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Supported By: NEG - Fire

Implemented by:

Shikhar Yuva Manch, Bilaspur

Project at a Glance:

Name of the Project

: Integrated Development of

Interstate border Area through Education in Kawardha and Dindori

Period Implementing agency Funded By: Target villages Target Panchayats States Total Funding

: April 2008 to March 2010 : SYM, Bilaspur : NEG-fire : 20 : 4 : MP,CG : Rs. 1,389,375/-

1. 2.

Project No Project Title

NEG-Fire/CG/08 Integrated Development of Interstate border Area through Education in Kawardha and Dindori Shikhar Yuva Manch Kasturba Nagar, Bilaspur.

3.

Name and Address Of the legal holder

4(i) what were the measures planned to be implemented with the Sanctioned Assistance:

Introduction This project was initially created for elimination of child labor and to promote ECCD and primary education for all children below 14 years. It was targeted to the schools of the interstate border region of Chhattisgarh and Madhya Pradesh i.e bodla block of Kabirdham dist of CG, Samnapur block of Dindori districts of MP. Among them bodla is richly tribal dominated block of Kabirdham. The main issue targeted in these areas was the language problem. The most of the inhabitants are Baigas who are the primitive tribal of Chhattisgarh and they are having a dialect different from Hindi and chhattisgarhi. The teachers appointed in the schools of these areas are generally use Hindi in classrooms or chhattisgarhi by chance which trails back the school going kids because they are unable to understand the language of teacher. Other things are that the poor monitoring system of administration in interstate border areas , high drop out rates, irregular mid day meal system, dead SDMCs, and lack of quality education schedule. Less enrollment in schools specially girls, lack of awareness among tribal on value of education, irregularities in AWCs and mal function of THR system are also the effecting causes in that area. The following activities were planned to address the issue:

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Formation of steering committee Orientation meeting for staff on the project activities Preparation of baseline Data Identification of Key officials and stake holders Monthly Reviews an analysis of Program Preparation for Primer development Convening of Gramsabha meetings and gram panchayat meetings Convening of NGO networks for program review Community monitoring of bridge centers and Hostels Awareness to Media sensitization Orientation to SDMC and BVS members Formation and strengthening of child protection committees at panchayat level Develop a system for child track to track enrolment, absenteeism, and school follow-up One month children's camp Teachers Mela Inter state partners meet Interface with interstate teachers union/PRI members/other departments Interstate stakeholders meetings

(ii)Narrative report of Measures implemented: · Formation of steering committee Steering committees were formed for the successful implementation of the project including 3 NGos i.e. Shikhar Yuva manch(CG), Gramodaya and Navin 1. Project level steering committee Bharti (MP). The membership, structure meets in every 3 months for the and bylaws of this committee has been smoothness in implementation resoluted and 3 leveled managing of project. In these meetings all committees were formed. shares their learnings and a. Project Level ­ The project level challenges during the committee includes 1 to 3 members intervention process. from each organization, the 4 2. Panchayat level steering officials of RGSM , one retired committees conduct their headmasters of each target area and meetings in every month to Project director Bupesh vaishnav. monitor the timing of th school, b. Panchayat level ­ a management regularity in AWC and miday committee is formed at each meal etc. panchayat level including five mebers 3. Village level steering committees are called the bal i.e. sarpanch, president of school adhikar Rakshya Manch which development committee, cluster monitors the total process in coordinator, NGO supervisor and ICDS cooperation with Panchayat worker. level steering committee. c. Village Level ­ The village level committees were formed including the parents, SDMC members, PRI members for the effective result and to improve quality of education in the inter state border areas from grass root. Orientation meeting for staff on the project activities

·

Orientation meeting for the staff on project activities was arranged from 12th to 13th June 2008 at the Chilfi Middle school including 12 staffs of SYM, NBSS and Gramodaya. The program was planned to orient the staff in related to project objectives, activities and for the out put based implementation of the project. The following topics were covered in the orientation program: Out put: Developed skill of a. Background of the project and the concept of staff on each point of interstate border. project implementation and b. The issues of education in the interstate its processes which helped border areas. to implement the project c. The concept and role of development through successfully. education. d. The programs of Govt. and NGOs, Sarva Sikshya Abhiyan and the schemes of CG govt. e. Activities, time limit and expected outputs of the project.

·

Preparation of baseline Data

Before the project SYM had conducted PRA in 12 villages of Bodla block to assess the situation of education and at the beginning of the project baseline survey has been done in 12 villages of 4 panchayats on the basis of Teacher profile, AWCs and schools for the better assessment of the educational status and the perfect address of the issue. The find out datas are validated and compiled for its better utilization in project implementation. · Identification of Key officials and stake holders from various department from CBOs, NGOs for capacity building program.

"Shikshya Sainiks" Organization had get in touch with other like minded NGOs and Govt. officials for the positive UNICEF and Mayaram Surjan Foundation jointly publishing a monthly bulletin named and effective output and better BAL SWRAJ which is based mainly on the intervention of the project. The child rights. 2 persons from Sym Mr. executives of organisation and Sanjay Baghel and Mr. Rupesh Panaria get staff regularly visit govt offices 3 days training on journalism and they gave and NGOs and keep continue the training on journalism to 12 children discussion on the issues like lack including 2 Baiga girls. These journalists of qualitative education in are reporting without any fee. Mostly they interstate border areas, lack of are covering the issues of child marriage, awareness among people child labor and the issues related to the The journalists regularly regarding education and the child rights. coming to the SYM office Chilfi and efforts started by the organizations towards the issues. discussing the issues related to the child rights. They also develop their knowledge During the discussions and through the SYM library. They also going consultations some people were to the villages and encouraging the drop out found out to be involved in the children for continue their education. So program. Specially education SYM called them SHIKSHYA SAININK. department, UNICEF, Sarva Sikshya Abhiyan and Read India read CG( Pratham) were consulted for the issue and 12 child journalists including 2 baiga girls were trained in this area. These child journalists are regularly providing news for the UNICEF's monthly bulletin Bal Swaraj. Besides these SYM had build up good networking with Read India read Chhattisgarh as they are working for qualitative education through teachers trainings but they have no interventions in these fields. But they have a good cooperation with SYM on grass root level. SYM also having the same cooperation with local administration. · Monthly Reviews an analysis of Program & reports.

Monthly review meetings were planned to guidance of the staff and regular monitoring of the program intervention. This program was conducted on a regular basis on 3rd to 5th of every month. In total project period 24 meetings were conducted. In these meetings we monitor the completed programs of the last

month and prepared action plans for the coming month. These meetings help us to improve in qualitative implementation of the project. And in other hand 10 more staff review and planning meetings were arranged on the need basis. · Preparation for Primer development

During the quarterly meeting of network partners all three partners share that all the schools are practicing the traditional system of teaching with a stick in the hand of teacher which scares the child to come to school. There is nothing interesting in system to attract the child towards school or education. And another problem is that there is only one teacher for 5 classes or one teacher to handle a large no. of children which creates pro blem for teachers to keep all children attracted for study. No TLM is also available to control these situations. So all three partners had decided to prepare elementary text book on local stories and folk poems, mainly to attract the tribal (baiga) children for education. So to create interest among children for education and improve retention in schools SYM introduce 2 new TLMs in its intervention. a. cotton boards Cotton board helps for the easy development of literal knowledge of children in a play way method. The cotton boards are distributed in the target areas of all three partners. b. Poem book ( Tak dhum..., Tak dhum..., Tak dhum tam ­ roj school jayenge hum....) The poem book with above said slogan is distributed in most of the school of target areas. Children were being practiced all the poems of this book by which a tremendous change and interest was seen among the children. As a result we get the teachers opinion that it helped to improve the retention in schools. Besides these, regular meetings were held with the teachers to encourage them for development of the new TLMs according to the need of children. Out Puts: a. b. c. d. Application of TLM started in schools Retention rate increase Sensitized teachers Teachers developed the TLMs according to need and utilize the provided fund for TLM. e. An environment created in all the schools to attract the children for study.

· Convening of Gramsabha meetings and gram panchayat meetings Generally in gram sabhas and panchayat meetings they discuss about the problems of the village like water, electricity, roads etc. but after intervention of the project we introduce the topic of education and school in panchayat meetings and gramsabha. The issues of education specially in the interstate border areas were facilitated in gramsabha and panchayat meetings. Now in all 4 panchayats in these meetings they added the issues of education in their meeting agenda.. In all total we present this issues in 7 gramsabhas during the project period. · Convening of NGO networks for program review. Under this project 3 partners are working since 2 year in 8 panchayats of inter state border areas of CG and MP. All three partners consider this activity as an important activity as it helped them to prepare a strong action plan for next phase. These meetings were arranged including the executive directors of the three organizations and the project coordinators. They discussed about their success, failures and learning's, progress and implementation process of program and specially on NGO network. for NGO networking 4 NGOs were selected i.e. Jan kalyan sansthan, Astha Seva Sansthan, Vikalp and Sarthak. Each of the selected organization visited the target areas for 2 days to monitor the progress of the activity towards the goal of the project by conversing with the teachers, parents, bal panchayats, staff, PRImembers and SDMC members. They also observed the challenges, out puts, success and failures. The organizations done the documentation on their findings especially challenges faced and their learning, and submitted the reports to SYM in one day meeting which was arranged after their visit. The reports are attached with this completion report. · Community monitoring of bridge centers and Hostels Unique ness: 1. It is first time that community get the management responsibility which make them to feel the ownership. 2. Parents feel secured for their children 3. No. of Drop out decreased 4. Quality of education improved through regular monitoring. 5. WRIP system introduced. 6. Training of teachers on WRIP system. parents, SDMC was given the is it is situated staying near to

In village Salhebara, a temporary bridge center was continued by the efforts of SYM. 35 Children from near about 5 kms. were coming to the center and they are being taught in WRIP system. Seeing the success of the bridge center administration provided a hostel for those children at the village Loop. The expenses of those children are being sponsored by the tribal development department. Now the enrollment no. of the hostel increased 35 to 63. Now SYM is monitoring the hostel, arranging the balmelas, art workshops etc.

To ensure the role and responsibilities of the community in he management of bridge centre SYM conducted meetings with the community leaders, members and BVS members. And in this meeting community management responsibility of hostel. The best thing of the hostel near to the village. The president of the Baiga Maha panchayat is

the hostel. So in daily process people are having care for the hostel. So it is easier for the community to monitor the process. · Awareness to Media sensitization

SYM arranged one day workshop with local media persons to make them sensitive on the local education issues and to highlight the situation of education. SYM share its 1 ½ years experience, challenges, and success with the media person in this workshop. As a result from time to time we get the support of media in project intervention and they also highlighted the issues when it was needed. · Orientation to SDMC and BVS members

SDMCs and BVS were formed for the Qualitative education, education for all and mostly to present education as a basic issue and to decide the accountability of all. And the orientation was given to them for sensitizations on the issues of inters state border areas and build up their understanding on aims and objectives of organization. SDMCs were formed under SSA and some sensitized parents are being given membership in BVS and they regularly facilitated by the education facilitators for the educational activities of their area. 2 meetings are arranged in every month with the parents and SDMC/BVS members. In these meetings the topics discussed were: retention of students' attendance, mid day meal, teachers' attendance and improvement in quality of education. A innovative thing started is that SDMC and BVS members are going to school and getting information of education and help them in their need. The activeness of SDMCs, BVSs and parents helped to bring change in the management i.e teacher's regularity, regular mid day meal, punctuality of teachers and their teaching method. · Formation and strengthening of child protection committees at panchayat level Child protection committees are formed in all village level including village key persons, parents, PRis and SDMC members. These committees were formed to protect the basic rights of children. After formation of the committees they are oriented on the basic and legal rights like: rights to education, right to health, right to security, right to live, protection against child abuse, juvenile justice etc. The committees also had given knowledge that it is the responsibility of parents, panchayat and community to ensure these rights to the children. And the administration providing the schemes for education or child health are their rights. Nothing provided to the children in free. · Develop a system for child track to track enrolment, absenteeism, and school follow-up A Software was developed for the tracking the situation of the schools. By which it is easier to track the enrollment and retention status of the students. A format also developed to keep record of the status of students in school.

·

Children's camp

SYM arranged 50 bal melas involving near about 2000 children of target areas and peripherals in both state specially the tribal children who are afraid of education and school. We should mention that the program is mega success because where our target was 894 children(477 boys and 417 girls) we reach to 2000.Somewhere the bal melas were arranged in cluster level including 2/3 schools and somewhere it was village level. The main objective of the program is to attract the baiga children for school and education and to eliminate the fear of study from Invitation for BALMELA their mind and to promote the creativity, curiosity and cooperation among children. The target group of children were from 5 to 15 years i.e. 1st standard to 10th standard. According to SYM, teaching method is not only one method to teach the children they could learn through games and activities. So we arrange some interesting activities and game for them to teach them the value of education. The balmelas were arranged for 5 days. The first two days were for atmosphere building by which they feel easier to participate in the balmela. We provide Impact of balmela: 1. Rate of retention increased them detergents and soaps before two 2. Enrollment increased days of balmela to create awareness 3. Environment changed in among them on sanitation and hygiene. schools We kept oil, comb hair oil and nail cutters 4. A relationship developed at hostel site to spread the hygiene between organization, parents, message among children. During this we teachers and students. decorate the hostel with balloons and 5. Children especially the baiga colored frills with the help of the children girl child get the platform to by which we see the creativity and expose their inner qualities. confidence of the children. We arrange 6. This process attracted the some game to entertain the children. children towards education. During these five days pondered parents come to see their kids and they are very much glad to see their child with the situation. From the balmelas we got our concept clear that children can learn better in play way method and at first it is necessary to remove their fear for study from their heart.

· Teachers Mela To ensure the development in the interstate border areas through education it is necessary to bring qualitative change in educational system. The teachers are the main stake holders of education system who need empowerment of alternative teaching methods especially in inter state The topics of teachers' mela: border areas where students are afraid of education and school. The main objective 1. Introduction of teachers through to arrange the teachers' mela is to game sensitize the teachers on the current 2. The role of teacher in achieving project and to facilitate them to have a the objective of the project. cooperative role in the project 3. The issues related to the school intervention. In these melas we make the like: TLM, Environment, teachers learn the techniques to attract method of teaching, parent the children for education and the teacher coordination, role of atmosphere creation to attract he SDMC, and retention. students for study. Total 4 teacher melas were arranged in both states including 54 teachers of target villages and neighbor villages. After completion of the project the teachers gave their feed back that in this mela they learn new things different from govt. trainings, the new teaching learning method, development of new TLM etc.

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Inter state partners meet

To evaluate the progress of the project and its implementation and regular information dissemination of knowledge about project, all three partners meet in every 3 months. These meetings help the organization to help each other in project implementation and to bring qualitative change in their work. The three partners share their experiences and their intervention process and the challenges they are facing by which help the partners to prepare a common action plan for the future activities. Besides these the preparation process of progress report and program reports was also discussed and guided. Total 8 meetings were arranged at the SYM Chilfi office and all the meetings were coordinated by the program coordinator and both physical and financial progress was monitored by him.

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Interface with interstate teachers union/PRI members/other departments

For the development of quality education, to address the interstate border area issues and ensure the role and responsibilities of the above said stake holders it is important to empower the community of the area for the issue and specially the PRIs and the teachers who are the main stakeholders of this program. By this they can develop a positive environment in their village for education especially for the tribal community, Baigas. In this process we select teachers and PRI members for the program and CG people visit MP target Area and MP teachers and PRIs visit CG target villages for their exposure. As a result teachers and PRIs get encouraged from each others efforts and they make efforts for betterment of their areas. They also submit applications to BEO and DEO for regularization of AWCs , mid day meal, schools, construction of school boundaries, toilets. Etc. · Interstate stakeholders meetings

This program was designed to provide a platform to the SDMC members, panchayat members, BVS members and village key persons where they can discuss and highlight the educational issues in Impact interstate border areas. By which they can take action for the betterment of the · Administration was pressurized and community started taking system and could create an interesting initiative for the issue. environment in their village to attract the children for school and could improve the · Community considering the quality of education. In these meetings it education as a issue as they need was decided that a federation will build up food to live. of the interstate border area villages by which development could be initiated through education and education would be considered as an important issue. They also discuss on the issues of teachers irregularities, students enrollment, mid day meal, AWCs and entitlements for the children and prepare plans to regularize of those activities. In return they implement the plan in their villages which shows its impact as result. Besides above activities two special activities were arranged to encourage the children, their creativity and increase their interest for education. Those are: art workshop and Enrichment distribution program. Art Workshop: Art workshops were arranged consecutively for 26 trainers of four partners for 10 days. The purpose of the Workshop was to facilitate the participants to discover the creative potentialities in them and to further explore this dimension of their personality. Education becomes a cerebral activity if not intertwined with innovation, creativity and imagination. 1. The Workshop began with a number of exercises with pencil works such as · · sketching, pattern drawing Object drawing / still life

2. Understanding Color Schemes and Painting 3. Clay Modeling: 4. Sand Casting: 5. A walk to the Jungle 6. Songs, action songs and cultural programs 8. Exhibition

Enrichment program:

Impact: 1. it was a opportunity for baiga children to participate in such a collective program and to show their creativity 2. For first time also they get a chance to play and act with the colours, clays, and other materials. 3. Teachers took this as a art and they tried to impart in school. 4. An internal change look in their face i.e. their attitude, gladness and confidence. 5. A good rapo build up with community

SYM had organized a programme to distribute the musical instrument, sports & arts material to develop there cognitive and locomotors skills for the tribal children living in interstate border area of Chhattisgarh and Madhya Pradesh at Kabirdham and Dindori district. The distribution programme took place in Dhurkuta panchayat (MP, Dindori) Chilphi Ghati(CG Kawardha) the Middle school and high school which concluded on 22 Sept. at Chilphi and 26 Sept. at Dhurkuta 2009. School teachers, village volunteer, member of SDMC, Bal Patrakars, NGOs and partners organization and some helping hands, were all together involved in the planning & organization of the programme. All the teachers of targeted villages participated in programme. We have shares our vision, mission and objective of the programme. We have ensure that following points are followed during the process · Children to have easy and free access to Sports material and musical instruments. · We have considered it being kept in the community itself. · Games are supervised by some staff of the NGO, and also NGO Head to sometimes to be part of these activities. · We are trying to arrange the volunteer support for for coaching. · Integrate this within the timetable of the school, classes so that it is ongoing and not a one off activity. Impact: It is a opportunity for children to fulfill their anxiety for games and access to the sports materials, music instruments and art craft All the schools of target area were enriched with the ports, music and art materials. Community participation increased. It was a best opportunity for girl child as they have no freedom or access to these things at home. It helped them to enjoy the childhood. An important activity introduced in schools except teaching learning.

· · · · ·

(iii) If there is any deviation between the planned and actual measures, please specify the deviation with reason. 5(i) what were the challenges faced in the implementation of the project. During implementation of the project implementing organization had to face problems in every level i.e organization level, village level and stakeholder's level. Organization level: · Sometimes trained staff left organization and we have to train a new staff from the beginning. · The field area is remote and tribal so we do not get callibered staff up to our expectation. · Communication gap because of remote area. Village level: · The distances of villages are far from each other and means of transportation is weak so the participation in the programs was not up to mark. · In rainy season roads were blocked as they are the forest areas. · A single staff could not cover 5 villages because of its distance especially a female staff. · Demography of the villages which is scattered. · Liquor · Gram sabha meetings are not held in due time Stake holders' level: · · · · Trained panchayat members turned off in new election. Trained and sensitized teachers transferred to other places. Community literacy level is low The tribal (baigas) consider education as a less prioritized issue.

5(i) how the above problems were solved or how were the challenges faced? Most of the above said challenges were solved at its best. In he case of staff turn off we tried our best to give the input to the new staff soon and better. For the calibered staff we choose the best from the field. We are trying to build awareness of people on detriment of liquor drinking and also facilitating the PRIs to conduct the gramsabhas in time. We arranged an extra orientation program from new PRIs and new teachers. 6. Any other information/comments relating to the project. It is first time the concept of this project is introduced in this area. The parents' teachers and the whole community are showing their interest and gladness for this project. If we need to pressurize administration for policy change the work should be done in a wide level and at an initiative level. Some model areas should be prepared for a greater impact. There is a vast area in peripherals where we can

work in fact those areas need our intervention. Our intervention is up to panchayat level now but for the better impact we have to expand our work up to block or district level. Another cause is that the staff responsibility i.e. a single staff can handle 2 villages seeing the demography of the area so we should give the responsibility of 2 villages except 5 villages. Out puts at a glance: · · · · · · · · · · · ·

·

Incidents of child labor in the targeted 12 villages brought down by 60% Enrollment increased 80% in target villages involvement of community/SDMC/BVS increased by 60% 65 % of schools and AWCs will be model from target villages. Participation of NGOS and other departments increase. Utilization education fund increased to 50% Education is added as a matter of discussion in gransabha agenda Enrollment and retention increased to 80 % WRIP system introduced in the schools of target villages. TLMs (Cotton Board and Poem books) were initiated in the schools. Play way method is started instead of teaching learning method. Near about 70% Parents were counseled to make them understand on the value of education. 80 % children were regularized.

Peoples Advocacy : an initiation of community. After SYM's intervention now community involvement and attentiveness increased for their children's education. The best examples of this is the story of village Chhapra, Raanjara, and mahuatola , under Samnapur block of Dindori dist. There is a primary school in every village. The teachers of these schools were irregular even if they did not arrange the exams. In a village meeting community share the problem with the staff of the SYM. They facilitated to solve it village level other wise complaint will be submitted to collector. Villagers tried to solve the problem but yet the teachers were irregular. So people go to the collector and submit the complaint to the collector. By the pressurization of community the collector visited those villages and he found the complain true. So he suspended the teacher of Ranjra and Mahuatola and Chhapara teacher was jailed by the collector. Seeing all this teachers of neighbor villages got alert for the situation. This is a best example of people's awareness.

Hostel Arrangement for Baiga Children The story is of village Salhebara, which comes under gram Panchayat Loop of dist. Kabirdham. The education for children is not easy in this village. So provide them basic education facilities SYM initiated a bridge centre in this village for those children who are deprived of educational facilities. Seeing the success of this bridge center administration provided fund under tribal development scheme for a residential school. Now the no of children increased from 35 to 63. The children are being taught in WRIP system. SYM has the responsible for the monitoring of the school. The children learnt through poems, they learnt the importance of sitting arrangement. It is continuing from 15/01/09. The parents were counseled and motivated to send their kids to hostel. The President Baiga Maha Panchayat is staying near to the school. In any emergency he was always there to help the children. And most important thing is that the hostel in middle of the village, so there is no need to fear for the parents to send their kids to hostel. An initiation can bring a great change.

Regularization of MID day Meal

Village Akalghariya of Rajadhar panchayat is the target area of SYM. When SYM staff visited the village and contact the school teachers they came to know that the enrollment of children in school is low because of irregularised Mid day meal. It is a great attraction for children to come to school. And after a study we get the knowledge that the mid day meal is to be managed by the SHG group of the village. So SYM arranged meetings with the SHG and te parents of the children. As a result it came out that the items of Mid day meal were not availed by Panchayt were inadequate. So SYM facilitated a meeting of parents and SHG with Sarpach and Panch of Rajadhar. After that meeting with the community people the panchayat was pressurized to avail the thing s in time and in adequate quantity. By which mid day meal process could be regularized in that school. After its regularization as out out put we get the enrollment and retention rate both are high. Good bye to child labour

This is a successful story of some children who were back to their classes after SYM counseling. In Village Bhothi of Loop panchayat there is a primary school. At the time of school contact we came to know that there are 10 children who are being employed by their parents for domestic or in farming works. And also other 3 children who had passed 5th class and they have to go to Chilfi school for 6th class but after some days they left school. When we want to know the cause we got the cause that the parents are sending them to work in dam construction under NREGA scheme which is ongoing in their village.then we asked to the parents why they are sending their children to work not to school they answered that their financial status is not well and they are unable to bear the expenses of study. And they help them in domestic and farming works so they are not going to school regularly.

SYM counsel them regularly and facilitate them to send their children to school after some day they agreed to send the children school and those children were appeared in the annual exam of this year. Teacher's leave application: is now granted by Parents. Te teacher of primary school of Village kondavani, which is situated in block Samna pur of Dindori block was only one teacher in that school . he was used to in leave always showing any false cause. By which the school was irregularised and the study of children was hampered. All were puzzled by this situation but no body takes action for this. Neither panchayat not parents were take it as their duty. When SYM staff arranges the meeting they came to know that the teacher comes rarely and he is staying 10Kms away from this village. The school is going on the responsibility of Mid day meal manager. Seeing this critical situation Sym facilitated the BVS and SDMC to take action for this. SYM staff, SDMC member and BVS member together talk to the teacher on the issue and said to teach by staying in the village. After a large discussion the teacher agreed to stay at village and attend the school in regular basis.

Children regularized in village Benda. On the date of 24/07/2009 8 children were enrolled in Benda primary school by contacting with the teachers of that school Mr. Radheshyam Hathile and Mrs. Sandhya parwar. These children are of village Sajapani , which is a hamlet of Benda and situated 2 Kms far from the village. SYM had started counseling those children and their parents from November 2008. but they were reluctant to send the children because of the distance of School. It took time but after all they were agreed and understand the importance education and send their children to school regularly. SYM also provided them Slate, table book, pen and Bags. Today the children are regularly going to school and studying with concentration. For the entertainment of children they are learning action poems. This is a initiation to attract children for study and school. At the same time 12 irregularised student of village Benda were being regularized by counseling their parents. These children were dropped out to help their parents in domestic works. The list we get from the teacher Mr. Radheshyam Hathile. When we gave them knowledge that if they will not send their children to school they will not get the rations in their ration card. And also SYM make them understand the value of education in their life they send their children to school regularly.

Conclusion: The primary objective of the project is to bring development by increasing the status of education in interstate border areas of MP and CG. The status of education is vulnerable in these areas. People's awareness level is low and stakeholder's intervention is about nil. The children are afraid of education due to various reasons like language, teachers, the syllabus etc. So SYM initiated TLMs,

play way method of study, methods to create interest among children for education. SYM Also trained the teachers on the alternative methods of teaching. It was a small timing for such a big issue. And the target area is too small to eradicate the issue. It is needed block or district level intervention to pressurize for policy change and for the behavior change of people.

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