|
OVERVIEW
Friends Of
Tribal Society (FTS) is a society registered under the West Bengal Societies
Registration Act, 1961. This organization was formed by a group of social
service activists in 1989 with a vision to improve the welfare and status of
vanvasi people essentially through a two-pronged approach of spreading
literacy and providing health services to them. The functionaries believe that
unless the socio-economic condition of the poor and downtrodden tribals is
improved, the country will never prosper or progress.
From the
very inception, FTS has laid special emphasis on promotion of the all round
development of tribal communities, which includes, empowerment of villages
through awareness generation, development of a more healthy community that cares
for themselves as well as others and creating a sense of patriotism amongst
people and providing education. One of the major thrust areas is to impart
useful information and non-formal education to the tribal and rural children in
the age group of 6-12 years, in the remote villages. The main focus is on
literacy of tribals.
Since 1989,
FTS has pursued its avowed mission of 'Prosperity through Literacy'.
The organization believes that it is only basic education that can empower
tribal children and help them regain their identity. Hence, education of the
first generation learners, drop-outs and young boys and girls is a special focus
area of the activities implemented by the agency. The members and expert group
of friends of tribal society visualised that tribals need to be supported to
support themselves. To accomplish this, focus of the functionaries in various
areas of development are woven around the feeling of trust, love and service to
the community. Functional areas of work include upliftment of the tribal
community in terms of not only overall development but freeing them from social
and political exploitation and superstitious beliefs. The achieve this, the
agency conceptualised that work needed to be undertaken in the major dimensions
of:
· Primary
Education
· Change
in the society
· Village
Organisation
· Promoting
Social harmony
which would
lead to giving a constructive shape to their overall mission.
To
accomplish the above, the Friends of Tribal Society started a project Ekal
Vidyalaya Yojna which was launched in April’
2000 in the rural and tribal areas of Gumla district in the state of Jharkhand.
the project is presently
functioning in 376 villages, through 300 schools and 656 centres. A total number
of 9987 tribal children are covered, among these 7,500 working children are –
500 migratory, 250 disabled and 1,737 others.
TOP
The major
objectives of the project are to:
TOP
The
significant features of the project are to:
v
Reduce social problems, exploitation, and increase the standard
of living of the villagers.
v
Spread literacy through the Alternative Education System, ‘Gram
Shiksha Mandir’ among the children of deprived tribal society.
v
Provide proper health care through advocating cleanliness, good
manners, sanitation and promote character building amongst the younger
generation of the local tribal communities.
v
Preserve local customs, traditions and culture of the primitive
tribes.
v
Inculcate a sense of awareness about commitment to the nation.
v
Train teachers and build their capacities. Organise weekly,
fortnightly and monthly
meetings.
One Teacher
Schools (OTSs) called ‘Gram Shiksha Mandirs’ have
been set up by the Friends of tribal
Society in all the villages of Bishampur Block of Gumla District. The
functionaries of the organisation perceive that these schools provide an entry
point for reaching out to the entire community. It needs to be mentioned that
besides the focus on health and education other aspects related to the overall
development of the village and local people is also undertaken.
EXPECTED OUTCOMES
-
A well
organised and well informed community.
-
Developing
a more healthy community caring for themselves as well as others.
-
Developing
harmonious social fabric.
-
Building
feeling of patriotism.
-
Well-educated children, to be educated at least to the primary level.
TOP
ROLE OF THE COMMUNITY
A. Community Groups/Individuals Involved
The
individuals involved are the local people/villagers, local body members like
teachers and Acharyas and individuals of social organisations like
Adim Jati Vikas Samiti.
B. Process of Community
Involvement
Well-planned
strategies for promoting the process of community mobilisation and involvement
have been implemented by the organisation to undertake different activities at
various operational levels. An attempt is continuously made to involve the
community at every stage of project planning and implementation. The
organisation aims at confidence building amongst the local community which they
perceive is the real strength and propelling force behind this educational
endeavour with support from the Acharyas, local teachers and project
staff. from identification of
location/space for the school to its proper functioning, and selection of
Acharya, people of the concerned village where the project is to be launched
are contacted and involved. Various steps taken for involving community
partnership and participation are as follows:
·
Constitution of planning team
At the
village level, constitution of a planning team and its capacity building is an
important step towards achieving the goals set by the organisation. Members of
the local body who represent the village community have been and are involved in
a holistic manner in the planning of various project activities.
·
Awareness Generation
Initially
the villagers were reluctant and indifferent to the activities of the project
and were not so keen to educate their children. In view of this, project
functionaries decided to organise awareness programmes/campaigns and hold
meetings to convince the local people about the usefulness of different
developmental activities and need to educate their children. Functionaries thus
faced an uphill task in persuading the community about the importance of
education in their children's lives. It took some time for the people to
realise and understand the usefulness of various educational activities and its
relevance in their lives. Citing examples of neighbouring villages helped in
motivating villagers. Once the villagers were convinced the functionaries
initiated a participatory planning process for opening of ‘Gram Shiksha
Mandirs’, identification of dropouts and non-enrolled children and selection
of Acharyas.
·
Location of Space for
Gram Shiksha Mandir
Identifying
the location/space for the ‘Gram Shiksha Mandir’ is undertaken by
involving the village people. To facilitate their involvement, a Sanghatak,
(in charge of 10 schools) conducts meetings and holds discussions with the
Village Education Committee members/villagers and parents about organisation of
various programmes like Independence Day, Republic Day, Holi and Bal Mela/Anand
Mela etc. These are important occasions that bring the community closer to the
functionaries and the project.
·
Appointment of
Acharya
The
selection and appointment of Acharys is the responsibility of the local
community. In every village one teacher (Acharya) from the same village
is appointed to teach in the Gram Shiksha Mandir. He/she is generally
tenth pass. If not available an eighth pass candidate is also appointed. About
40% of the Acharyas are females.
·
Constitution of Committees
To
facilitate the smooth functioning of project activities by the community itself,
the organisation has evolved a community based implementation, monitoring and
supervision mechanism. This has been realised through the constitution of
committees at different levels as is indicated in the flow-chart given below.
The local community plays a major role at every stage.
TOP
Organisational Management Structure of One Teacher Schools
I-Village Acharya & Gram Samiti
II-Cluster Up-Sanch Pramukh & Up Sanch Samiti (10
Vidyalayas)
(Sangathak)
III-Block Sanch Pramukh & Sankul Samiti (3 Sanchs, 30
Vidyalayas)
IV-Zone Sankul Paryavekshak & Sankul Samiti (3 Sanchs, 90
Vidyalayas)
V-District
Anchal Yojna Toli & Prashikshan Toli (3 Sankul,
270 Vidyalayas)
&
Anchal Samanvaya Samiti & Anchal Arogya Samsiti
The flow
chart indicates that there is a well-built organisational management system for
not only implementing but also monitoring and supervising the work undertaken by
One Teacher Schools. For every 10 Schools, there is Sanghatak who visits
all the schools twice a month, organises meetings with the Acharyas,
discusses about the progress of the children and solves problems, if any. This
person makes several night halts in the respective villages staying in one of
the households and is thus treated like a family member. He/She interacts with
parents and other members of the community about the education of their
children. He also enquires about their regular/daily activities and shares
information and ‘Know-How’ about new developments taking place in the
area of agriculture. Sometimes if need arises, this functionary also arranges
seeds, manure and plants for the villagers, thus he/she also helping in the
overall development of the village.
A number of
Samities are established to supervise and monitor both scholastic and
co-scholastic school activities, such as - Sanch Samiti, Sankul Samiti,
Anchal Samiti and Shiksha Samiti. All the Samiti in-charges
are local people. They are given responsibilities to oversee the school
activities and send regular reports to the project office. Through this
approach, it has been possible for the organisation to not only involve the
community at different levels but elicit their active participation in the
day-to-day activities of the centers. There is a Sankul Paryavekshak (for 90
Schools) who visits all the schools periodically and provides guidance to the
Acharyas on various teaching-learning aspects.
The
community vis-a-vis the organisational management structure contributes in
different ways at each level of functioning as is detailed out below:
Community Contribution at Various Levels
1. At
Village Level
(i) Selection of Acharya
(ii) Contribution of money for purchase and development of education materials
(iii) To motivate the children to go to school and enjoy school activities.
(iv) Selection of site / building for school.
(v) Contribution in terms of cash and kind.
2. Panchayat
level
(i) Selection of the
village for establishment of one teacher school.
(ii) To organize other
villagers to protect and preserve local customs
and
culture.
3. At Block
Level
(i) Selection of the Panchayat.
(ii) Cash and kind collection at the block level Karyakram.
(iii) To control and monitor the accounts at the block level.
(iv) To activate the village committee for monitoring the schools.
(v) Contribute in terms of cash and kind at the time of training the Acharyas.
4.
Sub-Divisional Level
(i) Check and verify the Pravas expenditure of the Purnakalin Karyakartas.
(ii) To check and verify the evaluation report.
(iii) Sub-divisional Shiksha Sammiti helps to develop the Acharya's capacity
from
time to time.
5. District
Level
(i) Check and verify monthly statement of accounts.
(ii) Monitoring the Anchal toil Karyakarta's Hon'm and Pravas.
(iii) Contributions to finance and management of the local karyakram
are arranged .
(v) District
level committee members visit the schools and undertake inspection at different
levels.
At
all the levels monthly meeting expenses are borne by the respective commitees.
·
Establishment of
Arogya Samiti
In
addition to all the Samities working in the area of education, an Arogya
Samiti is also constituted at the village level to take care of the
health of children as well as that of the villagers. Young ladies (Arogya
Sevikas) from the community are selected, provided with a ‘Medical Kit’
to provide services to the villagers and undertake visits to every household so
as to sensitise and guide the local people in health related issues particularly
immunisation.
·
Door-to-door visits
Members of
the organisation conduct visits to each household and organise meetings wherein
every elder member of each household participates. This is undertaken with a
view to establish a close emotional bond with the local community members.
During these visits the functionaries attempt to generate awareness about the
importance of education in life.
· Visits by functionaries
At regular
intervals the project in-charge visits all the Gram Shiksha Mandirs.
This functionary organises meetings with each Acharya in every school. On
these occasions, the community members, particularly VEC members and other
social activists of the area gather in the school. However, at times only
certain sections of the local community attend whereas the more marginalized do
not. Difficulties are faced in eliciting the participation of all. The project
in-charge provides information about health and hygiene related issues and
immunization of the children to all the village members.
suggestions given by the
villagers are given due importance and executed. In this manner, the community
members take an initiative in decision making and also feel involved in the
planning and execution of project activities. Some villagers and functionaries
asserted that "this kind of continuous interaction generates a feeling that
the school is theirs and hence it is their responsibility to supervise and
monitor the school activities". The project functionaries believe that this
will slowly lead to a 'feeling of concern and ownership'
motivating the local people to be a part and parcel of all school activities.
Gram Shiksha
Mandir not only provides education but a platform for Interaction.
· Van Yatra
In the
sequence of activities implemented for community mobilisation and enhancing
their participation, Van Yatra is one of the significant initiatives
undertaken by the organisation. Under this initiative, eminent personalities of
the concerned districts are contacted by the organisation. Selected people visit
the villages and meet the villagers, particularly parents, interact and
indirectly generate awareness, about the different activities of the
organisation and its usefulness. They also try to convince the local people that
the programmes are meant for their upliftment and for improving the quality of
their children lives. They try to make them understand that other people in the
society are also with them and want to help them. This strategy has helped in
developing cooperation and a feeling of brotherhood among the community. It has
resulted in increasing the number of so-called 'Friends of tribal society',
to a large extent not only in Jharkhand but also in other States where the
project is operational.
· Sports
Meet
Organisation of sports events is another strategy adopted by the FTS to mobilise
the community and elicit their support and cooperation in various developmental
activities. A large number of children from the area including adolescent girls
participate in the Marathon and bicycle race organised by the functionaries. The
project functionaries perceive that the annual sports meet has contributed
significantly in building confidence among the villagers and children. In
addition, it has proved to be an effective measure in promoting the
self-confidence and self-esteem among the adolescent boys and girls. It has also
generated new strength, hope and energy amongst the project functionaries.
C. Type of
Involvement
The
community is involved at every stage from identification of location/space for
the school to its proper functioning and supervision. The major groups involved
in the different activities of the project are the functionaries, villagers
Acharyas and parents:
· Project Functionaries
The project
functionaries' have been quite successful over a period of time in mobilising
the community and sensitising them towards the need to educate their children
and improving their quality of life. This is apparent as even the women folk of
the concerned villages are now interested in educating their children. The
project staff provides guidance and supervision as and when required, organises
teaching-learning materials for the school, in addition to providing other
facilities. They also discuss the organisation of various programmes, with the
local community and Acharyas in an effort to provide and improve the
quality of education being imparted to the children.
·
Villagers/Community Members
Overtime
villagers have take the responsibility of managing and running the centers and
participating wherever possible in organising various activities/events of the
centers. They also make all necessary arrangements for improving the
functioning of the centres with the help of the children.
Most of the
villagers being agricultural labourers cannot afford to contribute in terms of
money to support different activities; they try to contribute 'in kind'
as far as possible. The role of the community with respect to individual and
other social organisations such as Adim Jati Vikas Samiti and local body
members (Pramukhs) etc. and their involvement is noticeable. In fact, local body
members have come closer to the FTS through the activities of the one teacher
schools. The Pramukh of the village along with other community members attend
meetings organised by the FTS and share their experiences. However, at times in
spite of their willingness, they are unable to attend the meeting due to their
personal and occupational responsibilities. They also try to contribute towards
the development of the educational activities of the children through 'shramdan'.
The participatory approach adopted by the agency has helped in involving the
community more actively in the entire project.
·
Acharayas
The
Acharaya of the Gram Shiksha Mandir is the central implementer or
organiser of the project at the village-school level. By implication, they are
fully responsible for mobilising the villagers, particularly parents of the
children, identifying the dropouts, enrolling children in the school and
monitoring children's attendance. In addition, they also hold meetings with
Block Development Officers and other officials and functionaries. They also
attend and participate in monthly block and cluster level meetings that the
project functionaries organise. They share information on the activities of the
panchayats during meetings held with parents. They also inform the parents
about the progress of their children and join in the rituals and celebrations of
local functions and festivals, Bal Melas and National Festivals. They try to
ensure maximum participation of children, parents and villagers in these
activities and events. The impact of this being that parents have not only
accepted the organisation and its activities but are also interested in learning
to read and write themselves. Some of them have even learnt to write their
names, which is an additional achievement for the functionaries.
The second
important area that the acharyas are involved is in the overall development of
the villages, through providing inputs in health-care and education by calling
doctors if the need arises. They also try to promote the development of local
art and culture and generate awareness on health sanitation and general
cleanliness. To enhance agricultural produce they share information and
important 'know-how' with farmers on various aspects like irrigation,
techniques of plantation, supply of seeds etc.
Central to
all their activities is that of teaching. Academic subjects are generally
transacted through the adoption of joyful learning methodology. They place a lot
of emphasis on preparing children for the future by providing inputs on
education for life, besides engaging them in clay modelling, hobby classes and
giving them relevant home tasks. Responsibility of running the center is
assigned by the acharyas to the community in their absence.
·
Parents
Community
members particularly parents, contribute in the education of their children in a
number of ways. This includes motivating other parents and villagers to enrol
and retain their children, coordinating and organising various activities
promoting education in the centers. A special focus is laid on classroom
related activities. Finally, they also try to help and promote overall
development of the village.
Mothers also
motivate their girl children to attend the centres. Some community members
utilise the weekly meetings as a forum to persuade the parents to send their
children to school and attend regularly, for this they also offer their services
in bringing children from their homes to the centers.
On their
part, coordination and organising various activities promoting education in the
centre involves contribution during organisation of festivals, national
function, decoration of place during cultural programmes. They also actively
participate in Bal Melas, and support various activities in cash or
kind. They form Mahila Samitis for promotion of girl child education.
They keep an update on the activities conducted by visiting the centres
frequently and keeping abreast of activities by meeting VECs, interacting with
the visitors and workers who come to visit the centres from time to time and
making necessary arrangements during their visits. Besides providing tatpati
for the children, they contribute in shramdaan like-levelling of school
playgrounds, planting trees, cooking food, supplying drinking water etc. In the
absence of teachers, suitable community members run the centre and teach the
children.
Parents also
contribute in the classroom situation by helping the teacher in material
development, monitoring and supervising education of children. In addition,
they monitor teachers' well being, attendance, punctuality and regularity.
Monitoring 'what is happening' in the school through scholastic and
co-scholastic activities that are conducted, performance of teacher/students,
interaction between teacher-students forms a major part of their
responsibilities. Some parents also monitor and asses children's progress and
performance in tests and/or annual exams. A special mention has been made about
community members providing chalk, fuel for night lamp and minor contributions
for repair and proper maintenance of the school. Finally, parents also
contribute in the overall development of the village by maintaining and
constructing small bridges.
Usefulness of Project Activities
·
Exposure of children to basic education and adults becoming
literate.
· Uniting the villagers
· De-addiction from liquor is visible in the community.
· A perceptible change in attitude towards girls education with
more girls attending schools-centres
· Children have learnt about the importance of health, sanitation
and values like cooperation.
Suggestions
of Improvement
· The organisation should work in joint collaboration and mutual
cooperation with other organisations like
Vikas Bharti, etc.
·
The key life concerns, common to health and nutrition of children
need to be given a special thrust in the overall activity of the project. These
issues should be implemented in an integrated and holistic manner along with
education.
·
There is a need to instil a family/community based ethos for the
child’s well being.
·
Primary health centre should be there in the village besides
periodic visits of a good doctor, along with irrigation facility for the area.
·
School buildings should be provided
·
Special arrangements need to be made to promote girl's education
·
Mahila Samiti should train ladies in cutting and tailoring so
that they earn their livelihood.
·
Provision of games and sports material in centres
·
Construction of Vidyalaya Bhawan with the support from FTS
·
More interactions with project functionaries, so that they can
contribute meaningfully and constructively.
TOP
|
