposes.
Pratham is running a Mechanical Vocational Training program in the Bina block in Madhya
Pradesh.
Pratham is running the Education for Education (EFE) program in 14 districts in Madhya
Pradesh.
Block Coordinators are responsible for monitoring, training and evaluation in 20
villages
District Coordinators are in charge of operations and reporting for the entire block
Our Project Objectives:
To know the approach and goal orientation of Pratham.
To create awareness for child education in villages.
To promote education to the grass root level of villages.
To create awareness in parents for girls education.
Our Approach:
Gathering of all allotted students on 1st day in Mhow and gathered information about Pratham.
Next day meeting with District co-coordinator M/s. Sharmila Nikam and Block co-coordinators :Mr. Radheshyam (Simrol - Khandwa Road)M/s. Vinita (Gauli Palasia - Dhar Naka)Mr. Bhanvar Singh (Aamba Chandan - Borkhedi)M/s. Hemlata (Jamli – Janapav khuti)Mr. Rajendra Karma (Manpur)Area and Group division was done.
KISHENGANJ sector was allotted to us with our block coordinator Mr. BHANWARSINGH ANJANA.
Next day we reported to KISHENGANJ E.P.E. centre and met with the computer tutor . We collected the information about the villages to be covered along with the tasks to be
done.
We started off our work with SATER and later on moved on to other villages with the following field work:
1. School visits.2. Meeting with volunteers.3. Demonstration by volunteers in their schools.4. Parents meeting.5. Meeting with principal and teachers.6. Done promotion work like Slogan writing, distribution of study material,
pamphlets etc.7. Selection and Training volunteers.8. Created awareness in parents about girl education.
Outputs/Results:
Practical learning of management in rural area.
Clarity of goal and approach to achieve it.
Optimum utilization of resources.
Good coordination among members.
Hiring of local people.
Proper work distribution.
Our Suggestions/Recommendations:
Excessive workload on Block coordinators therefore additional assistance should
be provided.
Lack of volunteers’ interest due to long distance between centers and they have
their household work.
Increase in no. of computer learning center.
Increase in no. of parents meeting.
Inspection of work should be made on frequently.
More attention should be given to weaker students; therefore provision of extra
classes should be there.
Findings/Conclusions:
We found that although many children enroll for education in the schools, only a
few of them really attend school on a regular basis. The major reason behind this is that
people usually do farming in the villages and therefore either take their children along
with them to work or leave them at home. Another reason is the distance of school from
the villages.
Also we found that many parents enrolled their children just to get free meals,
shoes and school dress.
By conducting the test in the schools we found that many students could not read
simple alphabets and numbers also.
Learnings Accumulated:
Clarity of goal:
“Every child in school and learning well” is the Pratham’s goal and it is toiling hard to
achieve it. Every member of Pratham is properly aware of this goal and is working in
line with it. Clarity of goal is of utmost importance in any area as once you what your
aim is then and then only you can work for it.
Approach towards the achievement of the goal:
What to do is followed by how to do it. Pratham is clear in its goal and very well knows
how to do it. Pratham is quiet correct in its approach for achieving its goal of education
for all. It started a concept of “Education for Education” where it provides free computer
education to the children who need it and these children in turn provide the basic
education to the younger ones.
Practical learning of management in rural area.
Pratham helped me learn the management of resources in rural area. I learned about the
condition of education and the thought process of the people for education in rural India.
It helped me adopt a practical approach for learning and teaching in that segment.
Optimum utilization of resources:
It taught me to manage with the limited number of resources in the best possible
manner. Providing education in an area where there is no educational environment and
in the lack of major resources like electricity has been made possible only through hard
work and clear intention of attaining the common goal.
Good coordination among members.
Hiring of local people.
Building up good relation with local communities and people.
Experience with rural sector.
Proper work distribution.
References
1. State Head:
Mr. Sajjan Singh shekhawat
E-mail: [email protected]
Contact no: 09669302142
2. District Coordinator
Ms. Sharmila Nikam
Contact No: 09589845649
3. Block Coordinator
Mr. Bhanwar singh Anjana
Contact no: 09827392901
Bibliography
www.Pratham.org
www.wikipedia.org
www.google.com