Supporting Human Capital Development in (RRP IND 46166)

Indigenous Peoples Plan

September 2013

IND: Supporting Human Capital Development in Meghalaya

Prepared by the Department of Finance, for the Asian Development Bank.

This indigenous peoples plan is a document of the borrower. The views expressed herein do not necessarily represent those of ADB's Board of Directors, Management, or staff, and may be preliminary in nature.

In preparing any country program or strategy, financing any project, or by making any designation of or reference to a particular territory or geographic area in this document, the Asian Development Bank does not intend to make any judgments as to the legal or other status of any territory or area. ABBREVIATIONS

ADB – Asian Development Bank ADC – Autonomous District Council DPCU – district project coordination unit FGD – focus group discussion GOM – Government of Meghalaya IPP – indigenous peoples plan JFPR – Japan Fund for Poverty Reduction NGO – nongovernment organization PIU – project implementation unit PMC – project management consultant PMU – project management unit RMSA – Rashtriya Madhyamik Shiksha Abhiyan SMC – school management committee SHS – secondary and higher secondary SMC – School management committee ST – Scheduled Tribes TA – technical assistance TLPC – The Living Picture Company TVET – technical and vocational education and training

CONTENTS

EXECUTIVE SUMMARY I. DESCRIPTION OF THE PROJECT 1 A. Background 1 B. Project – Brief Description 2 C. Overview of the Project Area 2 II. SOCIAL IMPACT ASSESSMENT 3 A. Legal and Institutional Framework for Tribal Administration and Development 3 B. Baseline Information 5 III. INFORMATION DISCLOSURE, CONSULTATION, AND PARTICIPATION 5 A. Meaningful Consultations – Approach and Methodology 5 B. Key Findings 6 C. Incorporating Tribal and Gender Concerns into Project Design – The Proposed Plan 7 D. Safeguard Measures to Ensure Tribals Participation in Benefit Sharing 8 IV. BENEFICIAL MEASURES 10 V. MITIGATIVE MEASURES 10 VI. CAPACITY BUILDING 10 VII. GRIEVANCE REDRESSAL MECHANISM 10 VIII. MONITORING, REPORTING, AND EVALUATION 11 IX. INSTITUTIONAL ARRANGEMENT 11 X. BUDGET AND FINANCING 11 ANNEXES 1. Institutional Arrangement 14 2. Household Survey and Focus Group Discussions Findings 16 3. List and Photos of Respondents 19

EXECUTIVE SUMMARY

1. Meghalaya is a land-locked state in northeast with a population of about 2.9 million. It is a predominantly tribal state with the various tribal groups listed in the Constitution Scheduled Tribe Order, 1950 accounting for 86% of the population. The Khasis and Garos are the two largest tribal groups constituting 56% and 34% respectively of the scheduled tribes in Meghalaya. The Jaintias (also referred to as Synteng) are listed as a subtribe under the Khasis, and constitute about 1% of the tribal population. The Hajong, Koch, and the Rabha are smaller tribes accounting for about 2% of Meghalaya’s tribal population. In addition, there are some minor tribes (Kukis, Mizos, Hmars, etc.) each of which account for around 0.1% or less of the tribal population of Meghalaya.

2. Even though Meghalaya has rich mineral reserves such as coal, limestone, and uranium, forest cover of more than 70%, and abundant rainfall, its economy has lagged behind owing to its remote location, hilly terrain, and poor infrastructure. The industrial base is underdeveloped with limited processing and value addition taking place within the state. Of Meghalaya’s total population, 56% is below 25 years in age as compared to 49% for India as a whole. Meghalaya’s youth find it difficult to compete for formal jobs, especially outside the state, because of the poor quality of the state’s secondary and higher secondary (SHS) education, and the ineffective technical and vocational education training programs. The low employability of the youth compounds the adverse effects of the structural constraints posed by Meghalaya’s poor connectivity and remote location, and traps the state in a vicious cycle of poverty and backwardness.

3. The Government of Meghalaya (GOM) has therefore, been focusing on human capital development. The Twelfth Fifth Year Plan of Meghalaya (2012–2017) emphasizes three priority areas including “building capacity among the people, harnessing the state’s natural resources for sustainable livelihoods, and expanding and strengthening the infrastructure base.” It also notes that “education and skills development will be the cornerstone of development for enhancing people’s productivity and employability. Endowing the poor and vulnerable groups, who are often landless and without access to capital would greatly benefit from human capital development which would empower them to participate gainfully in market activity.

4. The Supporting Human Capital Development in Meghalaya project will enhance the employability of Meghalaya’s youth by improving the quality and delivery of SHS education, and skills development programs. By bolstering the capability and livelihood of the tribal youth living in backward and remote areas, the project will support GOM in creating an enabling environment for inclusive growth. It will also have a positive impact on the socioeconomic status of tribal communities. In order to understand the views and aspirations of the tribal groups about the activities proposed under the project, a series of meaningful consultations were held with representatives of the major and minor tribal groups in Meghalaya including “dorbars/nokmas” or councils of village elders, women's groups, school management committees, teachers, students, parents, nongovernment organizations, skills providers, and government officials during the design phase. All the districts of Meghalaya were covered. This has helped to understand the opportunities and constraints facing the different tribal groups, and their aspirations and concerns in the area of education and skills development. While the entire project is designed to reach out to all the tribal groups, a separate indigenous peoples plan has also been prepared to ensure that the different tribal groups benefit equitably and in a culturally appropriate manner from the positive effects of the project during implementation.

I. DESCRIPTION OF THE PROJECT

A. Background

1. Low employability of the youth and poor human capital are major challenges facing India and most of its states such as Meghalaya. India’s labour force is around 470 million, 86% of which is in the informal sector. Of the working age group population (aged 15 to 59 years) of 431 million, 29% is not literate and another 24% has studied till the primary level or below. More than half of India’s labour force has very low level of education or none at all. Only 17% of the labour force has higher secondary (grades 11 and 12) and higher levels (including diplomas, graduates, and above) of education.

2. The situation is even more challenging in Meghalaya. While in 2007–2008, the gross enrollment ratio at the primary and upper primary levels was 191.5% and 103.3%, that at the secondary and higher secondary (SHS) level was only 29.9% as compared to the all India average of 45.5%. For every 5 secondary schools, there is only 1 higher secondary school in Meghalaya. As Table 1 shows, only 29% of Meghalaya’s students study in government schools or private unaided schools. Of the total students, 71% of the students, mostly from poor tribal households, study in the 591 government aided private schools (61% of total) which get limited salary support from the state government. Since these schools are not eligible for infrastructure support from the central or state government, their infrastructure is poor and far below the standards prescribed under the Rashtriya Madhyamik Shiksha Abhiyan (RMSA). Of Meghalaya’s total secondary schools, 60% do not have science laboratories, 72% do not have separate toilets for girls, and 27% do not have access to reliable drinking water.

Table 1: Profile of Secondary and Higher Secondary Schools in Meghalaya Share in total Share of SHS Schools in Meghalaya Number schools students State + Central Government 33 3% 6% Private Unaided 337 35% 23% Private but govt. aided 591 61% 71% Total SHS Schools 961 100% 100% SHS = secondary and higher secondary.

3. Due to the poor learning environment in majority of the schools, and limited capacity at the higher secondary level, the quality of students passing out of the government-aided private schools is weak. This puts additional pressure on the state’s under-resourced skills development and technical and vocational education programs. Consequently, Meghalaya’s youth find it difficult to compete for formal jobs, especially outside the state. It is estimated that in 2009–2010, 62.3% of Meghalaya’s labor force was engaged in the primary, 25.6% in tertiary, and only 12.2% in the secondary sector.1 About 55% of the labor force is self-employed, 30% is casual labor, and only 15% is employed in the formal sector. Low employability of the youth therefore, compounds the adverse effects of the other structural constraints facing Meghalaya namely, remote and land-locked location, poor connectivity, hilly terrain, and weak infrastructure.

4. The 12th Five Year Plan of Meghalaya emphasizes human capital development through improvement in school education, especially at the SHS levels. It also focuses on results-

1 The primary sector comprises agriculture, hunting, forestry, and fishing. The secondary sector includes construction, manufacturing, and mining and quarrying while the tertiary sector includes hospitality, transport and communication, trade, banking, insurance and public administration.

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oriented skills development to make the state’s growth more inclusive. GOM aims at universalizing secondary education as part of the RMSA mandate. The target is to provide secondary schools within every 5 kms of habitation and higher secondary schools within 7 to 10 kms of habitation. Different options for training the large backlog of nearly 15,000 untrained primary school teachers and around 7,000 untrained secondary school teachers are being reviewed. During the 12th Fifth Year Plan, effort will also be made to improve school infrastructure, especially science laboratories, emphasize mathematics, science, and English, and encourage use of information and communication technology (ICT)-based learning and use of computers. The GOM also plans to include courses on skills for gainful employment and vocational training at the higher secondary level. Improving the quality and delivery of formal education is therefore, part of the long-term tribal development policy of Meghalaya.

B. Project – Brief Description

5. The Supporting Human Capital Development in Meghalaya Project aims to enhance the employability of Meghalaya’s youth by improving quality, delivery, and access to SHS education and technical and vocational skills training in Meghalaya. It will attempt to build awareness among tribal youth about the benefits of education and vocational training. The project will help in creating an enabling environment for inclusive growth through the following outputs:

(i) Output 1: Improved teaching and learning in government-aided SHS schools (ii) Output 2: Increased capacity and responsiveness of technical and vocational education and training (TVET) (iii) Output 3: Increased awareness and participation (iv) Output 4: Improved project management and monitoring and evaluation

C. Overview of the Project Area

6. The project will cover the entire state of Meghalaya. The state has an area of 22,429 sq. kms with a total population of 2,964,007 (Census 2011). Meghalaya came into existence as an autonomous region within the state of Assam on 2 April 1970, covering the United Khasi and Jaintia Hills and the Garo Hills districts. It gained full statehood on 21 January 1972. It borders Goalpara and Kamrup districts of Assam in the north, the south-western part of the district of Goalpara and a part of Rangpur district of Bangladesh in the west, the Mymensingh and Sylhet districts of Bangladesh in the south, and the North Cachar and Karbi Anglong districts of Assam in the east. Broadly, the state is divided into three regions in terms of its physical features: The Central Plateau, which includes the Khasi–Jaintia Hills, is an imposing plateau with rolling grass lands, hills, and river valleys. The Garo Hills form the western part of the plateau. The southern border with Bangladesh begins where the southern face of the Central Plateau ends.

7. Until September 2012, Meghalaya was divided into 7 districts and 39 Blocks. The districts included (east to west): Jaintia Hills, East Khasi Hills, Ribhoi, West Khasi Hills, South Garo Hills, North Garo Hills, and West Garo Hills. Given the problems of poor connectivity, hilly terrain, and remoteness, some of the larger amongst the 7 districts have been sub-divided for administrative convenience taking the total number of districts to 11. The districts and their respective capitals are: East Jaintia Hills – Khliehriat, West Jaintia Hills – , East Khasi Hills – (overall capital of Meghalaya), Ri Bhoi – , West Khasi Hills – , South West Khasi Hills – Mawkyrwat, North Garo Hills – , – , South Garo Hills – Baghmara, West Garo Hills – Tura, and South West Garo Hills – Ampati. Meghalaya is predominantly rural, with over 80 per cent of its population living in the

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countryside. East Khasi Hills is the exception with 58% of its population being rural based as compared to the other districts where the share of rural population is over 85%.

II. SOCIAL IMPACT ASSESSMENT

A. Legal and Institutional Framework for Tribal Administration and Development

8. The Constitution of India lists 17 ethnic communities in the list of Scheduled Tribes (STs) in Meghalaya as declared by the Constitution Scheduled Tribe Order,1950, and as amended in 1987. These 17 notified scheduled tribes (STs) comprise 86% of Meghalaya’s population.2 As shown in Table 2 below, Khasis constitute more than half of the total ST population of the state (56.4%), and Garos slightly more than a third (34.6%). They together constitute 91% of the total ST population. Jaintias (Synteng), which is listed both, as a sub-tribe under Khasi and as a separate ST in census 2001, comprise the third largest group. There are a number of tribes like Hajong, Rabha, and Koch accounting for between 1.1% and 1.6% of the ST population, which inhabit the plain areas bordering Assam. In addition, there are some very small STs such as the Man, Dimasa, Chakma, Pawi, and Lakher each having a population of less than a few hundred.

Table 2: Population of Major Scheduled Tribes in Meghalaya, 2001 Census Name of the Total population Proportion of the Scheduled Tribes (ST) Total ST population (%) All Scheduled Tribes 1,992,862 100 1. Khasi 1,123,490 56.4 2. Garo 689,639 34.6 3. Hajong 31,381 1.6 4. Raba 28,153 1.4 5. Koch 21,381 1.1 6. Synteng 18,342 0.9 7. Mikir 11,399 0.6 8. Any Kuki Tribes 10,085 0.5 9. Any Mizo (Lushai) 3,526 0.2 10. Any Naga Tribes 3,138 0.2 11. Boro Kacharis 2,932 0.1 12. Hmar 1,146 0.1 13 Other minor tribes 2.7

9. Articles 330 to 342 of the Constitution of India provide special provisions and safeguards for tribes which are applicable for the STs of Meghalaya. Seats are reserved for STs in various national civil service streams (e.g., Indian Administrative Service, Indian Foreign Service, Indian Police Service, Indian Revenue Service, Indian Audit and Accounts Service etc) as well as in the state civil services (e.g., Meghalaya state civil service). In the Meghalaya State Legislative Assembly, 56 of the 60 seats are reserved for STs. Further, to provide a legal framework for the protection of the STs, the Autonomous District Councils (ADCs) were established under the Sixth Schedule of the Constitution of India under Article 244.

10. There are three ADCs in Meghalaya namely, the (i) Khasi Hills ADC (KHADC), (ii) Garo Hills ADC (GHADC), and (iii) Jaintia Hills ADC (JHADC). The three ADCs cover seven districts except the Shillong Municipal Area (Table 3).

2 The breakdown of population by tribal groups is only available from Census 2001.

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Table 3: Population distribution in the ADCs District Council Population in Lakhs Tribal Population (2001) (in lakhs) Khasi Hills 11.5 10.7 Jaintia Hills 2.9 2.8 Garo Hills 8.7 6.3 Total 23.1 19.8 ADC = Autonomous District Council.

11. The Autonomous District Councils have wide-ranging powers to make laws in respect of subjects such as land regulation, management of forest, village or town administration, inheritance of property, marriage and divorce, management of primary education, dispensaries, markets, road and waterways, regulation of trading by non-tribals, and money lending. Moreover, ADCs have powers to assess and collect land revenue, impose taxes on professions, trades and employment, vehicles and animals. In addition to these sources of income, ADCs receive financial assistance from the Government of India under the Award of the Finance Commission through GOM. The latter has also been extending grant-in-aid to them from time to time under the state plan enabling them to initiate rural development programmes such as the construction of approach roads, bridges, foot paths, drinking wells and village markets.

Box 1: Traditional Form of Governance among the Major Tribes of Meghalaya

Historically, the major tribal groups of Khasis, Jaintias, and Garos have had well-developed political systems of their own with wide ranging power and authority. The Khasi Dorbar has as its primary unit, the village (ka shnong), which ordinarily consists of one or two clans. The administration of a village is conducted by an assembly of adult males (durbar shnong) under the direction of the village Headman called Rangbah Shnong. Besides looking after the welfare of the villagers, the Dorbar Shnong supervises customary practices and enforces discipline among its members.

Like the Khasis, the Jaintias also had a three tier systems of traditional administration and governance with the Syiem at the top who occupied the highest position in the hierarchy of administration. The Dolois were placed at the middle level with the authority to run the administration, followed by the village Headman (the Waheh Chnong) at the lowest rung of the hierarchy. The British abolished the office of the Syiem in 1835 but the offices of the Doloi, Pator and the Village Headman were retained to run the administration of the hill section of the Jaintia Kingdom. Each Doloi was assigned a definite area called Elaka, which was administered according to the popular will and approach by the members of the Elaka Durbar. The Dalois perform certain administrative, executive, judicial and religious functions within their respective jurisdiction.

In the Garo Hills, the institution of the Nokma and the village council has been the two traditional agencies of governance. Although there are four kinds of Nokma, the Gamni Nokma, the Gana Nokma, the Kamal Nokma and the A’King Nokma, only the last one was entrusted with certain powers and authority to govern. The A’King Nokma occupies a high position in the Garo society as the head of the clan and as the custodian of the A’King land. He plays a leading role as the central figure in village activities and represents the village in outside activities. However, the power and function of the Nokmas were substantially reduced during British rule.

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12. In view of the above, it is clear that the STs constitute the mainstream population in Meghalaya. They are well represented politically as well as in public services, and enjoy several constitutional safeguards. Most tribals are Christians and can speak English. The indigenous people are therefore, not a minority or an isolated vulnerable group in Meghalaya.

B. Baseline Information

13. 390 households and 77 schools across Meghalaya were surveyed to collect baseline information on the socio-economic profile of the people, and the problems facing the youth, especially the tribals, in terms of accessing good quality SHS education and skills training. The main findings from the household surveys are summarized in Annex 2, part A. They provide useful baseline information on the socio-economic profile of the tribals.

III. INFORMATION DISCLOSURE, CONSULTATION, AND PARTICIPATION

A. Meaningful Consultations – Approach and Methodology

14. Given the large proportion of scheduled tribes in Meghalaya’s population (86%), consultation and participation was emphasized during project design. A series of meaningful consultations were undertaken with a representative group of indigenous people including all major and some minor tribal groups of Meghalaya, women's groups, school management committees (SMCs), teachers, students, parents, NGOs, skills providers, and government officials covering all the districts of Meghalaya to incorporate their feedback about the proposed project and to understand the outlook of the tribals towards education and skills development.3

15. The consulting firm, Ernst and Young (E&Y), which helped with project design, collaborated with an Reach India, a nongovernment organization (NGO), and The Living Picture Company (TLPC), a media company, to organize and conduct the workshops, focus group discussions (FGDs), and household surveys across all the districts of Meghalaya. Reach India has been working on livelihood development, capacity building, and related issues focusing on women and vulnerable groups in several states of India including North Eastern states such as Meghalaya, Assam, Nagaland, Tripura, and Manipur. The Shillong-based TLPC specializes in using mass media as a development tool to reach out to backward segments and remote areas.4 Reach India and TLPC provided a team of 20 local Meghalaya staff (mix of Garos, Khasis, and Jaintias) for facilitating the workshops, FGDs, and conducting the surveys. The surveyors were trained in survey methods and briefed about the ADB project. The team worked under the guidance and supervision of Ms. Mini Bhattacharya Thakur, Professor of Anthropology, Guwahati University, Assam, as well as experts from E&Y. The proposed objectives, components, and approach of the project were first explained to the workshop and FGD participants in the relevant local languages by the staff of Reach India and TLPC. Project

3 According to ADB’s Safeguard Policy Statement 2009, meaningful consultations refers to a process that (i) begins early in the project preparation stage and is carried out on an ongoing basis throughout the project cycle; (ii) provides timely disclosure of relevant and adequate information that is understandable and readily accessible to affected people; (iii) is undertaken in an atmosphere free of intimidation or coercion; (iv) is gender inclusive and responsive, and tailored to the needs of disadvantaged and vulnerable groups; and (v) enables the incorporation of all relevant views of affected people and other stakeholders into decision making, such as project design, mitigation measures, the sharing of development benefits and opportunities, and implementation issues. 4 Recent projects include the IEC Campaigns for National Rural Health Mission (Govt. of Meghalaya), Meghalaya AIDS Control Society, State Malaria Department, State Tuberculosis Control Society to making the first film on people living with HIV/AIDS of Meghalaya, Women empowerment, Meghalaya Tourism and NEC schemes and projects in the rural community of East Khasi Hills and Ri-Bhoi Districts.

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handouts were also given. Thereafter, the communication specialists of TLPC and Reach India facilitated the discussions in a free and interactive manner so that the participants opened up easily and provided their feedback and suggestions.

16. The focus of the consultation and participation workshops and field surveys was to undertake the following:

To create an awareness amongst the relevant stakeholders (government, NGOs [women’s groups/tribal groups], civil society, students/parents, SMCs) about the project. To get their feedback and insights to strengthen the design the project and to create a strong foundation for the implementation of the project with the support of all tribal groups. To ensure the project would deliver project benefits to all in a fair and equitable manner.

17. During consultations and surveys, the participants were told that the project will not result in any of the following impacts: (a) commercial development of cultural resources and knowledge of tribal peoples; (b) physical relocation of them from their traditional or customary lands; and (c) commercial development of natural resources within customary lands under use that have potential impacts on the livelihoods or cultural, ceremonial, or spiritual uses.

18. Focus group discussions were held with 40 tribal councils comprising the village elders (commonly known as “dorbars” and “nokmas”), 26 groups (including women’s groups, students unions, teachers’ associations), and 26 SMCs across all the districts (Table 4). The key findings are summarized in the following section and provided in greater detail in Annex 2, part B. By supplementing the quantitative data collected from household surveys with the qualitative feedback received from FGDs, a good understanding has been achieved regarding the perception of the people of Meghalaya about the project, and how it should be designed and implemented. Table 4: Sample Details Sl. No District Focus group discussions Dorbars/Nokmas SMCs Youth, Women and village council and tribal groups 1 East Khasi Hills 11 6 6 2 West Khasi Hills 7 5 5 3 Jaintia Hills 3 2 2 4 West Garo Hills 3 7 2 5 East Garo Hills 11 2 7 6 South Garo Hills 3 2 2 7 Ri Bhoi District 2 2 2 Total 40 26 26 SMC = school management committee.

B. Key Findings

19. There is a general acceptance of the project and this sentiment was expressed by all stakeholder categories that were consulted across all the districts. No discussion group opposed the project. The general view of FGDs was that if the project is implemented successfully, it would help to reduce unemployment among the youths. To summarize the findings:

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(i) There is strong support and interest in both components of the project (secondary education and skills development) amongst the various groups of stakeholders, interviewed and/or surveyed across all districts of Meghalaya. (ii) Since the majority of youth, especially those from rural areas, do not fully appreciate the importance of school education and are unaware of the options for vocational and technical skills training, the need for good communication and awareness building was emphasized. (iii) The urgent need for upgrading the infrastructure of the government-aided private schools was emphasized. Poorly maintained and seismically unsafe school buildings, unreliable power, water scarcity, lack of clean drinking water, and poor road connectivity were identified as common constraints. (iv) The stakeholders noted that the large backlog of underqualified primary and secondary school teachers, especially in the government-aided private schools, need to be trained on a priority basis in order to improve teaching standards and reducing the drop-out rate. (v) Concerns were raised about the low salary of government-aided school teachers, and the fact that at times, there are delays in the release of salary money (vi) The lack of marketing and credit links was identified as one of the major constraints that prevent people from starting small businesses and enhancing their livelihood. (vii) Some stakeholders noted that as tribals in villages are apprehensive about migrating to large towns or out of Meghalaya for work, it is necessary to focus on skills training and enterprise development in rural areas.

C. Incorporating Tribal and Gender Concerns into Project Design – The Proposed Plan

20. The IPP will describe below how tribal and gender concerns will be incorporated into the project design so that they will receive attention during project implementation. The strategy of incorporating these issues would also demonstrate how the project authorities plan to ensure equitable and fair distribution of project benefits among all tribal populations and others in a culturally sensitive manner. The suggestions and concerns of the tribal people who participated in the FGDs and socioeconomic surveys were taken into consideration in developing the strategy, and have been mainstreamed into the design of the project as elaborated below:

(i) Upgrading of government-aided private schools: 71% of Meghalaya’s students, most of whom are poor tribals, study in the 591 government aided private schools (61% of total) which get limited salary support from the state government.5 Since these schools are not eligible for infrastructure support from the central or state government, their infrastructure is poor and far below the standards prescribed under RMSA. The project will upgrade 117 (or 20%) of the most deserving government-aided SHS schools where the bulk of the poor students study. By upgrading on average 3 schools in each of the 39 Blocks of Meghalaya, the project will enhance the access of quality school infrastructure in the poor and remote rural areas by providing rooms and other facilities (laboratory, libraries, class- rooms, toilets including separate toilets for girls) as required under RMSA, making the buildings seismically safe, providing water-harvesting and water purification facilities, and improving access for the physically challenged.

5 Only 29% of Meghalaya’s students study in either government schools or private unaided schools.

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(ii) Improving the Learning Environment: The project will support the in-service training of all currently untrained teachers who teach in the 591 government-aided schools. To get around the problems of unreliable power and poor connectivity (both, physical and internet), funds have been allocated for the provision of good quality tablets, with built-in solar panels, and pre-loaded educational and career counselling material to the 117 schools which will be upgraded under the project. By lowering the drop-out rate at the secondary level and improving the quality of teaching, the project will help to lower the burden on Meghalaya’s TVET system. The tribal children who complete SHS education will per se have a better chance of either pursuing higher education or benefiting more from TVET training than those who drop out at the primary level.

(iii) Skills Development: The Skills Challenge Fund to be set up under the project will provide GOM with a flexible modality to facilitate public–private partnerships for providing a menu of skills training options to meet the needs of different segments: rural and urban youth, girls and boys, drop-outs (at various levels) and school graduates, and for those seeking employment within and outside Meghalaya. Participation in the skills training programs will be voluntary. Tribal youth can therefore, select the options that they are the most comfortable with. The training equipment of public training agencies such as industrial training institutes and community polytechnics will be upgraded, their instructors trained, and their curriculum and delivery methods updated. This will also benefit the poor tribal youth and girls the most. Since the FGDs emphasized the need for support in the area of credit linkage, marketing support, and post-training support, a TVET business development specialist will be hired under the loan and Livelihood Development specialists will be engaged through the NGO which will be responsible for awareness building and participation.

(iv) Increased Awareness and Participation: Since one of the main findings of the district- wise consultation and participation workshops held during the design phase is the need for awareness building and mobilization, the project has allocated significant resources for this. An NGO will be hired through a competitive process to design a culturally appropriate awareness campaign for both, the education and skills development components of the project, taking into account, the concerns and aspirations of the various major and minor tribal groups. Brochures and pamphlets will be prepared in the local Khasi, Garo, and Jaintia languages in addition to English and Hindi. Community mobilizers will be based in each of the 11 district project coordination units to interact closely with the key stakeholders and beneficiaries in each district. Close engagement with the tribal youth will ensure that they will get a clearer picture of the opportunities available in the area of secondary education and skills training. This will enhance participation and help to address possible alienation of the youth as pointed out during the FGDs.

D. Safeguard Measures to Ensure Tribals Participation in Benefit Sharing

(i) The overall project director (an officer of the Indian Administrative Service to be nominated by GOM after the loan is approved), will be the focal point for all issues related to social and environment safeguards and redressing project-related grievances if any.

(ii) The project director will be assisted by a social safeguards specialist and social development specialist (Gender) who will be hired as part of the project management consultant (PMC) team. Their focus will be to (a) provide inputs into the overall implementation of the project to ensure that the tribals, especially the poor and the women, are able to benefit equitably and appropriately from it as planned; (b) handle

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outreach and redress grievances pertaining to social safeguards; and (c) guide the project director and other staff of the PMU, PIUs, and DPCUs as required.

(iii) Anthropologists will be hired under capacity development technical assistance (TA) to be funded by JFPR as well as part of the NGO which will be engaged for undertaking awareness building and mobilization campaigns. Education specialists, Livelihood development specialists and community mobilizers engaged by the NGO will ensure that the benefits of the education and skills development components reach the tribals in an equitable and culturally appropriate manner. The relevant terms of reference are provided in the Project Administration Manual.

(iv) The research institute which will be hired to undertake monitoring and evaluation will be asked to further refine the indicators pertaining to indigenous people which are included in the Design and Monitoring Framework. The surveys and tracer studies it undertakes will in turn, guide and improve the implementation of the project. This will ensure that the benefits will reach the indigenous people as planned.

(v) Legal assurances have been included to ensure that some of the concerns raised during the districts surveys and FGDs are addressed. For example, in view of the concern raised about the bad state of roads around most government-aided private school, the following assurance has been included.

Construction of Access Roads:

The State shall:

(i) within 60 days of the Effective Date, have issued instructions to each of the 11 State District Commissioners to prioritize the construction or rehabilitation of the access roads for each Selected School in their District in accordance with the Condition Assessment Report prepared for each school;

(ii) make funds available for the construction or rehabilitation of the access roads under the Mahatma Gandhi National Rural Employment Guarantee Scheme, the Backward Regions Grant Fund Program, or any other appropriate funding source; and

(iii) ensure that the District Commissioners commence the construction or rehabilitation works on each school access road within 90 days of receipt of the Condition Assessment Report for such school and shall expedite completion of the construction or rehabilitation works.

(vi) In view of the concern raised in terms of delays in payment of teachers’ salaries, the following assurance has been included

Payment of Teacher Salaries

The State shall:

(i) within 90 days of the Effective Date, in conjunction with the PMU and relevant PIU, complete an assessment of the procedure for payment of teacher salaries for schools receiving State funding under the Meghalaya School Education Act, 1981.

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The assessment shall include clear recommendations to improve the processing and payment of teacher salaries to minimize any delays in the payment of teacher salaries; and

(ii) within 180 days of the Effective Date, have implemented the recommendations set out in the assessment referred to in paragraph (c)(i) to ensure timely processing and payment of teacher salaries.

21. Consultation and participation will be continued during implementation as discussed above. The draft and final IPP will be disseminated amongst the tribals of Meghalaya.

IV. BENEFICIAL MEASURES

22. As noted above, the project Supporting Human Capital Development in Meghalaya will enhance the employability of Meghalaya’s youth by improving the quality, delivery, and access to SHS education and technical and vocational skills training in Meghalaya. By building the awareness of the tribal youth about the benefits of education and vocational training and enhancing their participation, the project will help GOM in creating a facilitating environment for inclusive growth.

V. MITIGATIVE MEASURES

23. The ADB project does not envisage any negative or adverse impact on indigenous people. Mitigation measures are therefore, expected to be minimal.

VI. CAPACITY BUILDING

24. A $2 million capacity development TA financed from the JFPR will undertake institutional strengthening and help with project implementation. Experienced social safeguards specialists/gender and development specialists recruited under this TA will provide technical and capacity development support to the PIUs and DPCUs. The specialists will conduct sensitization/training workshops focusing on helping PIUs/DPCUs to understand ADB’s social safeguards policies/compliance issues, and implementation processes, including the IPP. They will support project staff in conducting community-level consultations focusing on understanding and safeguarding the rights and needs of indigenous people. These consultants will thus, help the safeguards specialist hired under the loan in effectively adhering to the IPP and the gender action plan. The capacity building work will also enhance understanding of the differences, if any, between ADB’s Safeguards Policy, 2009, and corresponding national requirements.

VII. GRIEVANCE REDRESSAL MECHANISM

25. Grievance redressal mechanisms will be established at the level of the PMU to receive and resolve affected peoples’ concerns, complaints and grievances. This will draw and build upon traditional grievance redress mechanisms (Box 1). The overall project director (an officer of the Indian Administrative Service to be nominated by GOM after the loan is approved), will be the focal point for all issues related to social and environment safeguards and grievance redress. He/she will be assisted by a social safeguards specialist and social development specialist (gender) who will be hired as part of the PMC team. The aim will be to provide a time– bound and transparent mechanism to voice and resolve complaints of the people in a sensitive manner. A Grievance Redress Committee (GRC) will be formed at the level of the PMU with

11

representation from each of the districts, preferably the district commissioner and/or his/her representative. The name and phone number of the concerned officers should be displayed in public places and in the project office for ease of access. Awareness and information of the existence of GRCs will be made public through NGOs and block–level functionaries. At any stage of the grievance redress process, an aggrieved person will be free to access the legal system.

VIII. MONITORING, REPORTING, AND EVALUATION

26. Implementation of the IPP will be monitored regularly by the project director who will be part of the PMU. The research institute which will be hired to undertake monitoring and evaluation will be asked to further refine the indicators pertaining to indigenous people which are included in the Design and Monitoring Framework of the main project document. The surveys and tracer studies it undertakes will in turn, guide and improve the implementation of the project. This will ensure that the benefits will reach the indigenous people as planned. The social safeguards specialists at the PMC will work with this research institute and the partner NGO(s) to prepare semi-annual progress reports using the monitoring indicators. The monitoring reports will be submitted to the Government of Meghalaya and ADB for review. All monitoring reports will be posted on the project and ADB websites.

IX. INSTITUTIONAL ARRANGEMENT

27. The institutional framework for the project and the roles and responsibilities for each of the stakeholders are provided in the table below. GOM has established the Project Steering Committee, PMU, PIUs, and 11 DPCUs through its notifications dated 5 October 2012. The overall Project Director (an officer of the Indian Administrative Service to be nominated by GOM after the loan is approved), will be the focal point for all issues related to social and environment safeguards and grievance redressal. The matrix in Annex I details the implementation arrangement from the perspective of safeguards and gender.

X. BUDGET AND FINANCING

28. A social safeguards specialist will be engaged by the PMC to monitor implementation of the IPP. In addition, a Social Safeguards Specialist will be hired under the JFPR capacity development TA to help sensitize GOM staff, NGOs, and skills providers about indigenous people related issues, and also to prepare manuals and hold training workshops. He/she will coordinate closely with the social safeguard specialist hired by the PMC. Two anthropologists will be hired by the NGO engaged for undertaking awareness building and mobilization activities while ensuring that the poor and women among the major and minor tribal groups benefit appropriately from the project as well. In all, around $400,000 has been allocated to hire the following officials and specialists who will deal with tribal issues pertaining to the project. This will be further detailed with itemization during implementation.

12 Annex 1

INSTITUTIONAL ARRANGEMENT

Detailed Implementation Arrangement Showing Constitution of PSC, PMU, PIUs and DPCUs including Consulting Support for Ensuring Safeguards Government of Meghalaya Roles and Responsibilities Consulting Support for ensuring Staff safeguards (under loan and JFPR TA) PSC (i) Guide overall project implementation and give policy Headed by: Chief Secretary direction, (ii) approve the project’s Additional Chief Secretary, annual budget and spending on Finance major items, (iii) ensure timely PS, Planning decisions on critical and implementation issues, (iv) brief the PS, Education; PS, Labour Chief Minister and other Ministers PS, C&RD as required, and (v) hold quarterly Chief Executive Officer, MSSDS meetings Secretary, PWD Other members as required PMU The PMU will (i) coordinate and The environment specialists, the manage fund transfers, timely audit social safeguard specialist, and the Headed by: Additional Chief of accounts; (ii) timely progress social development (gender) specialist Secretary, Finance reports to ADB and PSC; (iii) receive will guide and advise the project PS, Planning; PS, Education; and review progress reports from director and the PMU in all safeguard PS, Labour; PS, C&RD DOE and MSSDS; (iv) review related matters. They will work with Secretary, PWD funding requests from DOE and PIU1 and PIU2, and the DPCUs to MSSDS; (v) recommend fund ensure that the EMP, IPP, and the Director, DERT; Director, DSEL; disbursements to DOF for DOE and GAP are implemented effectively. Director, Labour; Director, MSSDS components; and (vi) overall C&RD monitoring of project milestones and The safeguard specialists will also Chief Engineer, PWD progress including environmental submit annual reports informing the Additional Secretary (Finance) and social safeguards. PMU and project director about the Other members as required progress made in terms of adhering to from the DOF The overall project director (an the safeguards and the GAP. officer of the Indian Administrative Managed by: Project Director (to Service to be nominated by GOM They will also handle grievance be nominated) after the loan is approved), will be redressal in their respective areas. Supported by : the Focal Point for all issues related Complex issues will be brought to the One representative from DOE to social and environment attention of the project director along One representative from MSSDS safeguards. with practical options for addressing them. 2 support staff- 1 accountant; 1 MIS staff DOE - PIU1 (i) Entering into memorandum of The environment safeguard specialists, understanding with SMCs of who are part of the PMC and DSC will Headed by: Principal Secretary, selected schools and ensuring assist PIU1 in ensuring that ADB’s Education compliance through regular environmental safeguards procedures Departmental Representatives: monitoring; (ii) supervising and and processes are met. They will Director, DERT; Director, DSEL tracking the school upgrading work; prepare IEEs for the schools and Chief Engineer, PWD (iii) consulting with teachers’ unions, teacher training centers in line with the tribal groups, and other relevant EARF. They will ensure that the EMPs Additional Secretary, Planning stakeholders to create a sense of are followed. They will also handle Other members as required participation and ownership; (iv) queries and address grievances. implementing training programs for Support staff: untrained or underqualified The social safeguard (indigenous 1 Accounting Specialist, 1 secondary school teachers; (v) people) specialist and social Procurement Officer, and 1 mobilizing staff and consultants for development (gender) specialist, to be Accounts Officer smooth implementation of project hired under the loan and the piggy- activities, capacity development, and backed capacity development TA institutional strengthening; (vi) financed on a grant basis by JFPR, will preparing and sharing regular assist PIU1 in ensuring effective progress monitoring reports and implementation of the IPP and GAP.

Annex 1 13

Government of Meghalaya Roles and Responsibilities Consulting Support for ensuring Staff safeguards (under loan and JFPR TA) audit statements; and (vii) seeking They will also handle queries from the timely action and decisions from the public and address grievances as PSC and PMU as needed. appropriate. MSSDS – PIU2 (i) Assist MSSDS to fulfil its mandate The social safeguard (indigenous and targets effectively; (ii) people) specialist and social Headed by: Chief Executive establishing and operationalizing the development (gender) specialist, to be Officer, MSSDS Skills Challenge Fund including hired under the loan and the piggy- related due diligence, appraisal of backed capacity development TA Director, C&RD proposals and training providers, financed on a grant basis by JFPR, Director, Employment & and award of contracts; (iii) will assist PIU1 in ensuring effective Craftsmen Training establishing a state-wide skills implementation of the IPP and GAP. database cum labor market They will also handle queries from the Support staff: information system; (iv) undertaking public and address grievances as 1 Accounting Specialist, 1 skills-gap analysis and disseminating appropriate. Procurement Officer, and 1 timely updates on labor market Accounts Officer information to employment exchanges in the state; (iv) mobilizing staff and consultants for smooth implementation of project activities, capacity development, and institutional strengthening; (v) maintaining and updating the system for tracking skilled trainees; and (vi) seeking timely action and decisions from the PSC and PMU as needed. DPCUs (i) Monitor implementation of both, The environment safeguard specialists, the secondary education and skills who are part of the PMC and DSC will Headed by : Deputy development components at the assist the DPCUs in ensuring that Commissioner district and block levels, (ii) provide ADB’s environmental safeguards District Planning Officer feedback to the district manager and procedures and processes are met. solicit his/her help as required, (iii) They will undertake capacity Represented by (at each coordinate with and provide regular development and sensitization district): updates to the PIU1/PIU2 in workshops for staff of the DPCUs, District Education Officer; Shillong, (iv) facilitate career SMCs, as well as the contractors. District Labour Officer; counseling and awareness building at the community and school levels The social safeguard (indigenous All BDOs of district; for effective project implementation, people) specialist and social

(v) monitor the civil works development (gender) specialist, to be Supported by (at each district): components of the project and hired under the piggy-backed capacity 2 Monitoring Officer ensure quality work, and (vi) assist development TA financed on a grant 1 Career Counseling Officer with the data collection for the basis by JFPR, will assist the DPCUs in 1 Marketing Officer monitoring and evaluation work. ensuring effective implementation of the 1 Community Mobilization IPP and GAP. They will undertake Specialist capacity development and sensitization

workshops for staff of the DPCUs, SMCs, as well as the contractors. ADB = Asian Development Bank, BDO = Block Development Officer, C&RD = Community and Rural Development, DERT = Directorate of Educational Research and Training, DOE = Department of Education, DOF = Department of Finance, DPCU = district project coordination unit, DSC = design and supervision consultant, DSEL = Directorate of School Education and Literacy, EARF = environmental assessment and review framework, EMP = environmental management plan, GAP = gender action plan, GOM = Government of Meghalaya, IEE = initial environmental examination, IPP = indigenous people’s plan, JFPR = Japan Fund for Poverty Reduction, MIS = management information system, MSSDS = Meghalaya State Skill Development Society, PIU = project implementation unit, PMC = project management consultant, PMU = project management unit, PS = Principal Secretary, PSC = project steering committee, PWD = Public Works Department, TA = technical assistance, SMC = school management committee.

14 Annex 2

HOUSEHOLD SURVEY AND FOCUS GROUP DISCUSSIONS FINDINGS

A. Household Survey Conducted During Project Design – Key Findings

1. The household survey covered 390 households in Meghalaya selected randomly across rural and urban areas in all administrative districts of Meghalaya. The data were collected by trained local youths, fluent in local language and comfortably able to negotiate in the context of local sensibilities. Out of 390 households surveyed, complete information was received from 375 households (Table A2.1).

Table A2.1: Sample Details Sl. District Number of Number of Households No Schools 1 East Khasi Hills 19 108 2 West Khasi Hills 14 51 3 Jaintia Hills 7 52 4 West Garo Hills 21 85 5 East Garo Hills 7 42 6 South Garo Hills 4 24 7 Ri Bhoi District 5 34 Total 77 390

2. District-wise list of survey respondents are given in Tables A2.2 to A2.5 below:

Table A2.2: Distribution of Households across Districts Percentage of Population Percentage Districts No. of Respondents Respondents census 2011(P) East Garo Hills 19 5.1% 10.7% East Khasi Hills 112 29.9% 27.8% Jaintia Hills 51 13.6% 13.3% Ri-Bhoi 35 9.3% 8.7% South Garo Hills 13 3.5% 4.8% West Garo Hills 94 25.1% 21.7% West Khasi Hills 51 13.6 13.0% Grand Total 375 100% 100%

Table A2.3: Distribution of Households by Religion Religion District Christian Hindu Muslim Others Grand Total East Garo Hills 19 19 East Khasi Hills 97 7 8 112 Jaintia Hills 39 12 51 Ri-Bhoi 32 3 35 South Garo Hills 13 13 West Garo Hills 89 4 1 94 West Khasi Hills 50 1 51 Grand Total 339 14 1 21 375

Annex 2 15

Table A2.4: Distribution of Households by Caste and Tribe Caste District General Schedule Caste Schedule Tribe Grand Total East Garo Hills 19 19 East Khasi Hills 8 104 112 Jaintia Hills 1 50 51 Ri-Bhoi 3 1 31 35 South Garo Hills 13 13 West Garo Hills 1 93 94 West Khasi Hills 51 51 Grand Total 12 2 361 375

3. The majority of the respondents (96%) belonged to Scheduled Tribe, and this is in line with the general demographic composition of Meghalaya, where ST constitutes 86% (as per the 2001 census) of the population (Table A2.5).

Table A2.5: Classification of Households by Tribal Groups Districts Garo Jaintia Khasi Mizo Others Grand Total East Garo Hills 19 19 East Khasi Hills 1 14 82 3 4 104 Jaintia Hills 45 5 50 Ri-Bhoi 1 30 31 South Garo Hills 13 13 West Garo Hills 88 1 4 93 West Khasi Hills 3 48 51 Grand Total 121 63 166 3 8 361

4. Similarly, the percentage distribution of the Khasi and Garo (major tribes in Meghalaya) in the respondent sample is 46% and 34% respectively. This corresponds to their proportion in the state population which is Khasis (56.4%) and Garos (34.6%). The sample of respondent cuts across different classes. The income distribution of the sample is given in Table A2.6 below.

Table A2.6: Income Profile of Households Income per month (In INR) Exchange rate: $1= Rupees 52 Percentage < 2,000 2% 2,001 - 4,000 11% 4,001 - 6,000 14% 6,001 - 8,000 16% 8,001 - 10,000 20% > 10,001 37%

5. A quarter of the sampled population earns less than Rs 6,000 (or $115). The average household size in Meghalaya is 5.1 members and for the sample, it is 6.1 members. The household size distribution of the sampled population is given in Table A2.7 below:

16 Annex 2

Table A2.7: Average Household Size Household Size Percentage 0-4 26.5% 5-8 57.7% 9-12 14.9% Above 12 0.8%

6. Around 72% of the sampled population has household size more than 4 members, therefore the income is inadequate to provide a better standard of living. This is further evidenced through the expenditure pattern of the respondents, wherein 40% of the surveyed family spends more 70% of their income on food, clothing & house rent. This squeezes spending on health and education and overall savings. The average literacy rate for the sample is 79%, which is marginally higher than Meghalaya’s average of 75%. Only 10% of the households have members who have received any type of formal skills training. In the age group of 18-35, only 6% of the respondents had received skills training.

7. Economic reasons and poverty were cited by around 40% of boys and girls for dropping out of school (Table A2.8). The need to take care of domestic responsibilities was cited by 23% of the girls as compared to 11% of the boys as being a major factor forcing students to drop out. For 80% of the 390 households surveyed, there was a secondary school within a range of 1Kms to 5Kms. For the remaining 20%, the students have to travel more than 5Kms. Given the poor access roads and hilly terrain of Meghalaya, distance from the school can be a critical factor affecting the attendance of both, students and teachers.

Table A2.8: Reasons for Dropping Out Among Boys and Girls in Meghalaya Reasons for Drop-outs Reasons for Drop-outs (Boys) Percentage (Girls) Percentage Lost interest 1.22% Distance 4.9% Distance 4.88% Domestic responsibilities 23.0% Domestic responsibilities 10.98% Economic reasons 41.0% Education imparted not Economic reasons 40.24% relevant 23.0% Education imparted not relevant 19.51% Other reasons 3.3% Other reasons 19.51% Poor quality of teaching 4.9% Poor quality of teaching 3.66%

B. Detailed Feedback from the Focus Group Discussions (FGDs)

1. Education

The stakeholders supported ADB’s approach of focusing on government-aided private schools since these are the only schools operating in rural and remote areas of Meghalaya. The infrastructure of these schools is very run down which acts as a big disincentive for both, students and teachers. Majority of the teachers at the both, the primary and secondary levels are under-qualified (i.e. do not have the required degrees) and / or untrained (i.e., have not attended training courses in improved pedagogy methods).

The general impression is that most parents in rural areas engaged in traditional occupations do not appreciate the importance of education or of technical and vocational

Annex 2 17

training. When their children drop out from school, they do not to engage with them seriously or try to persuade them to continue with their education. Since most students are first-generation learners, they do not have appropriate role-models within their families. The stakeholders therefore, emphasized the need for a large scale awareness building and mobilization campaign to inform the tribals about the importance of continuing with education, and enhancing one’s skills. This would also ensure that the benefits of the project reach the poor tribals. Involvement of parents and greater community participation would increase accountability of the teachers and the SMCs.

The salary scales of the teachers are low and their work environment is poor. The stakeholders emphasized that owing to delays in the release of salary support by the Government of Meghalaya, the motivation of teachers was getting adversely affected.

Although all schools have SMCs, their involvement and commitment varies. Some SMCs meet as often as 8 times a year, while others meet only twice a year. Capacity of SMCs to prepare comprehensive school development plans and to undertake routine maintenance need to be raised. The survey reveals that there is a limited involvement of the parents in the SMC. Only 50% of the parents are aware about SMCs. Their overall involvement in SMC’s meeting and functioning is poor (16%). The representation of women in most SMCs is very low (less than 20%).

Regarding school drop outs, it is necessary to engage both teachers and parents in developing appropriate strategies to tackle this widespread practice. In this regard, it is also necessary to improve learning environments of students. As students are taught in native languages until the completed the curricular of Grade Five they find it difficult to switch to English from Grade Six. .

There is no standardized or proper mechanism for monitoring the performance of schools. On average, a District Education Officer (DEOs) needs to visit 10 schools each month. A proper school monitoring system with defined indicators and a feedback process has to be put in place.

2. Skills development

In spite of economic changes taking place in recent years, the way of life in rural Meghalaya remains rooted in custom and tradition. Certain knowledge and skills are handed over through generations. Also, the products and produces of tribals are based mainly on the resources and raw materials that are locally available. Therefore, while planning for a menu of skills training options, the scope for upgrading and refining existing skills and supporting the people with front and back end linkages need to be explored. Similarly services and skills that can utilize local natural resources should be strengthened. Agriculture, allied activities of fishery, livestock, piggery, poultry, and sericulture are areas where tribals can find employment and if properly trained. The region has good tradition of handicraft, handloom and weaving which can be harnessed further through appropriate marketing and design support.

With rapid changes being brought in by affordable connectivity (i.e. cell phones), media exposure, increased migration and other factors, the aspirations of the youth and lifestyles are also changing. However, owing to poor schools, inadequate infrastructure, absence of adequate job opportunities within Meghalaya, over-dependence on

18 Annex 2

agriculture the youth find it difficult to compete for public or private sector jobs which require specific skills or educational level which they do not possess. The general apprehension about and aversion to migrating out of Meghalaya further complicates matters since the relatively qualified among Meghalaya’s youth are unable to benefit from the India’s overall economic growth. Stakeholders agreed that a balance has to be maintained between the traditional way of life and modern way of life for the sake of Meghalaya’s development. While planning for skills training under the project, it is important that along with customary skills and traditions of each tribal group, these changing aspirations, market demands and opportunities are also considered.

There has to be a robust communication component in the project that will (a) continuously disseminate information about available training and other opportunities, (b) educate the community on skills development, entrepreneurship. (c) manage expectations of the community regarding skills training at least in the initial years of the project implementation.

8. The FGDs also emphasized four areas in addition to skills training where support and guidance will be required for the tribal youth (a) Credit linkage, (b) Marketing support, (c) Guidance regarding packaging and any accreditation process (if required), and (d) follow up training/Handholding for a specific period. It was reported that banks are sometimes reluctant to help. Some participants complained that applications for small loans for which guarantor or collateral is not required, most banks reject the applications.

3. Empowerment and participation of women

The need for suitable skills training for women in both, traditional and modern areas was emphasized. If the skills of the women who are engaged in rural vocations (e.g., natural resource management, food processing, handlooms, etc.) can be enhanced along with support for marketing and purchase of raw material, their earning will improve. Delicate handling and techniques in medicinal plant processing and organic farming are some skills that are already possessed and practiced traditionally by women. These areas of income generation can be explored and promoted. New areas which are of relevance are tailoring, beauty parlors, health-care, and retail.

19 Annex 3

LIST AND PHOTOS OF RESPONDENTS

A. List of Persons Met/Focus Group Discussions (FGDs) Held

1. List of respondents at district level

Table A3.1: List of Respondents at District Level Name of respondent Designation District Contact no Sanjay Goyel Deputy Commissioner East Khasi Hills 9436313316 Umesh Muktieh GM-District Commerce & Industries East Khasi Hills 9856079777 Centers WS Challam District Education Officer East Khasi Hills 8731906542 P.S Dkhar Deputy Commissioner Jaintia Hill 9436117519 GM-District Commerce & Industries Jaintia Hills Centers J.S.Khonglah District Education Officer Jaintia Hills 9436160462 L.B. Sumer Chief Executive, Jaintia Hills Autonomous Jaintia Hills 9436301333 District Council S. Kharlyngdoh Deputy Commissioner West Khasi Hills 9436104612 S Diengdoh District Education Officer West Khasi Hills 9856450526 Akashdeep Deputy Commissioner Ribhoi 9436994664 M.C Deka District Education Officer Ribhoi 9436707541 Pravin Bakshi Deputy Commissioner West Garo Hills 9436708560 M. Wanshnong GM-District Commerce & Industries West Garo Hills 9862783231 Centers S.T.Sangma District Education Officer West Garo Hills 9615113084 P.K.Sangma Chief Executive, Garo Hills Autonomous Council N.W.Momin Principal, ITI Tura West Garo Hills 9862565500 V.K. Mantri Deputy Commissioner East Garo Hills 9402196555 Umesh Muktieh GM-District Commerce & Industries East Garo Hills 9856079777 Centers David. D. Sangma Deputy Commissioner South Garo Hills 94363 16188 H. Dcruz GM-District Commerce & Industries South Garo Hills Centers Y Deka, K.Negi, R Samrakshan Trust, NGO South Garo Hills Mukerjee A. Momin, S. Marak Achik Youth Welfare Organization, NGO West Garo Hills

Fr.Sunny,Sr. Nirmala Bakdil, NGO West Garo Hills A. Chaturbedi, S. BILCHAM West Garo Hills Sangma W Rani General Secretary FKJGP Joe Marwein President FKJGP A Jyrox General Secretary, KSU D. V. Thabah Education Secretary, KSU Mr. R.S Wanniang Khasi Autonomous District Council Khasi Hills 09863026180 BILCHAM = Banking Institution and Learning Centre of Excellence for Holistic Aspiration of Mothers, FKJGP = Federation of Khasi, Jaintia and Garo People, GM = general manager, ITI = industrial training institute, KSU = Khasi Students’ Union, NGO = nongovernment organization.

2. List of school principals interviewed

20 Annex 3

Table A3.2: List of School Principals Interviewed SL School Name District Location Principal's Principal's No name Ph. No 1 KJP Girls Higher Secondary East Khasi Hills Mawkhar Mrs. H.M 9856933715 School Marwein 2 Synod Higher Secondary East Khasi Hills Mawkhar Mrs. D.R 9436110747 School Shullai 3 Mawkhar Christian Higher East Khasi Hills Mawkhar Mr. A.H 8974708850 Secondary School Nongbet 4 St. Paul Higher Secondary East Khasi Hills Mawngap Fr. Andreas 9856743307 School Pariat 5 Seng Khasi Secondary East Khasi Hills Marbisu Mrs. Diona 9863104628 School Kurbah 6 Sohiong Higher Secondary East Khasi Hills Sohiong Mr. Kitboklang 9863116152 School Thabah 7 Vilco Secondary School East Khasi Hills Pynthorbah Mrs. V Lyngkhoi 8 St. Peter's Secondary School East Khasi Hills Laitlyngkot Father Joseph 9863096111 Kurbah 9 Mt. Zion Secondary School East Khasi Hills Sohryngkham Mr. Teimon 9856041693 Kharphrang 10 H.L Mizo Secondary School East Khasi Hills Happy Valley Mr. Augustine 2585403 L.Hauhnar 11 Madanryting Presbyterian East Khasi Hills Madanryting Secondary School 12 Smit Higher Secondary East Khasi Hills Smit Mrs. Drasilla 9615500042 School Mawroh 13 Nongkrem Secondary School East Khasi Hills Nongkrem Ms.I.Mylliem 9863083764 14 Mawphlang Secondary East Khasi Hills Mawphlang Mr. R.K 9436731449 School Hujon 15 Tyrsad Higher Secondary East Khasi Hills Tyrsad Mr D.S. Rani 9856007513 School 16 St. Anthony's Higher East Khasi Hills Laitumkhrah Fr. Bernard 2500652 Secondary School G. Pala 17 Laitumkhrah Presbyterian East Khasi Hills Laitumkhrah Ms. B. 9774748361 Secondary School Ryntathiang 18 Little Flower Secondary East Khasi Hills Malki Sr. Ancy 9436306849 School Abraham 19 Malki Presbyterian Secondary East Khasi Hills Malki Mr. P. 9863174741 School Nongrem 20 Mawngap Multi Purpose East Khasi Hills Mawngap Ms. P. Thabah 9436307759 Higher Secondary School 21 St. Thomas Higher West Khasi Hill Mairang Sr. Theresa 9856710159 Secondary School Nongsiej 22 Laitdom Presbyterian West Khasi Hill Mairang- Mr. C.G Dhar 9862028516 Secondary School Laitdom 23 Rev. Joseph Dkhar West Khasi Hill Mairang- Mr. Overland 8014856598 Secondary School Laitdom Diengdoh 24 Little Star Secondary School West Khasi Hill Mawkyrwat Ms. Pyndaplin 9863232313 Kharwaner 25 Nativity Higher Secondary West Khasi Hill Mawkyrwat Fr. Roland 9856389548 School Lyngdoh 26 Seven Brothers School West Khasi Hill Kynshi Mrs. W. Warjri 9856357639

Annex 3 21

SL School Name District Location Principal's Principal's No name Ph. No 27 Kynshi Secondary School West Khasi Hill Kynshi 28 Markasa Secondary School West Khasi Hill Markasa Mrs. L. 9856500367 Nongpui 29 St. Xavier's Secondary School West Khasi Hill Nongstoin Sr. Erin 9863582417 30 Mairang Presbyterian Girl's West Khasi Hill Mairang Mrs S. D. 8014007685 Secondary School Lyngdoh 31 Mairang Presbyterian English West Khasi Hill Mairang Mrs. L. B. 9436162869 Medium Secondary School Rymmai 32 Sanshong Secondary School West Khasi Hill Sanshong Mr. Lashan- 9612251773 banjob L. Mawlang 33 Ri Lyngngam Secondary West Khasi Hill Nongstoin Ms. Daplin 9856515060 School Wahlang 34 Rev. J.J.M Nichol's West Khasi Hill Nongstoin Mr. Bijoy 8974303808 Secondary School Planning Syiem 35 Nehru Memorial Higher Ribhoi Umsning Mr. L.Lapang 9862257260 Secondary School 36 St. John's Secondary School Ribhoi Jyntru Mrs. V. S. 9612240603 Warjri 37 Umdihar Presbyterian Ribhoi Umdihar Mr. Jiedmon 9856841178 Secondary School Warjri 38 Fernando Secondary School Ribhoi Bhoirymbong Sr. Shobha 9615924113 39 Umroi Presbyterian Ribhoi Umroi Mr. T.P 9862955910 Secondary School Tmung 40 Wahiajer Secondary School Jaintia Hills Wahiajer Mr. S.K Dhar 9856527128 41 Ummulong Presbyterian Jaintia Hills Ummulong Mr. Friday 8574227954 Higher Secondary School Syngkon 42 Nartiang Higher Secondary Jaintia Hills Nartiang Mrs. Jessamy 9774714276 School Tongper 43 Jaintia Secondary School Jaintia Hills Lad Thadlaboh Mr. Nirmal 9774520275 Pyrtuh 44 Jowai Presbyterian Jaintia Hills Jowai Mr. G.S. 9862041490 Secondary School Shullai 45 Chestar Secondary School Jaintia Hills Jowai Ms. Aurelia 9856005346 Shullai 46 Marian Hill Higher Secondary Jaintia Hills Jowai Rev. Fr. 9856601428 School Simeon Sungoh 47 H.K Singh Secondary School Jaintia Hills Jowai Mr. Teiborlang 9862330855 Passah 48 Gorkha Secondary School West Garo Hills Near Tura Police Station 49 LGB Govt. Aided High School West Garo Hills Opposite to Police Reserve, Tura 50 Mothers’ Union School West Garo Hills Lower Chandmari, Tura 51 Najing Memorial Secondary West Garo Hills Danakgre, Tura School 52 Tura Town Higher Secondary West Garo Hills Opposite State

22 Annex 3

SL School Name District Location Principal's Principal's No name Ph. No School Bank Main Branch 53 Christian Girls Higher West Garo Hills Mission Secondary School Compound, Tura 54 Garo Union Secondary West Garo Hills Near Tura ITI School Campus 55 Little Flower Secondary West Garo Hills Najing Bazaar, School Tura 56 Anchenggre Secondary West Garo Hills Anchenggre School 57 Hill View Secondary School West Garo Hills New Tura 58 Christian Boys’ Secondary West Garo Hills Mission School Compound, Tura 59 Wadanang Secondary School West Garo Hills Wadanang 60 2nd MLP Battalion Secondary West Garo Hills Goeragre School 61 Akonggre Secondary School West Garo Hills Akonggre, Tura 62 Asanang Govt. Aided School West Garo Hills Asanang 63 Bidanchi Secondary School West Garo Hills Najing Bazaar 64 Dobasipara Secondary School West Garo Hills Dobasipara 65 Aeroville Secondary School West Garo Hills Hawakhana, Tura 66 Don Bosco Senior Secondary West Garo Hills Chandmari, School Tura 67 Rongram Secondary School West Garo Hills Rongram 68 VidyaMandir Secondary East Garo Hills Near School Williamnagar Civil Hospital 69 Rongrenggre Model East Garo Hills Chidekgre, Secondary School Williamnagar 70 Greenyard Secondary school East Garo Hills Williamnagar Baptist Church Campus 71 Rongrenggre Night School East Garo Hills Chidekgre, Williamnagar 72 Sonaram Secondary School East Garo Hills Chidekgre, Williamnagar 73 Trinity Secondary School East Garo Hills Kusimkolgre, Williamnagar 74 Jagarani Secondary School South Garo Hill Baghmara bazaar 75 Rangku Memorial Girls South Garo Hill Baghmara Secondary School 76 Jagarani Secondary School South Garo Hill Baghmara bazaar

3. List of Focus Group Discussions

Annex 3 23

Table A3.3: List of Focus Group Discussions SL No Name of Village/School District Category 1 Mairang Girls Presbyterian Secondary School West Khasi Hills SMC 2 Rev Joseph Dkhar Secondary School-Mairang- West Khasi Hills SMC Laitdom 3 Nativity Higher Secondary School Mawkyrwat West Khasi Hills SMC 4 Mairang Presbyterian English Secondary School West Khasi Hills SMC 5 Laitdom Secondary School Mawlieh West Khasi Hills SMC 6 Sanshong Secondary School West Khasi Hills SMC 7 JJM Nicholas Roy Secondary School, Nongstoin West Khasi Hills SMC 8 Fernando Higher Secondary School Ribhoi SMC 9 Presbyterian Secondary School Ribhoi SMC 10 Ches. Star Secondary School Ribhoi SMC 11 Jowai Presbyterian Higher Secondary School Ribhoi SMC 12 Laitumkhrah Assamese Secondary School East Khasi Hills SMC 13 KJP Girl’s Higher Secondary School East Khasi Hills SMC 14 Vilco Secondary School East Khasi Hills SMC 15 Peter’s Secondary School East Khasi Hills SMC 16 Little Flower Secondary School East Khasi Hills SMC 17 HL Mizo Higher Secondary School East Khasi Hills SMC 18 Nongstoin West Khasi Hill Tribal Group (Male) 19 Nongstoin West Khasi Hill Tribal Group (Male) 20 Mairang West Khasi Hill Tribal Group (Youth) 21 Mawkyrwat West Khasi Hill Tribal Group (Youth) 22 Mairang West Khasi Hill Tribal Group (Youth) 23 Nongstoin West Khasi Hill Tribal Group (Youth) 24 Umroi Ribhoi Tribal Group (Women) 25 Bhoirymbong Ribhoi Tribal Group (Youth) 26 Jowai Jaintia Hill Tribal Group (Youth) 27 Jowai Jaintia Hill Tribal Group (Women) 28 Sohryngkham- Seng Kynthei Sohryngkham East Khasi Hills Tribal Group (Mixed) 29 Sohryngkham-Seng Samla Sohryngkham East Khasi Hills Tribal Group (Mixed) 30 Sohryngkham East Khasi Hills Tribal Group (Youth) 31 Sohryngkham-LAITLYNGKOT East Khasi Hills Tribal Group (Youth) 32 Tyrsad East Khasi Hills Tribal Group (Youth) 33 Mawngap East Khasi Hills Tribal Group (Women) 34 Mawngap East Khasi Hills Tribal Group (Youth) 35 New Kenches Trace Laban East Khasi Hills Dorbar Shnong 36 Demthring East Khasi Hills Dorbar Shnong 37 Pynthorbah East Khasi Hills Dorbar Shnong 38 Madanryting East Khasi Hills Dorbar Shnong 39 Lumshyiap East Khasi Hills Dorbar Shnong 40 Laitlyngkot East Khasi Hills Dorbar Shnong 41 Golfling East Khasi Hills Dorbar Shnong 42 Umlyngka East Khasi Hills Dorbar Shnong 43 Pokseh, Shillong East Khasi Hills Dorbar Shnong 44 Tyrsad East Khasi Hills Dorbar Shnong 45 Nongthymmai Jingkieng East Khasi Hills Dorbar Shnong 46 Gambegre West Garo Hills Nokma 47 Duragre West Garo Hills Nokma 48 Gitokgre West Garo Hills Nokma 49 Daldagre West Garo Hills Nokma 50 Rombagre West Garo Hills Nokma

24 Annex 3

SL No Name of Village/School District Category 51 Rongram West Garo Hills Nokma 52 Wakagre West Garo Hills Nokma 53 Bokmagre East Garo Hills Nokma 54 Suchigre East Garo Hills Nokma 55 Dalmagre South Garo Hills Nokma 56 Danakgre Secondary School West Garo Hills SMC 57 Garo Union School West Garo Hills SMC 58 Wadanang Secondary School West Garo Hills SMC 59 Rongrengre Model Secondary School, Williamnagar East Garo Hills SMC 60 Pioneer Secondary School East Garo Hills SMC 61 Gandhipara- Hajong, West Garo Hills Tribal Youth Group 62 Gandhipara- Koch West Garo Hills Tribal Group (Mixed) 63 Loskarpara West Garo Hills Tribal Group (Mixed) 64 Berupara West Garo Hills Tribal Group (Mixed) 65 Patgaon Ribhoi Tribal Group (Mixed) 66 Niriang, Umulong Jaintia Hills Tribal Group (Mixed) 67 Nite School at Jowai Jaintia Hills Tribal Group (Mixed) SMC = school management committee.

4. List of respondents met in Shillong

Table A3.4: List of Respondents Met in Shillong S. No. Name Designation Department 1 Mr.K.N Kumar Principal Secretary Community & Rural Development/ Aquaculture Mission 2 Mr. B. Dhar Commissioner & Secretary Border Area Development Department 3 Ms. L. Kharkongor, IAS Commissioner & Secretary Commerce & Industries Department 4 Mr. P. S. Thangkhiew, IAS Principal Secretary Education Department 5 Mr. N. S. Samant, IAS Principal Secretary Labour & Employment Department/ Social Welfare Department 6 Mr. P. Kharkongor, IAS Principal & Secretary Sericulture and Weaving Department/Agriculture Department Sericulture Mission 7 Mr. R. V. Suchiang, IAS Commissioner & Secretary Tourism Department 8 Mr. P. Naik, IAS Principal Secretary Urban Development Department/ Livestock Mission 9 Mr. Shri I. Jyrwa Director Directorate of Employment & Craftsmen Training 10 Mr.B.K.Dev Varma, IAS Additional Chief Secretary, Energy Mission Power 11 Mr. Edelberth Susngi, Training cum Placement Shillong Polytechnic Officer 12 Mr. David Nongrum, Senior Faculty (academic), Education Department Directorate of Educational Research and Training 13 Mr. R.S. Lorit Joint PD SSA and RMSA 14 Mr. Pyngrop, Managing Director Meghalaya Government Construction Company 15 Father Mathew, Manager Don Bosco TTI, Shillong 16 Mr. Rahul Chatterjee Teacher training/ Shillong Jail Road Boys High education expert Secndory School

Annex 3 25

S. No. Name Designation Department 17 Dr. A Sukumar, Principal North East Regional Institute of Education 18 Mrs. D.T. Kharsing Finance (EA) Finance Department 19 Mr. Sanjay Goel Dy. Commissioner East Khasi Hills District 20 Mr. K Pasa Chief Engineer (Buildings) Public Works Department 21 A. Marbaniang Director Economic & Directorate of Economics and Statistics Statistics 22 Ms. Jaineesh Manager B-ABLE 23 Mr. Gregory Director WISE (NGO) 24 Mrs. Anjana Lama Deputy General Manager NABARD 25 Dr. Brahm Deo Ram Tiwari, Joint Secretary IAS 26 Mr. H. M. Shangpliang, MCS Director B-ABLE = Basix Academy for Building Lifelong Employability, EA = executing agency, MCS = Mind Care Solutions, NABARD = National Bank for Agriculture and Rural Development, NGO = nongovernment organization, PD = project director, RMSA = Rashtriya Madhyamik Shiksha Abhiyan, SSA = Sarva Shiksha Abhiyan, TTI = teacher training institute, WISE = Women in Science and Engineering.

26

Annex Annex B. Photos of FGDs

3

Figures A3.1 & A3.2: Discussion with youth and women in Gandhipara Hajong

Figures A3.3 & A3.4: Discussion with women and youth in Gandhipara – Koch

Figures A3.5& A3.66: Discussion with JHADC Members – Jowai

Annex Annex

3

Figures A3.7 & A3.8: Discussion with the students in Night School, Jowai

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28

Annex Annex

3

Figures A3.9 & A3.10: Discussion with village elders and youth in Niriang

Figures A3.11 & A3.12: Discussion with students of DB Tech. in Umran

Annex 3 29

Figure A3.13: Discussions with Fr. James of RRTC, Umran

Figures A3.14 & A3.15: Discussion with Dorbar members and women

30 Annex 3

Figures A3.16 & A3.17: In the Khasi village of Leikum, Umsning

Annex 3 31

Figure A3.18: Discussion with village head man and IFAD project workers at Mendal

Figure A3.19: FGD with Mendal villagers

Figure A3.20: SHG Federation Members in discussion at Jengjal

32 Annex 3

Figure A3.21: In discussion with ex-ADC Member, GHADC at Tura

Figures A3.21 & A3.22: Discussion with college students, teachers and youth Mahari Member at Tura