Community Based Learning Centres – Good practice Models by NGOs

Knowledge Development and Dissemination Centre of Rainbow Homes Program prepared this report for private circulation. We would like to pay our sincere thanks to all the staff of sample organizations selected for this study for sharing their practice, challenges and learnings with us.

Any part of this report may be reproduced for educational and other non-commercial purposes without written permission, but with appropriate acknowledgment of the source.

Credits

Author: Team, Knowledge Development & Dissemination Centre (KDDC), Rainbow Homes Program – Association for Rural and Urban Needy (ARUN)

Photos of: Children in Rainbow Community Care Learning Centres(RCCLC) in different cities.

Printed by: Print World, Delhi

Contact:

Rainbow Homes Program

Vijaya Lakshmi Avenue, Flat No: 2&3, H. No. :1-3-183/40/21/53, Road Number: 5, P&T colony, Gandhinagar, Hyderabad -500080 Ph.: 040-27660017 | www.rainbowhome.in

Community-Based Learning Centres

Good practice models by NGOs

ABSTRACT

Many children in the urban as well as in rural India struggle to learn in the face of enormous challenges, including learning disabilities, violence, poor financial situation of the families, lack of supervision by adults and many more. Many children in the communities are never attending or dropping from schools. Also, in most of the communities, irrespective of rural and urban, there are no systematized before- & after-school programs/ remedial teaching available to children in government schools to help children with their homework etc. and hence there is increased risk of dropping out of children from the schools

Establishing Community Learning Centres (CLC) using available spaces in the communities or keeping government schools open to be used as learning centre beyond school hours can help these children. CLCs can offers homework help/ tutoring, preschool classes, academic enrichment, arts and crafts, supervised games and physical education, field trips/exposure visits and any more activities that gradually shows increased interest among children towards continuing education. Children, parents, and other community members can use these centres which help them get 'back to basics' and ‘back to active community involvement’ in raising and educating all children in the communities. Even though the primary focus of the CLCs existing across the globe is to provide education opportunity to children deprived of learning, the centres help in overall community development as they are established among the communities, using resources from the communities and are functional for the members of these communities.

Rainbow Homes Program (RHP) that has been working on the issues of ‘Children in Street Situations’ through implementing a comprehensive residential care program has now taken baby steps in reaching communities and establishing Learning Centres in the communities. Based on interactions with few practising organizations, this report provides guideline and information to be used by RHP as well as other like-minded organizations in establishing and scaling the Learning Centre models.

EXECUTIVE SUMMARY

It is an accepted fact that children from poor households have a higher probability of dropping out of school than their counterparts from rich backgrounds. Therefore, children and young people who gain certain skills such as reading, writing, or counting are more likely to have better future than their peers who lack these skills. Taking this in cognizance the United Nations has setup a separate Sustainable Development Goal as ‘GLOBAL GOAL 4’ to provide an inclusive and high-quality education which will improve the learner's standard of living, and the community's future.1

While the developing countries were grappling to ensure quality education and arrest the dropouts and absenteeism in schools, the closure of schools as part of the measures taken to slow the spread of COVID-19 there is a projection that more than 200 million children will still be out of education by 2030. This is also leading to an adverse impact on the learning outcome and also likely to exacerbate the gender inequality. Girls are at particular risk of not returning to school.2

In order to deliver the basic literacy and lifelong learning opportunities for adolescents and adults, UNESCO lunched its first of a kind CLC Project in 1998 within the framework of the Asia-Pacific Program of Education for All. Further, the concept of Community-based Learning Centres (CLC) is now slowly getting popular in many countries that mainly focus on literacy and continuing education in support of Sustainable Development Goal 4.3

The primary focus of Community Learning Centres is to provide education opportunity to children deprived of learning, especially from underprivileged communities as well as providing homework supports, improve basic reading and writing skills of school children who struggles to cope with formal education in schools. CLCs are also the important part of the overall community development since these centres are established among the communities, using resources from the communities and are functional for the members of these communities.

The idea of equal educational opportunity is a longstanding theme of public policy around the world, reflecting the importance that people attach to education both for individuals and society. In India community learning centres (CLCs) were brought into existence in the 1990s and were set up by the Education and Human Development Resources Centre under the

1 African Cultures and the Challenges of Quality Education for Sustainable Development. ERIC. Commission for International Adult Education. 30 November 2017.

2 BMGF (2020) Covid-19 A Global Perspective – 2020, Bill & Melinda Gates Foundation, Seattle, USA

3 United Nations (2017) Resolution adopted by the General Assembly on 6 July 2017, Work of the Statistical Commission pertaining to the 2030 Agenda for Sustainable Development (A/RES/71/313)

Ministry of Education.4 In the beginning, the concept of one CLC per constituency emerged followed by the concept of one CLC per municipality and Village Development Committees (VDCs), resulting in the establishment of over 1,000 CLCs at once. As of 2020 there are 2,151 CLCs throughout the country.5

Since last of 18 years Rainbow Homes Programme has been working on the issues of Street Children through implementing a comprehensive residential care programme extending direct care to more than 5000 number of children with the partnership of Government, local civil society organizations, corporates and likeminded individuals and groups.

After the guidance issued by NCPCR recommending children’s restoration with families and bringing CCI children into sponsorship in cases families are not capable of taking care of them, the Supreme Court of India suggested to go for restoration on case-to-case basis by ensuring proper assessment of each child’s family before restoring the child. This forced Rainbow Homes Program to revisit its strategy and slowly move to Community Based Care for children under RHP’s care who still needs family supports as well as long term supports.

In this context, the present pilot study has been conceived to understand the processes of establishing and implementing learning centers in the community levels. Through literature reviews and interviews of some of the key informants, this study aims to understand the concept, strengths, processes involved in implementation and mechanisms of setting up different types of CLCs. Also, to document the good practices in Indian as well as in other developing countries and their impacts. The study also recommends interventions that may bring about qualitative improvement and effectiveness in the operation.

In this regard, key informant organizations were contacted for Individual interactions or focused group discussions with semi-structured questionnaire to collect information and understand he informant’s reflections on how to kick start the operationalization of CLCs. Under the study, five prominent organizations of India were taken as sample.

Through the review of existing literature on Community Literacy Centres the report compiles several good practices worldwide such as;

❖ Community based lifelong learning centre model to engage ethnic minorities and those traditionally underrepresented in higher education is available from Kosovo. The Balkan Sunflowers’ four Community Learning Centres in support the development of over 600 children. Their project work involves a school preparatory programme for ages 5-7 and a language club for ages 7-9.

4 2020, Uttam Maharjan, “Community Learning Centres: An effective tool for development” (webhttps://thehimalayantimes.com/opinion/community-learning-centres-an-effective-tool-for-development) 5 ibid

❖ A youth centre Fryshuset located South of the centre of Stockholm was created in 1984, ‘owned’ by young people and the local community. The Knowledge Centre, an upper secondary school combining sports and cultural education with the core curriculum of gymnasium, is the education pillar of Fryshuset.

❖ An Cosán provides a service to an area of Dublin that is severely disadvantaged as a result of poverty and high levels of unemployment. They cater for children in the local community in the early childhood education centre. They target community workers and leaders in the local community in order to support them and provide them with a qualification in the area. They cater for older people in the local area and provide support and advice for grandparents who help to rear their grandchildren.

❖ In Myanmar, Community Learning Centers were created at the initiative of the communities with the assistance from the education project with the objectives to provide non-formal, continuing education and skills training programmes responding to needs identified by the community and strengthen capacities of communities to carry out by themselves education programmes leading to the improvement of the quality of their life and contributing to poverty alleviation.

❖ The 21st Century Community Learning Centers (21st CCLC) is a federal model administered by United States Department of Education to provide academic enrichment to students of the communities during school hours, after-school hours, as well as during the summer, and to offer the families of the students served opportunities for literacy and related educational development.

❖ In country like America, the innovation by setting up Community School began in 19th century which got formalised with the passage of the Community Schools Act and the Community Schools and Comprehensive Community Education Act in 1970s. Community schools are public schools that are open to students, families, and community members before, during, and after school throughout the year.

❖ Community Learning Centre project by UNESCO practised in different participant countries- Indonesia, Nepal, Lebanon, Thailand, China, Uzbekistan, Kazakhstan, Vietnam, and Bangladesh focused on literacy and continuing education of children in support of Education for All. The activities organized by CLCs cover a wide range of community-based development programmes in health, agriculture, education and entrepreneurial skills for out-of-school children, youth, women, the under-privileged and the rural poor. Although there were several challenges in its implementation but it was able to make significant change in the learning outcomes of the children and also adults in some cases.

Since the study aimed to understand the key practices/interventions required to reach communities of different needs and set up learning centres to impart basic literacy to the children, some key informant organizations were contacted based on the depth and reach of their intervention covering larger part of the country. The organizations who were part of the

discussions are Door Step School, Pune and Mumbai; Makkala Jagruti, Bangalore; Deepalaya, Delhi; Aga Khan Foundation, Patna and Apni Shala, Mumbai.

Door Step School under its different programmes provides education and support to the often-forgotten children of pavement and slum dwellers, construction site families and many other underprivileged families. Some key interventions are; Education Activity Centres (EACs) at construction sites; ‘School on Wheel’ where mainly school children attend the classes before or after school hours and join the schools afterwards; Community Learning Centres have been set up in urban slums to provide a quiet place to study, read books, complete homework and for self-study along with access to reference material and guidance and mentoring from teachers and volunteers; ‘Remedial Study Classes’ offer supports to school children after 4 o’clock in the school campus for 2 hours or as and when required beyond school hours. Apart from these DSS also intervenes in Early Childhood and Care, ICT, Life skills, Vocational Training and Career Counselling. In order to make these interventions effective and sustainable, DSS engages itself in networking of like-minded players in the sector and capacity building of the project functionaries and advocacy for policy level changes. As a result, DSS has been able to bring about change in the perception of parents who now look forward to better education of their wards which leads to increase in enrolment of children and their learning outcome.

Makkala Jagriti has focused program for early childhood care, school children and youth groups in Karnataka. The organization has set up thoughtfully designed learning centers within government schools, urban slums and Government childcare institutions; thereby augmenting formal education through activity-based learning and institutionalizing holistic learning in India’s public education system. It has established Community Learning Centres in urban poor communities; Learning Centres in Govt school and taking one period daily; child centred environment for children in need of care and protection in the government-run children’s homes; preschool learning environment for children, by improving teachers and helpers’ skills, increasing community involvement and enabling stronger community ownership towards the Anganwadi. Besides, Makkala Jagriti has set up Yuva Cafés in urban poor communities where youth (14-29 years) come together for their self-development. Networking and empowering along with capacity building of the stakeholders are the major focus areas of the organization which has resulted in better learning outcome of the children covered under different activities and community has taken responsibility of early childhood centres and looking after their own children. There have been tremendous changes in the attitude of Anganwadi, workers, teachers and others related to teaching and learning. They are work more as ‘Facilitators’ rather than ‘Teachers’.

Deepalaya Learning Centre working in and around Delhi identify and work along the economically and socially deprived, the physically and mentally challenged children, so that they become educated, skilled and aware. The main interventions of Deepalaya includes

Bridge Course Learning Centre, Learning Centres for non-formal education, Girl Child Project and Education on Wheels. Apart from these the organization also runs School Quality Enhancement Programme, which is targeted at improving the number of enrolments in government schools and Vocational Training centres that focuses on students from deprived backgrounds. Deepalaya also has some innovative programms like ‘Father and Daughter Alliance’ that allows the underprivileged fathers of the girl children themselves take up the cause of educating their daughters and ‘Community Library Project’ which are run by the volunteers in the communities for children, youth, men, women and elders. As a result of these interventions, the quality of education at the Learning Centres has shown a conspicuous improvement. Besides, the dropout and attendances in schools have shown positive impacts.

Learning Support Centres (LSCs) were primarily initiated as a response to a community demand for the education of children to break the cycle of poverty and improve the quality of their existing lives by Aga Khan Foundation in Muzaffarpur and Samastipur districts of Bihar in collaboration with its partner organization Aga Khan Rural Support Programme, India. While operating LSCs, it was observed that children coming to the LSCs were constantly accompanied by their younger siblings while their parents were away fending for a livelihood. Considering these young toddler’s varied development needs such as pre-readiness skills in reading, writing and numeracy as well as in cognitive development before the child is subsequently exposed to the more formal learning experiences, AKF established Early Childhood Development (ECD) and linked to each LSC. Community members have taken the lead in establishing LSCs in their tolas (hamlets) by contributing physical space for their construction, as well as time, material and labour. Parents contribute a token financial amount each month to cover partial running costs, which creates a strong sense of community ownership.

The success of ECD centres particularly depends on the networking and participation of the communities from where children come to the centres. In terms of the result of these interventions, a greater understanding among parents about quality education including child-centred methodologies and the role of teachers, resulting in high enrolment in the LSC and increased learning levels of children were registered.

Several other organizations studied were; IGNITE- Community Learning Centres by Bhoomi in urban slums to provide children a safe and healthy environment with basic skills in literacy and mathematics; Education Centres (Vidya Vistar) by Sarvahitey has been formed to cater to the underprivileged, their needs, and gradually making them self-sufficient to fulfil their personal, familial, financial and societal obligations; Khoj Community Learning Centre has Apni Shala initiative to create a space for high-quality education for children in Mumbai. Free Learning Centre Program is the flagship project of AngelXpress Foundation designed to create opportunities for educated adults to teach and mentor slum dwelling first-generation learners in their neighbourhoods.

These organization has done significant work facing several challenges such as there are not enough qualified training teachers to teach and provide enough skills and knowledge to learners. To operationalise CLCs, the organizations need to rely on volunteers or facilitators who are mostly under-paid, therefore highly skilled educational; professional gets demotivated to join work for the organization and prefer to join formal educational institutions over CLCs. Secondly, CLCs are dependent on most external funding and it is soul responsibilities of the organizations implementing CLC models to raise resources internally. These challenges are cropping up since there is no national policy or central agency to guide and coordinate community-based centres. Creation of positive classroom environment directly affects children’s learnings. The situation was worse for all organizations to continue the activities in virtual modes due to pandemic even though CLC team members were able to accept new changes in terms of efficient use of technology.

Interviewed organizations suggested that strong networking with local government, education department and influential community members are the key to success in operating CLCs. In terms of children’s attendance in learning centre, the motivating factors are the child-friendly space and attractive activities. Most of the NGOs interviewed for the study mentioned that offering freebees including snacks in the community learning centres might divert children’s mind from education. Also, the suggestion was to keep adequate budget for CLC keeping in mind the need for quality education and related interventions.

The study succeeded in documenting different stages associated with planning and implementing of Community Learning Centres, which are Selections of Community; Need Assessment & Identification of Community assets, Mobilizing, Recruiting and Training Human Resources, building consensus & Partnerships, Planning CLC Activities, Mobilizing and Managing Finances and Monitoring & Evaluation

The report at the end delivers the underpinnings of the way forward. Firstly, the CLCs must be developed as an inseparable and integral part of education and blend well with the development programmes of the people at the very grassroots level. Secondly, CLCs can be successful only if the location of classes is ‘where they are needed’, as these centres will meet the need of local people and being a community enterprise, a wide range of stakeholders must be involved. Thirdly, in order to achieve the targeted goals or be self-sustainable in the communities a strong monitoring and evaluation mechanisms needs to be established. Finally, the CLCs only with their strategic use of linkages and partnerships, can reach outside their walls to leverage additional services to the children, team members and program to enhance the quality of their learning.

CHAPTER 1

Overview of Community Learning Centres(CLCs)

This introductory chapter elaborates onthecontext,needandimportanceof learning centres for the children of marginalized communities and its advantages of making it community based. Further, the rationale for this study along with the methodology adopted, tools used, sample organizations and its limitations are dealtwithindetailinthischapter.

INTRODUCTION

Prevalence of extreme poverty, insurgency, communal conflicts, and other factors has significantly reduced the progress in many developing countries. Children from lower income households have a higher probability of dropping out of school than their counterparts of higher income backgrounds. It is an established fact that children and young people who gain certain skills such as reading, writing and arithmetic are more likely to have better future than their peers who lack these skills. In this context, the aim of Sustainable Development Goal 4 or GLOBAL GOAL 4 established by the United Nations in September 2015 stands very crucial as this was formulated to provide an inclusive and high quality education which will improve the learner's standard of living, and the community's future.6

At the end of 2019, there were still millions of children out of school. The closure of schools in 2020 as part of the measures taken to slow the spread of COVID-19 is having adverse impact on the learning outcome. With the hit of pandemic and subsequent school closure, there is a projection that more than 200 million children will still be out of education by 2030. School closures and constrained finances due to the COVID-19 pandemic in 2020 are likely to exacerbate the gender inequality. Girls are at particular risk of not returning to school.7

UNESCO lunched its first of a kind CLC Project in 1998 within the framework of the Asia-Pacific Program of Education for All, in order to deliver the basic literacy and lifelong learning opportunities for adolescents and adults, since then it has served as a local venue for communities, adults, youth and children of all ages to engage in all forms of learning, through literacy and continuing education programmes. It has functioned as a mechanism to facilitate learning and to enable participants to acquire the knowledge and the skills essential for human development. The concept of Communitybased Learning Centres (CLC) is now slowly getting popular in many countries that mainly focus on literacy and continuing education in support of Sustainable Development Goal 4 (Global Goal 4).8 The CLC is increasingly seen

COVID 19 & school closure

An estimated 1.5 billion children and young people had disrupted access to education. At least a third of the world's children do not have the technology Increase in educational inequalities with a completion rate of 79% for the well off and 34% for the poor households.

Source- UNESCO 2020; UNICEF (2020-08-26); BMGF (2020)

6 African Cultures and the Challenges of Quality Education for Sustainable Development. ERIC. Commission for International Adult Education. 30 November 2017.

7 BMGF (2020) Covid-19 A Global Perspective – 2020, Bill & Melinda Gates Foundation, Seattle, USA

8 United Nations (2017) Resolution adopted by the General Assembly on 6 July 2017, Work of the Statistical Commission pertaining to the 2030 Agenda for Sustainable Development (A/RES/71/313)

as an important modality for socio-economic development through non-formal education and adult learning in Bangladesh. In Nepal, education and rural development initiatives have envisioned local schools as community development centres. Tackling illiteracy and promoting non-formal education for children are important aspects addressed by community learning centres in Indonesia. The Indonesian report states that CLCs serve as places for obtaining appropriate information for lifelong learning to improve people’s quality of life.

Sustainable Development Goals (SDGs) and Education

Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

Target 4.1: Free primary and secondary education

- The main mission of this target is to ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to a relevant and effective learning outcome by 2030.

- One of the indicators of the target being proportion of children and young people (a) in grade 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) Mathematics.

Target 4.2: Equal access to quality pre-primary education

- The main mission of this target is to ensure that all girls and boys have access to quality early childhood development, care and pre primary education so that they are ready for primary education;

- Setting indicators to increase proportion of children under 5 years of age who are developmentally on track in health, learning and psychosocial well-being and to increase child participation rate in organized learning one ear before the official primary entry age.

WHY COMMUNITY LEARNING CENTRES

Non-Formal Education as a Means to Poverty Reduction

Research work has examined and found that there is positive impact of literacy programme on the improvement of literacy, education, reduction of poverty and community development, especially in the rural and poor communities. Difference can be made by providing them with livelihood skills towards improved living standards and the development

of their various communities. Non-formal education, that is the functional literacy programme, was set up in communities across the world with the aim of providing literacy and life skills to the poor, illiterate and marginalised in the community.

It refers to a wide range of educational initiatives in the community, ranging from home-based learning to government schemes and community initiatives. It includes accredited courses run by well-established institutions as well as locally based operations with little funding. While non-formal education is often considered a second-best option to formal education, it should be noted that it can provide higher-quality education than that available in formal schools. Non-formal education can be preparatory, supplementary or an excellent alternative (where necessary) to formal schooling for all children.

It makes the community population to be able to read and interact favourably with the environment. The literacy programme ultimately helps to achieve the UN’s Millennium Development Goals (MDGs) of universal basic education by mopping up those who could not get access to formal education; reducing extreme poverty through training of the poor population in life skills and income generating activities; and reducing mother and child mortality, diseases and deepening democracy through the teaching of the above related topics in the adult literacy class.

Importance of CLCs

Non-Formal education provides opportunities for mastering professional skills, gives functionally guided training, and also offers additional vocational training. Non-formal education is realized through educational establishments of non-scholastic adult education and for retraining and upgrading professional skills. These organizations include CLCs which need to focus on providing a favourable environment for linking literacy with life chances and life skills, creating a dynamic literate environment and networks, supporting diverse modalities of knowledge acquisition (context, languages), developing partnership links with potential stakeholders and mobilizing efforts for neglected areas.9

The primary focus of Community Learning Centres is to provide education opportunity to children deprived of learning, especially from underprivileged communities as well as providing homework supports, improve basic reading and writing skills of school children who struggles to cope with formal education in schools. However, beyond the aim of providing basic literacy and continuing and lifelong education for all in the communities, the ambit of

9 Country Report from Asia, UNESCO

CLCs is much broader. As revealed by different organizations operating CLCs, the centres are influential in overall development of the children through addressing diverse needs like early childhood education, life skills education, health-nutrition and personal hygiene, value education, vocational skill trainings, human right awareness, communication and social interactions etc. to help children be confident and creative learners and socially responsible members of society.

CLCs are also the important part of the overall community development since these centres are established among the communities, using resources from the communities and are functional for the members of these communities. The key facets in operation of these centres lies in the effort to collaborate at the community level and develop a comprehensive, multifaceted, and integrated approach to promote healthful development and addressing barriers to development and learning (2002, Howard Adelman and Linda Taylor).

Schools are more effective and caring places when they are an integral and positive part of the community. Studies show that collaborations with different segment of the communities including schools results in developing a caring community that support children, youth and the families. Building comprehensive collaborations at community levels improve service access and provision; increase support and assistance for learning and for addressing barriers to learning; enhance opportunities for learning and development; and generate new approaches to strengthen family, school, and community. In the long run such collaborations are keys in promoting well-being and addressing barriers to development, learning, family well-being, and community self-sufficiency.

The CLCs can act as such collaborative between community-school-families since these are not only established with focus to help children of the communities with learning opportunities, but also help communities in many other ways. These include, increasing awareness among community members on social contexts, providing forums for women, youth; mobilizing local resources; instilling confidence among women in the communities to understand their values and raise their voices in decision-making process, among many others. Such diverse initiatives in the community level results in;

• Increased social and emotional support for families

• Reduced barriers to school attendance

• Increased family ability to reduce child risk factors that can be barriers to learning

• Increased knowledge, skills, and attitudes to enhance self-esteem and integrity

• Increased positive attitudes of the families about schooling and increased ability to support schooling of their children

• Enhanced coordination and collaboration between CLCs and school programs because of mutual reinforcing efforts.

• Increased literacy of parents and enhanced awareness on social context including gender education etc.

The idea of equal educational opportunity is a longstanding theme of public policy around the world, reflecting the importance that people attach to education both for individuals and society. Initial schooling is no longer a sufficient preparation for an ever-changing world but quality of learning stands important. Community Learning Centers (CLCs) are the means to deliver non-formal and informal education to children. In India community learning centres (CLCs) were brought into existence in the 1990s and were set up by the Education and Human Development Resources Centre under the Ministry of Education.10 In the beginning, the concept of one CLC per constituency emerged followed by the concept of one CLC per municipality and Village Development Committees (VDCs), resulting in the establishment of over 1,000 CLCs at once. As of 2020 there are 2,151 CLCs throughout the country.11

RESEARCH METHODOLOGY

The Rationale and Initiation of the Research

Rainbow Homes Program has been working on the issues of Street Children through implementing a comprehensive residential care program. Over the past 18 years, it has been successfully extended direct care to more than 5000 number of children with the partnership of Government, local civil society organizations, corporates and likeminded individuals and groups. The field experiences and practical learnings of Rainbow Homes unveils the fact of strengthening of families is the most important area for extending care to the greater number of children on streets. One of the key objectives of Rainbow Homes program is to reintegrate children with the families when the families are ready to take care of the children ensuring their safety and continuation of education. This is also in the best interest of the children. Therefore, the Rainbow Homes Program has now initiated to slowly reintegrate the children with their families whose economic conditions have improved over a period and they are able to take care for their children with some additional support provided to them and some mechanisms developed safety and security of the children. A thorough assessment of each family’s economic and social condition is done before reintegrating the children.

10 2020, Uttam Maharjan, “Community Learning Centres: An effective tool for development” (webhttps://thehimalayantimes.com/opinion/community-learning-centres-an-effective-tool-for-development) 11 ibid

After the guidance issued by NCPCR recommending children’s restoration with families and bringing CCI children into sponsorship in cases families are not capable of taking care of them, the Supreme Court of India suggested to go for case-to-case basis by ensuring proper assessment of each child’s family before restoration. This also forced Rainbow Program to reduce the number of children in residential care homes. Therefore, some children are reintegrated with the parents who are able to receive the children having shelter securities. During family reintegration of children, Rainbow Homes Program found that the parents despite having improved emotional bonding with children, shelter security & preparedness to receive the child, few families still need financial supports whereas few children still need long term care from Rainbow Homes.

The organization has slowly moved to Community Based Care for these children who still needs family supports as well as long terms supports. As part of the Community Based Care, the importance of establishing Learning Centers was recognized to provide learning support to children in the communities where Rainbow’s children are scattered ensuring their continued education within the communities. In this context, the present pilot study has been conceived to understand the processes of establishing and implementing learning centers in the community levels. Though literature review and interviews of some of the key informants, this study entailed to find out answers for some of the questions in order to establish and run learning centres in the community efficiently with ensured sustainability.

The research questions include,

1) What the CLCs look like in different communities? What kinds of learning support centre works better?

2) How to identify the communities and mapping needs of the communities?

3) What are the community mobilization strategies?

4) What should be the approaches, programs and interventions to be offered in the centres?

5) How to allocate resources and responsibilities?

6) What kind of capacity building are required to operationalise the centers?

7) How to determine means to Evaluate Actions and Results/ outcomes?

Objectives and Scope of the Research

Keeping in mind the need with regards to reaching the communities and establishing and operating the community-based learning centres, the major objective of this study were to;

• Understand the concept, procedure and mechanisms of setting up Community Learning Centre.

• Understand different types of Community Based Learning Centres operated by some select sample organizations.

• Document some good practices among the sample organizations and the nature of practical challenges faced by them in initial period of setting up the CLCs on aspects such as; community collaborations, establishing community participation or mobilizing the communities including children’s families, follow up of children tending to drop out from the centres, retaining motivation of facilitators, etc.

• Understand the mechanisms of follow-up, monitoring, review for effective implementation of the interventions in CLCs

• Understand the range of interventions that CLCs can offer ensuring literacy supports to children as well as continued education support.

• Document role of the implementing organizations and team for successful implementation and sustainability of CLCs

• Ascertain budgetary line items associated with different aspects of establishment of Learning Centres like requirements of infrastructure, human resources and development of essential skills among stakeholders to begin implementation.

• Recommend measures for interventions in the CLCs that will bring about qualitative improvement and effectiveness of the operation.

Tools employed for Collection of Information

Literature review: On the first hand, an extensive review of literature was undertaken to collect relevant information on aspects like, purpose of learning support for disadvantaged communities, functioning of community-based learning centres, basic interventions required for benefitting communities, importance and strategies of community collaborations etc. For this purpose, various international and national research studies, journals, civil society reports on CLCs and Life-long learning in the communities were studied. Literature review has been a crucial exercise to identify the sample civil society organizations for the present study who are functioning learning centres in different part of India as well as to know about INGOs in different countries.

Key informant’s interviews: Secondly, apart from literature reviews, collecting information from key informants in selected sample organizations in the field of child care was the important component of data collection in this study. The data collection process included administration of in-depth semi-structured interviews and open-ended interviews with the

key informants such as the head of the organizations and other staff responsible for direct implementations. The interviews were taken with prior information about the study and taking due consent from the key informants for the discussion. A semi-structured interview schedule was used to conduct these interviews to keep the discussion focused about their own practice models as well as to elicit a candid response from these professionals regarding their opinion on how to kick start implementing learning centre model, keeping in mind the Rainbow’s work domain. All the interviews were administered in online mode through Zoom calls pertaining to the pandemic situation prevailed at the time of study. These interviews were audio taped and later transcribed verbatim, which formed the database for this study.

Since, mostly the qualitative information received through these IDIs with practitioners about the implementation of CLC models, interventions, challenges and opinions were common across the sample, the study did not attempt to consolidate qualitative information. Instead, the interventions/practices are documented to make this report as a guide to RHP for scaling up the CLC model.

Sample

The study aims to understand the key practices/interventions required to reach communities of different needs and set up learning centres to impart basic literacy to the children who misses formal education as well as support children in schools to cope with the formal education system. In this regard, key informant organizations were contacted for Individual interactions or focused group discussions with semi-structured questionnaire to collect information and understand the informant’s reflections on how to kick start the operationalization of CLCs. The organizations who were part of the discussions are as follows;

• Door Step School, Pune and Mumbai

• Makkala Jagruti Bangalore

• Deepalaya, Delhi

• Aga Khan Foundation LSC project, Patna

Ethical Considerations

Alike all other research studies undertaken by Rainbow Homes Program, this study also followed the organization’s ethical protocols to maintain confidentiality of the stakeholders involved in the study. Information from the representatives of CSOs studied for this research

were collected after clearly explaining the objectives and taking due consent about usage of information provided by them.

Limitations of The Research

Very small number of organizations could be involved in this study that provided information about practical on ground interventions and challenges there off. Responses and opinions from key informants have been documented as they were narrated. There was little scope at the time conceiving this study to gain practical insights by visiting the CLCs functioning by the sample organizations since most of the sample organizations were imparting education in the community through virtual mode, owing to the pandemic situation.

Another important limitation has been the absence of documentation on practical interventions publicly available, such as community mobilization strategies or training modules for facilitators required for CLC education transactions. Most of the organizations selected for the virtual interactions found to be sceptical about the idea of conducting IDIs in online mode. In most organizations, CLC curriculum or facilitators’ training modules are organization-specific and internally copyrighted and not to share with other organizations, to maintain ethical protocols. Hence, to collect information, the researchers had to rely on secondary resources.

The current report elaborates on findings of this research study. There are five chapters in the report. The first chapter provides the overview of the study and the methodology adopted along with samples. The second chapter talks about some good practices on the functioning of learning centres at the global level. Chapter three highlights the good practices in Indian context whereas chapter four speaks about the spotlights on community learning centres. Lastly, the recommendation of this research study is compiled in chapter five which would be useful for Rainbow Programmes or any other organization which intends to establish such centres.

CHAPTER 2

FEW GOOD PRACTICES GLOBALLY

Boosting the learning outcome of children from the lowest rungs of the society is being practiced globally, although the modus operandi differs basedonthelocalneeds,circumstances andprovisions.Thischapterattemptsto compile a few good practices from the countries facing similar situations as in India, which are collected through an intense comprehensive review of relevantliterature.Thekeyinterventions byeachoftheseorganizationsalongwith their management systems are elaboratedspecificallytounderstandthe impact and underlying factors of these interventions.

FEW GOOD PRACTICES – GLOBALLY

An example of a life-wide, community based lifelong learning centre model to engage ethnic minorities and those traditionally underrepresented in higher education is available from Kosovo. The Balkan Sunflowers’ four Community Learning Centres in Fushë Kosova, Gracanica, Plemetina and Shtime respectively support the development of over 600 children from Roma, Ashkanli and Egyptian communities. Their project work involves a school preparatory programme for ages 5-7 and a language club for ages 7-9.

For adults, in 2009- 2010, women’s literacy programmes were initiated in two centres. A parenting life skills programme has also been developed, which is in addition to the regular meetings with parents and home visits. Each community receives at least 4 programmes during the year inviting parents to participate in parenting skills exchanges. These discussions employ audio visual materials around questions of children support: role models, discipline, supporting school attendance, nutrition, hygiene, care, attention and neglect, etc. Tutors and facilitators undergo a two-week training across all four Centres.

Fryshuset, a youth centre located South of the centre of Stockholm. Fryshuset was created in 1984, ‘owned’ by young people and the local community. The Knowledge Centre, an upper secondary school combining sports and cultural education with the core curriculum of gymnasium, is the education pillar of Fryshuset. The structure of Fryshuset – with its 30 or so divisions and projects in many different areas - is such that the school has emanated from the demand of the local community – rather than the other way round.

An Cosán provides a service to an area of Dublin that is severely disadvantaged as a result of poverty and high levels of unemployment; this is a community living with high levels of poverty. The level of educational attainment is generally low, with 27% of the population having no formal education or only primary level education and over 34% of the population leaving school under the age of 16. They cater for children in the local community in the early childhood education centre. They target community workers and leaders in the local community in order to support them and provide them with a qualification in the area. They cater for older people in the local area and provide support and advice for grandparents who help to rear their grandchildren.

The Community Learning Center in Myanmar12, created at the initiative of the communities with the assistance from the education project with the objectives to i) provide non-formal, continuing education and skills training programmes responding to needs identified by the community; ii) strengthen capacities of communities to carry out by themselves education

12 Community Learning Centre Experience, Myanmar

programmes leading to the improvement of the quality of their life and contributing to poverty alleviation. The 71 CLCs spread over 183 villages in total offer several forms of nonformal education such as, basic literacy course and post-literacy activities.

There are 11 CLCs, one in each township, that are experimenting a new Non-Formal Primary Education (NFPE) model, consisting mainly of out-of-school youth and neo-literates. 8 Community Learning Centres are providing early childhood care (ECCD). All CLCs offer continuing education opportunities such as skills training, talks on health or agriculture, musical and cultural events that are appreciated by the population. Moreover, all of them manage a very active mobile library providing opportunities to read books and periodicals to 3 or 4 villages forming a cluster around the core centre.

The CLC approach follows rather unique approach, different from most other countries. CLCs receive the support of the project staff, the 11 Community Learning Coordinators (CLCo) and the 3 zonal sector specialists are sustained by the benefits of income generating activities funded by the project.

The 21st Century Community Learning Centers (21st CCLC) is a federal model administered by United States Department of Education to provide academic enrichment to students of the communities during school hours, after-school hours, as well as during the summer, and to offer the families of the students the opportunities for literacy and related educational development. The federal’s aim of family support services designed to promote the optimal growth and development of children beginning at birth. The goal of the program is to help students meet local and state academic standards in core subjects, such as reading and mathematics. In addition to adding to academic content, programs also provide youth development activities, drug and violence prevention, technology education, art and music activities, character education, counselling and recreation. As per the evaluation report of the program, in order to improve academic achievement for low-performing schools with high percentages of low-income students, the 21st Century Community Learning Centers offered a varied set of activities13 through the centres.

Some of the strategies followed by the model to achieve positive impacts on student’s academic enrichment were:

• Provisioning for organizational support: Offering high-quality instruction in reading and mathematics requires recruiting, developing and retaining high-quality staff, as well as developing policies and programs that attract and retain students and reflect students’ academic needs

13 21st Century Community Learning Centers Descriptive Study of Program Practices; US Dept of Education

Hence the program has employed certified and experienced classroom teachers or instructional specialists in reading or mathematics.

• Provisioning for professional development of the staff through training courses or conferences.

• Multiple teaching techniques for reading enrichment such as, structured activities designed to build students’ literacy skills; scheduled time for independent student reading, writing and literacy enrichment Activities.

• Mathematical activities focused on basic skills for elementary school students, that is, engaging students in tasks that required simple rather than complex problem solving.

• Supplemental educational services in reading and mathematics through after-school academic activities to students.

Activities of CLC

✓ Remedial education activities and academic enrichment learning programs, including providing additional assistance to students to improve their academic achievement.

✓ Mathematics and science education activities.

✓ Arts and music education activities.

✓ Entrepreneurial education programs.

✓ Tutoring services (including those provided by senior citizen volunteers) and mentoring programs.

✓ Activities that emphasized language skills and academic achievement for students with limited English proficiency.

✓ Recreational activities.

✓ Telecommunications and technology education programs.

✓ Expanded library service hours.

✓ Programs that promoted parental involvement and family literacy.

✓ Programs that provided assistance to students who had been truant, suspended or expelled, to allow them to improve their academic achievement.

✓ Drug- and violence-prevention programs, counselling programs and character education. programs

• Usage of assessment data to improve existing program activities and achieve program success.

In country like America, the innovation by setting up Community School began in 19th century which got formalised with the passage of the Community Schools Act and the Community Schools and Comprehensive Community Education Act in 1970s. Community schools are public schools that are open to students, families, and community members before, during, and after school throughout the year. Community schools use the community as a resource to engage students in learning and service, and to help them become problem-solvers in their communities, with innovations such as, family support centres, early childhood and afterschool programs, health and mental health services, partnerships with business and civic groups, and initiatives to use school facilities as community centres. Coalition of Community Schools14 in United States is an alliance of more than 160 national, state and local organizations, outlines the advantages of community schools and the conditions for learning

14 Making the Difference: Research and Practice in Community Schools

that these advantages create. shows how community schools offer a practical and effective strategy for educating all children to their full potential and to which extends these schools make difference to students, schools, families and communities. According to the coalition, these community schools demonstrate notable improvements in many areas:

i) Student’s learnings, since they show significant and widely evident gains in academic achievement and in essential areas of non-academic development;

ii) Family engagement, because on one hand, the families of community school students show increased stability, communication with teachers and school involvement and on the other hand, demonstrate a greater sense of responsibility for their children’s learning success.

iii) School effectiveness, because community schools enjoy stronger parent-teacher relationships, increased teacher satisfaction, a more positive school environment and greater community support.

iv) Community vitality, as the coalition promotes better use of school building and creates better rapport among students and residents.

v) Most convenient site for the delivery of the community-based services as they collaborate with community members to strengthen both the school and the community in which the school is located.

vi) Better connect with communities, as teachers are compelled to interact much more closely with the community and various service providers.

Community Learning Centre project by UNESCO practised in different participant countries focused on literacy and continuing education of children in support of Education for All. The activities organized by CLCs cover a wide range of community-based development programmes in health, agriculture, education and entrepreneurial skills for out-of-school children, youth, women, the under-privileged and the rural poor.15

Indonesia

In Indonesia, emphasis is on community initiative, involvement and support of people at the grassroots level for organizing CLCs. The government and local district NFE offices are responsible for providing a major part of the funding requirement and for ensuring execution, monitoring and evaluation of programmes. The CLC venues (including buildings, material support and other logistics) are considered to be the responsibility of the community and relevant district non-formal education offices. The types of building used for CLCs included residences (31.25%), public or religious schools, community meeting rooms, community

15 Country Report from Asia, UNESCO

home economics buildings, former primary school buildings, rented buildings and CLC-owned buildings.

Key Interventions

a. Act as Reading shelter to ensure Early childhood care and education, mainly in rural areas

b. Internship and Tuition Support

c. Promote functional literacy; Vocation skills and Entrepreneurial skills

d. Maternity clinics

e. Interventions on sports, recreations in the urban communities

Management: The CLC management in Indonesia consists of the programme coordinator, secretary, treasurer, and programme heads. The day-to-day teaching and learning activities of CLCs in Indonesia are in the hands of part time instructors, whose educational qualifications ranges from high school certificates to master’s degrees. To maintain the effectiveness of programmes, instructors or district NFE officials routinely undertake monitoring/evaluation and provide advice to the CLCs as feedback. The instructors take active part in motivating the learners, especially in the case of decreasing attendance.

Nepal

In Nepal, the CLCs are organized and supported by NGOs that are principally sponsored by project funds and grants from UN bodies and development agencies dealing with issues related to children, women, the underprivileged, and human rights.

Key Interventions

i. Interventions related to adult and women’s literacy, out-of-school learning, coaching supports to 8t and 10th grade girls, cognitive development of children

ii. HIV/AIDS awareness-raising

iii. Promotions of income-generating activities such as tailoring, bee-keeping, making pickles and bags, growing vegetables, raising goats, savings and credit.

iv. Functional literacy such as knowledge of agriculture and animal husbandry

v. Raising awareness on women’s empowerment, women’s legal rights, reproductive health, preservation of natural resources etc.

vi. Local construction skills training support.

vii. Health, hygiene and counselling supports to children and community members

Management: For operation of CLC activities, CLCs have involved facilitators and, in some cases, motivators and/or people skilled in social mobilization. Most of the facilitators hold secondary education-level qualifications, which seems rather inadequate considering the nature and importance of the programmes run by the CLCs. There are capacity-building not only of the participants, but also of the facilitators and other personnel. However, the scope of capacity-building is limited to short-term training and orientation programmes. The CLC stakeholders get trained and are involved in skill-based learning activities in accordance with the nature of their roles and responsibilities.

Lebanon

In Lebanon, CLCs are organized and looked after by NGOs and local municipalities with the participation of volunteers from the local communities. CLC activities varies from one place to another. “Computer training,” “summer camps and non-formal education activities” were the most common among all the centres. On the other hand, only the CLCs related to the Palestinian camps were part of an NGO’s comprehensive plan; all other NGOs conducted their different activities based on availability of funds and appropriate circumstances.

Key Interventions

i. Computer training courses and with the aim to develop basic computer-literate generation in these target underdeveloped areas.

ii. Summer camps and non-formal education activities promoting children’s participatory involvement to enable them learn concepts to enhance the quality and perception of their lives.

iii. Capacity-building of volunteers to carry on the planning, organization, and implementation of activities during the summer camps.

iv. Vocational training and skill building workshops.

v. Handicraft activities for women of the communities.

vi. Cultural activity such as theatre, summer festivals, awareness seminars, and literature evenings to spread awareness on certain community level issues

Management: All CLCs are under direct management of each relative NGO, cultural centre or municipality. One notable strength is at the managerial level that relates to youth involvement in the centres. Youth participation is particularly encouraged at the administrative level and within project implementation.

Policy linkage & Networking: The main policy linkages shared by CLCs is their co-operation with the Ministry of Education, which provides support in providing space and facilities for activities, especially summer camps. There is high level of enthusiasm and commitment of the management and volunteers who appreciate the opportunity offered by the CLC in the

development of their communities. The outreach, though promoted in a very primitive way (announcing activities through public microphones), is increasing as time goes by and is granting the CLCs more experience in running their activities.

Thailand

In Thailand, there are two types of CLCs: the centres organized and operated purely by local people, and the centres organized and run by local people, but with some government support. The CLCs were initiated by the local communities and hence self-reliance, since they do not receive any direct financing or programme support from the Thai Government. These CLCs are managed by local people of the communities who organize and supervise programmes around topics that are relevant to the local people and which can be implemented by locally available human resources: teachers, artisans, intellectuals, senior citizens and the elderly who possess specialized knowledge and skills in specific areas.

The main activities of CLCs in Thailand are related to basic literacy and other development activities. Some activities focus on developing occupational skills and increasing knowledge of agricultural practices. Others are part of quality-of-life programmes, such as health promotion, HIV/AIDS prevention or preserving the local wisdom of elders and developing the relationship between the new generation and the elderly.

Key Interventions

i. Non-formal education activities in response to the problems and needs of people at all age groups in the community

ii. Providing basic educational services to target groups both inside and outside the formal education system.

iii. Learning process focused on the self-sufficient community, self-realization of the impact of ecology on people, and the application of knowledge to everyday life.

iv. Knowledge of sustainable agriculture and diversified forestry was applied to field practice

v. Career development and income generation integrated in CLC activities

vi. Community literacy with varied curricula to fit the needs of individuals, groups, families, and communities

vii. Emphasis on activities for farmers and family leaders

Management: The 4 CLCs in Thailand mostly caters to the need of children, youths, females and seniors inside and outside the formal education system and also inside and outside the community. The CLCs are mostly operational either through working groups of local people or local administration organizations.

China

In China, three types of CLCs are functioning; a) the first type operating in poor rural areas with the aim for poverty alleviation through literacy education; b) the second type operating in relatively with the aim of increasing income of local people and people coming from other provinces through CLC training programmes; c) the third type operating in urban areas to provide leisure time education for improving people’s quality of life as well as offer vocational and technical skills training for the residents of urban areas and migrants from other places.

The movement of community education of CLCs, has developed positively in China mainly due to governmental policy and financial support at various levels. The Ministry of Education as the main government authority responsible for Community Education, CLCs and EFA, plays a greater role in the development of CE and CLCs in China.

Firstly, the district government issues government documents on the implementation of Community Education and CLC project; Secondly, the leaders of the district government and its various branches serve as group leaders and members. The Working Office for the experiment in Community Education is located in the District Bureau of Education, and is responsible for the routine work of community education. Thirdly, the district government signs agreement with its different branches and bureaus to formalize responsibilities for promoting community education. In collaboration with the Bureau of Education, it also allocates special grants for this purpose.

Key Interventions

i. Literacy education with systematic learning content and a scientific leaning approach

ii. Continuing and lifelong education

iii. Training in practical skills

iv. Training focused on change of occupations

v. Family education and social education

vi. Leisure time engagements

Management: In China, existing formal schools and vocational education institutions have been used as CLCs, thus ensuring that CLC programmes and activities could be implemented effectively and successfully via the active participation of teachers at those existing educational institutions. Additionally, in urban areas, special community schools and colleges have been built for community education.

Kazakhstan

CLCs in Kazakhstan act as multi-purpose centres for community development, and they serve as an integral part of the socio-economic and cultural spheres of local community life. CLCs in Kazakhstan provide opportunities throughout life to the following target groups: a) members of needy and large families; b) women and youth, including the unemployed; c) children with special needs for development and their mothers; d) widows; e) repatriates; and f) orphans.

Key Interventions

i. Vocational programs through CLCs on computer, sewing, tailoring, modelling, English language, electric welding etc

ii. Life skills programme with community people to promote healthy life style, family planning

iii. Income generating activities like carpentry, handicrafts, culinary, gardening, cheese-making etc.

iv. Awareness on HIV/ AIDS, drug prevention

v. Sports activities

Management: The efficiency of CLC activities is built on a high degree of self-organization in the local community. CLC committees in Kazakhstan consist of representatives from district education offices, health care and social protection fields; the business community; NGOs; retired individuals; and local community people. CLC facilitators and trainers are skilled community leaders, such as local school teachers, retired people with specific skills, and people from various walks of life with specialized professional and vocational backgrounds. The key person in day-to-day management and general planning for CLC development is the CLC facilitator who is responsible for organizing the CLC activities; developing training programs, administrative management of the centre; organizing campaign; involving volunteers from local communities in CLC activities etc.

The management structure makes available at least two basic teachers with appropriate teaching qualifications and essential job experience, along with a high level of interest and activity among CLC managers and teachers.

Policy linkage and networking: CLC facilitators have managed to establish cooperation and partnership with local and regional organizations, in particular, with teachers of high schools and colleges, libraries and also regional departments of labour. This linkage assists CLCs in mobilizing teachers as volunteers for computer courses and activities in cooking, sewing and national crafts. Women under the management of volunteers learn carpet-weaving skills through a similar linkage.

Uzbekistan

In Uzbekistan, the CLCs provide non-formal education providing opportunities for mastering professional skills, gives functionally guided training, and also offers additional vocational training. The education policy of Uzbekistan in the field of non-formal education focuses on providing a favourable environment for linking literacy with life chances and life skills, creating a dynamic literate environment and networks, supporting diverse modalities of knowledge acquisition (context, languages), developing partnership links with potential stakeholders and mobilizing efforts for neglected areas.

Groups that are targeted for CLC training activities include schoolchildren, youth, women, men, unemployed, pensioners and people with disabilities. CLC objectives largely focus on providing a favourable environment for linking literacy with life opportunities and life skills, creating a dynamic literate environment and network, supporting diverse modalities of knowledge acquisition (context, languages), developing partnership links with potential stakeholders, and mobilizing efforts toward alleviating the poverty situation in neglected areas.

Key Interventions

i. Preparing children for elementary school; Courses of foreign languages and Functional literacy

ii. basic computer courses; internet and creation of webpage

iii. Life Skills Programmes

iv. Health programs focusing on Reproductive health, HIV/AIDS prevention, Healthy lifestyle, Drug abuse and Sanitation and hygiene

v. Early Childhood Care and Education

vi. Vocational Training

vii. Culture Programmes, art and creative activities

viii. Gender Programmes to address problems of feminine emancipation

ix. Community Resource Centres and Libraries

x. Sports and Recreation

xi. Co-ordination and Networking with different organizations in the communities

xii. Social protection for families with moderate means, retirees, orphans, and marginalized population groups

Management: The structure of personnel management of CLC centres in Uzbekistan include the head of the CLC, Educator/Instructor as the Deputy Director, Teachers to carry out day to day earning activities and specialist of computer system. The CLC activities are run with active participation of volunteers from the communities that include, enterprises, youth committees, parents, private sectors and medical centres

Financing sources: In order to raise funds for implementation of their programmes, CLCs strive to attract outside sponsors, i.e. governmental organizations, the private sector, and international agencies. Self-generated funds are primarily obtained from the sale of products (computer software, business cards, etc.), cultural shows, and sale of services (tutoring) Gifts and donations are largely received from patronage and sponsorship, volunteerism, government subsidies (providing buildings), fund-raising campaigns, and NGO support.

Vietnam

In Vietnam, CLCs have developed to enhance the quality of people’s lives and contribute to development of the country, hence leading to the stability and prosperity of the region as well as of the world. CLCs have developed mainly in the rural areas to serve rural communities. In the city, most CLCs are in suburban areas.

Key Interventions

i. Compulsory classes providing lower and upper secondary education for out-ofschool adults and youth

ii. Income generating activities for community people including cultivation training, veterinary training, husbandry training, economic development & enterprises; Loans, savings, small credit

iii. Reproductive health and family planning

iv. Care and protection of mothers and children

v. Household accounting trainings

vi. Awareness on women’s empowerment; law and policies of the Party and State; prevention of drug abuse, HIV/AIDS, combating prostitution; personal health and hygiene; environmental sanitation and protection; preservation of cultural and historical sites; safety and prevention of traffic accidents etc.

vii. Interventions for art, culture and sports, dancing and music

viii. Cases on foreign languages, informatics classes, vocational trainings etc

ix. Programmes for community development

Management: Most CLCs are created by local communities, not by the government or NGOs, or other international organizations. Local CLC committees and managers steer and oversee CLC operations. Some government funds have been received and various local efforts have occurred to supplement the income with local funds, although they are often small and modest.

Bangladesh

In Bangladesh, the CLC is a local institution of functional literacy outside the formal education system for disadvantaged people of rural and urban slum areas. Such centres are usually set up and managed by community people, with some funding and technical support from a local, national or international NGO. CLCs in Bangladesh usually do not use local facilities and buildings such as primary schools, mosques or temples. Instead, they operate in separate single-room structures with limited sanitation and other facilities.

Key Interventions

i. Helping children in acquiring basic literacy skills; continuing education through literacy resource centres and library services

ii. Skill training for income-generating activities, savings, and credit services for community people, especially disadvantaged women.

iii. Conducting issue-based discussions and act as forums for socialization and the development of social awareness.

iv. Promotion of personal qualities and talents of the children development of new skills and knowledge to match future requirements

v. Settling conflicts in the communities, occasionally

vi. Occasional health services for community people

vii. Recreation, religious, and social get together

viii. Awareness-raising and empowerment to protect civic rights

Management: The responsibility for overall management of a CLC lies with a CLC Management Committee (CMC), which is elected for a period of two years. Members of a CMC (including its chairman) are representatives of the local community such as, local primary school teachers, knowledgeable farmers, community leaders, doctors or businessmen. The day-to-day CLC activities are managed by a community worker (facilitator or manager), who is usually a local young woman. The responsibility for supervision of CLCs, assistance to community workers, and arranging monthly meetings, training and other programmes lies with the supervisor of the sponsor NGO.

Financing Sources: The three main sources of CLC funding in Bangladesh are contributions from the headquarters of the sponsor NGO, donations by local people, organizations and institutions including local government bodies, and monthly fees paid by CLC members. In addition, fees paid by members and donations by local community people are not sufficient to cover the deficits. The estimated annual cost of operation of a CLC of the existing type in a rural location of Bangladesh is about Tk 30,000 which is based on having a one-room CLC

house on free land, with a token honorarium to a minimum number of CLC staff with minimum furniture and equipment.

Monitoring: In Bangladesh, the supervisor visits CLCs two or three times a month. During these visits, the supervisor usually checks registers and discusses problems with community workers, the CLC members and sometimes consults with local community members, the performance of CLCs and ways to improve it.

IMPACTS & CHALLENGES OF COMMUNITY BASED LEARNINGS IN DIFFERENT MODELS

Impact of Coalition of Community Schools

According to the study by Coalition of Common Schools in America, using schools for community learnings within or beyond school hours bought several measurable changes in terms of improvement in student’s learnings as well as strengthening of families of the children and the whole communities. The report16 says, there have been significant changes in;

• School readiness and greater reading proficiency among pre-school children.

• Improved attendance, reduced dropout rates and higher college attendance despite increased poverty.

• Greater classroom cooperation, completion of homework and assignments, adherence to school rules, and positive attitude

• Advanced reading proficiency in elementary school due to intense after-school program

• Improvements in personal or family situation, abuse, or neglect; reduced family violence.

• Improved communication with schools and teachers and Greater attendance at school meetings.

• Improved family nutrition due to the health services& nutrition awareness program to children and families

• Improved parents’ leadership because of the interventions with parents to increase their confidence and decision-making power etc

• Increased community knowledge and improved perception of initiative

Impact of Community Learning Centre Projects supported by UNESCO

Bangladesh

- Increase in community awareness about the importance of education, primary health care, sanitation, environmental conservation and many other related issues in Bangladesh

- Significant change in the occupational status of the women in the communities where CLCs operated, especially those who had been housewives in Bangladesh

- Empowering disadvantaged women in CLC operating communities in Bangladesh to acquire more confidence in decision-making.

- Improving livelihood of women members of the communities in Bangladesh through income-generating interventions like loan services, livelihood skill trainings etc.

Nepal

- Empowering women to participate in educational activities and take an interest in their children’s education, particularly girls in Nepal.

- Substantial increase in literacy rates among women in the communities of Nepal since CLCs have taken lead in launching literacy programmes for adults in the communities.

- Upholding of cultural identities through community participation in CLCs in Nepal.

- Muslim women are much empowered an CLC intervention motivated them to participate in community meetings.

Indonesia

• Continued participation in educational programmes.

• Improved income-generating skills among community people due to entrepreneurship training, vocational skills training, and internship/fee support programmes etc.

• Enhanced parental motivation to support schooling due to CLC’s early childhood care and education programmes

• Enhanced healthy lifestyles because of the family education interventions and Sports and Recreation programmes

• Improved participation in local democratic activities.

Kazakhstan

• Improved self-confidence and willingness to adapt to the demands of society among the community people including children in Kazakhstan.

• Positive behavioural change of the learners in communication, critical thinking, decisionmaking and creativity.

• Lifelong learning for all, particularly unprotected categories of the population, including adults, the unemployed, women, youth, repatriates, the disabled and children of preschool age.

• Promotion of democratic procedures in society in decision-making at the local level.

• Improved civil awareness, healthy lifestyles, social activity and gender equality.

Thailand

• Improved community literacy and self-sufficient communities.

• Partial tuition fee strengthened economic self-sufficiency.

• Strengthening of networking and linkages among various models/schools of formal and non-formal education; improved supports from Local administrators for the interventions of CLCs.

• Harmony among people of different races and cultural groups because of cultural activities in the communities.

• The younger generation is now well prepared to take leadership roles in the future.

• CLC activities bonded people together.

• Bringing back self-respect of senior citizens in the communities; reduced generation gaps and improved connects between senior citizens and the younger generations.

Vietnam

• Education institution reaching disadvantaged people at the grassroots level- those considered the “unreached” in the community.

• Transmission of useful knowledge and income generating skills due to CLC programs and interventions.

• Empowerment of youth, women, the underprivileged and the disadvantaged.

Lebanon

• Active and enthusiastic youth participation and involvement accounts for the popularity of many CLC programmes.

• Increased awareness, acceptance and adoption of participatory approaches. Computerliterate generation in hitherto neglected underdeveloped areas of that country due to CLC’s computer courses in Lebanon

Challenges of implementing CLCs in UNESCO funded countries

- Inadequate and inappropriate housing facilities.

- shortage of funds and financial instability.

- Inadequate manpower and motivated personnel; lack of staff for strategic planning, fund raising, self-evaluation and self-analysis skills.

- Lack of materials such as, insufficient equipment and tools, poor stock of books and reading materials.

- Staff lacking required efficiency and skills.

- Stereotyped activities in the CLCs.

- Half-hearted local participation.

- Poor acknowledgement by local authorities about the advantages of CLCs.

- Lack of political support, absence of interest in CLC activities from the states.

- Inadequate gender representation on the management level in the case of CLCs in Lebanon.

- Transportation problems influencing people’s ability and/or willingness to come from neighbouring places, as well as their regular commitment to meetings and work during implementation of activities.

- Shortfall in strategic planning resulting in setting of non-realistic goals to achieve

- Funding is often dependent on international NGOs and personal donations. Very few have been organizing events and lobbying to get support.

CHAPTER 3

Documenting Promising Approaches by Few NGOs in India

Most of the organizations into child educationinIndiahavebeenengagedin establishing and promoting child learning centres managed by local communities. The experiences of these organizations are mixed and worth sharing.Hence,thissectionofthereport has a compendium of background, strategies, systems and procedures followed by sample organizations from different parts of India. This gives an overview of different approaches adopted by the civil society organizations in the country to address the issues related to education of children from marginalised communities.

DOOR STEP SCHOOLS, PUNE & MUMBAI17

Introduction

The Society for Door Step Schools (DSS) was established in Mumbai in 1989 and expanded to Pune in 1993 with the aim of addressing illiteracy amongst the marginalized sections of society. DSS started their Community and School Intervention programs with the aims to address three main issues of primary education of underprivileged children- non-enrolment i.e., children are not enrolled in schools for a variety of reasons; wastage i.e., children drop out of school at an early age and stagnation i.e., even if children are enrolled in schools, their quality of education is low. Children remain out of school for a variety of reasons, ranging from - taking care of siblings & household chores, to lagging behind in studies, to constant migration for employment of parents. Many are not enrolled in school, and amongst those who are enrolled, high drop-out rates and low attendance are common. Further, parents have poor awareness about importance of education and provisions made by government (under the Right to Education Act) for children. Consequently, chances of these children breaking out of the cycle of poverty are minimal. DSS provides education and support to the oftenforgotten children of pavement and slum dwellers, construction site families and many other underprivileged families.18

Types of Community Level Learning

1) Education Activity Centres (EACs) under Project Foundation at construction site: DSS working with Community children including Roadside children, seasonal migrant children such as, children whose parents are in construction sites sugar factory, brick kiln etc. Considering the high number of out of school children in Construction sites of Pune due to constant need for migration in families, language barriers and general apathy towards education, DSS established Education Activity Centres for the children of construction site labourers with help from builders in Pune. The centres in construction areas are running by DSS with joint venture with the builders or employers of the children’s guardians. The classes provided supplementary educational support for the children who would otherwise be deprived of education.

17 DSS, Annual Report 2019-20;

Note: Information presented here is based on interview with DSS staff at the time of undertaking this study.

18 https://www.doorstepschool.org/pune/ accessed on November 2021

2) Community Learning Centres: Children in Urban slums are enrolled to schools. However, due to lack of place, books and guidance, their academic performance is low. This leads to dropouts. Thus, Community Learning centres have been set up in these urban slums to address these issues by providing them a quiet place to study, read books, complete their homework and for self-study along with access to reference material and guidance and mentoring from teachers and volunteers. Children of 4th standard and onwards can come to these CLCs to get support with homework or concept clearing on science, maths etc. Students up to 10th standard is helped and it is ensured that girl children to continue education. These CLCs also offer computer classes, science experiment labs, study classes and E-Learning facility to guide children in their studies and also life skills education, vocational guidance for bolstering children’s overall development. Satellite classes are also run in the vicinity of these Centres so that the children staying in the nearby slums can benefit from attending different classes.

3) School on wheel: The School on Wheels (SoW) is Door Step School's signature program that was started in Mumbai in 1998 and in Pune in 2001 and designed in order to reach out to children in difficult locations such as pavement dwellings, road construction sites, areas where street children are found in large numbers etc. The School on Wheels program remodelled buses fully equipped as classrooms (with a blackboard, audio-visual facility, learning charts, mini-library of books and toys, etc.). The busses cover 4 locations in a day, conducting sessions for language and maths around two to two- and half-hour duration.

4) School Partnership Program: School partnership program by DSS provides academic supports to children from Primary to Middle School (both municipal and private schools) as well as enables school teachers to adopt quality education techniques. In order to reduce school dropouts and academic stagnation, thereby improving attendance ad enable learning achievements among children, this program aims to provide need-based packages to school children that include study classes, reading promotion, mental health project, school bus service, recreational activities along with various extracurricular activities. The school Mental Health Program aimed to reach out to school children who are at risk of having serious developmental issues which are missed out due to the lack of professional help.

Operation durations

• Education Activity Centres (EACs) at construction site run for 8 hours, where older siblings taking classes of younger siblings or first-generation learners and DSS follow up.

• Mobile buses for ‘School on Wheel’ run 4 sessions in a day with 1.5 hours in each session, covering twenty-five children in a session where children (school children mainly) attend the classes before or after school hours and join the schools afterwards.

• Community Learning Centres operates 5 days in a week, 1 hour in a day for each batch

• ‘Remedial Study Classes’ offer supports to school children after 4 o’clock in the school campus for 2 hours or as and when required beyond school hours.

Module/Curriculum

For Study class and Reference class children DSS facilitates school curriculum-based learning with help of E-learning Modules for grade 1 to 10. Visual representation, quizzes and examples help them to understand concepts and assimilate information in a better manner. For CLCs, modules are developed by DSS with focus to teach basic reading and numeracy skills. As well as curriculum is developed with focus so that children are able to read and understand of the textbooks corresponding to the classes, they are in.

Reading and understanding language

o Developed 20 stories with composite words and in simple short sentences so that children reading improved. Little pictures in a page with at least 4-5 lines of texts so that children’s focus stay in reading because otherwise children’s focus gets diverted to the pictures only.

o 120 days of teaching with focus to bring children from not being able to read a letter to a capacity of reading newspaper portion and textbook in either Marathi or Hindi.

o Next 40 days of teaching focusing on comprehension skill in language.

Numeracy teaching

o 140 days (140 hours) with understanding the numbers and tables initially and then increasing/decreasing orders of the number and addition and subtraction of 2-digit numbers followed from the NCERT grade-2 textbooks. Multiplications and divisions are not covered within this 140 hour of teaching.

o TLM kept along with a proper word document with the plan on how to transact the TLM. With the TLM, children are encouraged to learn and revise on their own. And then children are encouraged to write on what they read.

o Children are divided as per the learning levels instead of their classes or which generation learner they are. For example, in case 8th classes students and not able to read and understand the textbook. Based on child’s learning levels, children are divided.

Structure and Management

• The day-to-day CLC activities are managed by the teaching staff who are grass-root level staff and responsible mainly for classroom transaction

• Supervisors who supervise the teachers; providing assistance to teaching staff, to be in contact with parents, arranging monthly meetings, training and other programmes lies with the supervisors.

• There are Coordinators who coordinate between different centres and also coordinate with the schools also for remedial teaching in the school and work with the community members for other community development programs.

Major Community Interventions/Activities in Mumbai and Pune

1) Education and Teaching

▪ Education Activity Centres (EACs) have been set up to conduct Literacy Classes for the children of construction site labourers with help from builders. Children between 6-14 years of age are enrolled to schools and then provided with support in order to continue schooling. These classes are not meant to be a replacement for formal education system, but provide a supplementary educational support for the children who would otherwise be deprived of education.

▪ Study classes are conducted for children between 6-14 years of age who are enrolled to schools to help them revise their previous learning and achieve their expected learning level by enrolling them to their age-appropriate classes. The children are identified through surveys; teach them basic language of Marathi and basic numeracy skills and give them access to a variety of educational material like worksheets, charts etc.

▪ Reference Classes are conducted for the children who are able to read but require help in completing their homework, need guidance from teachers. These children sometime volunteers for various activities that are conducted as well as come to the learning centre for reference books.

▪ Science and Math Lab: There is focus on the hands-on learning and helping children to understand the concept of science and maths through innovative activities, games, experiments and also using recycled materials to create learning models.

▪ Volunteering program during pandemic arranged with online English Teaching Volunteering programs for students as well as Teachers and other volunteering activities by lots of corporate an individual volunteers helping children in different means. In the

CLCs also, the volunteering activities included mentoring and regularly guiding children with the subjects they needed help with.

▪ School partnership program:

a. First Step Forward – There is not much effort by the schools in the communities in 1st standard to enhance reading skills of sentences which is why in 2nd standard the children suffer and reading gaps persists. First Step Forward is the intervention by DSS in Govt schools to focus on language reading. For 1st standard children, a 45 minutes’ revision session is conducted by the Book Fairy (teacher who carry a bag of books) in the school within school hours with the help of class teacher. With this intervention, at the end of class 1, children are able to read the simple texts at least.

b. For 2nd to 4th standards- A 90 minutes of focused intervention by DSS teachers in Govt schools once in a week- In the sessions, first 10 minutes goes with distribution of the books; in the next 20 minutes DSS teachers ask the students to read aloud in order to understand the reading levels of the children; the next 30 minutes are allotted with teachers conducting activities with children to motivate them to read more; or children performs story or songs so that children gets some inspiration to attend these classes. Children are also given books by DSS for home learning.

c. For 5th to 7th standards – Home learning only by distributing the books to them once in a week. There is not classroom intervention for these children since with efforts of DSS from 1st standard, the children who reach 5th standard learn to read books fluently and they are more eager to take books from DSS to read in their homes.

d. Home lending library for 1st to 8th standard: To sustain the reading habits and improve vocabularies of children.

e. Remedial Study Class: Remedial classes are meant for students from standard 2nd to 4th who are unable to cope up with the school work. Children for remedial class program are referred by school class teachers and the program aims to develop child’s language and Math skills to ensure learning comprehension and progress of all children is monitored by conducting pre and post-test. Children in the schools from the community who needs remedial teaching are given support after 4 o’clock in the school campus for 2 hours or as and when required beyond school hours.

2) Early Childhood Care and Education

Balwadi is a pre-school preparation program where 3–6-year children are prepared for school and entry into school is ensured as soon as the child is of eligible age. The Balwadi thus serves

as a preventive measure preventing them from growing up into illiterate adulthood. Under this program, Children between 3-6 year are prepared for school and day care centres are also run making it possible for children to go to schools since their younger siblings are taken care of. Crèche is run for children between 0-3 year so that their older siblings may attend school instead of having to take care of them.

The facilitators used innovative methods of teach these pre-school age groups focusing mainly to encourage then begin writing. These classes promote children to hold the pencil and motivate them to copy, draw, pattern writing, tracing alphabets or numbers with the use of different colours repeatedly.

3) ICT Programmes

Computer Classes following the MHCIT syllabus are conducted in the CLCs to introduce the computer (actual machine and its various parts) to the children and give them hands-onexperience of handling the computer and its basic MS office tool.

4) Life Skills Programmes

Life Skills Education focuses on building the planks in the bridge, working on the individual skills that help people to make healthier decisions about their lives. LSE is conducted for children in the reference classes at all the CLCs. Two teachers and a supervisor are trained by LSE facilitator who in turn facilitates the sessions for the children in the CLCs.

5) Vocational Training and Career Counselling

Children from 7th standard onwards are included in the Vocational Guidance and Career Counselling initiative focusing on three aspects of career choices- study techniques; understanding self and understanding the various career options available for them to choose from. Guiding them with study techniques eventually helps them to achieve the academic success they require to be able to make the career choices freely. Understanding themselves and the skills they possess helps them choose a career that is in line with their skillsets. Understanding the various career options available today helps them appreciate the variety of choices available for an appropriate career.

6) Alumni program

Bal-Samuha, are the groups of children, who come together to work for the development of the community, and work towards protection and promotion of child rights. DSS alumni comprise a major part of this Bal-Samuha. Through this venture, youth from the communities also get varied exposure and an opportunity to network with youth from other organizations.

This program also enables them to be responsible citizens and empower young adolescents by inculcating knowledge and life skills.

7) Community Resource Centres and Libraries

▪ Centre based Children’s library: The library at the centre includes reference as well as for the children from the community to help develop their interest in reading and inculcate in them the habit of reading. Apart from this, the children can also do selfstudy with help of reference books available at the centre. The centre also makes available a peaceful space for children thus being used as a ‘Reading Room’

▪ Community based Children’s library (Child to Child Library): Many children staying far cannot come to the centre to read books in centre’s library. Hence, books are kept in community learning centres where children can come and read the books. These children can take the books along with them and return back after few days and every time they can change the set of books after reading one set. Children are allowed to take a bag of books to the other nearby slum/ slums and distributes the books to the children for reading. The CLCs keeps the record of books taken by the children. To assess the activities of these children, periodic meetings are also conducted to understand the challenges faced by these children.

▪ School Library in Municipal and Private Schools: Reading Promotion Program as School library ensures that children develop a reading habit thereby building language skills such as listening, speaking, narration, reading and written self-expression. Apart from that Library and Home lending Program being conducted for classes five to seven to provide children access to story books, biographies and literature that helps to build and sustain the reading habit in children and develop their vocabulary.

8) Festivals, Events and Exposure visits

▪ Festivals like Diwali, Christmas, Palkhi, etc. and important local, national and international events such as, Independence Day, literacy day, republic day, pollution control day etc. are celebrated with the children in CLCs as well as in schools.

▪ Exposure visits and opportunities to participate in events (organized by DSS as well as different Institutes or Organisations) provides children with a much-needed platform to explore different aspects of themselves and their surroundings and express themselves. Activities of this kind help expand the children’s horizons. DSS has been arranging trips in and around locality like park, garden, schools, temples, provision stores as well as arrange visits of children to hospitals where doctors explained them healthy lifestyle, good diet, cleanliness and hygiene Children were taken to police stations get rid of the fear factor about the police force. Visit to E-Seva Kendra arranged

so that children know how convenient it is now to get important documents like Adhaar, etc done at these E-Seva kendras

9) Advocacy, Campaigns and Awareness generation interventions

▪ Advocacy with Govt: DSS ensure that school children in Municipal schools and low cost private schools have the required infrastructural facilities, because otherwise only awareness generation without providing facilities will not help. Hence advocate with the PMC or Maharashtra government to ensure child friendly toilets and safe drinking water facilities in schools.

▪ Parents’ Participation in Children’s Education: This program is continued to generate awareness about the importance of education amongst parents of the marginalised communities and enable them by making them aware of their role in their children’s education and eventually take responsibility of their education. Parent’s participations in their children’s education increases through regular conduction of monthly meetings where awareness building discussion focuses on enrolment of children, making arrangements for school transport, attending PTA meetings in schools and collecting Transfer Certificates (TCs) from schools before migrating so that continuity of children’s education is ensured.

▪ Tracking of Migrant children: Migrated children are tracked using various methods like issuing ‘My Card’, calling up parents, relatives, etc. to ensure that they continue schooling even after migration. ‘My Card’ is given to the children after being enrolled to the EAC. It contains basic details about the child along with the contact details for Door Step Schools.

▪ Every Child Counts-Campaign for enrolment of out of-school children in Pune: It is a citizens’ campaigns to ensure that every child is in school at the right age (6-7 years) thereby increasing the chance of their getting an education. Under this program, regular surveys are conducted in temporary slums, construction sites, etc. to identify out of school children, enrol them to school and through regular follow up ensure that the children continue going to school.

▪ School sensitization:

a. Sensitise schools about the problem of out of school children who were not enrolled in school because parents were not convinced about online education at the time of pandemic.

b. Apart from that regular awareness generation on personal hygiene and habits among children from pre-primary to 4th standard children in the Govt schools. DSS also works with school management ensuring proper hygiene of MDM and proper kitchen behaviors of the food preparing and food serving staff.

c. Eating habits and proper eating behaviour at the time of meals are taught to the children and DSS ensure that these habit teaching are owned by the schools so

that beyond DSS’s intervention time, the habits are built on to the children at early age and they follow the habit properly

Participants and Coverages19

DSS’s Community Based Educational Programs are based on needs of the selected communities to help children in the age group of 3 to 18 years.

• In Pune, Educational Activity Centres are running in 99 sites covering 6615 children; Mobile Classes in 7 Buses in 65 locations covering 2613 children; 3 CLCs in 11 sub centres covering 1519 children.

• As of 2019-20, 1542 pre-school children benefited through 48 Balwadi classes conducted in communities and 10 Anganwadi centres covering 190 pre-school age group children in Mumbai

• Community Based Educational Programme in Mumbai, Balwadi for preschool age, study classes, science/maths labs, computer centres, CLCs, door to door library, mobile van library, study centres etc. covered 12369 children in more than 50 communities and 20 sites of School on Wheels in 2019-20.

• 2266 children covered through 119 CLC batches across 9 locations in Mumbai.

• 33 municipal schools and 3 low-cost private schools are reached in Mumbai through School Partnership program covering 12237 children and 9 Balwadis of Municipal Corporation of Greater Mumbai (MCGM) operating in three wards covering 275 children.

• As of 2018-19, DSS could successfully worked with 1081 parents from 171 sites and 636 children were enrolled to schools by parents independently as well as with DSS support.

• ‘Every child count’ in Pune surveyed 661 sites and enrolled 286 children in schools from 452 sites.

Policy Linkages & Networking

Through the ‘Networking & Nurturing’ program, DSS has built network with other NGOs working for the primary education of children and nurturing them with a proper training plan to share with them DSS’s teaching methodology and best practices for their programs. Trainings are provided to the supervising and monitoring staff of the NGOs with regards to supervision of teachers and classrooms, maintaining the progressive report etc. After a period of handholding to the NGOs, DSS determines readiness of the organisations to continue the program on their own; readiness of the teachers in terms of preparing class plans and tools

19 As per the information received from the organization at the time of interview

as per child’s requirements, teaching as per trained methodologies; readiness of the monitoring staff in terms of observing classes, observing teachers, addressing any issues in the classroom etc.

Capacity building and training

• Teachers’ trainings- Every newly recruit undergoes 12 days class room training and 2 weeks on-job training which covers all the aspects related to the program, teaching aids for various reading levels and math’s levels etc. Every month refresher courses are provided. Supervisors and Coordinators undergo 1-day monthly training. The training team also makes field visits to identify training needs and also to evaluate the implementation of the training in field. Following the training, teachers prepare a detailed planning of what teaching tools and methods to use while conducting sessions related to comprehension. The teachers prepare session plans to conduct 4 main activities pertaining to the pre-decided topic for that month: Picture description, Language games, Vocabulary increasing activities using dictionary and comprehension passages.

• Supervisor’s trainings- Apart from teachers’ trainings supervisory staff are also trained by DSS that enables them to conduct parent meetings more effectively. Additional inputs are shared in these trainings on identifying special needs of children and planning for individual case studies.

Monitoring and Evaluation

Students Assessments

• Reading tests twice a week.

• Baseline test to understand children’s initial learning levels and periodic assessments to monitor children’s progress time to time and based on the assessment results, the teachers prepare monthly plan.

• After 120 days there is a final assessment to evaluate the children’s reading skills

• Record of every child is maintained throughout the year so as to keep a track of the progress of every child and plan sessions accordingly.

• Various competitions and activities are organized to help teachers judge the increase in confidence levels of children.

Teacher’s monitoring

• Monthly staff meetings are conducted at all levels (teachers, supervisors, coordinators) where statistical and qualitative data for each month is presented by the staff and problems are discussed and resolved.

• At the end of the first term, the staff make a cluster-wise presentation of six months. Similarly, an annual presentation is made at the end of the academic year.

• Teacher’s performances are monitored through regular monitoring by the field supervisors and the training team as and when required.

Impact/ Outcomes

• Improved Parents’ Participation and changed attitude of parents towards education of their children. There are instances where few parents are attending meetings on regular basis and takes effort to gather all parents in their respective localities to attend parents’ meetings. Parents priorities have changed towards continuity of their children’s education which is observed from the fact that few parents have moved in rented homes in the vicinity of their children’s schools so that children could continue with same school.

• Enhanced rate of school continuation among migrated children. The data for FY 2019-20 shows that 82% migrated children were tracked and of them 84% children are attending school in the new locations.

• Because of School Partnership Program of DSS, 98% children were able to identify letters and word and 100% children could do basic number operations at the end of FY 2019-20

• Through the advocacy efforts with Pimpri Chinchwad Municipal Corporation (PCMC) Education Department, the education committee members and standing committee members of PCMC took ownership of the school transport in these schools that helped more than 400 children to commute to schools

MAKKALA JAGRITI, BANGALORE20

Introduction

Makkala Jagriti, which translates to “Children’s Awakening” in the Kannada language, is truly empowering underserved children and youth to envision and design their best future; by helping them ‘discover the light within’ and shine bright. Observing that children in vulnerable

20 Information received through IDIs with the staff in the year 2021 and data presented in Annual Report 201920, accessed on November 2021 from website: https://makkalajagriti.org/

communities do not have spaces around them where they feel free to learn, enjoy learning and feel free to express, the organization started in 2003 as a safe and friendly space where children from marginalised communities, the drop out children could gather after school hours and engage in meaningful and enriching learning activities. The organization has focused program for early childhood care children, school children and youth groups in Karnataka. Makkala Jagriti has set up thoughtfully designed learning centres within government schools, urban slums and Government childcare institutions; thereby augmenting formal education through activity-based learning and institutionalizing holistic learning in India’s public education system. One of the core components of the Holistic Development Learning Centre (HDLC) programme of the organizatiom is to provide children with a safe, non-judgmental environment and facilitate self-discovery among children, through building key life skills, exposure to different mediums of arts and sports and language development.

Types of Learning Centres

1) Community Learning Centres

Makkala Jagriti has set up Community Learning Centres in urban poor communities to provide a conducive learning environment for children and empower parents and community members. Learning centers are identified in the community itself through community mobilization or networking with the local political leaders like MLAs etc. Community halls or spaces provided by the political leaders in the community are identified with mutual understanding either by free of cost or paying rent so that children in the community can access those centers.

The holistic development approach through SPICE Model (Social development, Physical Development, Intellectual development, Creative development, Emotional development) in Learning centres adopted by the organization to help children become more confident, develop an emotional quotient, enhance their academic performance, be mindful of their physical wellbeing, be creative without fear

The approach is i) Fun Learning, not rote method (activity-based lessons); ii) Child centric, not subject centric (to meet needs and learning goals); iii) Facilitative method, not prescriptive (valuing participation, equality, inclusiveness); iv) Actively involved community (empowering the community)

2)

Learning Centres in Government Schools

In Govt school Learning Centre Interventions started in 2008 with the idea that children coming to CLCs are largely studying in the govt schools. Makkala Jagriti signed MOU with SSA and Principal Secretary of Govt of Karnataka for setting up Learning Centre in the Government schools to provide children between the age of 6 to 14 years, access opportunities for holistic learning and development. The centres operate during school hour a part of the school time table. School gives ONE period per day to the organization where holistic development sessions are taken for all the children. Schools are happy since their children are getting additional value –based sessions, new skills and children are getting confidence. Getting space from school has not been a problem as the organization so far has been implementing the school sessions directly on their own, not through the school teachers themselves.

3) Learning Centre in Government Children's Homes for Girls and Boys

The organization endeavours to enhance child centred environment for children in need of care and protection in the government-run children’s homes. The intervention Started in 2007 with Govt CCIs (Boys and Girls) in Bangalore. In Bangalore, children stay in Govt CCIs for very short period of time and hence not going to schools. These children are to be engaged with activities for which various NGOs were welcomed by the Government to extend activities with these children. The organization engaged the CCI children with activities focusing on helping them to express themselves creatively. Life skills program, conducted in collaboration with NIMHANS equips the children with essential skills to deal with the challenges of their everyday life more effectively. Along with that regular exposure trips, library sessions, art sessions, sports and games, movies and much more engagement activities are conducted with these children.

However, in the other districts of Karnataka, the organization signs MOU with Government CCIs, where children are going to local Govt schools. Learning Centre model has been set up in these CCIs with similar interventions and as per availability of children. Since children are available after school hours in district Govt CCIs, the organization takes session for them mostly after school hours. During pandemic, Makkala Jagriti sent educational content to all the Govt CCIs on daily basis, since all schools were closed. Also, online sessions like Yoga, Theatre, Martial art, Aerobics continued since pandemic.

4) ANGANWADI CENTRES for pre-school learning

The organization also work with AWCs in the community to enhance the preschool learning environment for children between the age of 3-6 years, by improving teachers and helpers’ skills, increasing community involvement and enabling stronger community ownership towards the Anganwadis. The trainings provide the teachers and helpers

methods for experiential learning that can be practiced at their centres. Apart from trainings, the organization conducts regular mentoring visits wherein we ensure the Anganwadi teacher gets on-the-job support and guidance. Anganwadi helpers are also empowered to be co-teachers, wherein they too have an important role in the learning process of the child and aren’t just confined to cooking and cleaning.

5) Yuva Cafes under Yuva Jagruti program

Considering that older children (14+ age group) need different kind of attention as well as inputs than smaller children, Makkala Jagriti has set up Yuva Cafés in urban poor communities where youth (14-29 years) come together for their self-development. Youth of this age group residing in the urban communities are given opportunities to openly discuss, experience, and understand how they can impact their communities. Youth groups develop leadership skills through project-based learning, volunteering opportunities, one-on-one mentoring, community exposure programs, academic supports, life skill supports etc.

Modules/Curriculum

Although the mode of teaching is mostly using pen and paper, a set of learning materials are provided to all CLCs for teaching and learning through activities/ game/ stories/ TLMs/ art etc. and also, with workbooks for language and holistic development workbooks. In CLCs, the organization do not use audio-visuals but in School LCs, teaching learning audio-visuals are provided to the teachers as part of teacher empowerment program and adequate trainings are imparted with the teachers on the use of those materials. Makkala Jagriti develops its own curriculum for the SPICE model. Consultants hired by the organization develops the contents and provide training of the facilitators for LCs across all programs.

Operating duration

o Community Learning Centres: 11 am to 7 pm, Monday to Saturday. However very few children who are mainly drop outs come during the day time. Majority of learners are school-going children and hence come to the centre only after 3:00 pm.

o Learning Centres in Government Schools: ONE period per day within school hours in the daily schedule of the school.

o Learning Centres in Government CCIs: As per the availability of children beyond school hours.

Structure and Management

The effectiveness of CLC programmes relies to a great extent on the administration of these programmes, which means that organizational structure is a crucial factor. There are four different programs in Makkala Jagriti and the Program Director oversees all the programs. There are Senior Program Manager and Program Managers based on size of the program. HDLC Managers look at community and School LCs. Since program has expanded, there is separate CCI Manager for CCI Learning centres and Youth Program Manager for Yuva Jagruti program. Facilitators are main delivery staff (for school LCs, CLCs, and CCI LCs) who are supervised by the Program coordinator.

Apart from that there are different team to look into different aspects across the programs such as, Communication team, Volunteer Management team, HR, Finance, Procurement team. The Monitoring and Evaluation unit works across all program under Program Director Consultants develops contents and are responsible to train the facilitators for LCs across all programs.

Major CLC Interventions/Activities

Education and Learning

• As the smaller goal, the organization wants that every child should have basic education at least till 10th and those children have to be the positive role models for their peers or the community, as part of the organization’s larger goal. Makkala Jagriti focused on foundational aspects of the language for children for English, Kannada because many children cannot read basic things.

• Academic support to work with the home work given from the school and as there is no support in their home. Academic supports for 10th class children to prepare for board examination.

• Vocational courses and professional skill trainings are offered to the community children after completion of at least 10th grade by linking them to different NGOs who offer vocational trainings since Makkala Jagriti lacks expertise in skill training directly. There are also Theatre workshops, integrated life skills training including soft skills development to enhance decision making skills, problem solving skills among children.

• One- to- One mentoring: Mentoring for children offered linking them with Corporate mentors. One-on-one mentoring for each child above 15 years by linking children with Corporate volunteers who can mentor these children and to whom children can speak once in every 15 days. Mentors are invited from to help YAs in case anyone stuck in decision making in their lives.

• Career guidance to the young adults to choose right career path through linking them with different institutions and companies, as part of Youth Leadership Skill Program of the organization. The organization’s life skills programme aims at aiding youth develop age-appropriate socio-emotional capacities, in which confidence, effective communication, self-management and openness are key components helping these young adults placed better in job market.

• SPICE model approach- This approach focuses on the holistic development of the children apart from the academic support to children. Makkala Jagriti’s own curriculum for Social Physical Intellectual Creative and Emotional development. Children are equipped with social skills and civic awareness as part of Social Development; measures taken to develop confidence, self-esteem and discipline of children as art of Physical development; strong foundation in academics through teacher empowerment as part of Intellectual development of children; measures to enhance creative ability and expression of children as art of their Creative development; children are equipped with life skills, self-awareness and self-management a part of their Emotional development.

• ICT Program imparted with children in CLCs keeping 8 computers per CLCs where children learn basics of computer.

Other activities:

• Creative sessions such as, Fine art sessions, life skill sessions, dance sessions, Martial art sessions, sports/ games etc are maintained in daily schedule for Monday to Saturday

• Exposure trips arranged for the children in the communities especially the children of CLCs to the companies, nature treks, residential experiential learnings workshops for children and parents inviting resource persons etc. Such trips help them understand their surroundings, self-values as well as enhance trust between children and parents.

• Dance classes and martial classes as well as sports activities conducted nearby in the field, wherever there are spaces nearby of CLCs. The idea is to see whether children own the space of learning and starts enjoying to come to the place. With such efforts, children come to the centre spontaneously after coming from the school

Early Childhood Care and Education programme:

The organization towards enhancing the quality of pre-school learning in the Anganwadis for children between the ages of 3-6 years following sustainable approach of i) creating a and ensuring a conducive learning environment in Anganwadis; ii) capacity building of Anganwadi Teachers, Helpers; iii) empowering parents and community members to equip them to contribute effectively towards early learning.

The educational fair Anganwadi Habba is organized in one of the Taluk in collaboration with Department of Women and Child Development to spread awareness among the communities about the pivotal role that Anganwadis play in children’s early development and also what are caregivers roles at home to meaningfully engage with children ensuring development of children during the age of 0-8 years.

Linking with Government schemes

▪ Children in the communities are linked with government’s scholarship schemes for continuing academic supports. Apart from that organization have own scholarship program in collation with trusted partners for supporting older children and young adults through high school, college and professional courses.

▪ Arranging legal entitlement documents for children and the families by linking families with the social protection benefits and government’s existing scheme and helping them know about the processes of accessing caste certificates, adhaar cards etc. However, the organization has so far not initiated to apply for the documents directly on behalf the families.

Library facility:

a. Library with different books in the Community Learning Centres and Anganwqadi centres for the learners.

b. The initiative “Toy Library” in Anganwadi Centre allows that every household within the Anganwadi communities gets access to child friendly materials such as toys and other learning resources, that can be borrowed by parents for their children.

Participants and Coverages

Overall coverages21

• 17659 children and youth covered through 253 centres spread over 5 districts

• More than 5000 parents in the communities are reached through 81 parents’ workshop

• 484 teachers in schools and Anganwadis

21 As per the data of FY 2019-20

Centres & Age groups22

• Community Learning Centres: 3 CLCs for 4-14 years age group with daily attendance of 60 children per centre. Most of the learning centers have different rooms or floors and children are segregated based on the learning levels and clubbing of age groups, such as below 1st grade in one batch, 1st – 3rd grade another batch, 4th to 6th another batch and 7th grades onwards are grouped in another batch. 2 facilitators in each CLC (because more children of different grades and at least 2 people needs to engage all children at the same time with different grade-based learnings.

• Learning Centres in Government Schools: Centres in 95 Govt Schools in urban and rural Bangalore for 6 to 14 years age group. 1 facilitator per school and sometime 1 facilitator for 2 schools.

• Learning Centres in Government CCIs: Centres in 13 Govt CCIs for 6 to 18 years age group.

• Centres in Anganwadi: Centres in 80 Anganwadis for 3-6 years age group.

• Yuva Cafes: 2 Youth Centres catering to 14 to 29 years age group

Networking and Empowering Community

Working with Parents: Trust building of the community is the key to success for operating community-based centres. Among the members of the community, Parents of children are the most critical stakeholders. Facilitators and team have good rapport with community people including parents because otherwise parent’s trust cannot be gained and CLC model will not work out. The organization works for the selfdevelopment of the parents, understanding their role as parents and most importantly building healthy relationships with their children. Strategies to empower parents includes, frequent parents meeting in the school, Anganwadi centres, parents meeting in

22 ibid

“The two-day residential experiential learning workshops for parents are very transformational since it is the only time when parents, especially mothers feel that they have also given chances to speak which they never get generally. They feel respected, understand their values. Such sessions help making the parents to be the CHANGE AGENTS in the communities where they realise their own biases, gender discriminations etc.”

Mobilizing parents for the new program is not easy. For example, for MJ’s parents’ workshop we had to show video testimonials of parents who had attended earlier or glimpses of the already conducted sessions, photos etc so that the new parents gain knowledge on what the sessions are about and what can be expected out of it. Such documentations are important partofmobilization without which none of the new parents would be interested to join such session and the program collapses.

- As explained by the representatives of Makkala Jagriti

the CLCs every Sunday, meetings in the communities, one-day workshop or residential outbound workshops etc. Parents meetings focuses on speaking about their role as parent, how they can build relationship with children in better way; how to increase trust and bonding among parents and their children; generating awareness session on gender, sexual harassment etc.

Experiential Learning Workshops for parents: The signature intervention with parents is the 2-days outbound experiential learning workshops with parents that are conducted every year with 3 facilitators. This workshop is designed to work with parents’ and children in parallel sessions – bringing them together for joint-reflection. Based on experiential methodologies, the workshop uses activities, discussions, role plays etc. Movies are shown in such workshops along with activities like trust-walks between parents and children to foster trust, appreciation and understanding between parents and children.

At the end of Day-2 parents feel really transformed. It has been heard from children that such workshops have really helped in improving bonding between children and parents such as, child beating has reduced substantially, parents started spending more time with children; parents have stopped comparing their children with others etc.

Capacity Building and Training

Apart from regular capacity building of CLC facilitators on the SPICE model the organization works in Government schools by training teachers to make them facilitators for the learning centres’ sessions during school hours. The government school teachers are motivated to follow a facilitative approach, rather than a teaching approach in classrooms to make learning more enjoyable and non-threatening for the children. As part of Teachers Empowerment Program, the teaching learning audio-visuals are provided to the teachers and extensive trainings are imparted with the teachers on the use of those materials.

The programmes and workshops inspire teachers to examine their mental models about children; their role as teachers; and their values, assumptions and beliefs. The capacity building of the teachers focuses on how to change the classroom from being ‘teacher centric’ to ‘learner centric and how to turn classrooms into vibrant learning zones, where the guiding principle is child-friendliness, thereby empowering them to be effective educators and bring about a paradigm shift in classroom delivery and management.

It has been noticed that by co-facilitating the learning centres for few days, teachers became more child-centred and facilitative in their approach, truly moving towards “Facilitate, Not

Teach”. The organization also plans to reach to the Cluster Resource Centre and Training teachers on how they can deliver this kind of holistic development learning sessions to children to instil confidence among children and deliver value-based sessions.

Monitoring and Evaluation

Assessment of Learning for Children

• For reading and writing – A combination of qualitative and quantitative measures conducting Baseline and Endline assessments for the programs to record the key changes in the children’s learnings. Colour coding of the levels used to assess the child’s level for baseline and endline assessment

• For Life skill- Assessment based on observations of the facilitator through different activities to understand whether the child is able to communicate, articulate the opinions, open to sharing etc.

• For creativity- The organization is moving towards Formative assessment model like formal education system. During the pandemic, FGDs were organised with children, teachers, parents and children to understand the changes among children.

• Bridge Course- It is realized that there has been huge learning loss and whatever children learnt before pandemic is of no use. Hence, the prganization is focusing on bridging the learning gap mainly in language and numeracy by using activities and different TLMs.

• Peer mentor model – Peer mentor model practised where one older child identified for every 4 children who ensure that all of the children in his/her group learn the backlogs. Mentors are changed on rotation basis. It is started with the idea of bridging the gaps in non-threatening manners without putting academic pressures on children unlike school classroom transactions, thus removing the fear among the children and to make the children comfortable with their peer mentor in sharing what they remember and what they forgot due to closure of schools during pandemic.

Impact/ Outcome

• Positive changes in holistic learnings noticed in terms of;

a. Better focus in studies and Improved reading, writing, listening & speaking in English and Kannada. Assessment of FY 2019-20 showed that over 75% of the children have improved in their ability to read and write Kannada and over 25% children found more confident in understanding and communicating in English at the end of the year.

b. Improved participation in the classes and enhanced capabilities to express their ideas freely. It has been observed that children who were very shy earlier in communicating are now able to continue free flowing conversations due to the interventions to improve their non-cognitive skills.

c. Increased self-confidence, leadership skills and more self-awareness. Due to the life skill interventions more than 60 percent children have shown increased ability to be more mindful in their interactions, take up leadership roles and think of creative solutions

d. Children became more empathetic towards the peers and reduced bullying incidences in classrooms.

• Overall increase in all aspects of Early Childhood Care & Education including better school readiness through community ownership, enhanced pre-school learning, home learning, parents’ participations, skilled teachers.

• Tremendous improvements in the attitude of the Anganwadi teachers and helpers towards pre-school learning because they are now spending more quality time with the children.

• Improvements in government school teachers’ attitude by giving each child attention and allowing them to participate in the classrooms. It been noticed in certain schools that government teachers are becoming more child-centred and facilitative in their approach, truly moving towards “Facilitate, Not Teach”.

DEEPALAYA LEARNING CENTRE, DELHI23

Introduction

Deepalaya identify and work along the economically and socially deprived, the physically and mentally challenged – starting with children, so that they become educated, skilled and aware. The organization’s sole aim is to enable under privileged children to be self-reliant and enjoy a healthy, dignified and sustainable quality of life and to that end, act as a resource to and collaborate with other agencies – governmental or non-governmental, as well as suitably intervene in policy formulation.24 \

23 Information taken from the IDIs with team members conducted in the year 2021 and accessed additional information from the organization’s website: https://www.deepalaya.org/ 24 https://www.deepalaya.org/vision_mission.php, accessed on February 2022

Types of Learning Centres

1) Bridge Course Learning Centre (BCLC)

Deepalaya was founded with the sole aim of educating underprivileged children. In partnership with REACH India facilitated identifying, enrolling, coaching and mainstreaming of a minimum of 3,000 non-school going children of 4 to 14 years, through building capacities of 6 non-governmental organizations already working or willing to work for disadvantaged children in Delhi. Following the “Learning Class Room Series” conducted by REACH India in 2005, Deepalaya and the 6 Deepalaya Reach India Program partners evolved a uniform syllabus for 4 subjects (Hindi, English, Mathematics & EVS) for Levels I & II, on the pattern of the NCERT syllabus to follow in the BCLCs operated by the Deepalaya and 6 partners.

2) Deepalaya Learning Centres for Non-Formal Education Program

Deepalaya has made ripples in the education sector with its programmes for underprivileged children. Following the Right to Education Act in 2005, not all our learning centres were converted into schools. Several exist as informal learning centres, where children are taught foundational concepts, activity-based learning, functional skill sets like computer literacy, and value education. Students are also provided remedial education to help them catch up to their respective formal classes, following which they are mainstreamed into their age-appropriate school classes. The learning centres operating with the aim to provide non formal education are:

a. LC at Gole Kuan slum in Delhi: Started as formal school in 1999 but converted as Learning Centre pursuant to applicability of Right to Education Act 2009. Deepalaya focuses to provide quality education and hygiene awareness to the community’s children, focusing mainly on girl child education.

b. LC at North-West Delhi: The project started by providing mobile education with the support of Edukans Foundation, after which centres were established in Wazirpur, Adarsh Nagar, Bhalaswa and Haiderpur due to high demand. Deepalaya identifies children who are out of school, counsels the parents and enrols them to the learning centres.

c. LC at Titron, Saharanpur of Uttar Pradesh: Initiated in 2009 with the aim of providing education to the rural masses, especially the children of the marginalized Harijan sections of the community.

d. LC at Sanjay Colony, Faridabad: Established in 1992 and opened to cater children and youth of all ages, not through formal schooling, but through different programmes.

3) Deepalaya Girl Child Project, Noida

Deepalaya has developed the concept of "positive discrimination against girls" which essentially means our projects will take special care of girls who have been left out of the education system. The girl child project in Noida has made a dent in many parents' traditionally conservative mentality, which had separated their daughters from mainstream education. The aim of the project is to identify out of school children, to enrol them in learning centres, and provide education and provide remedial teaching; reduce dropout rate below 10%; mainstream at least 80% of the enrolled children into Formal Schools in the Grades relevant to their ages and ensure the provision of Quality education in Government schools by working closely with the government system so that students achieve 20% enhancement in learning level after every year; promote the benefits of health and hygiene amongst children and promote gender equity, social and economic empowerment.

4) Education on Wheels

To provide quality education to children living in remote areas, Deepalaya came up with the concept of a mobile education unit called Education on Wheels in 2006. Under this programme, a bus equipped with computers, TV and other education related material travels across North Delhi and provides multi-grade teaching to children of different ages and levels through special methods and techniques to make learning enjoyable.

Modules/Curriculum

• In Bridge Course Learning Centers, way back in 2005, Deepalaya along with partner organizations evolved a syllabus for 4 subjects (Hindi, English, Mathematics & EVS) up to level II which was reviewed and improved by experts of National Council for Educational Research and Training (NCERT). The finalized version has been brought out in a book form to transact to children in Learning Centres.

• Deepalaya Learning Centre of Titron, Saharanpur follows Uttar Pradesh U.P. board with the coursework split into 4 Unit Tests and 2 examinations.

• Deepalaya Learning Centre of Sanjay Colony follows National Council of Education Research and Training (NCERT) syllabus. Main subjects taught are Maths, English, Hindi, Science and Social Science.

Major Interventions in LCs

Education and Learnings:

a) Classes in Gole Kuan Learning Centres run from LKG to 2nd in the formal school and parallel to that Non-Formal Education continues in the LCs for out of school children; Remedial education for children mainstreamed in government schools.

b) In North West Delhi LC, children who are out of schools are identified, their parents are counselled and enrolled them in the centre. These children are then mainstreamed into government schools and provided remedial education.

c) Individual capacity building of girl children under the Deepalaya Girl Child Project in Noida using TLMs (Teaching and Learning Materials) and help them in becoming responsible citizens.

d) Deepalaya Learning Centre, Titron, Saharanpur, Uttar Pradesh runs the centre for from L.K.G to 8th standard children. The centre imparts value education, latent talent development and life skill education, working towards developing overall personality and the holistic development of the students.

e) Deepalaya Learning Centre, Sanjay Colony provides value education to children, who come for non-formal and remedial classes. Children are not only taught different methods but in current Techno Savvy world they are also exposed to Smart classes.

o The day at the centre starts with the assembly, where children are motivated to read out newspapers, express their thoughts etc. The teachers use the forum to inculcate certain values, apprise them about health and hygiene, good manners, importance of punctuality etc. They are also taught through purposeful learning by means of creative skills, games, drawings, cartoons etc. The curriculum is laced with different activities.

o In this centre, Maths, English, Hindi, Science and Social Science, Computer Basics & English Access Classes are taken, wherein the emphasis is laid on conversation and writing abilities of students.

o In the remedial education classes, children who are enrolled in the government schools are helped in following their school curriculum. The teachers help them in understanding basic concepts, something that they are not able to do in the government schools.

o Children enrolled in the learning center and remedial education are given an opportunity to participate in different co-curricular activities like slogan competition, essay competition; quiz competitions, dance competitions, singing competitions etc.

o During summer, when all the schools close their doors, Deepalaya Learning Centre Sanjay Colony stays open to engage children in different activities, like card making, Quilling, bouquet making, painting pots and making products from waste material. These activities enhance their skills, abilities and creativity.

Deepalaya Community Development Program (DCDP): Through the learning centres, this program provides non-formal education and remedial education to the children residing in nearby slums, as well as adult education and vocational training to people, especially the women residing in the community.

School Quality Enhancement Programme: Deepalaya‘s School Quality Enhancement Programme is targeted at improving the number of enrolments in government schools; improve the standard of education by helping poor students, and train government teachers.

Vocational Training & Skill Development Centers: Deepalaya Vocational Training centres generally focus on providing students from deprived backgrounds with hands-on instruction and can lead to certification, a diploma, or a certificate. Youth are trained in marketable skills in these centres and are also helped in finding appropriate jobs. With assistance in terms of spoken English and career counselling, they enhance their personality traits. The vocational training projects include units for cutting and tailoring, units for beauty and culture, computer training and centre for personality development

Students’ participation: Children in Gole Kuan Learning Centres themselves organized a community drive and participated in rallies to bring awareness regarding health, hygiene and cleanliness; participated in the Walk for Haemophilia, a health awareness campaign

Father and Daughter Alliance – (FADA): This alliance allows the underprivileged fathers of the girl children themselves take up the cause of educating their daughters. The organization conduct regular counselling sessions and Fathers’ Meets where all the fathers come together to review their daughter’s progress and are made aware about the extra-curricular and artistic achievements of their wards. Deepalaya also encourages the fathers to take an active role in their daughter’s daily work, such as homework and class assignments.

Library program: Deepalaya’s Community Library Project are run by the volunteers in the communities for children, youth, men, women and elders. Volunteers from diverse fields run several reading projects targeting different age groups, including the Head-Start program, where children as young as 3 years old can start their reading journey by listening to rhymes, interactive short stories, and doing activities like colouring and drawing. Honour Roll program is for children who can already read and are given books to read. The moment a student finishes reading a book, s/he is given one star. After a student reads 20 books, 50 books and 100 books, they are given prizes to recognize their achievement. To ensure and verify that the student has read the book, s/he is also asked to write a book report, which is checked by a few volunteers.

Fully stocked library available for children in Deepalaya Learning Centre, Titron, Saharanpur, Uttar Pradesh which is open throughout the week for children as well as adults. The community library of Deepalaya Learning Centre Sanjay Colony is open for the community

only on Saturdays, though children from the learning centre can access books every day. Gole Kuan Learning Centre has another community library open for learning centre students and yet to be opened for the other community people.

Participants and Coverages25

• Bridge Course Learning Centres (BCLC): Identified 11,931 (5923 girls & 6008 boys) out of school children from 26 locations in West Delhi; Enrolled and educated 8,415 (4309 girls & 4106 boys) in the Bridge Course Learning Centres; Mainstreamed (admitted in MCD/Govt. schools) 4932 children against the target of 3000.

• Girl child project: 343 children have been enrolled for the academic session of 2019–20. 191 non-formal girl children and 152 REC girl children are attending the learning centres regularly

• Deepalaya Learning Centre Sanjay Colony enrolled 247 new enrolments with 87 girls and 160 boys for the academic session of 2019–20

• Deepalaya Learning Centre, Titron, Saharanpur, Uttar Pradesh caters to 209 children of the marginalized Harijan sections of the community.

• Deepalaya Learning Centres, North West Delhi had 530 new enrolments with 278 girls and 252 boys in the academic session 2019-20,

Monitoring and Evaluation

Monitoring Quality of Education in Learning Centres: The following parameters used to assess the quality of learning of children across different learning centres: They are

• Teacher student interaction;

• Teaching Learning Methodologies;

• Teacher Student Assessment;

• Classroom Learning Environment;

• Assessment of Learning;

• Linkage with the community;

• Parental involvement in children's education

Monitoring Quality of Interventions in Learning Centres

25 As per the data of FY 2019-20

▪ For BCLC, the organization and the program partners came up with few guidelines for well-functioning of the Learning Centres and ensured that these are followed in all the Learning Centres. The guidelines covered maintenance of students' attendance, home visits, incentive for better attendance of students, recording visitors' impressions, display of teaching learning material, assessment and mainstreaming of children. The LCs are visited at a reasonable interval, a grid has been developed which indicates the no. & address of the Learning Centre, its timing, date when it was last visited and the percentage of student’s attendance at that time. In 2 years from 2005, 167 monitoring visits carried out to 928 learning centres.

Checks for Monitoring Visits

• Scrutiny of Attendance Register and average attendance during the week of visit as well as last 3 months

• Scrutiny of other registers like Community Visit Register, Lesson Plan Register, PTA Meeting Register, Mainstreaming Follow-up Register, etc

• FGDs with the students about the functioning of the LC, any problem they are facing, expectation from the centre.

• Interactions with the teacher about the lesion plan, feedback on student’s general progress, any problem in the functioning of LC etc

• Interactions with people in the community where LC is functioning and talking to the parents of centre’s children to understand what they feel

• Visit to homes of students who have been consecutively absent for several days and interactions with those available at the home

▪ Deepalaya facilitated a post implementation survey followed by focus group discussions with selected community groups and teachers, to assess the attitudinal and behavioural changes observed in the enrolled children.

▪ Evaluation of BCRC was done through external evaluator randomly choosing the cohort of 31 BCRCs, where the program was highly appreciated mainly because of; i) improved transparency and accountability among all partner organizations; ii) effective capacity building program, iii) over achievement of the targets etc

Impact/Outcome

• As a result of the Capacity Building and Monitoring roles played by Deepalaya, the quality of education at the Learning Centres has shown a conspicuous improvement

• Improved students’ participations in LCs: For example, in Gole Kuan Learning Centre, children participated and on several quiz competitions as well as the music group and the choir group performed at various events in the city receiving tremendous appreciation

• Reduced dropout rates in Gole Kuan LC due to the morning and evening remedial classes for children in schools.

AGA KHAN FOUNDATION, BIHAR26

Introduction

Aga Khan Foundation (AKF) seeks sustainable solutions to long-term problems of poverty through an integrated, community based, participatory approach that reinforces civil society and respects local culture. In India, AKF works essentially in three thematic areas: Health, Education and Rural Development. It also works to strengthen civil society institutions.

The need for quality education for children emerged as a key demand in Bihar after the state ranked last in the Education Development Index (EDI) developed by the National University of Educational Planning and Administration (NUEPA). Community members expressed a strong desire to educate their children and improve the quality of their existing lives. It is in this context, Learning Support Centres (LSCs) were jointly conceived and initiated by the Aga Khan Foundation (AKF) and the Aga Khan Rural Support Programme (India) catering to the educational needs of rural children from marginalised and disadvantaged communities of Muzaffarpur and Samastipur Districts of Bihar.27

Types of Learning Centres

1) Learning Support Centres (LSC)

In 2009, the Aga Khan Foundation (AKF) in collaboration with its implementation partner, the Aga Khan Rural Support programme [(AKRSP(I)], began to work with local communities to establish Learning Support Centres (LSCs) in Muzaffarpur and Samastipur districts of Bihar. LSCs were primarily initiated as a response to a community demand for the education of children to break the cycle of poverty and improve the quality of their

26 https://www.akdn.org/publication/learning-support-centres-lscs-india

27 2012, Learning Support Centres (LSCs) India

existing lives. Initially, LSCs were set up to cater to primary grade children, in the 6-12 age group from the marginalised and disadvantaged communities, to address their learning gaps and enable them to become independent learners. There is an emphasis on viewing communities, schools and LSCs as interconnected sites of learning to realise the goal of quality education.

2) Early Childhood Development (ECD)

Developmental research has shown that early childhood years are critical for physical, social, emotional, cognitive and language development. Investing in the early years of children’s lives is key to developing children as confident and creative learners and socially responsible members of society. However, access to quality early childhood programmes is often a challenge for children from marginalised and disadvantaged communities. Those without access to quality ECD programmes are often unable to cope with the demands of primary education and have difficulty adjusting to formal learning, interacting with other children and learning new social skills.

In order to bring holistic development of children and making parents; to ensure a smooth transition from early childhood development settings to primary education and also to ensure families realise the importance of early childhood education in their children’s lives, AKF established LSCs to cater to primary grade children, to address their learning gaps and enable them to become independent learners. Rather than learning by rote, the LSC approach emphasises respect for the individuality and potential of each child to allow space and freedom for independent expression. Each child is accepted as an individual with his/her own feelings, ideas and the programme support each child’s individual pattern of development.

While operating LSCs, it was observed that children coming to the LSCs were constantly accompanied by their younger siblings below 6 years age group while their parents were away fending for a livelihood. Their presence on one hand distracted the classroom practices in the LSCs as well as it was felt that these children were interested to participate in classroom activities along with their elder siblings. Considering these young toddlers’ (3-6 years age group) varied development needs such as pre-readiness skills in reading, writing and numeracy as well as in cognitive development before the child is subsequently exposed to the more formal learning experiences, AKF established Early Childhood Development (ECD) and linked to each LSC.

Modules/Curriculum

Child Centric Pedagogy in LSCs and ECD centres: In the Learning Support Centres, the activitybased curriculum have been developed to teach basic language reading and writing and numeracy skill and enhances children’s cognitive abilities, confidence and social skills building learners’ capacity for independent expression. The curriculum capitalises on the natural desire of children to learn and absorb information and promotes integrated learning in a stimulating environment. Teachers are trained to build learners’ concepts using methods such as, teaching through teaching learning material, learning by questioning, reflective analysis, group activities and demonstrations.

Operating Hours

Learning Support Centres functions school hours and provide academic support, which complements children’s learning in school and demonstrates a model of quality education to communities. With the goal of catering specifically to the developmental needs of children in the 3-6 years age groups, Early Childhood Development Centres operate alongside the LSCs for three hours after school hours, 6 days a week.

Coverage and Age groups

Coverage28

- 3,500 children in Learning Support Centres (LSC) operated in 2 districts of Bihar covering 3 blocks and 7 panchayats; 71 Mother-Teachers to the children

- 1808 (821 boys and 987 girls) in Early Childhood Development Program operated in 2 districts of Bihar covering 3 blocks and 7 panchayats; 130 (55 women and 75 men) community teachers to the children

- 42 Village Shiksha Samitis (VSS) have been formed consisting of 208 women and 200 men from the community

Age Group

In Learning Support Centres, the primary grade children, in the 6-12 age group have been covered. In Early Childhood Development Centres toddlers of 3-6 years age groups were catered to build pre-readiness skills in reading, writing and numeracy as well as in cognitive development before the child is subsequently exposed to formal learning system.

28 As per the data of FY 2019-20

Structure and Management

Each LSC is managed by a Village Education Committee (VEC), locally known as a Village Shiksha Samiti (VSS), consisting of 10-15 community members, of which 50 percent are women The VEC meets once a month to discuss LSC management, including children’s learning, teacher performance, attendance and scope for LSC improvement LSC teachers are central to facilitating the learning experience and act as the interface between the LSC and the community. LSC teachers are selected mainly from the community with equal participations of women members of the community. Supervisors are selected and trained from amongst the teachers to manage academic tasks and support the teachers in making planning and management decisions.

Major Interventions of LCs

Approaches for Education and Learning

a. Child-Centred Activities- LSCs follow a child-centred teaching and learning process in which children are grouped according to different learning levels rather than grades. An innovative pedagogy focuses on developing children’s language, literacy and numeracy skills and facilitates holistic child development. Child-centred activities such as Balgeet performances (children’s rhymes and songs), Chitrakala (art), craft, storytelling, clay modelling, dramatizations, games and physical activities provide a variety of interactive settings to enable children to learn.

b. Exposure visits - Teacher conduct one day exposure visits to other quality educational programs within the state to enable children know their surroundings.

Early Childhood Development Supports through Mother- Teacher Model: ECD classroom processes play a vital role in enhancing the social competence and school readiness of children, supporting each child’s individual pattern of development and learning styles.

c. Child-Centred Environment- Participatory learnings are encouraged: Children are encouraged to draw and paint, practice saying words and phrases, speak aloud in the classroom and sing rhymes and songs. Children also play with flashcards, geometrical shapes, beads, puzzles and clay items, which stimulates their imagination.

d. Mother-Teacher Model: The Mother-Teacher Model has been implemented in ECD centres to engage mothers as teachers. With support from its long-term partner, AKF initiated the “Mother Teacher” model in Bihar to emphasise the role of the teacher as a caring, sensitive and empathetic adult, who provides both education and care to the children. Women from the local community, who had the potential and inclination to

work with children, were identified as Mother Teachers and trained to conduct the dayto-day education activities of the ECD centre.

Mother Teachers now provide a bridge between the family, community and the ECD centre, which leads to the overall development and well-being of the child. Children can relate to Mother Teachers well since they speak the same dialect and a sense of security built up among children that helped in developing their confidence. Mother teachers could bring important information about the child and the family as they knew background of each child, which helped in planning pre-school activities. Also, the mother teacher has a special rapport with parents as they are from the same locality and hence can continuously monitor, document and understand children’s progress in the classroom and regularly report to their parents.

Community Outreach: The LSC is a community-driven initiative where community participation is central to the approach. Teachers also conduct outreach to community members to encourage them to educate their children, and follow-up with families when a child has been absent for a few days. The teachers also conduct outreach to the communities they work in to sensitize them in the importance of Early Childhood Development.

Teaching support to Government Teachers: Aimed to provide academic support to complement children’s learning in schools and address children’s learning gaps, volunteer teacher supports provides to train school teachers. A cadre of volunteer teachers was developed by AKF with experience in child-friendly teaching approaches. Mostly the volunteer teachers were the LSC teachers along with identifying volunteers from the community and training them on coaching and mentoring. The organization’s LSCs have been successful in supporting children’s achievement in schools through volunteer teaching supports to the govt schools.

- The aim was that these volunteer teachers will participate in classrooms during school hours, serving essentially as teachers’ aids. Noting the large numbers of children in one class in government schools, volunteer teachers will be able to provide more individualized attention to students. They will assist with classroom management and play a supportive role for teachers; they will support plans and approaches for lessons, advise on instructional strategies, help support inclusive classrooms free of discrimination, and help monitor student achievement.

- The organization’s staff supported the volunteer teachers and their transition from LSCs to government schools, including through site monitoring and through regular meetings of volunteer teachers.

- The model expanded in different schools after providing volunteer support to teachers in some primary schools for a period of time, assessing the govt teachers progress and need and then withdrawing support from those schools to move to next set of schools

to support their teachers. This process continued, with periodic monitoring and supporting of previous schools’ teachers.

Networking with Communities

Community members have taken the lead in establishing LSCs in their tolas (hamlets) by contributing physical space for their construction, as well as time, material and labour. Parents contribute a token financial amount each month to cover partial running costs, which creates a strong sense of community ownership. Since the centres function within the tola itself, all processes are visible and transparent, which enhances community involvement in the monitoring of the education process. With such networking and awareness generations, the parents became much aware that quality education can transform a child’s life and have learned to play a critical role in the education of their children.

The success of ECD centres particularly depends on the networking and participation of the communities from where children come to the centres. Hence, involving the community, especially mothers, to participate in the education process is an integral component of the programme.

Capacity Building and Training

- Capacity building of VSS members: Aga Khan Rural Support Program (India) facilitates regular programmes and workshops to train VSS members and build their capacity in LSC planning and management.

- Professional Development of the LSC teachers: Developing and strengthening capacities of LSC teachers is a core strategy to enhance their professional competencies and enrich their learning processes. AKF regularly collaborates with education resource agencies, such as Bodh Shiksha Samiti in Rajasthan, to organise teacher training workshops in a wide range of topics such as theories of child psychology, activity-based learning, use of diverse teaching and learning material, personal reflection, personality development and participation in community activities. Aga Khan Rural Support Program (India) continues to build the capacity of teachers through refresher training and classroom simulation activities, where teachers are given feedback on their performance.

- Volunteer teachers’ trainings to support Government Schools- They were trained in the improved training modules developed under the project, and training on coaching and mentoring.

- Mother-Teachers’ trainings to implement ECD centres- Women from the Community with basic literacy and numeracy skills who have rarely participated in community activities are identified as Mother-Teachers. They have been given classroom training with training modules that covered various educational and social issues. The Mother Teacher training programme is conducted in a facilitative atmosphere to encourage women to address various educational and social issues. The emphasis is on developing proper attitudes, competencies and capacities that will enable them to function effectively within ECD centres and the community.

o These teacher’s trainings are conducted phase wise, as well as based on identified needs.

o In the 1st year, the initial training is on age specific skill sets to help them better target classroom activities to particular developmental ages.

o In the following year teachers are assessed at the beginning of the year, and a training program gets designed based on the need.

Monitoring & Evaluation

Learning Assessment of Children

• Assessing the learning levels of students is paramount to identifying critical issues in education, encouraging improvements in education practices and influencing policy changes. AKF and AKRSP(I) jointly developed a child learning assessment system in collaboration with Pratham, to track the learning levels of children at regular intervals.

• In all the ECD centres, the progress of each child is followed and monitored through an individual documentation system; home visits are conducted when there are extended absences. The Mother-Teachers continuously monitor, document and understand children’s progress in the classroom and regularly report to their parents.

• The ECD centres hold monthly teachers’ meetings and monthly planning and review meetings with Program Managers and staff to monitor the activities and learners’ progress. There are active involvement of parents and community members through “Village Education Committees” or “Parent Core Groups” in monitoring these.

Impact/Outcome

- Confidence among community women selected as LSC teachers were built as result of training workshops which helped them earn considerable respects in the community that in turn enhanced community participation.

- Improved problem solving by teachers themselves as a result of exchanging experiences through monthly workshops facilitated by Aga Khan Rural Support Program (India).

- Improved participation of Village Shiksha Samiti members in realising the goal of equitable quality education, as a result of capacity building workshops and programs with the community members.

- Women are more capable in raising voices and involve in the decision-making processes, and as a result. the issues pertinent to girl child education are better identified and addressed.

- Greater understanding among parents about quality education including child-centred methodologies and the role of teachers, resulting in high enrolment in the LSC and increased learning levels of children.

- Higher learning levels both in language and mathematics among children studying in LSCs as compared to children not within the LSC’s coverage.

- Improved school readiness of pre-primary children because of the ECD programs focus on developing pre-readiness skills in reading, writing and numeracy, as well as in cognitive development.

- Remarkable transformation of the community women after being selected as “Mother-Teachers” for ECD centres.

Mother-Teachers have become the “agents of change” in their communities and enhanced their voices in the decision-making process. This is a he transformation since these women in the communities earlier had limited exposure beyond the four walls of their home and lacked the necessary skills to participate in community activities. With such mother-teacher role they plan their time between classrooms, community visits, monthly meetings, planning for the next day etc, apart from taking care of their own homes.

Approaches of few other organizations

IGNITE- Community Learning Centres by Bhoomi29

Community Learning Centre in Urban slums to provide a safe and healthy environment to support children with basic skills in literacy and mathematics.

Approaches:

- The programme consists of English, Mathematics, Science, computers, mentoring, arts, sports and life skills support.

29 https://bhumi.ngo/programmes/ignite/community-centers/ accessed on December 2021

- The community centres follow an innovative and interesting approach towards their children.

- Community centres are run by two volunteer tutors from the same community, who are well-trained in academic delivery.

- Engaging by organization staff with the tutors to monitor the classes and support the tutors in their skill development and center management.

- Community centres follow interactive engagement with the children, and the creation of parental connections to establish better results.

Education Centres (Vidya Vistar) by Sarvahitey30

Sarvahitey has been formed to cater to the underprivileged, their needs, and gradually making them self-sufficient to fulfil their personal, familial, financial and societal obligations. The initiative Vidya Vistar by the organization has set up education centres for underprivileged children in the communities of Delhi, UP, Haryana and Bihar.

Approaches:

- Targeting children of daily wage earners, Bangladeshi refugee’s children and children of migrant labourers.

- Setting up centres in slum settlements with enthusiastic volunteers.

- Some education centres have weekly three classes each of 2 hours at a stretch. Some education centres have weekend classes in the evening or morning hours (each class with 2 hours).

- On the weekdays and Saturdays, the core subjects are taught, including Maths, English, Science and Hindi. Classes pertaining to general awareness to the children receiving regular education in schools, through interactive and non-traditional methods.

- Kids are taught in distinct batches, their syllabus and curriculum, primarily Maths, English and Hindi basics. These sessions made up for the overall development of the kids, as remedial and preparatory education.

- In some education centres, volunteers hold recreational and alternative education classes, like motivation through movies like Malgudi Days, quizzes and art and craft classes.

- In some centres, volunteers motivate kid and parents through events, extra-curricular activities, alternative methods of education and oration, while the young adults were given remedial lessons and had doubt clearing classes.

- Children involved by volunteers in extra-curricular activities and cultural and educational trips.

- Enrolment of the kids in nearby schools for their overall development and a school education, without which it is highly difficult for the kids to achieve the dreams that they’re building for themselves.

30 https://www.sarvahitey.org/vidya-vistar accessed on December 2021

- Setting up of full-fledged library in the slums

KHOJ- Apni Shala Community Learning Centre, Mumbai31

Khoj Community Learning Centre is Apni Shala’s initiative to create a space for high-quality education for children in Mumbai. Apni Shala works with children and youth in collaboration with government schools, private schools and NGOs to run experiential learning programs that aim to develop social and emotional competencies with a promotive and preventive approach to mental health.

Approaches:

- Collaborated with The Akanksha Foundation and Seeking Educational Equity and Diversity (SEED) program housed in Wellesley College, USA.

- Aims to offer a high-quality, contextually relevant education and become a lab learning centre for research and development of concept-based and multicultural education that focuses on community development in India.

- A community-driven initiative, where participation and decisions made by the community drive the key content, processes and structure of the centre.

- In operation for 4 years. 78 children aged 4-7 years who live in and around Mankhurd's Lallubhai Compound attend Junior KG and Senior KG.

- There are 4 teachers in the CLC and the students

- Designed on following core principles: Concept-based Curriculum, Multicultural Education and Community Development.

- The CLC engages through context driven learning methods though the curriculum operates within broader framework of National Curriculum Framework.

- Students learn

• Social Emotional Learning

• Themes/Concepts

• English Language Development

• Math

• Art/Music

• Physical Development

- Monitoring and evaluation of the program is done by assessing student skill baselines and endline scores, recording Bi-annual School / Educator Feedback on the Programme, conducting Student Self-Assessments for specific grades, qualitative discussions and students sharing stories

Free Learning Centre Program by AngelXpress Foundation, Mumbai32

31 https://www.apnishala.org/khoj-community-school.html accessed on December 2021

32 https://angelxpress.org/ accessed on January 2022

Free Learning Centre Program is the flagship project of AngelXpress Foundation designed to create opportunities for educated adults to teach and mentor slum dwelling firstgeneration learners in their neighbourhoods. Students enrol in the programs from Grade 2 and are tutored, mentored and guided until Grade 12.

Approaches:

- At the centres classes are offered for an hour every day, to 2200 children in 20 centres across Mumbai.

- The academic year spans from June to April every year followed by summer break. In mid-June, children are re-registered, re-assessed, and re-grouped.

- English, Maths and Life-skills are the core subjects are covered

- Apart from academics, every centre conduct value-based session to improve selfesteem and self-confidence.

- Talent development and non-formal education programs are held regularly, along with counselling sessions, with life coping skills and livelihood training for teenagers.

- Lifestyle and educational trips are conducted to enhance the exposure of children.

- A daily nutritional supplement is supplied in the form of fruits or snacks.

- Regular health check-ups such as dental, eye, and so on, are conducted.

- Support children with Workbooks, Stationery, T-shirts, Bags etc.

- vocational counselling program for grade 11 and 12 allows students to overcome discrepancy in language skills and results into advanced language proficiency. Instead of rote learning, they develop analytical thinking and look deeply into the subjects they learn.

- The approach puts special emphasis on introducing values of being a good citizen, helping the process of emotional and intellectual maturing of our students as well as acquiring practical 21st century skills like critical thinking, communication, collaboration and creativity.

- Started implementing a new curriculum based on national standards suggested by NCERT in the document, “Learning outcomes at the Elementary Stage (2017).

- The centres conduct at least 3-4 Parent Teachers Meetings (PTMs) in an academic year to educate the community about the importance of a positive home environment on the child’s behaviour.

- Focusing on creating awareness for equal opportunities for the girl child, advocating higher education, career focus, equal treatment at home in terms of involvement in decision making, etc. both among the children in classrooms as well as the parent body during PTAs.

- AXF Curriculum Modules for teaching English

i) Use of CLIL (Content and Language Integrated Learning) approach.

ii) Focus to develop skills in following components – listening and reading as receptive skills, with speaking and writing as productive skills.

- AXF Curriculum Modules for teaching Maths

i) Through the CRA methodology. Concrete – Representational – Abstract model (CRA; also known as Concrete – Semi concrete – Abstract). This instructional strategy combines effective components of both behaviourist (direct instruction) and constructivist (discovery-learning) practices.

ii) CRA uses demonstration; modelling, guided practice followed by independent practice and immediate feedback which are aspects commonly found in direct instruction.

iii) CRA includes discovery-learning strategies involving representation to help students’ transition between conceptual knowledge and procedural knowledge.

- Assessment Methodologies: To diagnose the learning levels of the students in English and Maths and to understand the student’s mastery over a particular level expectation,

i) Summative assessments thrice a year: Baseline, Midline, and End line.

ii) Diagnosis of the level of a student to assign them an appropriate level; Assessment of the student’s mastery of the content taught between baseline and midline; Assessment of assess the complete academic year’s student mastery in the End line.

iii) Maths is assessed completely in written summative format.

iv) English is assessed both in written format and oral format. Skills like grammar, reading comprehension, vocabulary and writing are assessed in the written summative assessment. Skills like reading fluency and speaking skills are assessed through oral diagnostic assessment.

Step Up Centres(Learning Centres) by Humana People to People India (HPPI)33

In a bid to ensure inclusive and equitable quality education for Out-of-School Children(OOSC), help children enroll into formal schools in age appropriate grades and ensuring their continued retention in the schools HPPI is implementing the Kadam Step Up Programme34 in close cooperation with the state Governments. The programme implementation commenced in April 2015 in 80 Centres spread across eight blocks in the two districts.

Approaches

- The multifaceted approach of the programme starts with mobilizing identified OOSC in a particular area and nurturing their foundation skills (educational, social

33 https://www.humana-india.org/primary-education/academy-for-working-children-step-up-centre accessed on January 2022

34 https://www.humana-india.org/images/pdf/Kadam_Brochure_English.pdf

and personal) during the course of the programme, till they are comfortably placed in a formal school, in age-appropriate grades.

- Under the holistic approach of the programme, Education Volunteers counsel the parents and community members on the significance of education and motivate them to send their children to schools.

- The program is a blend of cognitive and thematic learning, designed in a step-wise system, allowing each child to take departure in his/her current level regardless of age. Once the children reach age appropriate levels through bridge course in the Step Up Centres, the program helps them enroll into school, following up for 6 months to ensure retention.

- The year long program engages children for 6 days in a week blending the formal learning with real life experience-based skills. It is a blend of cognitive development through enhancement of subject-based competencies and development of social skills through hands-on experiences in Thematic Learning.

- To address both the domains, the programme has been designed as an amalgamation of 10 Steps and 11 Theme headlines. 10 Steps comprise of 540 competencies in four subject areas of English, Hindi, Mathematics and Environmental Science, and the Thematic Learning comprises of one theme headline for each month in the programme. The Steps and Themes are in alignment with the guidelines of NCERT.

- Syllabus up to 5th grade is covered; The entry point for each child is based on the Baseline assessment. The exit point is decided as per the age of the child. A set of 2 Steps qualifies the child to clear one grade.

To blend the formal learning with Thematic learning, various methods are used such as,

o Connecting the community to get information, planning and executing actions in common interest of the community.

o Nature walks with children. Mathematics, languages or Science, all are addressed during the exploration walks outside the learning centre

o Sports and other activities for the physical development of children that helps in increasing their confidence, self-esteem and mental alertness

o Learning beyond the book like singing and dancing, drawing and painting, scripting and presenting dramas.

Challenges faced by sample organizations

• Lack of resources: Lack of human resources and material sometimes hinders the effective management of CLCs. There are not enough qualified trained teachers to teach and provide enough skills and knowledge to learners. To operationalise LCs, the organizations need to rely on volunteers or facilitators who are mostly under-paid, therefore highly skilled educational professional gets demotivated to join work for the organization and prefer to join formal educational institutions over CLCs. This conspicuous

issue is the significant challenge, which have great impacts on the future sustainability of the CLCs

• Lack of financial resources: CLCs are dependent on most external funding and it is soul responsibilities of the organizations implementing CLC models to raise resources internally. There is no national policy or central agency to guide and coordinate community-based centres. Moreover, since it is purely in the community, local political leaders might sometimes use the CLCs for their own vested interest which hinders development of CLC activities.

• Lack of conducive environment in the CLCs: Creation of positive classroom environment directly affects children’s learnings. Studies show that maintaining positive classroom environment is in the hands of effective teachers to turn environmental disadvantages into advantages. However adverse the physical, social and cultural environment may be, teachers can make a substantial difference in creating a conducive learning environment in the classroom for all children. However, often not equipped with adequate physical environment, most of the schools in the country find themselves in the lurch when teachers also fail in creating a conducive atmosphere for learning in classrooms.35

• Difficulties during pandemic to everything online: There were difficulties as pointed out by all organizations to continue the activities in virtual modes due to pandemic even though CLC team members were able to accept new changes in terms of efficient use of technology. For example, continuous engagement with parents and convince them that online intervention will be beneficial for their children, was difficult. There was lack of technological resources, internet connectivity and additional expense of data plans for parents to continue education in online modes. Moreover, since facilitators did not have exposure of online interactions, meaningful engagement with children in virtual mode was not possible in certain cases. As pointed out by DSS, school closures due to the pandemic have definitely affected educational health of children and the real impact will be seen in the years to come with low learning levels and increased school drop outs

• Poor links and coordination between CLCs and other agencies of the communities: Poor link between CLCs and development agencies sometimes act as set back in the effective operation of CLC activities. Active participation of the community members in planning, implementation and management of CLC activities is much required

35 Vintu Augustine, Bengaluru, April 30, 2015, Creating a conducive learning environment

as CLCs are set up within the communities and for the communities. In most of the cases poor participation and coordination between important agencies in the communities not only hampers CLC implementations but also CLCs cannot address community needs in the long run.

• Poor attendance due to external factors: Attendance of children in the learning centres or parents’ attendance in the community meetings sometimes happens due to some external factors like poverty, migration etc. Several organization experienced challenges in increasing attendance rate despite strong community mobilization whereas some experienced changing attitudes among the families prioritizing education over anything else. Dropping out of children especially girls from the learning centre is sometimes due to sibling care, working parents etc; Migration of families due to reasons like demolition of their dwelling places; or seasonal and permanent migration of families of children sometimes are affecting attendance in LCs. Extreme poverty of some families, compelling the children to go for work at least some days, leading to irregularity and eventually dropping out.

• Lack of legal entitlement documents: As experienced by several NGOs, mainstreaming to formal schools after successful bridge course competition in learning centres becomes difficult due to lack of legal entitlement documents such as, proof of residence, birth certificate, caste/community certificate of the children or their parents. In this regard, as already being carried out by certain organizations, communities’ awareness program on the processes of accessing caste certificates, Aadhaar cards etc. would be helpful.

• Lack of ownership in the community: Experiences by sample organizations taken for the study and organizations across the world implementing community learning centres suggest that community participation does not automatically create the feeling of ownership or the sense of belongingness to CLCs. One of the main reasons is the lack of ability and confidence of community people to take certain responsibilities in the management of CLCs. The CLC members, however, have a feeling of ownership. Even though community people in most of the cases recognise the importance of the CLCs giving justifications on how CLCs teach them how to live better; how CLCs are useful forums for discussion of their problems; or how community people learn many things from the interventions of CLCs etc., yet CLCs cannot earn the credibility in terms of their value as service providers since in any cases community people strongly lack the feeling of ownership.

The lack of ownership often hinders the sustainability of the CLCs because lack of interests and commitments of local community results in decreased mobilization of resources for CLC operations. Since CLCs are yet to get recognised from the Government as useful literacy institutions in the communities, they cannot rely only on some allocations or supports from government. CLCs in many places face dearth of funds till the NGOs operating them have prospects of getting funding assistance from the government or external donor agencies for their interventions.

Suggestions by Key Informants

• Strong networking with local government, education department and influential community members are the key to success in operating CLCs. Most organizations operating community learning centres shared their experience saying the key to gain trust from the communities lies in the way they are being treated. The equality treatment, valuing the knowledge of the community and keeping trust on the community or respecting their wisdom helps in gaining community’s trust. Showing attitude like “we know more than you and hence you have to listen to what we are saying” will not help in trust building.

In terms of children’s attendance in learning centre, the motivating factors are the childfriendly space and attractive activities. According to the organizations, if the attendance rate drops in the CLCs, any organization should get the indication that either the programs are not motivating enough or facilitators are lacking proper transaction skills which is why parents are not able to see any value of the classes and hence not willing to send their children to the centres. It has been realised that; i) children will come to the centre if, they feel happy in the space and program is attractive enough and ii) parents will send children if they understand the value of such centres. Program approach needs to be modified making interventions attractive, facilitators need to be child centred in creating ‘no judgement’ among the children and need to make parents understand the improvement and changes in children. These modifications help to gain the learners back to the centres.

• Most of the NGOs interviewed for the study mentioned that offering freebees including snacks in the community learning centres might divert children’s mind from education. Rather, strong and attractive activities in the centre is important. If activities are planned in a manner that children find them attractive and if parents can see improvements in their children’s learning, children will automatically turn up to the centres despite not getting any freebees or free of cost food There are instances where few NGOs partnered

with Door Step Schools in Pune offered some food to children in the CLCs, but after few days children denied to take those snacks.

“For 2 hours sessions, children do not need food to be served… Parents in urban set up are capable of sending some food with the children, if required.”

- Representatives, Door Step schools

“Some organizations provide milk/juice or snacks but that becomes a huge expense… suggestion is not to keep any such freebees in Learning Centres because it may sometime mean that programs/ interventions are not much stronger and children are coming to the centres just for the food.”

- Representatives, Makkala Jagriti

• Cost associated to Operation: Most of the organization suggested to keep at least 10 lakh of budget per CLC to focus only on learning and related interventions. However, with highly skilled facilitators and additional interventions, the budget per centre should not be less than 15-20 lakh per centre. Some of the probable costs associated with each Community Learning Centres are,

a. Rent.

b. HR cost – At least 2 facilitators in each CLC.

c. Books for Library in each centre.

d. At least one Computer.

e. Infrastructure Supports like cupboards, mats etc.

f. TLMs, Books/ Workbooks/stationary and some activity materials.

• Keeping huge budgets on stationaries, notebooks are not required in the CLCs in urban set ups as parents can afford notebooks and the textbooks are supplied from the schools for children coming to CLCs. Also, community mobilization is the main part of successful and self-sustained CLC because with strong networking with different groups in the community, the members of the community own the program and arrange for free space to operate the centre.

CHAPTER 4 SPOTLIGHTS ON STEPS OF ESTABLISHING CLCs

This chapter focuses on documenting different stages associated with components for planning and implementing Community Learning Centres(CLCs)startingfromselectionof communities, till documentation and disseminationoftheprogramoutcomes. This section of report therefore summarizes different kinds of CLCs and the step-by-step procedure in establishing a community learning centre.

SPOTLIGHTS ON STEPS OF ESTABLISHING CLCs

Types of Community Learning Centres

1) Community Learning Centres (CLC)

Community Learning Centres (CLC), as practiced by different organizations discussed in previous chapter is the resource centre belonging to the community, organised by the community for the benefit of the community. It provides information and life-long learning activities for everyone in the community in order to make that community stronger. It is the place for conducting learning supports to children as well as arrange development activities that meet the identified needs of community people.

CLC as Lifelong learning centres: CLC can be termed as Lifelong learning session as its scope is not only to serve the children’s education need but also provide continuing education for community people through different activities so that they have the knowledge and skills to improve the quality of life in terms of education, income, health, environment, religion, art and culture. The lifelong earning framework, thus emphasis on alternate non formal learning opportunities for children unable to participate in formal school as well as second-chance for learning and continuing education for drop out youths and adults. It also promotes vocational, entrepreneurial and employment-related skills for youth and adult. Globally, many organizations (as discussed in previous chapter) use CLC as the centre for adult learning and family leanings to creates self-reliance among community members who can thus contribute to the sustainable development of the community and eventually the overall development of the nation.

2) Mobile Learning Centres

Operating mobile learning centre is the paradigm shift from a school waiting for children to a school reaching the child. Mobile Learning Centres generally include a bus refurbished in manner to transform it child friendly space with requisite the audio visual material, books and seating spaces. As narrated by organizations operating Mobile learning centres are generally equipped with storybooks, board games, letter charts, flash cards, crossword puzzles,

blackboard, mini library, building block sets etc. to teach children basic language and mathematics. Some of them also contain simple science kits also for middle school children to perform simple lab activities like ‘air supports burning’, ‘light travels in straight lines’ etc to make the learners understand the science concepts. The advantage of such mobile buses is that it ensures regular attendance as the bus picks children up daily from these settlements. These centres are mainly useful to reach out to children in difficult locations such as pavement dwellings, road construction sites, areas where street children are found in large numbers.

3) Centres in Community Schools:

Since the CLCs are within the communities and works for education improvement of children, coalition with local schools stand important as these schools serve as centres for social, health, recreation, culture, justice and other services for children, youth and their families. According to research, a community school is both a set of partnerships and a place where services, supports and opportunities lead to improved student learning, stronger families and healthier communities. Using public schools as a hub, inventive, enduring relationships among educators, families, community volunteers, business, health and social service agencies, youth development organizations and others committed to children are changing the educational landscape—permanently—by transforming traditional schools into partnerships for excellence.36 This is the concept where schools become centers of the community and are open to everyone – all day, every day, evenings and weekends.

In such collaborations with community schools, parents and community residents can support their children’s learning while developing their own knowledge and skills. Community schools link the schools and the communities as an integral part of the operation and hence help to provide learning opportunities that develop both academic and nonacademic competencies.

Apart from tutoring/ basic literacy of the children in the communities, typical activities in coalition with community schools may include, early childhood education, family/ parent literacy, awareness camps, counselling/mental health services, career guidance for older children, Health Care Referral, crisis management, violence prevention, Nutrition

Services and Opportunities in Schools may include,

• Comprehensive after school interventions to help children in homework/remedial teaching

• Community interventions like awareness campaigns, health camps etc. for children and parents in school premise

• Community learning sessions integrated within school time tables.

• Leadership training to enhance decision–making role of the parents on the school grounds.

36 Making the Difference: Research and Practice in Community Schools

Counselling, parents’ leadership/decision making skill enhancement, youth development and many more. Literacy classes, adult and parent education, employment training, family support, and leadership development all are part of the community school vision. Families, youth and residents join with educators and community partners to articulate the community’s goals for its students, and to help design, implement and evaluate activities. Participation of these stakeholders as decision makers helps ensure that community schools meet local needs and show measurable progress.

4) Early Childhood Development Centre

Evidence from across the world demonstrates that from birth till the age of eight, children take the first steps in a lifelong learning journey and access to early learning stimulation in the preschool years significantly enhances the ability of children from impoverished backgrounds to benefit from schooling. Early childhood years are critical for physical, social, emotional, cognitive and language development. Investing in the early years of children’s lives is key to developing children as confident and creative learners and socially responsible members of society. However, access to quality early childhood programmes is often a challenge for children from marginalised and disadvantaged communities. Those without access to quality ECD programmes are often unable to cope with the demands of primary education and have difficulty adjusting to formal learning, interacting with other children and learning new social skills.

To deal with this early learning needs for children below 8 years, Early Child Development Centres must be linked with learning centres or schools in the community. As experienced by Aga Khan Foundation that were operating Learning Support Centres (LSC) in communities of Bihar, the younger siblings of the learners coming to the LSCs showed much interest in participating in classroom activities along with their elder siblings. Identifying these toddlers’ varied development needs such as pre-readiness skills in reading, writing and numeracy as well as in cognitive development, the organization established separate ECD centres and linked with the LSCs. As identified by the organizations, ensuring child-centric environment in these centres focusing on child’s individual pattern of development and learning style is the key in enhancing their social competence and pre-school readiness. Children can be encouraged to play with flashcards, geometrical shapes, beads, puzzles and clay items, which stimulates their imagination and speak aloud in the classrooms or sing aloud the songs and rhymes. Participatory learning in the presence of child-friendly facilitators can make the program a success.

HOW TO ESTABLISH A COMMUNITY LEARNING CENTER?

Components of CLC Planning & Management

Practical tips for how to create a community learning centre abound in the guidebook. The suggestions include:

Selection of the communities

There can be a series of steps to be followed to identify the community where the organization may set up the CLCs, through participatory approach collaborating with the community leaders

i. Socio Economic situation of a geographical area can be analysed to identify promising villages which seems to be a potential for establishing a CLC and then advocate with the community leaders requesting supports.

ii. Community leaders along with the organization to operate Community Learning Centres may try to make community members understand the importance of having a CLC and encourage them to participate in solving problems as well as in developing their own community.

iii. The community sets up the working group or committee comprising the village chief and other local leaders, teachers, students, volunteers, retired officials, farmers, priests, and the leaders of various groups such as women, youths, merchants, workers and the elderly.

iv. The committee finds a location for the CLC within the community. They can make use of already existing buildings such as the community’s town hall or school, or renovate unused buildings such as former factories, cultural centres, or places of worship.

Map the Needs and Assets in the selected community trough participatory methods

Identifying the need of the community in relation to the type of CLC envisaged: The organization implementing CLCs needs to map the needs and assets of the selected communities through participatory methods involving community people. In order to determine these needs the organizations need to find out the appropriate sources of data such as, school record, community records, census data and other relevant data through appropriate means like interviewing of community people, observe school activities, access information from schools, surveys at the community levels etc. A community record or database shows the number of households, number of inhabitants, number of students completing each level of both formal and non-formal education, names of community leaders, important places, details of community occupations, details of local wisdom, names of resource persons in various fields (athletics, folk music, folk art), community history, local literature, local plants (herbs and vegetables) and traditional foods.

Since various groups in the community, such as pre-school and school-age children, young adults, parents, elderly, men, women, etc. have different learning needs which should be addressed by the CLC through organizing interviews, group discussions, games and a variety of methods are utilized to record what the community members want and need. The community database can be created in a manner to share with varied people such as community people, outside people and the local administrative authorities to get their supports

Basic information about the community

Physical information

1) Geography (location, neighbourhood, region, etc.)

2) Historical information

3) Natural resources of the community

4) Institutions located in the area

5) Public utilities (electricity, water supply, transportation)

6) Population characteristics

7) Education level of the people; availability of educational institutions

8) Religious beliefs of the people and religious institutions

9) Health and Sanitations

Social Data

10) Government

11) Economic, political groupings

12) Leadership in the community

13) Culture and customs

14) Daily life

Economic Data

15) Livelihoods and occupations; Income of the community members

16) Production, consumptions, distributions

17) Investments

Identifying the assets of the community in relation to meeting these needs: On the other hand, the organization operating CLCs needs to identify the community assets such as, physical assets, personal assets, social assets financial assets and human assets which can be utilised to meet the needs of the community. The participatory mapping assessment needs to be in the following steps such as,

a. Let the community discuss the present status of the community.

b. Let the community express their expected future in terms of learnings, development, health etc.

c. Let the community know that information plays important role to bring change.

d. Let the community find out the ways to gather information on behalf of the organization.

e. Let the community identify their needs.

f. Let the community identify their resources that they can utilise.

g. Organization to equip the community to be able to prioritize their needs.

h. Organization to facilitate the community to be able to plan for the interventions satisfying their needs.

Mobilizing, Recruiting and Training Human Resources

• After the selection of the communities and mapping of needs and assets of the communities, the resources for its operation has to be planned. Depending on the structure of the CLCs, the operational team and human resources are to be decided. It is important to note that although an organization might be formally represented by one

person, many others may play a role in the CLC, be it as active participants, resources or advisors.

• Different models37 suggest that there has to be Community Learning Centre Management Committee (CLCMC) comprising of operating organization’s staff as well as teachers, community leaders, village elders, women members etc. This way the organization along with the community members can undertake the functions such as,

a. Time to time needs assessment and modification of policies and CLC activities in response to changing needs

b. Advocacy and sensitizing the communities

c. Promoting community participation by all members of the community

d. Manage and organize activities.

e. Mobilise volunteers and resource persons.

f. Supporting, monitoring, following-up and solving problems (if problems exist, the committee should participate in finding solutions).

g. Assisting learning centre supervisor/coordinator in arranging resource persons for training programmes.

h. Reporting the outcomes of the CLC activities so that community members are wellinformed and can make corrections and improvements together

• The key actor for implementing CLCs can be the Community Learning Centre Coordinator/ Supervisor who is the leader of the CLC and can be recruited taking into account the capacity to mobilize the community. The coordinator/supervisor can be the key person from the operating Organization who manage all organizational matters; support the Management Committee; liaison with various organizations; provide leadership to all interventions of CLCs.

• The teachers/facilitators can be selected from the community in order to best serve the interests of the community. staff can come from the school, a partner organization, or the community but must have relevant experience, realistic goals, and true concern for children. It is important that these facilitators are acceptable to the community and passionate about teaching and doing some volunteer services, such as keeping connect with children’s families or identifying common concerns about children and families etc., even though facilitators main duties are restricted into managing education services in the CLCs.

• CLCs may require other types of resource persons, for example, health workers, traditional medicine practitioner, artisans, or specialists in different skills who can help in holding skills training sessions. The local specialists have intimate knowledge of their own

37 The Community Learning Centre Experience, Myanmar

environment and are often most willing to share their knowledge and provide information, training and input for free to the targeted coverage in CLCs.

Build consensus and partnership

Linkages

• Not only parents and educators but also community residents, service providers, and public officials may need and want to be involved in the process. True participation amongst entire neighbourhood of community for the community development depends on the cooperative efforts of every member. Among the neighbourhood, coalition with local schools stand important as these schools serve as centres for social, health, recreation, culture, justice and other services for children, youth and their families. Studies38 suggest that the cooperative efforts will occur when all people have the “opportunity to learn, to think, to make decisions, to work and to accept the results or outcomes together,” all of which are called “people’s participation.”

38 Manual for the implementation of community learning centres; UNESCO Principal Regional Office for Asia and the Pacific (Thailand)

Mother's group

Father's group

Youth group

Children's group

• Three steps towards community participation includes, i) mobilizing community members trough different techniques such as mass meetings and campaigns to convince people about usefulness of the CLC and its activities; ii) inviting community members to actively and freely participate in –pre-planned CLC activities and provide their inputs; iii) inviting community members to make decisions about the planning and implementation of activities and making them part of decision-making process.

• To encourage community people to participate in community development, the community leader should help them to understand the conditions in their own community and become aware of its problems. For example, a community may have a poor environment due to water pollution, air pollution and land damaged by chemicals. Recognizing these problems, the leader should give his fellow citizens the opportunity to express their opinions regarding the causes of such problems and to help identify the appropriate solutions.39

Building consensus for problems at community levels involves steps like,

a. Holding need assessment surveys through enthusiastic volunteers, interviewing families, community elders, community leaders, youth, mothers and even children to collect information about problems in the community

Successful partnerships require

• Genuine commitment to work together

• Strategic leadership

• Effective governance arrangements.

• Assurance of democracy and equality of all partner.

b. Holding community cultural events involving talented individuals to portray songs, plays depicting the objectives and activities of the CLC.

c. Distributing to the people or displaying in community the Posters and other Print Materials such as, banners, newsletters, leaflets or brochures about CLC programs and activities.

d. Holding community meetings to discuss each of the problems

e. Form small groups to hold group discussions so that everyone has chance to express their feelings

f. Encourage people to categorise each problem by deciding which problems they can solve themselves, which problems require cooperation with others.

g. Prioritize the problems to be solved and develop plans to address them

h. Do the activities together according to the plans to solve each problem.

Indicators for neighbourhood and school partnership strengthening are listed in Annexure 1.A and 1.B.

39 ibid

The community programs can be developed by the operating organizations along with these community members or through building of partnerships with potential organizations. The readiness of the emerging partnership to proceed depends on several factors, including the leadership and motivation of each partner. Hence, before deciding to proceed with operating CLC in a particular community, it is important to determine on the potential partner organizations and their readiness to embark into the joint venture. It is also appropriate to begin thinking about how students can be actively involved in the development of the CLC. Several studies suggest that “even little ones, are people too. Unless they have some meaningful (to them) role in the enterprise, most educational change, indeed most education, will fail”.40

In case of partnership implementation of CLC, some of the indicators to determine the readiness of partner organizations should be to check on their;

a. Legal status or administrative framework, that is, whether their framework permit participation in the CLC.

b. Cultural readiness, i.e., whether culturally they can adopt in the particular community and accept CLC operation.

c. Vision matching, i.e., whether the organization has clear vision of where the CLC is going and how it should get there, or a clear desire to create such a vision.

d. Readiness to collaborate, i.e., whether the organization is committed to collaborate with same mission to make the CLC a reality.

e. Resource readiness, i.e., whether the organization is ready to commit the financial and other resources necessary to create the CLC.

f. Leadership capabilities, i.e., whether the organization’s system is proper to lead and maintain CLC in the particular community.

Designing of effective program for CLC

Based on needs assessment in the community, the programs/interventions of CLCs are determined. The goal of the CLC is to contribute to community development and to improve the quality of life of the population. Hence, education or increased income without improved knowledge, skills and attitudes is seen as insufficient, and emphasis is to have holistic approach to development where components are interlinked and interdependent and supplement each other. Each successful program of CLC should, therefore, be need-specific and must establish focus, address needs appropriately, coordinate participants' contributions, and set up a system of accountability from the beginning.

No service can be determined without a consideration of the organization’s capacity to deliver the service in question. These capacities include a range of human and material resources. Except for volunteers and other donated services, all these resources cost money. Therefore, determining which service to offer must include an analysis of costs, a key factor in deciding among alternative modes of delivering the same service and in choosing one service over another. The community itself can select activities according to the needs and problems identified by community members. The interventions of CLCs can be categorised as under:

a. Basic literacy and post literacy ensuring continuity of education: Education and basic literacy classes are the foremost important activities of CLCs. Literacy classes can be for community children who are the first-generation learners as well as school dropout children and the adults of the communities. In most of the models, basic literacy trainings are to focus on language, mainly the mother tongue. Post-literacy is a flexible mode of education, where learners practice reading and writing skills and build a functional level of literacy. Post literacy teachings need to focus both on language and basic mathematics skills. This training may take place in the centre, with a trainer present or among peers, or be prepared at home.

- Family learning programmes are increasing and are effective in developing interest and aptitude among parents, carers and children in early literacy activities and in supporting the work of nurseries and primary schools. In the best practice in community capacity building, the local authority service providers and voluntary organisations work together to support community organisations to influence local decision making and often to deliver effective services for disadvantaged people (Nicaise et al., 2005)

- Teaching- Learning Process and Learners Assessment: Since the age, education level, and interest levels of the learners in the community is varied, a variety of teaching learning methods bring results. Various methods used by most of the CLCs include, use of puppets as teaching-learning aid, story-telling sessions, games, puzzles, practical work with projects, drawings. The facilitator/teacher is responsible for assessing the learners' achievements by observation and by tests done on paper through worksheets, group activities as and when required. The learners also proceed to self-assessment, and peer tests where learners assess their peers.

b. Remedial education activities and academic enrichment learning programs: These activities can be among school children through coalition with community schools and includes providing additional assistance to students to improve their academic achievement. This also include, mathematics and science education activities. The educational strategies should focus on:

- Sufficient exposure to academics: The frequency and intensity of student participation in academic activities at centres need to be sufficient to influence their learning.

- Emphasizing reading activities: Emphasizing on language comprehension, fluency, vocabulary, phonics and phonemic awareness are essential to literacy

- Emphasizing basic mathematics: Mostly emphasizing on number sense, basic calculations, simple problem solving initially and gradually moving to complex problem solving will help children to focus more.

- Continuous feedback to students and parents on academic progress: Feedback to students helps develop their metacognitive skills and motivates improvement. Parent feedback supports parents’ involvement in student learning, a key component of academic success.

c. Early Childhood Care and Development (ECCD): Most of the CLC models studied for this research shows need for special interventions for 3-6 years old children, in collaboration with Anganwadi Centres. For example, Aga Khan Foundation’s Learning Support Centre (LSC) identified the need for varied program for 3- 6 years children such as, pre-readiness skills in reading, writing and numeracy as well as in cognitive development before the child is subsequently exposed to the more formal learning experiences and hence linked ECCD activities into CLCs. ECCD interventions are required to increase enrolment and reduce school dropout among school-age children who otherwise are required to care for younger siblings at home; reduce over-crowding in the classrooms with underage children; improve social, emotional and cognitive development of pre-school age children; and free poor parents from the burdens of childcare and enable them to earn an income necessary for the improvement in their living conditions.

d. Skills trainings and Income generating activities for Poverty Alleviation: Studies41 suggest that CLCs are influential for adults in the community when the centres are able to integrate non-formal education program with income-generating educational activities. Such activities mainly focus on the acquisition of basic literacy skills, building functional work skills to increase productivity in economic activities, developing entrepreneurial skills and strengthening the individual’s capacity to become more independent and effective in daily life.

Different skills training sessions can be organized by all CLCs to strengthen the villagers' abilities in learning to do". The trainings may include,

- Sewing, knitting, weaving

- Production of local handicrafts

- Making hats, mats, etc. from bamboo

41 2003, UNESCO, Income-generating programmes for poverty alleviation through non-formal education

- Food preservation

- Hair cutting

- Carpentry

- Traditional music or dance

- Improved agricultural techniques (rural areas)

These skills increase the learner's competencies and, hence, prepare the individual for improved and varied ways of earning a better income. These entrepreneurial education programs help to generate income among community members, especially the women members can get self-sustainability through such trainings. They can improve their work skills through learning from sources of community wisdom, special resource persons, and various education media, as well as through actual work in the community.

CLC program integrated with skill training and practice should allow opportunities for the production of marketable goods. The integrated programmes should contain the curriculum content, training approach, materials and equipment that will make employment attractive from the very beginning of the implementation process. External resource persons/experts in different skill with adequate technical competence, ability to teach skills, knowledge about the poverty situation of the community, and an understanding of the need for linking education and skill learning should be involved in the skill training programs. Technicalvocational skill training has to include supervised practice training in the setting of the training centre; adolescents and youths living in poverty should be given particular attention as they have special needs and potential. Some of the organization, keeping in view the poverty alleviation objective also makes arrangements with credit giving agencies so that learner can have access to loans for self-employment.

42

e. Tutoring services (including those provided by senior citizen volunteers) and mentoring: Wise elders and local experts can pass on their specific expertise and wisdom to the next generation. The activities can include art & craft, traditional music session, vocational education sessions etc. These activities contribute to the sustainable life-long education of the people because it makes use of already existing knowledge in the community, where everyone has a chance to participate in thinking, making decisions, and action.

f. CLC act as Resource Centre for lifelong learning for people of community: Every CLC organizes informal talks time-to-time on a series of subjects of interest to the community, or part of it (women, or young mothers for example). These talks may deal with immunization, nutrition, health, and education of young children. There can also be communications through CLCs to the people of communities on overall community

development, discussion on agriculture/cultivation, discussion on religious topics and many more.

CLC should have Library service or reading corners and keep collection of books of general interest for the community such as, literature, comics, health manual, magazines etc, apart from education related materials. Some of the NGOs operating CLC in India mentioned about library session every week for the learners coming to the CLCs as well as for community people who can rent the books from CLCs. The availability of library services will have impact on the learners in terms of improving their reading skills as well as possibly increasing their interest in pursuing further education.

g. Sports and Recreational activities: CLCs can also be used for cultural functions, festivals, sports competitions, social gatherings involving the community people. The activities may also include, dancing, singing, drama, drawing, and flower decoration, all of which aim to build up unity among community people as well as with other nearby communities. These activities strengthen the sense of ownership of the CLC by the community.

h. Awareness building and campaigning: The CLC can be the place where people learn about disease prevention, basic hygiene, better nutrition through community meetings. There can be drug-prevention and violence-prevention programs, counselling programs and character education programs, programs that promoted parental involvement etc.

i. Exposure visits and study tour: Day trips in and around the city should be the integral part of the CLCs and these trips should be part of their monthly educational schedule. Many of the organizations operating CLCs spoke about arranging visits of learners to the museum, planetarium, zoo, gardens, parks, lakes, places of cultural and historical importance, as well as to the service delivery agencies like police stations, post offices, fire stations even sometimes different government offices. Such trips provide insight and exposure to students about their environment and surroundings. Apart from that some of the NGOs spoke about taking students to the local market to purchase ingredients for their community cooking to make them able to learn how to interact with local vendors and shopkeepers, decide on budgets and make transactions. There can be annual study tour for all children which help them to bond with each other and learn from travel and interactions with different communities.

Financing and Budgeting

Allocation of resources for any programmatic endeavour is the most important exercise because activities that can be offered cannot be formulated without knowing the resources

available and funders do not allocate the resources without knowing what planned activities will cost. Developing the Community Learning Centre budget is a must for gaining financing. Itemizing expenses commonly associated with establishing and running a program and then itemizing the potential sources for financing the expenses is a useful way to begin. Estimating the typical costs associated in operating the Community Learning Centres vary greatly. Programs can meet costs in different ways: a mix of local, state government funding; public or private grants; partnerships with community and private sector sponsors; asking parents, community members, or others to volunteer time. The sample budget worksheet (Annexure 2) can be helpful to understand probable common expenses associated with establishing and operating a CLC.

- Physical Infrastructure: CLCs can be operated either in space allocated by the communities free of cost such as, existing school buildings or community halls or renovating existing building in the community etc; or in space built by the communities themselves with technical and financial support from the project implementing organization. Studies suggest that that sometimes, “communities feel ownership of the CLC building and are committed to utilize it since the communities themselves have invested an average of 28.6% in the construction of the physical structure, mainly in the form of unskilled labour and materials.”43

- Human Resource: Salaries of the project staff, mainly the coordinator/supervisor and the facilitators are to be considered while developing CLC budget. The project staff provides support for advocacy, selection, initial and in-service training, monitoring, as well as advisory services during activities implementation.

- Material resources: The initial investment for a CLC consists of an endowment in equipment, teaching materials for literacy and post literacy, books for the library as well as computers for basic learnings. Learning materials in the centres mainly include, newspapers, magazines, newsletters, textbooks, satellite disk, computer, radio, television set, tape recorder, video player, video and cassette tapes, picture books, games, toys, fitness gear, charts, pamphlets, handouts, notice board, etc. This also includes initial costs for developing literacy curriculum.

- Training and Capacity Building costs: This includes capacity building and orientation of the management committee as well as, time to time training costs like skill trainings for learners, arranging experts of different areas for capacity buildings of the staff, review workshops for CLC activities etc.

43 The Community Learning Centre Experience, Myanmar

- Logistic expense. School governance in case of CLCs operating in community schools, liability, awareness building, campaigning with community people and maintenance of CLC spaces are vital in making a Community Learning Centre work.

Monitoring and Evaluation

• Monitoring is an ongoing process to ensure that planned activities or processes (including resources) are “on track” and that progress is being made towards intended results. Ongoing monitoring of the progress of a program can help all involved maintain their focus, improve effectiveness, and identify needed modifications. The purposes of the monitoring are to record:

- who benefits from the CLC;

- whether the project progresses according to expected outcomes;

- what changes or improvements should be made.

The monitoring tools and methods are to be developed well in advance so that the most appropriate methods can be selected at the time of monitoring. Monitoring activities involves looking at process, how the conduct of programs and other services is proceeding, as well as the coordination or administration of these activities. Monitoring resources and other conditions involves looking at the provision of human, material and other resources, or any other essential conditions. Monitoring results involves looking at progress toward desired results.

Tools

Questionnaires

Structured interviews

When can we use this tool?

To collect information from many people

To collect individual opinions

Informal interviews To collect frank opinions from people

Group discussions

Community meetings

Observation

Diaries

Pictures

Registers/Record

Case studies

To generate ideas, group opinions

To make decisions and suggestions

To collect information on daily life

To collect individual daily views

To collect visual data

To collect information from official documents

To collect analytical views of activities and evidences of change

• Evaluation is a systematic inquiry about the CLC’s performance for the dual purpose of accountability and improvement in the program. When the operating organization

conducts its own internal evaluation, it is engaged in the form of self-evaluation involving all the major stakeholders of the organization. For the purpose,

a. parameters of the evaluation have to be determined defining the nature and limits of evaluation

b. adopt the performance standard for each of the activities that has to be evaluated

c. select indicators to measures the activities to be evaluated.

According to studies, evaluation plans should specify tasks to evaluate three aspects44 , that is, i) inputs to check whether all the resources are available and whether all arrangements are in place for beginning the activities; ii) process to check whether the activities are occurring with expected results and impact; iii) outcome to check whether the activities have brought about the expected results or not. An example of InputProcess-Outcome evaluation for education program in a CLC is given as under:

Input process outcome

• Physical infrastructure

• Skills of facilitators

• Types of TLM, availability & adequacy

• Relevance of curriculum

• Stationaries and related materials

• Adequacy of budget

• Classroom transaction process

• Usage of TLM and other materials

• Adhering of class timings

• Community participation

• Learners attendance

• Logistic administration

• Financial management

• Number of people covered

• Types of people covered

• Learner’s achievements and improvements

Tools: Observations, Individual Interviews, Focused group discussions, self-report of the people concerned

Self-evaluation can be done through visiting the activity sites and interviewing the community concerned with the set of questionnaires Other forms of evaluating the CLC program can be through the external parties. In both the cases ethical considerations are to be followed like taking consent from participants, maintaining privacy of data and information; honesty in reporting for improvements. Evaluating the activities side informs us about the conduct of activities the extent to which they have been carried out in accordance with our expectations. Evaluating the results side informs us about the effectiveness of the program the extent to which results have been achieved.

44 The CLC Resource Kit: Guidebook for Implementing a Collaborative School-Community Partnership; Anglophone community in Québec

An “evaluation audit”45 generally occurs at the end of external audit to;

- Verify that valuation process has followed generally accepted evaluation procedures

- Attest to the accuracy of the product, that is, the findings and conclusions of the evaluation

• Everybody in the community can participate in doing monitoring and evaluation of the CLC activities. In the project like Non-Formal Education, the administrators at the district and state levels undertake the monitoring and evaluation of the centres at their jurisdiction. The community members along with CLC management committee can take part in the monitoring and evaluation of CLC activities.

Documentation and Dissemination

Keeping records about CLC activities and programmes and distributing CLC information materials to different groups of people, such as the members of the community, stakeholders, government departments or programme donors are the key to smoothen the CLC functioning. The record or documentation of CLC programs would include activities from the initial planning phase through the subsequent implementation and evaluation of activities. This record will help us to understand the successes and shortcomings of the program. The documentation of CLC events can be kept in the form of

- Recording statistics about community

- Reporting of community mobilization processes, networking processes programme activities, capacity building, Monitoring and evaluation results

- Minutes of different meetings and Outcomes of interviews

- Photos, videos and film clips of activities/meetings

- Media coverage and press reports

Effective Dissemination materials

• Newsletters

• Brochures/leaflets

• Media coverage paper clipping

• Documentary videos or learner’s/parents’ testimonials

• Case Studies

• Report highlights

- Learners' records of their participation in CLC activities and their performance

- Samples of learner produced materials

Disseminating the information on outcomes of the CLC activities is important as it helps community members to be well-informed and make corrections and improvements together in order to have a better community in the future. The documented materials can be disseminated in a form and manner that are simple and understandable, but convincing. For example, simple documentary videos with leaners/parents testimonials, visual material like charts, graph, summery of activities are useful.

CHAPTER 5 Suggestions

& Recommendations

This final chapter of the report, along with describing the wide gambit of learning centres, presents a comprehensive and elaborated list of actions required for initiating and implementing an effective community learningcentre,whichwillbeusefulfor the beginner as well as practitioner organizations.

SPECIFIC SUGGESTIONS

• Defining Scope of the CLCs: The CLC agenda must not be for creating separate additional educational set-ups. CLCs must be developed as an inseparable and integral part of education and blend well with the development programmes of the people at the very grassroots level. CLCs must select and choose programmes and activities in consultation with the local people that are deemed most essential by the locals, accepted by the communities which can be managed by available resources and expertise of the organizations.

• Selection of Community locations: Reaching marginalised groups within community and Implementing learning program that impact children’s learning in the community can be because one cannot expect all children to come into a classroom. Hence, CLCs can be successful only if the location of classes is ‘where they are needed’, as these centres will meet the need of children of the community. It could be in a community centre, a crèche or a school premise.

• Establishing Community networks and Reach Community leaders: Creating and sustaining community learning centres is a community enterprise, where a wide range of stakeholders must be involved. The stakeholders can be at different levels who should be involved. In the upper level, the school management, local government, corporate agency leaders who can be involved in the initial days for required permission to set up the CLCs. In the next level, principals, parents, teachers and community members who know local issues and have the skills to build relationships and connect residents for resources and opportunities are to be involved. Together, these stakeholders develop a broad vision of what their community centres should look like and the multiple measures of progress they expect to achieve.

With a view on community development, networking within and between groups (ethnic groups, social groups, neighbourhoods, etc.) is a vital point to open and promote access. Important outreach strategy is to identify and work with the Community leaders (those who are running activities for the community and who is well known and respected in that locality). The community can be trained to be organisers and tutors themselves. By doing so, the organisation offers them challenges and perspectives in their role as community leader and gives them the responsibility to design educational programmes for their

community. Research shows that this is an extra motivational element which has a particularly great impact on the participation of some specific target groups.46

Different ways to involve different groups of people in communities

Groups

Team members

What does not work What makes it work

• Non committed staff; lack of motivation

• Isolated from communities

Families

Partners agencies

• Negative experience

• Language and cultural difference

• Discriminative attitude

• Lack of communications

• Ensure staff are actively involved in activity planning the CLC’s vision.

• Sharing of leadership with staff to make them feel valued

• Make learning part of teaching

• Continuous trainings and orientations to staff

• Culturally competent staff to mingle well with community people

• Be visible to the communities

• Define what it means about engaging with families for the success of CLCs

• Encourage families’ contributions and leadership

• Meet the families where they are

• Welcoming environment in parents meeting and honest conversations about CLC’s approaches and interventions

• Assessment of progress with each intervention with families

Community people

• Lack of accountability

• Lack of transparency

• Mismatch of vision

• Lack of awareness

• Politics

• Look for mission match before agreement to avoid future conflicts

• Open talk and discussion on activities;

• Value their wisdom and inputs

• Be visible in the communities

• Create community hub where all are welcome

46 As conceived by Citizienne in Flanders, working on the bridging between communities and groups of people living in the different Brussels districts

• Minimal contacts with families/ community people

• Regular awareness building or mobilization activities with the communities

• Ask for inputs from the communities while designing activities

• Value their wisdom, keep space for their opinion

• Ensure proactive and regular communications with communities

• Encourage an ongoing dialogue about education and other needs.

• Integrate in-school and after-school learning experiences: In collaboration with community schools, parents and community residents can support their children’s learning while developing their own knowledge and skills. Community schools link the schools and the communities as an integral part of the operation and hence help to provide learning opportunities that develop both academic and non-academic competencies. Once working with schools in the communities gain acceptance by the school management, the ‘after-school’ program can be arranged in school premises for the school children. After-school programs increase the time young people spend in safe and supportive settings, enhancing their academic skills and developing non-academic competencies to help them succeed in school and in life.

• Create Conducive learning condition: As experienced and suggested by the sample NGOs, many of the community-based learning centres faced struggles to attain sustainability because of the lack of conducive learning conditions in the centres. Several recent reports from well-respected researchers and organizations have been issued on effective learning environments that mainly includes high standards and expectations for students and teachers; leadership that fosters innovation; and the time, training and resources that make excellence possible. The two most important conditions for improved leanings of children in the communities are;

- engagement of the competitive teacher/facilitators and - a rich curriculum with quality content and effective transactions of those curriculum through classroom practices such as small-group instruction and hands-on learning has a direct impact on improved student’s leanings.

To execute the first condition, a substantial investment in professional development is required. Teachers/facilitators, counsellors should be given opportunities to develop the

knowledge and skills to work with families and the community, tap community assets to support student learning, and understand how the CLCs can be a resource to families and the community. As evident in this study, most of the sample organization operationalising CLCs narrated about integrating learning centre with schools by arranging extensive teacher awareness program or trainings of school teachers to meet the individualised needs of community children in those school. For example, Makkala Jagruti, Bangalore provides teaching learning audio-visuals to the school teachers as part of teacher empowerment program and impart adequate trainings with the teachers on the use of those materials. Aga Khan Foundation makes use of trained cadre of volunteer teachers to assist government school teachers in classroom management during school hours and play supportive role for school teachers in ranges of aspects like plans and approaches for lessons, advise on instructional strategies, help support inclusive classrooms free of discrimination, and help monitor student achievement etc.

To tackle this challenge of lack of learning environment and in turn lack of interest among children and community members about the CLCs, further enhancement of management and leadership capacity of CLC members are needed to provide attractive and responsive programs and activities to children and community. Reworking on the approach to make learning centre and program attractive; redesigning teaching curriculum with more focus on hands-on-learning is essential to teach the learners. Studies47 suggest that the learners’ participation should be reinforced by the teachers or facilitators through granting equal chances for the learners to participate in diagnosing their needs and planning programs. By doing so, the teachers can teach based on childrens needs and build their sense of belonging and commitment.

Dedicated and motivated teachers can change the course of traditional classroom setup and promote conducive environments of learning by few ways.48

• Teachers to ensure availability of the resources- chalks, charts, models, equipment for demonstration for every session and ensure that teaching-learning activities are audible to all children.

• Teachers to stop prejudging their students on the basis of their socio-cultural background

• Teachers to create an inclusive and supportive environment in the classroom in which all students feel at home, gather in self-confidence. Teachers need to take

47 2020, Neak Piseth, Community Learning Centers, challenges and way forward to become lifelong learning centers

48 2015, Vintu Augustine , Bengaluru; “Creating a conducive learning environment”

an extra effort in making the students feel comfortable to ask questions and never entertain labelling students, either by themselves or others.

• Teachers to establish a culture of mutual respect and understanding among the students. Mutual appreciation and tolerance go a long way in defining a healthy and constructive classroom environment.

• Teachers to be flexible with their instructional techniques and ensure innovative instructional methods like cooperative learning, peer tutoring as per the learning requirements of students.

• Teachers to create an environment in the classroom so that all children get the freedom of expression that will provide empowerment by urging one to stand up to one’s needs.

• Strengthen monitoring, evaluation and supervision: CLC activities fails to achieve the targeted goals or be self-sustainable in the communities in the absence of strong monitoring and evaluation mechanisms. Monitoring an evaluations cannot be solely kept in the hand of outside experts, rather CLC team along with community members themselves need to take charge of the monitoring and evaluation at the CLC in order to i) raise their own awareness and consciousness of the outcomes of CLC activities through seeing the results of their actions; ii) strengthen the management capacity and sense of community ownership through analysing problems and taking action to solve them and iii) demonstrate the accountability of CLC activities to the community through various means like news bulletins, pamphlets distributions or community meetings on regular basis showing outcome of the CLC activities. Community people involved in monitoring and evaluation exercises could be:

a. community leaders

b. social workers or local NGOs

c. health officials

d. school teachers / head masters and

e. women, youth groups etc. who can divide themselves in many sub committees to monitor different activities of CLC and share the results of monitoring in weekly meetings with which CLC management can plan for improvements.

For example, CLCs in Nepal organised three sub-committees, namely literacy and continuing education; community development, and income generation and vocational training. Each sub-committee carried out regular monitoring tasks under the supervision of the management committee.49 49 2003, UNESCO, CLC (Community Learning Centres) management handbook

• Strong Policy Linkages for smoother implementation of centres: It is identified that networking, collaboration and co-operation are the utmost important elements for promoting effective programme and policy linkages. Studies show that learning centres or the community schools with their strategic use of linkages and partnerships, can reach outside their walls to leverage additional services to the children, team members and program to enhance the quality of their learning. Especially, in case of coalition with schools to continue remedial teaching supports to children in schools within or beyond school hours, active involvement of community partners supports and enhance school efforts to address the facts of life that affect both teaching and learning, such as changing demographics, too much unstructured time for children, transience, violence and unaddressed basic needs.50

CLCs forge intimate operational linkages with the overall national policy and programmes, be it on literacy, adult education, education for out-of-school children and/or community programmes on health, women, youth development, income-generating skills, etc. A coherent articulation of CLC missions and objectives, as well as policy commitment backed by operational linkages in support of country programmes for the promotion of literacy and achieving EFA, would be critical to ensure CLCs’ effective long-term impact.51 However, as evident in several studies, in most of the communities that linkages and coordination amongst the district level government offices that are responsible for education, health are inadequate, hence community level interventions get hampered due to non-cooperation from these bodies. The linkage activities of CLCs are useful in many aspects, such as funding or manpower, equipment or technical support, training in income-generating activities, planning and developing programmes, developing curriculum/materials, training staff and monitoring/evaluating progress and the access of the CLC members to the extension and social welfare services of various government departments. Studies show that strong linkages of the CLC team members with local organizations especially local agencies and government offices in the communities helps in receiving various supports like supports in the form of training, financial help and the supply of labour, construction materials, books/stationaries for the CLCs.

• “Poverty alleviation” programmes should receive priority at CLCs, especially where the poverty rate is high: According to studies52, while a number of different methods are available to identify the poor, there is growing emphasis on communitybased targeting techniques. Community targeting is a sub-set of community participation,

50 Making the Difference: Research and Practice in Community Schools

51 Country Reports from Asia, UNESCO

52 2010, Moeed Yusuf, Boston University, Community Targeting for Poverty Reduction: Lessons from Developing Countries

a broader concept that applies to all cases where communities lead the decision-making process. The same study says, community targeting is better attuned to communities where societal tensions and extreme disparity are not a pre-existing concern. Moreover, communities can be expected to uphold social norms and thus would exclude segments of the community that do not fit their framework. While this does not necessarily imply the need for homogeneity, it does suggest that communities bearing excessively disparate power structures or ones inclined towards cultural exclusion based on criteria other than poverty are less suited to community targeting. Some of the community targeted program to alleviate poverty practiced in some countries including India are as under:

Country Program Descriptions

India National Old Age Pension Scheme53

Indira Awas Yojana54

Integrated Rural Development Program55

National Family Benefit Scheme (NFBS)56

Granted under the National Social Assistance Programme (NSAP) to destitute persons above the age of 65 years a monthly pension of Rs. 200/- up to 79 years of age and Rs.500/- thereafter.

The sub-scheme of Rural Landless Employment Guarantee Programme (RLEGP) launched by the Ministry of Rural Development, with the objective to provide a grant for the construction of houses to members of Scheduled Caste (SC)/Scheduled Tribes (ST), freed bonded labours and to nonSC/ST category below the poverty line.

Provide employment opportunities to the people below the poverty line as well as opportunities to develop their skill sets so as to improve their living conditions. The program targets to Rural artisans, Labourers, marginal farmers, SCs & STs and economically backward classes with an annual income of less that Rs 11,000

To provide immediate succour to Below Poverty Line (BPL) families whose lone bread earner expires due to natural or accidental cause. The scheme aims to provide a lump sum family benefit of Rs 10,000/- to the bereaved households in case of the death of the primary breadwinner irrespective of the cause of death.

53 https://nsap.nic.in/circular.do?method=aboutus

54 https://www.indiafilings.com/learn/indira-awaas-yojana-iay/

55 https://www.bankbazaar.com/saving-schemes/integrated-rural-development-program.html

56https://en.wikipedia.org/wiki/Poverty_alleviation_programmes_in_India#National_Family_Benefit_Scheme_ (NFBS)

Pradhan Mantri Gramin

Awaas Yojana57

Sampoorna Grameen

Rozgar Yojana58

To augment wage employment opportunities by employing demand and by specific guaranteed wage employment every year to households whose adult members volunteer to do unskilled manual work to thereby extend a security net to the people and simultaneously create durable assets to alleviate some aspects of poverty and address the issue of development in the rural areas.

Implemented through Panchayat Raj Institutions, to provide additional and supplementary wage employment in the rural area; to provide food security and improve nutritional levels in all rural areas of our country; to provide profitable employment; to provide durable community, social & economic assets and infrastructural development in rural areas.

Bangladesh Rural Maintenance Program59 (i) Road Maintenance, (ii) Tree plantation and (iii) Training in self-employment opportunities, (iv) Maintaining the important rural roads fit for communications through repair and maintenance round the year to ensure the rural economy progressing; (v) making the distressed women beneficiaries of the project skilled in productive activities and create for them self-employment based on training in self-employment opportunities.

Food for Education60

Vulnerable Group Development61

Provision of free monthly ration of rice or wheat to poor families if their children attend primary school. To increase primary school enrolment, promote attendance, reduce dropout rates, and enhance the quality of education.

Largest safety net programmes assisted by the World Food Programme (WFP), targeted at poor and vulnerable women in Bangladesh. The ultimate goal of the programme is to bring sustainable improvement to the lives of ultra-poor

57https://en.wikipedia.org/wiki/Poverty_alleviation_programmes_in_India#National_Family_Benefit_Scheme_ (NFBS)

58 https://www.indiafilings.com/learn/sampoorna-grameen-rozgar-yojana/

59 http://interactions.eldis.org/programme/rural-employment-and-road-maintenance-programme-rermp

60 https://www.ifpri.org/publication/food-education-programbangladesh#:~:text=The%20Government%20of%20Bangladesh%20launched,their%20children%20attend%20p rimary%20school.

61 http://fpmu.gov.bd/agridrupal/content/vulnerable-group-development-vgd

Pakistan National Rural Support Program62

households. The two components such as, i) Income Generating Vulnerable Group Development (IGVGD) monthly provides food ration of 30 kilograms of wheat/rice or 25 kilograms of fortified wheat flour (atta) and ii) Food Security Vulnerable Group Development (FSVGD) provides cash support of Taka 100 along with 15 kilograms flour

To release potential abilities, skills and knowledge of rural men and women, to enable them to articulate their aspirations and to effectively marshal the resources they need to meet their identified needs. The purpose is poverty alleviation - enabling people to break the cycle of poverty through training, support to institutions, micro-credit, infrastructure development, natural resource management and 'productive linkages'. The program advocate for the poor is to bring the concerns of economically-marginal men and women to public consciousness and to affect policy so that the poor are brought into the mainstream of the economy.

Vietnam Hunger eradication and poverty reduction63

Uzbekistan Social Assistance Program64

Directed assisting poor households in terms of capital and entrepreneurship, technology transfer, information provision, exemption or reduction of taxes and fees, and contributions to facilitate an escape from poverty. In addition, preferential policies on credit for business, education, and health care, such as reduction or exemption from tuition and hospital fees, are also applied to support the poor.

To provide, i) cash allowances provided to lowincome households; ii) cash allowances provided to the elderly, persons with disabilities (PWD), and survivors (breadwinner loss); iii) allowances in case of special events or shocks; iv) allowances, discounts, and in-kind support to vulnerable groups

62 https://nrsp.org.pk/about.html

63 https://vietnamnet.vn/en/hunger-eradication-and-poverty-reduction-to-ensure-sustainable-human-rightsimplementation-589783.html

64 https://openknowledge.worldbank.org/bitstream/handle/10986/33163/Uzbekistan-Social-AssistanceTargeting-Assessment.pdf?sequence=1

• Pursue Govt to take effective measure to strengthen CLCs: The community-based learning centres can be used as effective tool for fulfilling Sustainable Development Goal, SDG 4 that talks about quality education and promotion of lifelong learning opportunities. As the country progress, there is no denying that education plays key role in development of the country for which community development plays a key role. CLCs are important component of community development. To sustain the valuable contributions of CLCs and their future potential for reducing illiteracy and promoting basic education, effective arrangements must be made or explored to strengthen and augment the CLCs’ financial base within the broader framework of country-level programme support and funding. Government should extend financial support to those CLCs with a view to augmenting the quality and coverage of programmes. This may include formalization of CLC activities by keeping provisions for adequate remunerations package for the i) instructors or facilitators to retain skilled professional in the centres improving the quality of education supports in the centres; ii) staff of the implementing organizations to effectively operate and manage CLC’s activities/ interventions as well build capacities of the communities to run the centres on self-sustainable modes after the implementing organizations withdraw the interventions from any particular community. Strengthening CLCs will lead to community development that in turn will play in development of the country.

On the other hand, the government can connect one CLC to another to exchange their knowledge and skills as well as to extend the scope of training programs, and recruit qualified trainers and facilitators, which is compulsory to operate quality programs and activities for the learners. Consequently, the learners will learn various skills and knowledge to reach the demands of job market. The participation of community people in the monitoring and evaluation process can help CLCs receive constructive feedback for their future improvement and learn from their drawbacks. Hence, there is a requisition of three main actors, such as the government, development partners, and the community, to make their concerted efforts and collaboration to sustain community learning centres.

ANNEXURES

Annexure 1.A: Checklist of Indicators for collaborations to strengthen Schools

Particulars Yes/No Yes, but more of this is needed

Instructional component of schooling

a. pre-school readiness

b. tutoring (instructive or facilitative)

c. mentoring

d. homework assistance

f. media/technology

g. career academy programs

h. adult education in school premise

i. other…………………………………….

Management of schooling

a. PTA formation

b. parents meetings

c. School Management Committee meeting regularization

d. advisory bodies

e. other…………………………………..

Community owned on and of campus services to address barriers to learning

a. student and family assistance programs/services

b. crisis response

c. family involvement programs

e. teachers training or skill development programs

f. other …………………………..

Financial support for schooling

a. link to funded projects

b. fund raising for community activities in schools

c. other……………………………..

Annexure 1.B: Indicators of collaborations to strengthen Neighborhood

Particulars

Community development programs

a. parent education

b. infant and toddler programs

c. child care/children’s centers/preschool programs

d. community service programs

e. public health and safety programs

f. leadership development programs

Yes/No Yes, but more of this is needed

g. other…………………………………….

Youth and family recreation

a. art/music/cultural programs

b. youth clubs

c. youth sports leagues

d. park program

e. library programs/ reading

f. faith community’s activities

g. other…………………………………..

Physical health services including mental health

a. immunization program

b. link community to AWCs

c. school based/community health camps for growth monitoring

d. dental services,

e. vision and hearing services

f. AIDS/HIV programs

g. emergency care referral services

h. counselling (school based/community camps)

i. referral facilitation for clinical therapy to address severe mental health issues

j. other …………………………..

Programs to address psychosocial problems

a. substance abuse

b. road safety for girls and women

c. youth violence prevention

d. conflict mediation in community

e. case management of programs for high-risk youth

f. child abuse

g. domestic violence programs

h. other……………………………..

Work/career programs or Economic development

a. job mentoring for youth

b. facilitation in linking to employment opportunities

c. income generation activity training facilitation

d. linking to community targeted program to alleviate poverty

e. other………………………………

Support for development of neighbourhood organizations

a. neighbourhood protective associations

b. emergency response planning and implementation

c. neighbourhood coalitions and advocacy groups

d. volunteer services

e. welcoming clubs

f. social support networks

g. other…………………………..

Annexure 2: Sample Budget Worksheet

Major Items

Planning and Development

• Community needs assessments

i) Survey

ii) Focus group/ Interview

• Initial Printing/Publicity campaigns

• Building/modifying space

• Recruitment and development of staff

Sub total: Start Up Cost

CLC Operation

• Rent

• Program materials

• Salaries-facilitators/ teachers at CLC

• Salaries-Supervisors/Coordinators

• Honorariums- Trainers/external resource persons

• CLC supplies, including stationaries/TLM , food

• Health and medical for staff and children

• Transportation

• Utilities

• Telephones

• Computer systems

• Logistics /travels

Sub total: Operating Cost

Estimated costs

CLC Activities

• Counselling

• Tuition fees/ School fees

• Life skill sessions

• Community awareness meetings

• Cultural, sports, recreation events for learners

• Exposure trips

• Parents meetings/orientations

• Documentation cost including documentary films/leaflets/brochures

• Capacity building arrangements

• External evaluation audit

Sub total: CLC Program Activities

TOTAL COST

Potential funding sources:

• Local government

• State grants

• Foundations/Donor Organization

• Corporate grants

• Parent/teacher organizations

• Local civic and service clubs

• Local businesses

TOTAL REVENUE

Estimated Contribution:

GLOSSERY

CLC Community Learning Centres

UN United Nations

NGO Non-Governmental Organization

MDG Millennium Development Goals

VDC Village Development Committees

NCPCR National Commission for Protection of Child Rights

CCI Child Care Institutions

RHP Rainbow Homes Program

UNESCO The United Nations Educational, Scientific and Cultural Organization

ECCD Early Childhood Care and Development

NFPE Non-Formal Primary Education

DSS Door Step Schools

CLCo Community Learning Coordinators

EAC Education Activity Centre

LSE Life Skill Education

MCGM Municipal Corporation of Greater Mumbai

HDLC Holistic Development Learning Centre

NIMHANS National Institute of Mental Health and Neurosciences.

AWC Anganwadi Centre

ICT Information technology

BCLC Bridge Course Learning Centre

CDP Community Development Program

FADA Father and Daughter Alliance

LSC Learning Support Centres

EDI Education Development Index

NUEPA National University of Educational Planning and Administration

VEC Village Education Committee

VSS Village Shiksha Samiti

TLM Teaching Learning Materials

CLCMC Community Learning Centre Management Committee

SC Scheduled Caste

ST Scheduled Tribe

SSA Sarva Shiksha Abhiyan

REFERENCES

Reports & Articles

1) African Cultures and the Challenges of Quality Education for Sustainable Development. ERIC. Commission for International Adult Education. 30 November 2017

2) BMGF (2020) Covid-19 A Global Perspective – 2020, Bill & Melinda Gates Foundation, Seattle, USA

3) United Nations (2017) Resolution adopted by the General Assembly on 6 July 2017, Work of the Statistical Commission pertaining to the 2030 Agenda for Sustainable Development (A/RES/71/313)

4) 2020, Uttam Maharjan, “Community Learning Centres: An effective tool for development

5) Country Report from Asia, UNESCO

6) Community Learning Centre Experience, Myanmar

7) 2003, UNESCO, CLC (Community Learning Centres) management handbook

8) 21st Century Community Learning Centers Descriptive Study of Program Practices; US Dept of Education

9) Making the Difference: Research and Practice in Community Schools

10) Door Steps Schools Annual Report 2019-20

11) Vintu Augustine, Bengaluru, April 30, 2015, Creating a conducive learning environment

12) Manual for the implementation of community learning centres; UNESCO Principal Regional Office for Asia and the Pacific (Thailand)

13) Government du Québec, 2012, The Community Learning Centre-Resource Kit

14) 2003, UNESCO, Income-generating programmes for poverty alleviation through nonformal education

15) A conceived by Citizienne in Flanders, working on the bridging between communities and groups of people living in the different Brussels districts.

16) 2020, Neak Piseth, Community Learning Centers, challenges and way forward to become lifelong learning centers.

17) 2010, Moeed Yusuf, Boston University, Community Targeting for Poverty Reduction: Lessons from Developing Countries

Internet Resources

1) https://thehimalayantimes.com/opinion/community-learning-centres-an-effective-toolfor-development

2) https://www.doorstepschool.org/pune/

3) https://makkalajagriti.org/

4) https://www.deepalaya.org/

5) https://www.akdn.org/publication/learning-support-centres-lscs-india

6) https://bhumi.ngo/programmes/ignite/community-centers/

7) https://www.sarvahitey.org/vidya-vistar

8) https://www.apnishala.org/khoj-community-school.html

9) https://angelxpress.org/

10) https://nsap.nic.in/circular.do?method=aboutus

11) https://www.indiafilings.com/learn/indira-awaas-yojana-iay/

12) https://www.bankbazaar.com/saving-schemes/integrated-rural developmentprogram.html

13) https://en.wikipedia.org/wiki/Poverty_alleviation_programmes_in_India#National_Fami ly_Benefit_Scheme_(NFBS)

14) https://www.indiafilings.com/learn/sampoorna-grameen-rozgar-yojana/

15) http://interactions.eldis.org/programme/rural-employment-and-road-maintenanceprogramme-rermp

16) https://www.ifpri.org/publication/food-education-programbangladesh#:~:text=The%20Government%20of%20Bangladesh%20launched,their%20ch ildren%20attend%20primary%20school.

17) http://fpmu.gov.bd/agridrupal/content/vulnerable-group-development-vgd

18) https://nrsp.org.pk/about.html

19) https://openknowledge.worldbank.org/bitstream/handle/10986/33163/UzbekistanSocial-Assistance-Targeting Assessment.pdf?sequence=1

20) https://www.humana-india.org/primary-education/academy-for-working-children-stepup-centre

21) https://nsap.nic.in/circular.do?method=aboutus

22) https://www.indiafilings.com/learn/indira-awaas-yojana-iay/

23) https://www.bankbazaar.com/saving-schemes/integrated-rural-developmentprogram.html

24) https://en.wikipedia.org/wiki/Poverty_alleviation_programmes_in_India#National_Fami ly_Benefit_Scheme_(NFBS)

25) https://en.wikipedia.org/wiki/Poverty_alleviation_programmes_in_India#National_Fami ly_Benefit_Scheme_(NFBS)

26) https://www.indiafilings.com/learn/sampoorna-grameen-rozgar-yojana/

27) http://interactions.eldis.org/programme/rural-employment-and-road-maintenanceprogramme-rermp

28) https://www.ifpri.org/publication/food-education-programbangladesh#:~:text=The%20Government%20of%20Bangladesh%20launched,their%20ch ildren%20attend%20primary%20school.

29) http://fpmu.gov.bd/agridrupal/content/vulnerable-group-development-vgd

30) https://nrsp.org.pk/about.html

31) https://vietnamnet.vn/en/hunger-eradication-and-poverty-reduction-to-ensuresustainable-human-rights-implementation-589783.html

32) https://openknowledge.worldbank.org/bitstream/handle/10986/33163/UzbekistanSocial-Assistance-Targeting-Assessment.pdf?sequence=1

About Rainbow Homes Program

The Rainbow Homes Program aims to protect, care for, educate and empower our most disadvantaged children. Theseincludechildrenwholiveoncitystreets;orphaned, abandoned, and violence-affected children; working children; children of farmer – suicide and starvation families;andchildrenofsexworkers.Westrivetoensure thatthesechildrenaccesstheirrightsinloving,openand safe residential care homes in government schools and buildings;andforthemtogrowintohappy,responsibleand caringcitizens.

RAINBOWHOMESPROGRAM

Vijaya Lakshmi Avenue

Flat No: 2&3, H. No. :1-3-183/40/21/53, Road Number: 5, P&T colony, Gandhinagar, Hyderabad -500080

Ph: 040- 27660017

Website: www.rainbowhome.in