Asha For Education

TM

Proj ect Proposal Submission Form
Appendix 1 Formal/Non-Formal/Special Ed/Vocational schools
Fill in this appendix ONLY if you are requesting funding for a school run by your organization.
If your project also has other aspects (community awareness, health etc), please fill in the other appendices as well. Do NOT mix
the budgets, personnel etc. of the various aspects.If a particular question has already been answered in another segment, please
refer to that segment instead of replicating the same here.
Common Section -
1. Please list the school(s) run by your group and their locations. Please indicate which school the funding is
being requested for and the alternate sources of funding for the schools.
School (Name, Location, Year Estd.)
Type
(Formal/
Other)
No. of
students
Asha
fundi ng
requested
(Y/ N)
Alternate Fundi ng
sources
2. Provide details on the kind of education that is proposed. (Formal, Balwadi, Vocational Training, After-
school NFE etc.) If the school provides special education, please indicate so here, and fill the additional
section at the end of this appendix.
Page 1
Maa Sarada Pre University Mahavidyalay
96
Local Contribution
Sindhanur Rehabilitation Project in Raichur district of Karnataka was established by Government of
India in 1968-70 to accommodate about 1000 Bengali families, who flew from the then East Pakistan
in the aftermath of division of the country. Socio-economically these victims of partition are still very
backward as their livelihood is totally dependent on the piece of land that the government provided as
rehabilitation package. Surrounding these colonies, there are few villages with local Kannadigas,
whose socio-economic position is no better than these communities.

There exists either a Government Primary or a High School in every habitation and the children
undergo school education in these schools without any cost involvement. However, the question that
the parents have not been able to answer all these 43 years is what after matriculation? All girls and
most of the boys are dropped out from the education system at this level due to many reasons.

Therefore, soon after matriculation (at the age of 14 or 15 years), the parents wash their hands by
marrying these girls to somebody from within the community while the boys are engaged in
construction or driving work to earn the bread for the family. In about a year or so, they become
parents of a child, which is either malnourished or diseased all the time. In couple of years, they
become parents of 3-4 children with severe economic problem at home causing both the parents to
work as wage-laborers. Due to early pregnancy and also early mother of 3-4 children, they also fall
sick; many of them undergo uterus operation in mid 30s or early 40s. They live in hand to mouth
situation without proper care to their children, either health or education. Finally, they are forced to
engage their children in earning in the age of learning; the cycle continues

The root cause of this vicious cycle is dropping out of mainstream education and forcing them for
child marriage. Ensuring post-metric education to this age group would resolve the problem in totality.
Therefore, the institute provides post-metric education to such children of the area.
Formal
Yes
Asha For Education
TM

Proj ect Proposal Submission Form
Appendix 1 Formal/Non-Formal/Special Ed/Vocational schools
3. Describe the socio-economic and educational background of the children and their parents.
If some of your students are employed, please tell us about them as well.
4. What is the literacy rate in the local community?
5. Describe the curriculum for each standard in the school. Provide details such as the subjects taught, hours of
instruction per subject per week.
6. Describe the method of teaching in the classrooms. Indicate any educational aids used and comment on their
effectiveness.
Page 2
Lecture and practical method of teaching is adopted as of now due to constraints of resources to
provide audio-visual aids in teaching. The practical sessions are arranged for practical oriented
subjects but there also we have lack of equipments/ laboratories for practical. Though we have good
quality class rooms but we lack in practical tools and thus the effectiveness is lacking.

We also wish to provide some life skills to these children so that they can earn some income after
completion of their pre university education in this institute.
Social status of the target groups: The targeted communities belong to Namasudra & Poundra
Kshatriya castes, considered as Scheduled Caste (SC) in their original place of abode i.e. West
Bengal, Tripura, Orissa, etc. After rehabilitation in Karnataka, they were provided SC recognition till
1983-84 but thereafter the facility is withdrawn by the Government of Karnataka. We are fighting for
the same since then and are optimistic to get the benefits soon.

However, due to withdrawal of this facility, the communities are doubly deprived in education,
employment, economic uplifting and social development. The students are deprived off their
constitutional benefits in admission, fee concession, hostel facility etc. and also in employment. Their
parents are also deprived from the government schemes as they are not covered under socially
reserved schemes though they are basically socially backward community.

Economic Status of the target groups: All these families are having about 1ha of land at the tail end of
TBP receiving inadequate irrigation for cultivation of the same. They solely depend on wage-earning
for their survival. Almost all families live below the poverty line (have BPL cards). The younger
generation, soon after their matriculation get absorbed into construction field to support their parents
in livelihood.

Education Status of the target groups: A study of these villages was done recently by Janakalyan
team to understand the educational scenario and found that almost 94% of the children complete
their matriculation in the local schools; of this, about 60-67% students pass the 10th (SSLC) Board
examination, maximum share being of the girls. However, hardly 11-15% of these passed out
students go for XI (PUC) of which may be 1-2% are girls. In these 43 years, hardly 5-7 (1 female)
students have completed their PG while about 60-70 (6-10 female) students their degree courses out
of almost 25,000 people over here. Those who have completed their degree or PG, either their
parents are educated or they are financially sound.

Janakalyan team visited each of these houses from which a boy or a girl has passed his/her metric
examination in last 3 years to find out the reason for dropping out; the reasons they have cited are
listed in the previous section. While prioritizing these issues, the community felt that financial burden
and distantly located college is the major factor for depriving their children from education. If these
are taken care, almost 86% of the parents are ready to send their children for post-metric education.
Raichur Literacy Rate 2011: Average literacy rate of Raichur in 2011 were 59.56 compared to 48.81
of 2001. If things are looked out at gender wise, male and female literacy were 70.47 and 48.73
respectively. For 2001 census, same figures stood at 61.52 and 35.93 in Raichur District. Total
literate in Raichur District were 979,769 of which male and female were 577,213 and 402,556
respectively. In 2001, Raichur District had 676,799 in its district.

Sindhanur, a taluk city of Raichur district, has an average literacy rate of 54%, lower than the
national average of 59.5%: male literacy is 63%, and female literacy is 44%.

The target area of Janakalyan, where this institute is providing education to avoid child marriage, is
much lower than the taluk. While the enrollment in primary schools of these colonies is the highest in
the district but the post-metric education is less than 29% in these colonies.
Curriculum of Government of Karnataka for 11th and 12th standard is followed in the institute in the
disciplines of Arts (Education specialization) and Commerce (Computer Science specialization) is
taught in this institute. The subjects in Language sections are English, Kannada & Hindi. The
subjects taught in Arts discipline are - History, Economics, Sociology and Education while in
Commerce discipline are - Accountancy, Business Study, Economics and Computer Science. Every
week, 5 hours of lecture per week per subject is fixed by the Government of Karnataka and the
same is followed by the institute while many additional sessions on personality development, career
opportunities and such other topics.
Asha For Education
TM

Proj ect Proposal Submission Form
Appendix 1 Formal/Non-Formal/Special Ed/Vocational schools
7. How many children are currently enrolled in your school? Provide a per-class split. Also indicate how many
students dropped out in the last 1 year from that class and how many students moved to formal schools (if
NFE).
Class
Male Students Female Students
Age
Range
Enrolled Dropped
Out in the
last 1 year
Shifted to
regular
school
Enrolled Dropped
Out in the
last 1 year
Shifted to
regular
school
8. What were the reasons for the dropouts from the school shown above?
9. What fraction of the children of the above ages in the local community attend
this school %
any school %
10. How do you select the students who attend your school(s)? What criteria do you use and why?
Page 3
16-18
16-18
We collect a list of students who have passed their school board (SSLC) and go for door to door
campaigning; the team consists of village opinion leaders, teachers, management and old students
of our school. During this door to door campaign, we meet the students, their parents, especially
mothers, and convince them to enroll their students, especially the girls, to our school. We do not put
any criteria but only to see that all students passed out from their school final shall enroll for 11th
standard and continue their education at least up to the age of 18 years. Our main concern is to
avoid child marriage by engaging them in post-metric education thereby addressing the ill effects of
child marriage.
NA
NA
NA
NA
11th
12th
The major reasons for drop out of the students from schools after passing out from local schools are-
a) The colleges for 11th & 12th standard education are located only in the cities (far away from these
villages)
b) Financial burden on parents to provide fees, books, stationary, dress, mess, etc.
c) Accommodation problem in the nearby towns/cities (as these communities are not covered under
any reservation system) if they get admission in city-based institutes
d) Transportation problem from village to the nearby town/cities as there are no public conveyance
again if they get admission for 11th standard in city based colleges
e) Lack of security to the girls when they are away from home for education in cities
f) Gender discrimination by parents/society why to educate a girl when she has to go away from
us?

Therefore, they can't send their children (specially girls) to the city based institutions and thus they
wash their hands by marrying these children at the age of 14-16 years.


The maximum drop out from this institute is among girls and the reasons for dropout from this
institute after enrolling is furnished below-
1) Child marriage - whenever the parents get an offer for their girls, they force their children for
marriage at the age of 14-16 years.
2) Difficulty to pay the fees - the institute is totally dependent on the fees collected from the students
which as minimum as Rs.4000-8000 per annum. But arranging this amount also becomes difficult for
many of the parents and thus the children drop out from the institute.
3) The parents also fail to provide the educational stationeries in time.
4) Transport from the home to institute is another cause for drop outs.
5) And above all, the parents just want to engage their children till they get an offer for marriage of
these children after completion of their metric examination. As soon as they get an offer, they bring
out their children from the institute and wash their hands by marrying them.
6) The boy child are also forced to construction field as wage earners to combat poverty at home
soon they get an offer and thus they drop out from the institute.
39
6

Asha For Education
TM

Proj ect Proposal Submission Form
Appendix 1 Formal/Non-Formal/Special Ed/Vocational schools

11. How would you define the location of your school(s):
Urban Rural Other
If Other please explain:
12. Does your school have:
Its own building
Yes No
Number :
Number and Type of classrooms (e.g. Pukka):
Toilet for Girls Yes No
Number of Toilets
Toilet for Boys Yes No
Number of Toilets
Chairs & Tables Yes No
Drinking Water Yes No
Laboratory Yes No
Playground Yes No
Blackboard Yes No
Electricity Yes No
Toys Yes No
Library Yes No
Computers Yes No
Telephone Yes No

Teaching Aids Yes No

13. Is the school Government recognized? If so, provide details of the recognition. If not, explain why not.






14. Is the school compliant with the requirements of Right to Education Act? Please explain with respect to
infrastructure requirements, teacher qualifications, and admissions to disadvantaged students etc.












Page 4


8
8
8 pucca classrooms
8 rooms
Yes, the institute is recognized by Government of Karnataka by its gazette notification No. ED 74
SHH 2012 Bangalore Dated 22.3.2012. Since then, it has been renewed as per the condition of the
Government every year.
Yes, the institute is in compliant with the requirements of RTE Act as stated below-
1) It has required number of classrooms, sports ground, materials, teaching learning materials as per
the standard of the department of education, Government of Karnataka.
2) It also has required teacher:pupil ratio with Post Graduate with BEd qualification.
3) The admission is open to all including physically challenged and socio-economically backward
communities.

Thus, the institute is in compliance with the provisions and requirements of RTE Act.

Asha For Education
TM

Proj ect Proposal Submission Form
Appendix 1 Formal/Non-Formal/Special Ed/Vocational schools

15. How many staff are employed at your school? Please provide details.
Name Role
Educational
Qualifications
Years in service

















16. What are the school hours? How many days of the week do the children attend school?





17. What is the average distance children travel to attend your school? Does the school provide any
transportation facilities to the students?





18. Are there any other schools (e.g. Kindergarten/Balwadi/Elementary School, High School) in the area
(including Government and private schools)? If so, please list the schools and the range of classes each of
them offers.









Page 5


Sri G Virupanna Principal M.A (Economics) 3 years
Sri Raghavendra C Lecturer (English) M.A. (English) 5 years
Sri Praveen Kumar Lecture (Computer Science) M.Com. 7 years
Sri Ayyanna G Lecturer (Accountancy) M.Com. 2 years
Sri Narayan Raptan Lecturer (Language) M.Com. 18 years
Sri Husenappa A Lecturer (Language) M.A. NET, MPhil, (PhD) 7 years
Sri Laxmikant Desai Lecturer (History) M.A. (History) 5 years
Sri Nagadaraj M Lecturer (Education) M.A., BEd 7 years
Sri Ravikumar B S Lecturer (Sociology) M.A. (Sociology) 4 years
Sri Manojit Biswas Account Officer (M.Com) 7 years
Gourpada Mondal Peon 3 years
10 am - 4 pm every day - 6 hours a day
Monday - Saturaday - 6 days a week
An average of 4 km, students travel to attend the classes
Institute does not have any transportation facilities as of now
There are local schools up to 10th standard but no institute with 11th & 12th standard except our Maa
Sarada Institute. Other institutes offering 11th & 12th standard classes are located in Sindhanur city
which is about 20 km from these colonies. But there are at least one school in every village with
classes upto 8th to 10th standard. Most of these are government run schools while in 2 villages,
there is one private school each to teach up to 8th to 10th standard. But, the question is what after
matriculation? Maa Sarada Institute is the only answer.

Asha For Education
TM

Proj ect Proposal Submission Form
Appendix 1 Formal/Non-Formal/Special Ed/Vocational schools

19. How is your program different from what is provided at these schools?





20. Why are the children in your school(s) not attending government/other schools in the local area?





21. Do you try to involve the parents of the children in the running of the school (e.g. In setting the syllabus
etc.)? Are the parents a part of the School Management Committee mandated by the Right to Education
Act? Please specify details.







22. In addition to education does your group provide any other services to the children in your schools? (e.g.
Food, Healthcare, Clothing etc.). Please provide details and fill up relevant appendices.








23. How many children have gone through your program in the past five years and what are they doing
currently? Please tell us about their future education and employment possibilities.












Page 6


All these local school has classes up to 10th standard while our institute provides education tot he
students after 10th standard; there is no other institute offering 11th & 12th standard within a range of
20 km from these colonies. Further, the syllabus opted is what prescribed by the government of
Karnataka but the methodology is different to suit the requirement of the rural students.
All our students are completing their matriculation either from a local government school or a private
local school; we target them only after their matriculation, when they become victims of child
marriage/labor.
The institute is established and managed by the parents / very communities for whom it is
established. All the local people are in its management. Syllabus is prescribed by Government of
Karnataka and thus we or the parents do not have any role in it. However, the methodology and other
additional topics are planned by the management/parents/students.
Yes, the institute does provide other services to the students as well as to their parents. Janakalyan,
the parent body of this institute, designs and implements many developmental programs for these
students and their parents. The intervention with their parents is to make these communities
economically stable so that they can send their children to the schools/ colleges. These interventions
are listed below but not limited to-
1) Provide education kit to the students containing all school stationeries for a kid for a year.
2) Support the students for their post-metric education by providing scholarship or admission support
with the support of GiveIndia.
3) Support their parents with an artisan or agricultural kit to secure their daily income so that they can
meet their children education.
4) Excavate water harvesting structures for their parents so that they can enhance their land
productivity and thus support their children education.

There are many other programs meant for the parents which directly and indirectly helps the students
to complete their education.
Our institute is established in 2012-13 (2 years back) considering the need of the communities
residing here for 11th standard. The first batch has completed their 12th board examination in May
2014 and most of them are now going for their graduation. It is to be remembered here that all these
students would have become victims of child marriage by now and would have become parents of at
least 1 child. Our objective was only to post-pone their child marriage at least up to the age of 18
years, which is achieved. Over and above, almost all these passed out students are now taking
admission in BA, BCom, BBM, Nursing and other such courses. Few of these girls are forced to
marriage after passing/ failing in their 12th Board examination; however, they have attained their
marriage age at least. Now, after completing their 3 years graduation, they have ample of
opportunities in the local market also and also in other cities.

Asha For Education
TM

Proj ect Proposal Submission Form
Appendix 1 Formal/Non-Formal/Special Ed/Vocational schools

24. Do you help your students with their future education efforts after they have passed from your school?
If yes, please specify details.







25. Does your organization run similar programs in other locations? If yes, please provide details.







26. What were the initial challenges that the project faced when it started? How were they overcome?









27. What were the current challenges that the project faces? What are the steps being taken to overcome them?


















Page 7


Yes, we do support students for their future education after they complete their 12th Board
examination from our schools in terms of-
1) Identification of courses and colleges for their next academic initiatives and help them to get
admission.
2) We provide small and required financial support to the needy students during the education in our
institute and also after getting admission in other institute (Rs.400 per month).
No, this is our first successful initiative and we may expand it in future in similar context.
The initial challenges are -
1) to change the mindset of parents about child marriage and also of the children that they need to
continue their education after their matriculation and not fall prey to the child marriage. None of the
parents are ready to send their children for education after matriculation but want to wash their hands
by marrying them immediately. Though, more than 100 students pass their matriculation, we could
succeed to get only 30-40 students to our institute even during the current academic year. Therefore,
we cannot say that we have fully overcome the challenge but the team believes that this is also a
great success that at least 30-40% students are coming to this institute. In the days to come, this
would definitely change with our continuous efforts and motivational activities.
2) Financial Crisis: With the investment of the ED, the team has got a building and basic
infrastructures; but the recurring cost is still an issue.
3) Qualified Teachers: Getting qualified teachers in the villages is also an issue and thus we had to
hire them from nearby cities extra costs.
4) Transportation: It is an issue still remain un addressed.
The current challenges are listed below-
1) Convincing the parents to send their children for post-metric education is the foremost challenge
we are still facing; the team is continuously working on it and motivating the parents, especially the
mothers, through door to door campaign and other media.
2) Transportation is another major reason why the parents do not send their children after completing
their local school education. We could not resolve it yet.
3) Laboratory & Library for the students is another challenge to be met out and we could provide bare
minimum facilities to the students.
4) Recurring Expenditure to provide quality education in terms of salaries and other requirements
cannot be met out with the very small fees that we collect from the students. We do not have any
funding for this institute as of now from any donors and therefore, need some support to run the
show.
5) Art of the State facilities to be provided to these students; they should not feel that they are getting
inferior quality education in this rural institute vis-a-vis their counterparts in city-based institutes.
therefore, we need to invest some more funds to create some additional facilities in the institute.
Asha For Education
TM

Proj ect Proposal Submission Form
Appendix 1 Formal/Non-Formal/Special Ed/Vocational schools
28. Please split up your budget (provided in a detailed attachment) into educational, non-
educational/administrative and infrastructural costs.
I tem
Amount
Year 1
Amount
Year 2
One
Time?
(Y/ N)
Amt.
reqd.
from
Asha
Alter nate
Sour ces
Rent etc for the facilities/hostels
Salaries for teaching staff
Salaries for non-teaching staff (ayahs etc.)
Salaries for administrative staff (coordinator,
accountant etc)
Uniforms, books and other direct student costs
Common Teaching/Learning Material costs,
Laboratory equipment costs, library costs etc.
Transport costs (school bus, driver, fuel etc.)
Food expenses (mid-day meals, cooks, etc.)
Other Educational Expenses
Other Administrative Expenses
Infrastructure Expenses
Other
Other
Other
Other
29. Please provide details of staff and their salary expenditure.
Male Female Salary Range
Teachers
Other Paid Staff
Volunteers
30. Do any of the school children pay school fees? If yes, please provide details.
Page 8
1000000 1000000
0
1500000 1600000
500000
300000 350000
0
500000 550000
0
1000000 1000000
300000
5000000 0
0
2500000 500000
400000
0 0
0
0 0
0
0 0
0
0 0
0
9 1 15000-18000
1 1 10000-15000
5 5 3000-5000
2000000
3100000
650000
1050000
2000000
5000000
3000000
0
0
0
0
Y
N
N
N
Y
Y
Y
Yes, we collect small fees of Rs.2500-3500 from the students; but since the number of students are
very less during these years, it is becoming difficult to manage the recurring cost. Once, we succeed
to motivate all parents to send their children for post-metric education, we will be able to break even.
This fees is to be paid to Government of Karnataka.

Asha For Education
TM

Proj ect Proposal Submission Form
Appendix 1 Formal/Non-Formal/Special Ed/Vocational schools

31. Do you have any other sources of income? If yes, please provide details.







32. If the school is a non-formal education center, comment on the process and the timeline of integrating the
students into mainstream schools. Do you continue to monitor the progress of the students after they join the
regular schools?
















33. Your feedback on this application would be valuable. Kindly specify if you have any.
















Page 9


No, we do not have any other sources of income for this institutes
It is NOT a NFE center but still we put efforts to monitor the progress of the child even after they pass
out from our institute.

Asha For Education
TM

Proj ect Proposal Submission Form
Appendix 1 Formal/Non-Formal/Special Ed/Vocational schools

Speci al Educati on

Fill this section ONLY if your school deals with special education. Please also fill the Appendix 2 on
Healthcare if the school deals with special education.

34. What disabilities does the project focus on?









35. Provide a brief description of the students w.r.t. their age groups, disabilities and current abilities.










36. How does the program plan to integrate the students with the society?






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