CHAPTER 1 1.1.

INTRODUCTION
Learning occurs in several settings (formal, non-formal, informal, etc.); despite this the learning experience can be equally compelling in either one or more of the settings. However, schools and such similar institutions are generally associated with formal education along with a set hierarchy. On the contrary, non formal education settings, though less structured (i.e. taking roll, enforcing discipline, writing reports, supervising study hall, etc.) are said to be more learner centered. What matters most is the learning opportunities provided to the society at large and particularly to the younger generation. The 2001 Census of India revealed an increased literacy rate for the country (Males: 75.85%, Females: 54.16%, Total: 67.04%). A disturbing aspect in the encouraging trend is the greater drop-out rates at each level of formal education system and significant albeit avoidable inter-state and intra-state differentials. Select aspects of the situation in Karnataka is given as Table-1 There have been several critiques, informing of both qualitative and the quantitative aspects of the educational attainment (swaminomics articles).

Table-1: Educational level in Karnataka Educational level Total Illiterate Literate Literate but below metric/secondary Metric/secondary but below graduate Technical diploma or certificate not equal to degree Graduate and above other than technical degree Technical degree or diploma equal to degree or post-graduate degree Population Males 26,898,918 34.3% 65.7%

Persons 52,850,562 42.4% 57.6%

Females 25,951,644 50.8% 49.2%

37.8% 13.8% 0.8% 3.3% 0.9%

41.1% 16.5% 1.2% 4.3% 1.4%

34.3% 11.0% 0.34% 2.23% 0.5%

Supplementing the efforts of the formal educational sector, the National Literacy Mission (NLM) attempts the goal of self-reliance in literacy and numeracy of functional literacy. In this context, Ekal vidyalayas are an unique effort which fosters a non formal education movement across the country (www.ekalindia.org). Several informal appraisals and couple of

formal evaluation have shown that EKAL movement is on the right path of progress. To induct a systematic and organic growth for the movement, it was felt that a formal evaluation would be more appropriate and would also be in tune with current realities. Hence this evaluation has been planned. 1.1. WHAT IS EKAL VIDYALAYA?

The Ekal Vidyalaya Foundation (literally Foundation of Solo Schools) is a non-profit organisation involved in education and village development in rural areas and tribal villages of India. It is the largest grassroots, non-government education initiative in India with presence in over 37,000 villages providing free education to more than one million children. The foundation's model of operation is single-teacher schools, with the premise of "Ek Shikshak, Ek Vidyalaya" meaning "one teacher for every school." The individual schools, known as Ekal Vidyalayas, have local teachers who teach in the regional language using various modes like story-telling, folk dramas, and folk songs. The schools also impart moral education, health care education and organic farming techniques. 1.2. THE EKAL VIDYALAYA MOVEMENT The Ekal Vidyalaya Foundation of India (EVFI) is the registered charitable trust that initiates, supports, and runs non-formal one-teacher schools, hence known as Ekal Vidyalayas (EV); Ekal refers to the single dedicated and committed teacher. Imbibing a visionary zeal, since inception in 1989, the Ekal Vidyalaya movement has grown consistently (fig-1) . The EVs are spread over the entire country and are particularly concentrated in rural and tribal regions of India where literacy levels are dreadfully low (fig-2). The vision is to root out illiteracy by providing free, non-formal education through a people - movement with the participation of numerous non-profit trusts and organizations utilizing the formal and informal political systems in the villages of India. To date, over 24,000 teachers with support from 5,000 voluntary workers, 20 field organizations and 8 support agencies have created a network of one-teacher non-formal schools to educate and empower children in rural and tribal India.

Figure - 1: Growth of Ekal Vidyalas in India

Growth of Ekal Schools in India
30000 25000 20000 15000 10000 5000 0 Year 2000 Year 2001 Year 2002 Year 2002 Year 2003 Year 2004 Year 2005 Year 2006 Year 2007 6342 4882 7521 7521 10000 16086 14178 20142

Figure - 2: States of Ekal Vidyalas in India

24006

Andhra Pradesh 1330 (11), Bihar 955 (5), Chattisgharh 2490 (12), Himachal Pradesh 1044 (6), Haryana 148 (1), Jharkhand 2174 (11), Jammu Kashmir 1117 (9), Karnataka 755 (6), Kerala 269 (3), Maharashtra 1947 (12), Madyapradesh 1847 (13), North East 2662 (16), Orrissa 1530 (9), Punjab 270 (1), Rajasthana 1140 (6), Sikkim (0), Tamil Nadu 823 (7), Uttar Pradesh 823 (7), Uttaranchal 177 (2), West Bengal 1560 (9). 1.3. CONCEPT OF EKAL VIDYALAYA Ekal Vidyalaya has designed a non-formal education program customized to meet the needs of rural and tribal children, the children are taught in their native language Ekal Vidyalaya classes are scheduled to meet the needs of the village children and are often adapted depending on the season and harvest schedule The school curriculum is tailored to teach the children basic literacy and life skills to help them develop self-confidence and succeed in rural occupations or pursue a higher education if they choose One of the strengths of Ekal Vidyalaya's non-formal education program is that it can be run on the children's terms Ekal Vidyalaya recruits teachers (who dedicated and committed) from local villages based on nominations from the village committee.

1.4. WHY EKAL? For many rural and tribal children, a formal education is unattractive because They must travel great distances to attend school school hours interfere with the childrens family responsibilities The children do not have the funds for uniforms and books Neither the teachers nor the curriculum give due consideration to their needs and life experience. Though it is less structured, it is more learners centered. It provides holistic approach to a students development and maintains students interest, imparts value education.

1.5. WHY EKAL EVALUATION?

Several Informal evaluations done regarding the impact of EVs on the community and society which shows that, There is an increase in the growth rate of literate children in village (36%) Dropout rate of students is (9%) Pass out rate was 32% Student admission increased (54%) Ekal students getting more prizes in competitions. Much of these are poorly documented and not analyzed systematically Lack of Independent evaluation

There is a need of Ekal evaluation since evaluation is a valuable tool for those who are seeking to strengthen the quality of programs and improve outcomes.

Ekal evaluation attempts to answers the basic questions about a progress of EV. Evaluation data can be used to improve Ekal services.

Indian donors can visit and see the changes in the village and experience through their emotions. But a donor from other countries wants everything in numerics/ documentation so this will be the answer for them.