Education and Child Development


IIRD has increased awareness among the community of the importance of children's education and their rights
 
India aspires for Universal Compulsory Primary Education, with its challenges of keeping poor children in school and maintaining quality of education in rural areas. In the field of education and child development, IIRD has increased awareness among the community of the importance of children's education and their rights and established and strengthened the support mechanisms for children's rights and children continuing in education. It has accomplished this through innovative activities like evaluating educational campaigns, introduction of creative methods to teach children so that they don’t lose interest and forming parent teacher communities to monitor each child's growth.

Objectives:


To provide individuals with the educational means to develop their potential, bringing about social, economic and political inclusion
Act as an evaluation agency under the Total Literacy Campaign and Continuing Education Programme (CEP)

The Program at a Glance

Program

Area and Time

Supporting Agency

Concurrent Evaluation

Nagaur and Bikaner district, Rajasthan, 1997- 1998

Department of Adult Education, Government of Rajasthan

Total Literacy Campaign (TLC) Post Literacy Program (PLP):
Evaluating and Execution Agency

Bundi, Bhilwara (Rajasthan), Shimla, Hamirpur, Solan, Chamba & Una (Himachal Pradesh) Mirzapur, Farrukhabad  , Haridwar & Unnao (Uttar Pradesh), Mansa (Punjab), Shivpuri, Mandla, Raipur, Guna & Jhabua (Madhya Pradesh), Ratnagiri (Maharashtra), Kishanganj (Bihar), 1998- 2006

Sarva Shiksha Abhiyan, National Literacy Mission (NLM)

Evaluation of PRIs

Bhilwara, Bundi, 1998- 2005

Sarva Shiksha Abhiyan

Evaluation Agency: Total Literacy Campaign (TLC)

Bundi, Bhilwara, Haridwar , Lucknow, 2006

National Literacy Mission (NLM)

Maternal and Child Health Programs (Aanchal se Aangan Tak)

Khanpur, Jhalrapatan, 2006-7

UNICEF

Prabhat Shala

Jhalawar, 2006- 2008

UNICEF

Evaluation of State Resources Centres (SRC)

Rohtak (Haryana), Ranchi (Jharkhand), Lucknow (UP)
2008- 2011

Directorate of Adult Education, Government of India

Impact Evaluating and Execution Agency, Jan Shikshan Sansthan

Ahmedabad, Surat, Bharuch, Vadodara, Kalol and Kutch,
2011

National Literacy Mission (NLM)

Childline – Giving Children in Need a Voice

In 2001, the CHILDLINE India Foundation appointed IIRD to take nodal agency responsibilities for the CHILDLINE project implementation in Alwar. For the first time in India, this pioneer project provides 24 hours free of charge telephonic services for children in distress and in need of care and protection. It was registered as a project of the Ministry of Social Justice and Empowerment, GoI in partnership with NGOs, state governments, UNICEF and the corporate sector. 

Maternal and Child Health Programs

Year: 2006- 2010
Place: Jhalrapatan and Khanpur, Jhalawar, Rajasthan
Partner Agency: UNICEF

Objectives:
- Make rural people aware of the disadvantages of malnutrition
- Bring about a conceptual change on Immunization
- Teach mothers to take care of themselves and their malnourished children

Impact:
Under programs such as Aanchal se Aangan Tak (2006- 2007) and Behavior Change and Communication (2010), IIRD has developed and executed maternal and child awareness programs through community dialogue, making of reforms on socio-cultural practices that affect women and children as well as the provision of basic life saving equipment for clinics and health centers. (See the Health section of the report). It has also involved monitoring and evaluation, maternal and child health and infectious disease interventions, organizational development, and health information systems. IIRD has managed to achieve the following objectives:

Pilot and analyze new approaches to introduce and scale up high-impact interventions in the poor sections of rural communities
Contribute to overcoming key operational barriers to scaling up delivery of these interventions through the provision of technical leadership and specialized technical resources; and
Disseminate evidence and lessons of proven models for the delivery of high-impact integrated interventions.

Figures:
The 300 villages were impacted in the following way:
Got immediate immunization
Removal of Gender based feeding
Delivery cases increased in Aanganwadi centers and in health centers.
Families learnt the importance of cleanliness
Malnourished children were given nutritional food at food centers.

Prabhat Shala

Year: 2006- 2008
Place: Jhalawar
Partner Agency: UNICEF

Objectives:
As in the earlier years, in Jhalawar, one of the backward districts of Rajasthan, IIRD undertook the cause of education in the rural areas of two blocks Bakani and Sunel, with the following objectives in mind:

  • Identify the drop out students away from education of unprivileged community in Jhalawar district
  • Ensure the reach for education to be intensify among the girls age group 9-14 years
  • Fetch education to the children, deprived by the optimized opportunities of education

Impact:
Through a series of workshops, training meetings and inspections, teachers were inculcated with the importance of developing personal relationships with the girls and their families, so as to ensure their retention. This was done through the following:
- By correlating regular schools the education be got provided to sustained children from schooling
- By maintaining close relations with regular schools, the deprived students be provided education
- By inspiring the members of school management of Panchayati Raj and educational block development institution
- By ensuring the participation of the local people in the unprivileged rural areas so that optional school management for boys and girls is ensured.
- Establishing active group of members in blocks and Panchayati Raj, who can co relate between positives and informal educational centers.
- By advancing teachers capacity through the conduction of training and workshops

Figures:
The project has brought about changes not only in girls but also in parents and communities. About 27 girls in each block benefited from this and have been now absorbed as teachers themselves.

Evaluating and Execution Agency, Sarva Shiksha Abhiyan

IIRD has successfully carried out evaluations of the various programs conducted under the Sarva Shiksha Abhiyan (SSA), in the areas of reading, writing and numeracy as per the parameters laid down by National Literacy Mission (NLM). The following three objectives were kept in mind to assess the successes of Total Literacy Campaign (TLC):
(i)        To provide an objective and reliable assessment of the literacy and social impact of various programs under the purview of SSA;
(ii)      To provide feedback to local organizers about the outcome of the literacy programs, its strengths and weaknesses, and suggest remedial measurers;
(iii)     To provide academic inputs into the policy and planning of literacy programs (in other districts) at the state and central levels
(iv)     To estimate the number of persons who have enhanced their literacy levels and the number of people made literate at the end of the literacy
           programs
(v)      To study the quality of the training program
(vi)     To study the impact of vocational skill development programs on individual learners and the community
(vii)   To study the impact of activities initiated for the empowerment of women
(viii)  To study the direct and indirect impact of literacy programs (TLC and PLP) on individual learners and the community, if any

Evaluating and Execution Agency, Jan Shikshan Sansthan

As an evaluating agency, IIRD performed the following tasks:

  • Identify appropriate target areas and target groups by developing socio-economic profiles.
  • Organize training programs for key resource persons, master trainers and trainees in vocational courses and for neo-literates.
  • Identify and ascertain a verity of educational and vocational needs of different categories of clientele groups.
  • Plan and organize polyvalent educational programs and other activities including literacy, post– literacy, and continuing education to suite the learning requirements of target groups.
  • Cooperate with educational, cultural and other social organizations involved in organizing programs and activities to meet educational, vocational, social, cultural and welfare needs of target groups.
  • Act as a coordinator, facilitator and catalytic agent by developing a system of net working in collaboration with other educational and technical institutions, development departments, welfare agencies, employers and workers organizations, voluntary agencies, economic enterprises etc.
  • Undertake training and orientation of resource persons / instructors involved in planning and implementation of various programs.
  • Organize equivalency programs through Open Learning systems.
  • Provide consultancy services to agencies and enterprises planning to organize programs for training and education of similar target groups.
  • Organize educational and vocational training programs with special concern for deprived sections, women/girls and unemployed youth to provide new skills, refine/ upgrade their existing skills leading to employment, self employment and income generation.
  • Promote organization of forums such as cooperative societies, mandals and associations of women, youth and workers with a view to undertake collective activities for socio economic development.
  • Provide follow-up services to beneficiaries of the JSS.
 

Success story


Sangita had never been to school, since she had to take care of the home and her younger siblings. When IIRD opened up a Prabhat Shala in the village, her father got inspired by the teachers and, like others, also began to send her. Now he is very keen that his daughter studies hard and makes a living for herself.

If my girl is able to read to read and write, she will help check the bills for the parents so that I am not cheated. She can also help the family to read letters. Educated women can communicate and treat visitors in a proper manner.

-    Sangita’s father, Guradia Dewara, Jhalawar