Within Reach: the Story of PROPEL, a Non-Formal Education Project for Rural Children in India. Education for All: Making It Work. Innovation Series, 3

DOCUMENT RESUME

ED 380 208 PS 023 037

AUTHOR Guttman, Cynthia; Kosonen, Kimmo TITLE Within Reach: The Story of PROPEL, a Non-Formal Education Project for Rural Children in India. Education for All: Making it Work. Innovation Series, 3. INSTITUTION United Nations Educational, Scientific, and Cultural Organization, r,ris (France). REPORT NO ISSN-1020-0800 PUB DATE 94 NOTE 37p.; Photographs may not copy well. For other documents in this series, see ED 369 535 and PS 023 036-039. AVAILABLE FROMBasic Education Division, UNESCO, 7 place de Fortenoy, 75353 Paris 07, SP, France. PUB TYPE Reports Descriptive (141)

EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS *Community Involvement; *Educational Development; Educational Innovation; *Elementary Education; Equal Education; Foreign Countries; Literacy Education; *Nonformal Education; *Rural Population; Rural Women; Sex Discrimination; Social Discrimination; Teacher Education; Womens Education IDENTIFIERS *Community Development Personnel; India; Local Facilitators; *PROPEL Project (India)

ABSTRACT In 1979, the Indian Institute of Education launched the country's first comprehensive project in part-time,non-formal primary education. Now in its third phase, PROPEL(Promoting Primary and Elementary Education Project) is training theinhabitants of 137 villages to take responsibility for the quality of education in the non-formal stream. This booklet describes the PROPEL project, illustrating how a decentralized model of primary education can succeed. The introductory chapter describes the developmentof the project as a holistic model of rural development embracing early childhood care, women's groups, adult literacy, post-literacy learning, and teacher training. The first chapter discussesIndia's educational challenge and the barriers to universal primaryeducation among children from disadvantaged groups.Various features related to the project are discussed in the remaining chapters.They are as follows: (1) the action-research approach;(2) understanding the needs of the local community;(3) formation of non-formal education centers; (4) developing learning and teachingstrategies in the classrooms;(5) developing a locally relevant curriculum;(6) compiling class materials with a rural orientation;(7) recruiting teachers from the villages;(8) evaluating progress; and (9) sources of funding. In addition, the booklet documentsPROPEL's use of support programs such as women's development groups andvillage education committees to mobilize the community in favor ofschooling; its success in influencing the formal primary educationsystem; and its efforts to fight the two obstacles of poverty andearly marriage. The booklet :oncludes by noting that theproject's strength lies in reaching children, especially girls, and in training people atthe grassroots level to take responsibility foreducation. Demographic details about India and the PROPEL project areincluded. (BAC) mom. aler.CMIIIMMIENIMMIN

U S DEPASTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) *us aocument has been reproduced as eCeived trom the person Or organization Originating it Minor changes nave been made to improve reproduction quality

Points of view cr opinions stated m thiS docu ment do not necessarily represent official OERI position or pOlicy

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TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERICA -" "I saywithout fear of my figures being challenged gone by the hoard because there was no recognition.* successlidly, that today India is more illiterate than it these schools, and the schools established after the was fifty or a hundred years ago, and so is Burma. European pattern were too expensive* the people, and because the British administrators, when they came to therefore they could not possibly overtake the thing. I India, instead of taking hold of things as they were. deli' anybody to Jidfil a programme of compulsory began to root them omit. They scratched the soil and primary education of these masses inside of a century. began to look at the root, and left the root like that, and This very poor country of mine ms ill able to sustain such the beautifid tree perished. The village schools were not an expensive method of education. Our state would good enough for the British adminCstrator, so he came revive the old village schoolmaster and dot every village out with his programme. Evert' school must have so with a school both for boys and girls." much paraphernalia, building and so forth. Well. there were no such schools at all. There are statistics left by a British administrator which show that, in places where Mahatma Gandhi at Chatham House. London. "4-""-. - they have carried out a survey ancient schools have October 20, 1931

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{ 41... am COPY AVAILABLE A Contents

Introduction 6

India's educational challenge 8

The PROPEL model: an action-research approach 10

Starting off: what are the local needs? 12

The centres: a place called Apla Vargh 13

The classes: making learning a joy 15

A curriculum to suit local needs 16

Class materials: a true rural orientation 17

Teachers: from the village 18

Stress-free evaluations 19

Reaching out to all ages 20

Influencing the formal system 22

Obstacles: poverty and early marriage 24

Resources: winning state recognition 25

Achievements and lessons 26

Conclusion 28

Features: 29

The Indian Institute of Education 29

Indian facts and figures 29

PROPEL: reaching out to all 30

Bibliography 32

Acknowledgements 33

4 "Mahatma Gandhi had emphasized the need to work outside the educational smell, even with the ultimate objective 01're/brining the system itself The programmes of non-lb/mai education provide a good basis for these efforts. To the extent these outside eifbrts grow and succeed, the conditions within the system will also begin to change and it is the simultaneous action both within and without the system that wi,1 help us bring about the essential educational transfOr- /nation and provide good education to all the people.''

J.P. Naik, founder of the Indian Institute of Education, in "Education for Our People" (1978).

r. iliLABLE Introduction

This project has avita, Mangal, Sunita, and Kama la are girls been particularly between the ages of nine and fourteen from effective in reaching the Indian state of Maharashtra. During the day, they contribute to their family's income by girls, the largest grazing cattle and helping in the house, just like group excluded some 15 million Indian children under 14 who from schooling by have never attended school or were forced to household tasks drop out at an early age. and deep-rooted But a new window on living and learning social customs. has opened since they started attending night classes in their village as part of a project designed by the Indian Institute of Education (DE, see page 29). Sitting in a circle, the girls talk about the day's happenings an'. join in reading, writing and telling stories, singing songs and playing games. Indian leaders have called for universal primary education in India since the mid-19th century. While the Imperial Government asked a commission to recommend an educational system suited to colonial rule, educated Indians set up Elementary Education Project) is training the primary schools on a voluntary basis, especiallyinhabitants of 137 villages to take responsibility for girls, in the towns. The first one that admitted for the quality of education in the non-formal girls as well as women was opened in Pune City steam. in 1848, enabling several widows and destitute The rural community is PROPEL's back- women to complete primary education and bone: from analysing a village's educational pro- become teachers. file and deciding to start a non-formal education Pune, in Maharashtra state, has kept up course, to choosing instructors and solving prob- this tradition of social reform. Today, it is home to lems in running the project, the communi- the Indian Institute of Education, which in 1979 ty -including local leaders, women and primary launched the country's first comprehensive school teachers- is at the heart of the IIE model. action-research project in part-time, non-formal Flexible timetables, curricula tailored to the local primary education. In its first and second phases environment, instructors familiar with the com- (1979-1985 and 1985-1988), it worked respect- munity and easy access to classes are highlights ively with 110 and 35 villages. Now in its thirdof a project which has been particularly effective phase, PROPEL (Promoting Primary and in reaching girls, the largest group excluded from

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schooling by household tasks and deep-rootedyears to make it into a holistic model of rural Obstacles to learning: social customs. By running two-hour classes fordevelopment embracing early childhood care, (left page) fetching water is some 300 evenings a year, the programme hopes women's groups, adult literacy, post-literacy lear- one of the most common to raise all children to the level of formal school ning and training villagers to manage local educa- household chores preventing grade 3 or 4 within two years. tion. The PROPEL story provides valuable clues children. especially girls, Supported by the state and central govern- as to how a comprehensive community-based and from attending primary ments, the project applies "micro-planning", a decentralized model of primary education can suc- school. Rural poverty has key element of the 1992 National Policy on ceed. PROPEL has also started to influence the often stood in the way of Education (NPE) in which the district, not the formal system: besides giving teachers a chance to universalizing primary state, is the unit of decentralized planning. It is help shape the non-formal education (NFE) pro- education. also in line with the government's view that alter- gramme, it has recently started to share its peda- native channels of primary education are essential gogical approach with formal schools as teachers if Education for All is to be achieved. have enquired about HE-produced materials. Through its "action-research" approach to development, the IIE has fine-tuned the PRO- PEL programme in several phases over the past 15

7 BEST-COPY ARIAKE India's educational challeng

hile India's elementary education system has expanded into one of the largest in the world, the country is also home to the world's highest number of out-of-school children (22 per cent of the 160 million children in the 6-14 age group) and adult illiterates (30 per cent of the total population). If Education for All is to be achieved in India, then about 19 to 24 million children in the 6-14 age group, of whom 60 per cent are girls, Over the past four decades,must be reached by the end of rural poverty, caste and gender the decade. A commitment to education is At independence in 1947, only 14 per discrimination, along with theenshrinedinIndia's1950 cent of the population was literate and one child nature of the rural economy,Constitution which says "theout of three was enrolled in primary school. have stood in the way ofState shall endeavour to pro- Over the past four decades, rural poverty, caste vide, within a period of ten and gender discrimination, along with the nature universal primary education, of the rural economy, have stood in the way of especially among childrenyears from the commencement of this Constitution, for free universal primary education, especially among from disadvantaged groups.and compulsory education for children fiom disadvantaged groups. Recognizing all children until they complete that the conventional education system could the age of fourteen years." Basir education was not attract these groups and required compre- one of the goals of India's freedom movement. hensive reorganization, the government appoint- "We felt at that time that total freedom would ed the Indian Education Commission in 1964 to never be ours if we were not educated and if we study the issue. Its members underlined the did not do our best to educate," said Dr Chitra importance of flexibility and relevance in the Naik in a recent interview with "The Times ofeducational system, and of community partici- India." Aware that the British system waspation for spreading and organizing primary unsuitable for most rural Indians, Mahatma education in particular. Gandhi devised a work-centred primary educa- Acting on these findings and with sup- tion scheme to increase rural productivity and porting advice from the Planning Commission, involve the rural community in educating its the Ministry of Education introduced a part- children.Educational administrators and time, non-formal primary education scheme by political leaders opposed it saying it would giving special help to states with the most differentiate between urban and rural learners, out-of-school children. This new measure "did not quite succeed in evolving a credible system }.x1111.1><*-} and deprive rural children of the opportunity to obtain government jobs. which could attract the out-of-school children a9 fit

Students in the project area work by day and attend classes in the evening Or left). On even' village selected hr the project, a survey is done to assess how many people might need the programme. The PROPEL project because hardly any special preparation was targets rural made for launching, conducting, monitoring and communities in evaluating this crucial innovation," writes Dr Pune district, Naik, honorary director of the PROPEL project. Afaharashtra. "Non-formal primary education for socioeco- nomically deprived working children called for non-traditional approaches to its organisation and pedagogy." In 1985, the country's educational system was reviewed, leading to the National Policy on Education (NPE/1986), updated in 1992. It shifted the emphasis from simple enrolment to enrolment as well as retention, quality and achievement, since as the action programme mal education to achieve universal elementary pointed out, "enrolment by itself is of little education. It stressed that this alternative chan- importance if children do not continue beyond nel should adopt the standards of the formal sys- one year, many of them not seeing the school tem but be flexible enough for learners to for more than a few days." progress at their own pace. The NPE emphasized local planning, Since 1986, the number of NFE centres mobilizing community support, a child-centred in the country has risen from 126,000 to and activity-based learning process, the consid- 238,000, with those for girls up from 20,500 to eration of gender in all planning and closer links 79,0000. In the same period, enrolment in these with NGOs and basic community services suchcentres rose from 4 to 6 million. Over 400 vol- as primary health care. The NPE also called for untary agencies are participating in the NFE a large and systematic programme of non-for- programme.

9 10 REST COPY AVA!113LE The PROPEL model: anaction-research approach

"It is a research 11 IIE research and programmes are project, we have based on the idea that education and to look for the development are closely related, and that people at local level are the makers reasons for both of development, while government agen- I I I I its failures and cies are facilitators. From this standpoint, its successes". the PROPEL project assumes that Education for All can best be organised through community mobilization. Today, the IIE is headed by Dr Chitra Naik, an educationist and member ofIndia'sprestigiousPlanning Commission. As a young woman, Dr Naik leaned towards journalism and poet- ry-writing, but after meeting her husband, the eminent educationist J.P. Naik, she turned to education, especially in the country- meticulous survey of local educational needs, side. A Fulbright fellow in 1953-54, Dr Naik conducted as a participatory exercise. completed her post-doctoral studies at the PROPEL has evolved in three phases Teacher's College of Columbia University, N.Y. throughout whichthe"action-research" She spent several years living in an Indian vil- approach has been applied, giving it the profile lage to work in an integrated health and educa- of au experiment that has to be carefully pre- tion programme. Dr Naik's contribution to this pared, implemented, observed and monitored in field was recognized during the Education fororder to be improved along the way. Theoretical All Summit, in New Delhi in December 1993,knowledge of education and rural society is when she received UNESCO's Jan Amos combined with the practical experience of par- Comenius award for innovation in educational ticipants,throughsystematicstepsof research. problem-investigation. "Because PROPEL is a By 1986, the Indian Institute of Education research project, we have to look for the reasons had developed a workable model of non-formal for both its failures and its successes," says a education, known as the "HE Model" by the PROPEL staff member. IndianMinistryofHumanResource During Phase I of the project, from Development. The project takes account of the 1979-85, nearly 4,500 children from 110 villages economic, social and cultural plight of poor chil- in five types of agro-climatic areas were reached dren and aims to mobilize rural communities for under a non-formal education programme educational development. This begins whh a involving local leadership and communities. A

BEST COPY AVAILABLE 10 11, Gt*

Reaching all ages: young children attending a pre-school in their village (far left). Knowing the community's needs: charts illustrate a village's educational profile. very poor drought-prone and difficult hilly tracts. The emphasis in this phase was on testing measures for community involvement by strengthening Village Education Committees as local motivators and managers of primary education. PROPEL is now in its third phase, putting the accent on comprehensive community education, both formal and non-formal, involving large-scale collaboration for social change. The project is expected to produce a replicable planning and development model so that a training programme in community-level planning for education can be set up for voluntary agencies and government officials. So far, this phase has brought more than 5,500 out-of-school children into the primary education stream through 178 1985 evaluation by the University of Bombay NFE centres, learning camps and voluntary visi- praised the project for its relevant curriculum, tor-instructors for the unreached small groups of attractive and flexible teaching-learning materi- school-age children through formal and non-for- als, good training for locally-selected 'non-pro- mal arrangements systematically planned and fessional' teachers and community-based man- monitored by Village Education Committees. In agement and supervision. It showed a higher 1994, these villages will work towards the uni- benefit at lower costs than those incurred in versalization of upper primary education. full-time formal schools. Phase II (1985-1988) covered 669 children in NFE centres of 35 newly-selected villages in

11 12 BEST COPY in11.3LE Starting off: whatarethe local needs?

he community -village leaders, teachers ized, a movement for education is started. "I from the formal school and parents- is at think it's very essential to go to the people and the centre of the project. Unless the com- to work with the people," says Dr. Naik. "For munity stands behind an NFE programme andcooperation, we think it's very essential to encourages children to learn, the project cannot establish a rapport with all the functionaries take off. "The initiative for starting the pro- working in the villages, be they governmental, non-governmental or local." Once the surveys have been analyzed, the community decides ifit needs and wants to start non-formal primary education classes or other community-development programmes. If so, it must find a place for an NFE centre and arrange for lighting if classes are held at night. A special committee, known as the Village Education Committee (VEC), is appointed to help project staff organise and supervise classes and to rally the rural community to the educational cause. This committee draws up lists of possible volunteer-teachers and helps choose gramme has to come from the villagers. They them. themselves have to survey how many people The VECs are the chief means of partici- need the programme," says an education coordi- pation in the PROPEL project. Although the nator. "A place for the centre has to be offered concept of VECs has been around for many and the villagers themselves have to solve theyears, it was the 1992 Programme of Action, problems." The first step in the project is to con- coupled with legislation making it mandatory vene a village meeting to tell communitiesfor all states to set up democratically elected about the NFE programme and its reliance on bodies for local self-government, which gave local participation. VECs legal sanction and political and adminis- Field staff from the HE train the trative support. The VECs are established by semi-educated youth to prepare maps, informa- consensus at a meeting of the village council tion sheets and conduct house-to-house surveys. and are important in convincing parents to enrol In this way, every household gets to know abouttheir children in a non-formal centre, in plan- the programme, while the project staff finds out ning and supervising classes, and trying to solve about the economic and educational situation of problems. every villager. By involving the community in identifying educational needs, the chances of holding classes and ways to reach the marginal- 13 12 The centres: aplace called Apia Vargh

The village sees the education centre as something it owns.

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very evening, Sunanda, a 19-year-old usually go on attending the formal school. woman from Chivhewadi, a village of 800 Since most dropouts from the formal

___inhabitants, transforms the courtyard of her school are girls, the centres have to be as close uncle's home into a classroom, putting charts up to their homes as possible. Parents are unwilling on the mud wall and displaying small clay to send their daughters any distance at such late objects made by the children on the ground. hours. Centres can be set up in school rooms, During the monsoon season or on cold evenings, private houses, temples. village council offices. the class moves indoors. cow sheds and other places. In several tribal Because Chivhewadi is in hilly coun- hamlets, the community built special sheds with try, Sunanda often picks up students and accom- bamboo matting, mud bricks and other local panies them to class. Most are girls who do farm materials. and household work during the day. According Whatever the NFE centre is, the village to a local primary school teacher.all the vil- sees it as something it owns. Enrolment is not lage children are enroll,x1 in the primary easy at first: prospective learners who have school. What happens is that during the third already passed normal school-entrance age and

standard. the girls have become old enough to may have had disappointing experiences before - work and then they drop out.- Their brothers dropping out of formal school are not likely to 4.t BEST COPY PliAILMLE 13 14 be too enthusiastic about starting to learn again. out in the evening, they are collected and So PROPEL works with the VEC to create a walked home by the teacher or another villager. community atmosphere to encourage universal Since materials and books belong to primary education. the class, students know they must be handled NFE centres are inaugurated ceremo- carefully. Weekly schedules, dates of holidays nially by an important person or official and can and special activities are decided between the be visited any time by the community. On inau- students andtheirteacher.Inwestern guration day, the chosen instructor is presented Maharashtra, for example, vacations are usually with aset of equipment for the class. determined by the rainy season or the harvest- Prospective students receive a name-badge and ing period. the instructor makes a brief speech assuring vil- Taking part in these decisions raises lagers that he/she is committed to helping thechildren's self-esteem and capacity to enjoy children learn successfully and will treat themlearning. The "class-room" becomes a conge- carefully as younger brothers and sisters. The nial place where children get greater encourage- guest of honour presents slates and textbooks to ment than in the more disciplined and rigid for- the students, explaining that they belong to the mal school. Students call their teachers "Tai" NFE centre. and "Bhau", meaning elder sister or brother, The project is community-oriented and sit in a circle for classes. This interaction of with an informal atmosphere, but this does notstudents and teacher helps create a relaxed mean it lacks structure. A sense of responsibili- atmosphere, ideal for dramatics, story-telling. ty and belonging is fostered among students. A singing, discussions and performing science cardboard sign reading Apla Vargh ("Our experiments. Class") and the name of the village is hung by the teacher wherever the class is held. No school bell is rung, but the children are expected to collect one another and come to class on time. In places where girls are afraid to venture 15. BEST COPY AVAILABLE 14 The classes: along learninga joy

nderstanding the lives of the children their slates and eventually read small stories. In attending NFE classes has been the basis a third one, the instructor may help students for developing suitable curriculum and learn new syllables and make words out of them learning and teaching strategies. In a non-formal on the flannel-graph.' learning atmosphere where attendance is volun- These small groups where students take tary, children must look forward to coming to turns being tutors and tutees, foster a coopera- class, especially after a day's work. tive learning environment and favour self-disci- All come from poor backgrounds, most pline. "This peer-group learning is the best way are past the age of entry into the formal system to teach an ungraded class in which some stu- and their parents are usually illiterate. A grow- dents are advanced, some are average and others ing number come from single-parent homes and below average," says an education coordinator. most are girls who need help to overcome inferi- At the end of the class. students gather in a circle ority feelings "deeply injected into their psyche again to listen to a story read by the teacher, by convention-bound parents and society," says after which they are expected to answer ques- Dr. Naik. "It was necessary to create opportuni- tions. The class usually ends with games and ties for them to express themselves freely in singing. speech, drawing, singing and dramatization. The Dividing the class into groups and class-climate which gave them respect and free- emphasizing "mastery learning", which encour- dom, yogasanas, songs, stories and variousages students to compete with themselves rather opportunities for self-expression were the main than others, are key aspects of PROPEL's teach- techniques which enabled the pupils to tackle ing strategy. "A tradition is developed that is academic learning and make progress in o-erall taken into the home," said one instructor. self-development." "Students learn how to help each other and ask In an average NFE class, there are about for help. We also teach them to manage educa- 20 students between the age of 9 and 14. Before tion: how to study, how to read, so they can con- starting class, children freshen up with a bucket tinue their education at home." The goal is to of water provided by the project. A typical class help them be independent learners by the end of begins with a "prayer-song", followed by simple the two-year course, skilled enough to help the yogasanas for relaxation or more singing with faintly manage accounts, write letters and appli- ing on sticks to keep rhythm. Students cations when necessary, read newspapers, sto- on the day's happenings by asking eachries, circulars etc. "I can read and write now," otht.i questions, then settle down to their activi- says Indubai, a 14-year-old girl who did the ties. The class is usually divided into severalNFE course. "I can speak confidently with a groups: in one, students might start to writemul- new person, keep account of my daily wages tiplication tables on the slates. In another, they and, if time allows, I teach my brother. I also copy some sentences from their primer onto learnt how to keep myself clean and live neatly." -te

15 16 A curriculum tosuit local needs

The children's ccording to Dr Naik, centralized produc- thinks that school textbooks restrict the child's lives and tion of school materials is one of the learning to the three 'Rs' and routine prepara- biggest problems plaguing the Indian edu- tion for secondary school. In PROPEL's pro- environment cation system. It is why the HE, in its small gramme, students interview parents and older are treated as way, has concentrated on tn/elopinga relatives to find out the history of their own learning locally-relevant curriculum in the most common families. The class explores landmarks, institu- resources. language of the region, Marathi. Designing it tions, occupations and traditions in their village. began with systematic analysis of the formal Each class prepares a booklet showing local school's primary curriculum to ensure thecrops, flora, fauna, communications, rivers and streams. Seasonal festivals are celebrated and studied in the light of their geographical meaning and importance. Students do not officially have homework but are encouraged to develop greater awareness of their environment: during the day, working in the fields, they often collect stones, feathers, seeds, berries, leaves, bark or insects and describe their findings in class. These descriptions can lead to exercises in language and numeracy. history, geography and science. Parents are the first to see their children's new awareness and self-confidence. "I part-time classes covered the basic units of am very grateful to the people who provided the learning. A non-formal curriculum tends toNFE centre," said the mother of 12-year-old stress preparing children for their youth and Mangal. "She was very shy and introverted adulthood in the community, and is not neces- before. Since she has been at the NFE centre. sarily geared towards entering secondary she has become talkative." Another mother school. reported that her daughter Kavita has pleaded The children's lives and environment not to be married before 18, echoing issues are treated as learning resources enabling them raised by the NFE instructor and discussed in to master language, mathematics, social studies, class. Kavita's mother also recounted an inci- and personal and social development concepts. dent which shows how children put their learn- Oral instruction is emphasised at the beginning ing to use: "When I was ill and had fever, of the course and reduced as students learn to Kavita insisted that I should drink boiled water. read and grasp new materials. We don't usually do that. because it has a different taste." tr "We give knowledge which is essential for life," says one education coordinator, who

17 FNAILABLE 16 BEST COPY Class materials: atruerural orientation

he primers and readers were compiled by the project team after discussions with community leaders to ensure they had a genuine rural orientation in content and language. Linguists, a. ...sow educators, sociologists and psychologists were Ittor."-51 Jiroallf consulted for the language lessons. The language 7. and vocabulary of science and mathematics mater- 4 ial were also checked with community members to ensure their links with oral traditions. This process one helps to draw a village map. Environmental Building a model calls for flexibility and the openness to recognize factors are monitored and entered in a notebook of their village helps shortcomings: one of the programme's first text- called "Our Village." Each centre/class prepares a students understand books posed "problems with the dialects and was statement on the development needs of the village. their surroundings not region-specific, so children (above). Posters on in the hills could not understand Health: Yoga exercises, discussions around health essential issues are many of the ideas," explains a and hygiene charts, use of folders on water, nutri- used in adult education PROPEL staff member. Today, tion, food, first aid and common ailments, all pro- PROPEL's NFE curriculum mote awareness of health. Medication for minor and discussion groups. covers the following subjects: bruises, scabies and lice is given when needed. The one the left illustrate how germs Language: The two language Science: Students observe natural phenomena, are spread and wars primers, which aim to stimulate learn to do experiments and relate this knowledge of preventing it. dialogue, cover the whole to daily experiences. A special science kit for alphabet and stress listening, experiments is given to each centre, with a guide speaking, reading and writing. for use.

Mathematics: Students cut geometrical shapes Creativity and aesthetic sensitivity are promoted out of paper, draw pictures, do oral accounts, learn through art work, decoration with leaves and flow- measures of length, breadth, area, capacity and ers, singing, playing, dance and drama. weight by actual practice. The project also supplies each centre with Social studies: The history of the village and the a small blackboard, a flannel-graph, cut-out shapes arrival of technology (bicycles, pumps, electric of numbers and letters, a mirror and combs, a lights, radio, etc.) is traced. The idea that 'history teacher's register, notebook and remarks-book, is society's past' is understood and grasped by paper, crayons, scissors and a first-aid kit. interviewing old people. A time-line of important events is drawn by students and teachers. In geog- . raphy, the local environment is studied and every- BEST COPYAVAILABLE 4 A 17 18 Teachers: from the village

"By teaching hile the old British colonial policy of not having children, but the children, appointing local people as teachers for fear project staff have found that married women who increase my of sedition and rebellion still persists in the formal school system, PROPEL favours hiring of are permanently settled in own knowledge. local teachers, especially women. The Village the village are the most I get to grow Education Committees are responsible for choos- reliable teachers. PROPEL with these ing them. also tries to minimize the girls." Training rural teachers for non-formal, impact of teacher drop-out by recruiting and train- part-time classes has no precedent in India. Most ing several additional instructors from the same PROPEL teachers are women with very little edu- village. cation. Training is done within walking distance Sometimes PROPEL has been a stepping of the instructor's village and emphasizes person- stone for instructors to move on to better-paid ality development: "The programme is totally par- jobs. Some women view it as a chance to take part ticipatory," says a PROPEL. staff member. "We in local development: "I get a lot of joy from focus on awareness, skills-training and attitude teaching though I can eam more money in other formation." The first training session takes 10 ways, like sewing," said one. "But I feel that by days. Each evening, trainees watch a non-formal teaching children, I increase my own knowledge. centre in action. The Institute believes such train- I get to grow with these girls." ing is a very good way of keeping instructors Teachers receive support and guidance from interested throughout the course. Then, training Education coordinators, who also must come sessions of three to four days are held about once from the area where they work. Education coordi- every six weeks. Informality is the rule: "We all nators are chosen by the 11E, in consultation with sit in a circle on the floor, like in class, so we are local officials and well-educated non-officials. on an equal level with the teachers," says a staffThey are usually unemployed graduates and member. Once a year, the Indian Institute ofmatriculates who understand rural education and Education organises a meeting of all PROPEL's development problms. To date, all are men, due instructors for an exchange of experience among to the very limited number of female degree-hold- them. ers in rural areas. Responsible for centres in six to Regularly boosting a teacher's motivation is eight villages, their main job is to help instructors one way to fight a relatively high turnover among apply NFE teaching methods and feel accountable instructors. NFE instructors only work a few to the community rather than to a distant employ- hours a day and get an honorarium of about 105 er like the district administration. They organise rupees, about one-twenty-fifth of a primary school recurrent training for instructors, keep daily teacher's pay. Migration to cities is a common diaries and prepare monthly reports to discuss reason why instructors quit their jobs. Female with the project team. "The education coordinator instructors sometimes resign after marrying or frequently visits NFE classes and has contacts

18 19 Stress-free evaluations

here are no exams in the NFE programme because uniform tests go against the principle of learning at one's own pace. Instead, apart from regular self-evaluation done by students with the help of simple testing materials, a children's fair is held every five-and-a-half months. Attended by students Many women see NFE with the villagers, the leaders and instructors from several NFE centres in the classes as a chance to and the formal school teachers. same area, the fair is often the first chance girls take part in local This is how we get support have had to go outside their village and take development. from them," says a planning part in a celebration for their age-group. The facilitator, who isalink host-village helps organise the fair and provides between the IIE and the education coordinator. a hot lunch, drinking water and toilets. The "Whenever the education coordinator goes to a children start by showing off their skills in class, he discusses things with the teacher and story-telling, singing and drawing, games and makes suggestions. The next time, he will watch sports, often rehearsed for several weeks. In the whether the teacher is applying what was dis- afternoon, after some rest, groups of children cussed." do tests marked by an external teacher on a A project team at the Institute does planning detailed evaluation sheet. The sheets are used and keeps in contact with the field staff. Headed by both students and teachers and give each by a director, the team comprises four experts student a different goal to reach by the end of one each for curriculum, materials, teacher train- the next semester. Rather than a device to pass ing and evaluation- and 20 field staff (three plan- or fail students, the tests are seen as a means for ning facilitators and 17 education coordinators). them to assess their own progress and set goals The IIE staff have extensive training and research for the next stage of learning. This way, the experience in rural education. Their job is to community also rallies around education: the supervise and guide the field staff, supply equip- fair lasts a day and the children take obvious ment not available locally, prepare funding and pride and delight in sharing their achievements budget proposals, including salaries, make with an audience come from several villages to progress reports and write about the project's watch them. implementation. The salaries of PROPEL's field staff, including NFE, instructors and education coordinators, are paid into their accounts in rural banks located in the project area.

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19 20 Reaching out to allages

display their achievements to the villagers, so . 'though primary education is the core of PROPEL, putting education within reach putting education on centre stage. of all other groups in the community has turned it into a broad rural development pro-*Women's Development Groups are attached gramme. All the following "support pro-to the CRCs and are a forum for discussing grammes" help mobilize the community inchild development, population education, favour of schooling and in creating "a culture ofincome generating activities, nutrition, health education." and legal rights. "I told women they would feel much happier if they didn't have to ask some- *Child Recreation Centres (CRC): run for: two one else to help them," said the organiser of one hours every morning, their aim is to help the women's group. "Now they realize the importance of education and come regularly to our Rallying around edu- meetings." These are held once a week for two cation: village leaders to three hours, often in the late evening, drawing participate in the the attention of villagers. activities of an NFE Because of the good relationship class between the education of women and girls' school attendance, the PROPEL project had envisioned condensed primary courses for adult women. But there were no takers, mainly because older girls and women saw no benefit in this kind of education at their age. They asked instead for skills-training to increase their income. As a result, the project is seeking suit- children's transition to the first grade through able occupational training courses for women stimulating pre-school activities. In 1991-92, organised by other voluntary agencies, which some 900 children betweenthe ages of 3 and 6 emphasizes the need for partnerships at grass- were enrolled in 30 CRCs.Because of their roots level for economic and social develop- popularity, some villages have started a second ment. CRC with local resources. Primary school teachers agree that children from CRCs "come *Jana Shikshan Nilayams (People's Education to school neatly dressed. They areself-confi- Houses) have been set up to provide reading dent, regular and adjust well to schoolroutine." material for everyone, from children to Parents also see that their children learn to sing semi-skilled and fluent readers. Literate parents songs, tell stories, washtheir hands beforeborrow storybooks to read to their children. meals and insist on wearing clean clothes. Every These centres, run by a part-time worker, create me-*" ..sts,bt six months, the children from the CRC gather to an educational climate in villages byorganising

20 21 ..14 . _."

Education Committees and the Panchayats.

*Training of VECs for micro-planning and grassroots education. In 1991-92, 1,936 people, 581 of them women, took part in one-day orientation sessions on identifying local educational problems, planning educational facilities and activities, and enhancing village resources. Non-formal teaching and learning is explained and demonstrated. The project has produced booklets on local development planning and the role and function of VECs.

.1.60,4-41

handwriting competitions, community reading 1' of daily newspapers, performances of plays, sports events, games and fairs, and celebration of festivals. Several days a week are reserved for women and girls. Newspapers, magazines, materials on health, hygiene, agriculture, science and technology were most in demand. Mobilizing the Panchayats: while the VECs Increasing education's *Women's camps for boosting education and manage the educational activities of the commu- visibility and putting it development of women and girls. The camps nity, the Panchayats are the top bodies in the vil- within reach of the stress the importance of sending girls to school lages, making important decisions about the whole community is one and help women change their traditional atti-community's entire development. Training of PROPEL's high- tudes about the future of their daughters as Panchayat members to reduce their traditional lights. wives and mothers. The positive impact of the dependence on government initiatives for devel- camps on girls' education is noticeable in the opment is a key aspect of microplanning. In the PROPEL area: enrolment and attendance of PROPEL project, all 85 Panchayats involved in girls in formal schools and NFE centres has the project have received training. improved: women attending the camps have immunized their children and can prepare the oral rehydration drink. In some communities, _la women have become members of Village BEST COPY AVAILABLE 21 22 -i'011gsra".` e ro

Influencing the formal system

"Resistance he project does not see formal and non-for- Their request to use the project's teaching-learning materials led to a programme in from formal mal primary education as parallel or com- peting systems, but as complementary 1991 to "non-formalize" grades I and II. During school teachers ones. "What the country now needs is primary one-day orientation sessions once a month, pri- and educational education which keeps to a universally accept- mary school teachers learnt how to motivate bureaucracy was ed standard of learning achievement through a children and create a cheerful atmosphere in the a big problem variety of mediators such as schools, centres, classroom and outside. As well as the materials time supplied to NFE centres, they also received in the initial groups of voluntary teachers, in flexible schedules and pedagogical approaches, and in a special booklets of stories and songs. The pro- stages." manner which makes people themselvestake ject team found that the small groups and sys- up responsibility to manage the system,with tematic but informal style of the training pro- such help as they need from government," said gramme led teachers to express their opinions Dr Naik in "Collaborating for Educational and ideas. Role-playing helped them overcome Change", noting that these measures were being initial awkwardness about singing songs and developedin PROPEL by trainingthe telling stories in a lively way. Panchayats and the VECs. Three innovative activities were tied to From the start, PROPEL has sought col- this orientation programme. In 40 schools, wel- laboration with teachers in the formal primarycomes were organised for first graders on the system to discuss the aims of an alternative first day of school. Senior students sang songs educational channel and to invite them to help and offered a flower to each child. Villagers with household surveys. "Resistance from for- gave each new child sweets and token gifts like mal school teachers and educational bureaucra- pencils and erasers and the new entrant intro- cy was a big problem in the initialstages", says duced himself/herself. This ceremony empha- Dr Naik. As time passed however, "non-inter- sizes that the first day of school should be an ference with formal schools and allowing exciting and special experience, and - memory teachers to observe the progress of PROPEL throughout life for the child. innovations removed their resistance." Besides All students took part in Independence recognizing that PROPEL was backed at the Day (August 15) and Republic Day (January state and district levels, teachers saw the rapid 26) celebrations by giving a cultural perfor- achievements of NFE-centre students in lan- mance before the village community which guage and arithmetic and the goodscholastic included songs, 'story - telling, reading out pas- level of children seeking to switch from sages, making little speeches and orally solving non-formal centres to formal schools. Formal a few sums. It made teachers and children school teachers also reported a marked increase proud and greatly helped the community to in enrolment of 6 to 8-year-old girls in project appreciate schooling and participate in trans- areas, which they attribute to PROPEL's support forming the school into a community-based programmes like the CRCs and women's groups. institution. Finally, instead of setting aside days

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Students from a formal school enjoy looking in on an NFE class 1. in their village.

for examinations, teachers conducted regularthe PROPEL project, the alternatives of tests and evaluations as "learning exercises" full-time formal education and part-time non- and reported that children were eager to do formal education are coming closer together to them. complement each other as communities have PROPEL's attempt to make the rural pri- been mobilized and helped to decide their own mary school more responsive to children's educational future. needs grew out of the favourable assessment by teachers of the NFE programme, echoing J.P. Naik's vision that success r utside the system can eventually change conditions within it. In

11..o « 23 24 REST IMPTAAllArti= Obstacles: povertyand early marriage

"Parents try -rregular attendance is the most common prob- instructor. Girls who get married and stay in the to marry off lem of NFE centres. Poverty, negative same village arc also encouraged to continue .parental attitudes, early marriage and migra- their studies or become involved in other PRO- their daughters tion to towns or other villages lead to dropping PEL programmes, such as the women's develop- as soon as out, endangering the NFE centre. "In NFE cen- ment groups. possible." tres, girls outnumber boys. So in some classes, In isolated tribal hamlets with only three the girls get married and we have to stop the to four school-age children, it is not possible to work. If there are 15 students in NFE centresestablish an NFE centre. The project therefore and five to six are married, the remaining stu- encourages the Panchayats in which these ham- dents feel that it's not necessary to go there, lets are included to choose volunteers to coach because their friends have left. They come inthe children. A training programme is made groups of two or three and when the group available to these volunteer instructors, who leader goes, the others stay at home," says a visit the hamlets by arrangement with the learn- PROPEL staff member. Diaries of education ers. coordinators reveal many cases of girls leaving The project works closely with local due to early marriage. "Parents try to marry offauthorities, making it vulnerable to factional their daughters as soon as possible, because they politics, especially at election time. The project are poor," says an education coordinator. "It's staff tries to reduce contact with communities also a question of superstition and rituals, before and during local elections to minimize because 12 and 13-year old girls marry" even the effect of political clashes over the pro- though the official minimum age of marriage for gramme. But NFE instructors are more easily girls is 18. VEC members and education coordi- caught in the crossfire. Some NFE centres have nators visit parents of students who attend irreg- been closed because teachers were involved in ularly and try to change their attitude towards politics. In one, several parents stopped sending learning. As one education coordinator explains, their children because the instructor was a candi- this has to be done on a regular basis: "If parents date of a political party they did not support. do not believe in the first place, they are contact- Winning co-operation from government ed again and again and told how important it is functionaries has been an uphill battle. While to educate the children in these NFE classes. they have not obstructed the project, they are They are also invited to the class and shownsometimes reluctant to share power with the what goes on in the hope they will understand Village Education Committees. "The fear of los- how important it is to attend regularly." ing control explains their confused response." Whenever possible, the NFE instructor explains Dr Naik. Nevertheless, she expects and the education coordinator keep in touch with co-operation to increase in the next few years in children who drop out of the programme. They light of the 1993 Act of Parliament requiring are given self-learning and other reading materi- state governments to decentralize administrative als from the NFE centres and guidance from the and financial powers to the village level.

24 25 Resources: winningstaterecognition

he project has not run into serious Wearing name tags, financial problems. At its 1979 students at an NFE launch, which coincided with the centre practice their International Year of the Child, it writing skills. Like any received funding from UNICEF and other NFE programmes, the state of Maharashtra. In the second PROPELS affordability phase, the Ford Foundation gave a has made it acceptable to three-year US 5110,000 grant because educational interestin improving the of its planners. socio-economicstatusofrural women. Government's approval of the IIE model in 1985-86 was proof of a A . welcome change in official attitudes towards NGOs. In its third stage, the government has supported innovations in primary education for the under- privileged. Since 1988, the project hast 4" received approximately Rs 800,000 (US 528,000) per year from the MinistryofHumanResource Development. The IIE has borne the cost of some materials and honoraria out of its own funds collected through donations. successful, there is fear that government officials The director of the project has not taken a salary would be undervalued and blamed for not per- or honorarium since the project began in 1979. forming well." At some stage or another, the Despiterecentimprovements,thestate PROPEL project has come up against these atti- government'sattitudetowardsvoluntary tudes. organisations tends to be characterized by The cost factor of innovations is also indifference, occasional distrust and sometimes important: like many other NFE programmes, fear, says Dr Naik. "Governmental structures PROPEL is acceptable to educational planners and procedures still remain more or less colonial because it costs about a third as much as (...) If voluntary agencies receive government full-time primary education. The ratio of teacher grants, they are suspected of misuse of funds and to non-teacher costs was also 60:40, compared are subjected to unimaginative audits which with 95:5 in the full-time system. interferewith programmes.If theyare BEST COPYAVAILABLE 25 26 Achievements and lessons

ROPEL has been likened to a kaleidoscope, reflecting its ever-evolving and all-encom- *The expertise and commitment of theHEstaff, passing approach to development. "This is and their "action-research" approach which mainly why the programme has been success- encourages participation and self-examination, ful," says an education coordinator. "The com-has made the programme a guide for voluntary munities think of ii as their own programme." agencies around the country working in non-for- PROPEL's experience shows that genuine com-mal education. 65 voluntary organisations have munity participation is possible if the projectbegun to use the IIE model of non-formal educa- starts out based on local needs and conditions. tion in Maharashtra, reaching 75,000 pupils. In Some of PROPEL's most important assets are: the next few years,PROPELwill concentrate upon training representatives of voluntary agen- *An approach which puts management of educa- cies and district-level government functionaries tion in the hands of communities, reviving a in micro-education through community mobi- pre-colonial tradition of village schools. This lization. A request has been made to the responsibility cannot be assumed overnight: it Ministry of Human Resource Development to requires training in planning, running and moni- provide some funds for setting up a special cell toring educational programmes. "Initially, awak- at theHEspecifically for training. ening the communities was the main problem," says Dr Naik. "The main strategy for solving*A flexible, locally-relevant programme. The this has been to stimulate community initiatives child is at the centre of this approach. From to plan and implement an interrelated cluster of locating theNFEcentre as close to students' educational activities, through the Villagehomes as possible to developing a curriculum Education Committee set up by the entire com- and lively learning methods based on local envi- munity." From the outset,IIEfieldworkers took ronment,PROPELhas reached 4,500 children, time to weave relationships at village level, not 3,000 of them girls. When asked what they like only with NFE instructors, but also with primary best about theNFEcentres, children mention school teachers, local leaders and the communi-songs, drama, story-telling and games, indicat- ty at large. ing the importance of learning through play. "We take into account all their views "Children feel they don't come to the centres and attitudes, then we discuss these new pat- just for education, but also for recreation," says terns," says one staff member. "We give as much an education coordinator. Seeing the achieve- time as we can, because people's education takes ments of students attendingNFEcentres, formal a lot of time. It takes time to go to communities, schools have begun to adopt some ofPROPEL's and sit there and discuss things."Noaspect of methods in grades I and II. the programme has been planned or implemented without collaboration between local authori- *The PROPEL project shows that it is not time XY vzaw....11 ties, field staff and the HE's project team. exposure but good teaching that guarantees the

26 27 I . Yt

Attending classes at their local NFE centre has changed the out- look of many children and their lives. .3 2.11 en'el ;iv 44,4.-v .

quality of learning. Through group work and the celebrations on Independence Day and other principle of "mastery-learning," NFE pupils events, the whole community becomes aware of reached 70 per cent of the expected levels of the programme's influence on children's lives. competence according to one evaluation. Tests showed that the student performance in NFE *Putting education within reach of all age centres was better than that of formal schoolgroups has boosted enrolments, especially of children at the same class-level, although NFEgirls. Communities have become more aware of students tend to be older and more mature than the importance of education, and parents have their counterparts in the formal system. The pro- noticed changes in their children's attitudes. ject also shows that achievements in the non-for- PROPEL's support programmes have started to mal sector can influence the formal primary create the foundations for a learning society. school, and eventually lead to better quality and retention. *Drawing professional groups into the educational challenge: in project areas, agricultural *Appointing local teachers reinforces the com-experts, doctors and staff from primary health munity dimension of the project. The informal centres have given talks to VECs and women's teaching atmosphere encourages children to look groups. One female doctor wrote a women's folk on their instructors as brothers and sisters. play on the "birth of a girl-child" and offered to Instructors' regular contacts with education coor- organise health-camps for children and women. dinators and recurrent training are also key strate- Officials from cooperative banks have told gies for maintaining motivation and quality. groups about their schemes for savings, invest- ment and loans. *Making the benefits of education visible to all. The community is welcome to visit the NFE _7 centres at any time. Through children's fairs, BEST COP/ AVAUFILE 27 28 Conclusion

"Because we ince its founding, the HE has firmly If Education for All is to be achieved in ourselves \ believed local people hold the keys to developing countries, non-formal programmes socialchange.In have to be considered acceptable channels of couldn't learn, development and Maharashtra, some 283 villages have succeed- education. In the long term, Dr Naik envisages we want to give ed in reaching out-of-school children and turn- two complementary channels for basic educa- a chance to our ing education into a community initiative. This tion in India, but warns against "formalizing" children". has been a catalyst for a much deeper change in the NFE system by staffing it with teachers . attitudes toward gender bias and poverty. who are products of the formal system. Lifted from the restraints of a classroom's four The common thread running through walls, education tailored to local needs and PROPEL's action in both channels is an managed by the people can drive the wholeemphasis on making education part of commu- community forward. Support programmes fornity life. This can only happen through decen- young children and women have increasedtralization, collaboration and partnerships, key demand for primary education. strategies of India's education policy. PROPEL The programme challenges myths that has first reached children, especially girls, who parents are unwilling to educate their girls: would otherwise never have had the chance to "My daughter will be able to educate her own learn. Secondly, it has shown that more lively, children because she has learned in the centre. participatory teaching and greater community Her life will be different from mine," says one a Nareness about the importance of education mother. "Because we ourselves couldn't learn, stem the tide of dropouts and increase the we want to give a chance to our children.quality of education, bringing universal ele- Education helps girls take better care of them- mentary education a step closer. selves, their hygiene and their own children," Because such programmes must be tai- said one woman in a village meeting. "It's lored to local conditions and problems, they important that if problems come up, girls know must be the fruit of community action. something about their rights." PROPEL's strength lies in the expertise it has Seeing children speaking confidently in gained in training people at the grassroots to public, paying attention to cleanliness and take responsibility for education. In the course helping their siblings in the formal school with of this evolution, the project has broadened homework have all created an awareness in the children's horizons, allowing them to think and community of education's importance and fur- talk about their future with confidence. thered the demand for schooling. "We must make our children more literate," said one mother. "After all, we can't depend on farming any more. The rains are erratichere so they need an alternative income, a regular job." 29 28 ,tt

THE INDIAN INSTITUTE OF EDUCATION: Health and Education for All The Indian Institute of Education(IIE) is a non-governmental research institute established in 1948 in Bombay. Its founder, J.P. Naik, conceived it as a dynamic research centre dedicated to for- //, mulating educational policies and programmes suited to indepen- ;14', dent India, with emphasis on mass education. In 1976, the Institute moved to Pune where better facilities became available for its !:-V -247t. growing activities. It is affiliated to the University of Poona for .Peetrr M.Phil and Ph.D courses in education. Apart from conceptual research in problems of educational planning and administration, the Institute conducts large scale action- research, particularly in rural areas, with a view to: The Indian scene: 1) developing innovations and alternatives for universalizing pnma- Facts and figures ry and adult education 2) training rural youth and women in science and technology Population: 862.7 million 3) integrating decentralized educational planning with other devel- Annual growth rate: 2% opmental areas such as health, social welfare, economic enter- Land area: 3,287,590 km2 prise and political awareness. The goal is to simultaneously Duration of upgrade human and matenal resources through the collaborative efforts of government administration, intellectuals and the local compulsory education: 8 years community "Education for All" and "Health for All" has been the Adult illiteracy rate: 51.8% combined mandate of the Institute in matters of policy and plan- Maletfemale literacy gap: 0.55 ning It believes that education, both formal and especially non-for- Primary school enrolment: 66.3% mal, is the best instrument for enabling people to achieve tangible and sustainable well being. Along with research, teaching and Female primary teachers: 28% training, the Institute has built up a sizeable network of education Children reaching grade 4 and development organisations and individuals. It strives to bring (as % of primary enrolment): 61.0 together intellectuals, activists and the people for mutually beneficial Primary school completion interaction. The IIE publishes a quarterly journal, "Education and Social Change," and a journal in Marathi targeting parents, vol- (as % of primary enrolment): 53.0% untary workers and government officials. Special publications are Sources: UNESCO. Government of India: liE also produced for semi-skilled rural readers.The Institute receives its maintenance grant from the Indian Council of Social Science Research, New Delhi and the government of Maharashtra. More recently, its donors have included UNICEF, UNESCO, the Ford Foundation, IDRC (Canada), and several German NGOs.

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PROJEC

NFE Centres Multifaceted child development Child's preparation for school Through non-formal 30 children x 30 centres = 900 education centres, PROPEL reaches Literacy,. imparting literacy. Awareness of personal and out-of-school Programme* societal situation. Health education. children, especially VolunteeE base& 2,118 learners and 1,863 volunteers girls, from 137 villages in Social and educational of community centres. Pune district 100 members per JSN = 2,000 members

Formal Participation in their own education Education: Exercise in micro planning 300 teachers from 85 VECs x 10 members = 850 128 primary schools have participated in Home support to child PROPEL's Empowerment of women 60 girls/women x orientation 30 centres = 1.800 Source: IIE

30 BEST COPY AVAILABLE

Ahmed, M., with Cheng Kai Ming, Jalaluddin, Naik, C. A.K., and Ramachandran, K. Basic Education Promoting Primary and Elementary and National DevelopmenLLessons from Education in India. In Shaeffer, S. l...dm.otion tor :111. China and India. UNICEF, New York, N.Y., Collaborating for Educational Change. IIEP, .1liiking it Mirth, is a maim- nuernotional 1991. Paris, 1992. 7-...S( '0 poen/mule toCalleri.anal 17C (111(1 Government of India. PROPEL, 1988 1989 Report, pruntnle Vlo-esq111 Education for All: The Indian Scene and Indian Institute of Education. basic alluvium pm- Widening Horizons. Department of 1c(.1.% in the acuity:Mg Education, Ministry of Human Resource PROPEL, Progress Report, world Development, December 1993. 1991 1992. Indian Institute of Education.

Previous issues in the PROPEL, Evaluation Report, Summary, series: Indian Institute of Education. The Propel Story. Promoting Primary and 1991. Indian Institute of Education. \o.i Elementary Education. An Action Research All Children Project Pune: Indian Institute of Education, UNESCO. Asia Pacific Programme of can learn, 1993. Education for All. ('bil.,900 school% National Studies: India. Principal Regional Piwromme tor the Kalpande, V.A. Office for Asia and the Pacific, underprivilewl. 199- Decentralization of Educational Planning Bangkok,1991. 1 English. Spanish. French. Arabic in India: The Maharashtra Experience, in Micro Level Educational Planning and UNESCO Office New Delhi, No.2 Management: Case Studies from India. Mobilizing Project Workshop: Report of In our Bangkok, UNESCO, 1987. Subregional Workshop on Universalization own hands, of Basic Education, New Delhi, India, 1993 The %tory 01 Naik, C. Sapiatyalll. Cl Waillll'A Non Formal Education for Out of School %ell-reliance movement Children. ACase Study, Indian Institute of in Bangladesh. 1994 ( English. French. Education, 1989. Arabic ) For more information, please contact: Ulrika Peppier Barry Basic Education Division Supervising editors: UNESCO Ulrika Peppier Barry, 7Place de Fontenov. 75352 Paris 07 SP France. Cilia Ungerth Jolis Telephone: (33-1) 45 68 10 00 Editor: Gregory Chamberlain

Art Direction: Alfonso Mono: the opinions expressed in Olt, publication are those of the author and not necessartis those tit t \ Photography: Kimmo Kosonen Printed by Egopnin. Pans. f ranee 4:UNESCO. 199.3

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Special thanks to the following for their assistance in obtaining materials and sharing valuable information Dr Chitra Naik

Dr Suman Karandikar Mrs Tanuja J. Kher Ms Aparna Chaudhari

All PROPEL staff

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