Version 1 August 2003 (15,256 words) LOK JUMBISH – Rajasthan People’s movement for education for all Vimala Ramachandran Case Study Commissioned by The World Bank, New Delhi June 2003 Table of contents GLOSSARY AND ACRONYMS ...................................................................................... 3 ACKNOWLEDGEMENTS................................................................................................ 4 THE BACKDROP.............................................................................................................. 5 EVOLUTION OF LOK JUMBISH.................................................................................... 6 Bo : Summary o goals articulated in the roect document<<<<<<<<<<<<<<<<<<<<<<<<<< = HOW WAS THIS CONCEPT OPERATIONALISED?.................................................................. 7 Bo : dhyaika anch orum or omen teachers<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< %9 Bo : restling ith the ormal system <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< %% Bo : Engendering uilding construction<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< %% Bo : Saha Shiksha Programme <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< %> Bo : uktangan<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< %D MANAGEMENT STRUCTURE, PHASE I AND II: 1992–1998................................... 13 Bo : Generic management rinciles<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< %F SCHOOL MAPPING AND MICRO PLANNING....................................................................... 14 Bo : llustratie seuence o school maing S <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< %I Bo : Gendersensitie management <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< %K Bo : Coerage at the close o Phase and NN <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< %= PARTNERSHIP WITH NGOS (PHASE I AND II) ................................................................. 17 ok umish anagement Structure %88>B%888 <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< %8 MANAGEMENT IN PHASE III (1999–2004) ................................................................ 20 Bo : ccounting or community contriution in cash and kind <<<<<<<<<<<<<<<<<<<<<<<<<< >% Bo : Come and look at our ne school<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< >> ok umish anagement Structure as o une >99D <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< >F POINTS TO CONSIDER ................................................................................................. 25 CAN COMPETING MODELS COEXIST? .............................................................................. 26 DID THE PROJECT CARRY WITH IT THE SEEDS OF SELF-DESTRUCTION? ........................... 26 Bo : re autonomous societies the anser to administratie ottlenecks <<<<<<<< >= LEADERSHIP................................................................................................................... 28 DONOR SUPPORT AND SUSTAINABILITY ......................................................................... 29 ANNEXURE 2: COVERAGE OF LOK JUMBISH ........................................................ 35 ANNEXURE 3: STATISTICAL PROFILE OF RAJASTHAN ...................................... 37 BIBLIOGRAPHY AND REFERENCES......................................................................... 39 Lok Jumbish Case Study Page 2 1 August 2003 Glossary and acronyms AC Area coordinator –– person in charge of district-level management structure Adhyapika Manch Women teachers’ forum APO Assistant project officer BNS Bhavan Nirman Samiti –– Building construction committee at the village level. BNS Bhavan Nirman Samiti –– village-level sub-committee of the VEC to oversee/manage the repair of school building and new construction BRPM Block-level review and planning meeting BSG Block resource group BSS Balika Shikshan Shivir –– Residential camps for primary education of out-of-school adolescent girls CRT Cluster resource team DFID Department for International Development –– Government of the United Kingdom DPEP District Primary Education Programme DRU District resource unit EFA Education for all GOI Government of India GOR Government of Rajasthan IIEP International Institute For Educational Planning, Paris (UNESCO) KSPS Khand Stariya Shiksha Prabandhan Samiti (Block Education Management Committee) Mahila Samooh Village-level women’s group MHRD Ministry of Human Resource Development MIS Management information system MLL Minimum levels of learning MSV Mahila Shikshan Vihar also known as WRITE MT Master trainers Muktaks Teachers of Muktangan Muktangan Flexible education programme for tribal children: an open school NFE Non-formal education NGO Non-governmental organisations, also known as voluntary organisations Panchayat Samiti Elected body responsible for local government at the block level PO Project officer Prerak Dal Group of social animators who worked with teachers and LJ functionaries to carry out school mapping and micro planning RPM Review planning meeting Samvadika State-level panel of experts on women’s development Samyukta In-charge of women’s development activities at the block level Sandhan A Jaipur-based educational research and training organisation that worked almost exclusively with Lok Jumbish from 1992 to 1998 Sankul Sangam A gathering of cluster personnel – a form of staff training Shiksha Aap ke Household survey of educational status of children –– to identify out-of- Dwar school children in the 6-14 age group Shiksha Darpan House-to-house survey by teachers to identify out-of-school children Shiksha Karmi Parateachers appointed in the Shiksha Karmi schools SIDA Swedish International Development Agency Lok Jumbish Case Study Page 3 1 August 2003 SM School mapping SS Sahaj Shiksha –– non-formal education centres of Lok Jumbish SSK Sahaj Shiksha Kendra –– the alternative schools/non-formal centres run in the evenings for out of school children VEC Village education committee VER Village education registers WRITE Women’s residential institute for training and education –– also known as Mahila Shikshan Vihar Acknowledgements I would like to formally thank Mr. B L Sharma, Chairman Lok Jumbish, Mr Alok, Project Director, Lok Jumbish, Academic Officer Mr Ganesh Kumar Nigam and other Lok Jumbish functionaries for sharing their thoughts and experiences. I would like to place on record that I have drawn upon my field notes from visits in 1995–96, 1999 and 2003 and transcripts of interviews with key Lok Jumbish functionaries done in 1995–96 and in 1999. In particular, interviews with Mr Anil Bordia and Mr Loria were especially valuable, as were discussions at the Block and Cluster levels. Discussions with the Sandhan team were valuable. My special thanks to all of then and to Aparna Sahay for reviewing the draft. imala Ramachandran ugust 200 Lok Jumbish Case Study Page 4 1 August 2003 The backdrop Rajasthan evokes a mixed response in the development community. On the one hand, it conjures up the image of a romantic and rugged terrain inhabited by people who are friendly and open; on the other, it is cited as a typical case of extreme social and geographical diversity, with large arid areas in and around the desert, persistence of caste inequalities and poor status of women. According to the 1991 Census, of the 7 million primary age children (6–11 years) in Rajasthan, the proportion attending primary schools was 52.8 per cent (3.7 m). Only 37.4 per cent of primary age girls attended school. The dropout rate (Classes I and V) was around 55 per cent and fewer than 30 per cent of children completed primary schooling (Census 1991). Despite the substantial increase in the number of educational institutions and enrolment and literacy rates after Independence –– the overall situation with regard to education remained grim. At the beginning of the last decade (1991), around 6,200 villages and 20,000 small habitations did not have primary school facilities. However, as the decade drew to a close, Census 2001 brought much needed cheer to the education community. It revealed a decadal jump of 21.47 per cent for men and 23.90 per cent for women in literacy rates –– among the highest in the country. As compared to the previous decade, literacy stands at 76.46 per cent for men and 44.34 per cent for women (Census 2001). It looks as if Rajasthan is finally turning the corner! (See Annexure 3 for Statistical Profile of Rajasthan.) Notwithstanding the impressive level of progress in macro statistics, sample surveys reveal a disturbing picture. Dalits, especially those belonging to communities like the Balmiki, tribal communities like the Garasia, people living in remote areas and in the margins of society, have little access to education. A significant number of their children are not in school. In any case, until recently, formal primary schools were not within the reach of children from disadvantaged communities and remote areas. In addition, the literacy rate for women is exceedingly low –– 9.10 per cent for Scheduled Castes and 7.10 per cent for Scheduled Tribes (NCAER/HDI 1997). The proportion of women teachers is a dismal 27.99 per cent and teacher–pupil ratio stands at 1:54 (Government of India 2001). Discussions with village level animators involved in micro planning revealed an entirely new dimension: girls are not even counted as children! When we did the household survey we were amazed to note that the