APPROACH

Need Assessment

Need Assessment is made in a transparent manner. Advertisements are placed in the local newspapers. The aim and modus operandii is explained to the local community. After scrutiny of applications and feasibility by the Schools and Literacy Department, which certifies that no Government Girls Primary School exists in the village, series of meetings are held with the Community with a view to explain the EEF approach.

Local Community is supposed to provide the accommodation for the Community Schools. Community Social Organization (CSO) comprising of parents, elders, religious teachers and members of Union Council are constituted.

CSO not only provide accommodation for all the school but is also associated in recruitment of teachers. The aim is to create ownership as CSO is responsible for the management of schools which includes supervision of attendance of, both, the teacher and the students.

Recruitment of Teachers

Teachers are recruitment from the same locality rather the same village. In fact when need assessment is made possibility of availability of local teacher is also ascertained. Contrary to Governmental procedures stress is laid on local availability of teacher. The purpose of giving preference to local teacher over the non-local is not to compromise on quality of education but the experience learned so far is that non-local teachers, despite having higher qualifications, are usually less regular.

Community Participation

In a society having economic disparity and presence of dominant and co-dominant groups such programmes are usually hijacked by the influential and the vested interest. The weakest and deprived sections of society, whose welfare is intended, remain neglected.

Critical analysis of socio-political situation indicates that the vested interest interfere to violate merit due to the following reasons:

•  Monetary gains: In case of acquisition of land for the construction of schools the economic interests lead to political pressures. Grabbing of class four posts such as guard, peon and sweeper become major economic incentive. These posts have, almost, become hereditary as agreement to recruit the owner of land is executed subject to free acquisition of land. This free acquisition of land soon turns into a costly affair. The most useless piece of land is offered. Examples are not uncommon as one can see schools either constructed on steeper slopes or in nullahs bed.

•  Political benefits:

Selection of site, award of contract and recruitment of supporting staff are all

vote-generating activities for the politicians. Promotion of literacy becomes marginalized concern.

EEF has adopted such a strategy which is effective to guard against above

factors. It also ensures real participation of communities. Rent-free accommodation is

provided by the Community. There is no provision for recruitment of supporting staff. Community Social Organization (CSO) is constituted for every school for monitoring of affairs of school. Learning material and furniture is provided by the Elementary Education Foundation. These are few steps which, to greater extent, exclude political interference and conducive for creation of ownership.

Cost Effectiveness (to be updated)

A comparison of EEF Community schools with the Government Girls Primary Schools amply indicates cost effectiveness of Community Schools.

While presuming the average enrollment of 40 students the Comparison is as below:

Thus per student per annum expenditure in case of Government Primary School 3.5 times more than the EEF Community Schools.

Time Constraints

With dismal average of female literacy even by our National standard, we can hardly afford delay. Time is of essence in such a situation. Establishment of a Government primary School, and its operationalisation, may take 2-3 years provided every thing goes right. Community Schools may be operationalised within 3—6 months.

Exit Strategy

EEF cannot, and should not, continue indefinitely with regard to financial support to Community Schools. An exit strategy is vital with a view to ensure that EEF scope and operation does not remain confined to certain fixed number of schools in a particular area.

Two options are available to us. While establishing a Community School feasibility report is obtained from Schools and Literacy Department. The aim is to ensure that such Community schools fulfill Government criteria for establishing a Primary School. Institutional linkages already developed with the Schools and Literacy Department with a view to pursue the Department, and the political leadership, for inclusion of such community schools in Annual Development programme. This would enable the EEF to phase out all such Community schools and move to new and more backward areas.

The second option is, and it is precisely for this very reason that CSO is established, to hand over the Complete management of Community Schools to the local Community through the respective CSO.

The response of Community, so for, is encouraging. Out of total number of 36 Community Schools number of students in 16 schools has reached to 40 or above.