Project Overview

TRCSC - Fostering education in villages
  • Project Name: Enrollment and retention in schools
  • NGO Partner: TRCSC
  • Location: Saraikela-Kharswan, Jharkand
  • Target Area: 25 villages of Bijawar block
  • Target Area Populaton: --
  • No. of Beneficiaries: 5,923
  • Start/End Year: 2012/TBD
  • Funding Plan (Current Year): $10,231(2012/2013)
  • Past Funding: None

The state Jharkhand is newly created state in India in the year 2000 and it is located in Eastern India with a population of 26.9 million covering an area of 79,714 sq. km. The

land extends from the Northern Gangetic planes to the Southern Chotangpur plateau. It is predominantly a rural state with 78 percents of its population living in rural areas. Only 22 percent of its population reside in urban settlements. The capital Ranchi has a population of 0.6 million. The annual rainfall is 1300 mm and the climate is pleasant throughout the year.

The literacy rate in Jharkhand is 67.63% (2011) as per the 2011 census (Male: 78.45%; Female: 56.21%). The Saraikela Khasawan district has a literacy rate of 68.85% (Male: 81.01%; Female: 56.19%). The household size is 5+.

The state has witnessed rapid growth in urban areas but same benefits have not percolated to the rural areas. As far as political situation is concerned, the state has faced a huge political turmoil as no national and regional level political parties are become absolute majority in the state since its creation. So Alliance politics changes the political power time and again which disturbs the developments of the state. Only hopeful thing is that, the 3-tire Gram Panchayat election has been taken place after a long interval which creates hopes and aspirations among the people of the state.

The target Kukru block is situated around 60-70 Kms from Jamshedpur and the education scenario of the children of the targeted 25 villages needs some attention. The schools show many children are drop-outs or very irregular to school. Children are forced to remain at home to take care of younger siblings and to do the household work when parents are out for work. Majority of the target population are into agriculture or coolie work and tribal spend some of their time in collecting minor forest produces and children also accompany parents. The other stakeholders like school teachers and PRI members do not pay attention to the education and ICDS services.

The ICDS Centres work just as food distribution centres and community members too demand only the food and not any activities for children. The centres in remote villages close by 11 or 12 PM much before stipulated closing time. Many Anganwadi workers are not well educated to teach some basics to children. In many schools the unskilled Para teachers teach children. It has been observed that the government teachers are engaged in non-teaching activities most of the time. Teacher student ratio is very high 1:61 in few schools the ratio is 1:100 also. During agricultural season the children’s attendance is very thin and children take long time to come back to school and some children remain out of school for very long time. 


Issues/ problems


Activities and Methodology

Time Period


Expected Outcome

Source of Verification



Lack of systematic information for better planning and monitoring

To know the detail data and status report of the area

Baseline survey- Survey with questionnaire

3 months

Report of  villages

Real information

Baseline report

Intervention with Preschools ( Anganwadi Centres- AWC)

Lack of motivation and skills among Pre School Workers.

Lack of knowledge to relate to children in a classroom environment.

Motivate workers to treat AWCs as preschool centres.

Training of AW Workers for creative teaching methodology

August – September

31 no. of AWW

Improved learning among children where they can identify colors, shapes, sing action songs, cleanliness etc will improve.

Training report. Photos, feedback from Anganwadi workers.

No participation of Parents in monitoring AWCs.

Lack of understanding and motivation with parents on preschool education.

Defunct Mata Committees in Anganwadi Centres

Equip Mata Committees with right knowledge and skills to monitor the centre.  

Provide orientation to 31 Mata committee members on Need for preschool education.

September – December

Out of 310 members At least 240 Mata Committee members will undergo orientation

-          Regular teachers and children’s attendance will be monitored.


Poor attendance of children in AWCs.

Ensure all children attend Anganwadi Centres and the villages develop a culture of using preschool services instead allowing children to loiter around in the villages.

Attendance monitoring by regular visits to AWCs. Record the attendance on the day of visit.

Discuss attendance pattern with community and Mata Committee.  

June  12 to March 13

All 31 AWCs will show at 50% attendance from the present 20%.

Children will attend AWCs and parents will ensure children’s attendance.

Attitudinal change will be visible where AWCs will be considered as preschool centres.

AWC attendance records[SP1] 

Intervention with Schools:

Poor attendance of children in schools.

Parents ignorance leading to poor attendance.


Ensure better attendance of students by participation of parents and children themselves.

Attendance monitoring in schools

Daily or weekly visits will be paid and attendance will be recorded and will be discussed with Parents.

June 12 to March 13

The attendance wile b raised form present 45-50% to 75%.

Absence following festival holidays will be reduced by 1 day from the present 3-4 days.


Improvement in learning levels.


Regular schooling culture with parents will evolve.



School attednace records

Govt. school teachers feedback.


Poor response among parents to monitor schools.

No knowledge on the SMC roles and responsibilities.

No monthly meetings.

Lack of teachers support for monthly meetings. Confidential signature collection by teachers by circulating minute books to member houses.  




To activate SMCs in all schools.

To provide right knowledge to conduct meetings, and discuss matters of school management,




Organizing Monthly meetings of SMC every month.    



At least 4 meetings a year of all SMCs in all schools in the first year of intervention.

At least 60% of SMC members will participate. [SP2] 



Better attendance of school teachers.


Some discipline will be followed.



Improved participation

Meeting record



SMC, PRI  members and Community leaders  do not own responsibility of monitoring schools due to the lack of knowledge an dskills.


Also government did not focus on capcity building of SMC members in a sustainable manner  


To enable SMC members to monitor schools through specialized knowledge on functional aspects of school and children’s learning levels achievement in schools.  


Organize training for  SMC  members, PRI and Community Leaders  to understand their roles, powers and duties.

August  and January

250 members  will participate.[SP3] 

Improved understanding

Training report


No participation of children in decision making or no scope for children to



Help children to be part of school and learning improvement process by articulating their views and suggestions.

Formation of Child Rights Clubs in schools or villages.

Involve children in various activities.


Help children to understand issues related to school and learning.


Capacity building of CR Club Leaders  


Organize children Parliament / Bal Sansad in schools to provide platform for children to high light issue of their concern

Every school or village will have a Child rights club.


Monthly Meetings will be done.


One training program for skill building with CRC leaders will be done for 50 children.   

1000 children will be part of child rights clubs.


50 leaders will have knowledge on conducting meetings, minutes writing, facilitating discussions etc.  



Children will be aware of the concerns draw backs in school and bring them to  the notice of school authorities.

Meeting records.


No. of written complaints given to school or GP authorities.  [SP4] 

Poor learning Levels in Schools


NO focus on teaching and learning outcomes in schools.


There is no assessment system of children in schools and one sided assessment system followed without parents involvement.

-          Involve SMCs in learning Level assessment of children and provide feedback to school teachers and school authorities on poor learning outcomes to take corrective measures.

Conduct Learning level assessment for children in schools


All children in 5th std will be tested for their learning levels and the results will be shared with the community members.



November  – December 12




Reenrollment of School Drop out children

-          Ensure that all children in the age group of  3-16 years i.e. preschool to high school  are in schools.

Identify out of school / irregular children and reenroll them  back to school.

June to October

At least 100 drop out children will be reenrolled.


Parents and School teachers will keep a vigil on these children so that they continue in school.

Children admission records in school.

Lack [SP5] of community participation in education and indifferent attitude of government functionaries

-          Bring together all state holders to a single platform to discuss the problems and improve the situation

Organize a Block level consultation

September 12

60 people including SMC, HMs education and ICDS department heads and other people will participate.


Photos, records minutes

Staff Capacity Building

-          Equip staff with right perspective and knowledge to facilitate meetings and interaction with community and government school teachers and Anganwadi Workers.


Staff training on RTE, Preschool concept, methodology, various legislations related to children and national policies for children

July 12


October 12




Advocacy an d Networking on child rights and education issues


Will help organize meetings of networks I the district.[SP6] 

Take initiatives to build a strong network in the district.

Take up micro issues to the government through community representation.



June 12 to March 13




NGO Partner: Technology Resource Communication and Service Centre (TRCSC)

TRCSC was founded in 2004 by Mr. Manas Kumar Das. The philosophy of TRCSC is to support the community based and community managed organizations based on the principles of mutual cooperation and self-sufficiency. The organizational also focuses on the development of both technical as well as social skills that are needed to improve the quality of life and bring real & lasting changes that transform rural communities with the spirit of voluntary service, especially among the youth, for improving physical infrastructure and natural environment. TRCSC believes that, ‘The desired development will not be happen unless the people for whom the development is being targeted are not involved in the process'. Here Organisation role will be a catalyst for change.




To be updated soon.

To be updated soon.

To be updated soon.