Changing Framework of Local Governance and - Create

Changing Framework of Local Governance and Community Participation in Elementary Education12) 42 . For achieving universal enrolment some districts have formed task forces at the villagepanchayat and block levels. Some village panchayats have also been given special incentivesof Rs. 5,000 for achieving 100% enrolment of all children in schools.In Karnataka, SDMCs are visualised to play a vital role in overseeing the regular activities ofschools, monitoring teachers’ attendance and work, students’ attendance, enrolment campaign,bridge courses, infrastructure facilities and utilisation of funds given by governments orcollected through donations etc. Devolving financial powers and other related responsibilitieshave facilitated empowerment of the SDMCs and have developed a sense of ownership ofschools among the community members (Rao, 2009:326). A study conducted by National LawSchool, Bangalore, Karnataka in 2004 has raised various issues regarding the functioning ofSDMCs and has suggested that:There was need to protect the autonomy of SDMCs both at the time of formation andin their day-to-day functioning.” (National Law School, 2004 cited in Rao, 2009:327).A recent document (Khan, 2008) has given detailed account of initiatives taken under SSA forurban children in 35 cities with a million plus inhabitants. One of these is the formation ofurban cells to ensure coordination and convergence among different service providers whileanother one is the establishment of sub-city resource support structures and urban resourcecentres. The three broad based approaches that have been adopted for planning of urbaneducation are: 1) separate city specific plans, 2) city supplementary specific plans and 3)inclusion of urban issues in district plans. Several innovative activities are being conducted toaddress the educational needs of different categories of urban deprived children. For example,in Jabalpur town of Madhya Pradesh, ‘Human Development Centres’ have been openedinvolving communities and slum volunteers have been engaged for each slum pocket.Mobilisation camps are also being organized for parents and community members in slumareas. In Chandigarh:The members of the Executive Committee commended the proposal of introducing the‘Tamasha Gadi’ 43 for bringing in the street children, roadside children, rag pickers,beggars etc. in to the fold of education. SSA would procure big sized bus fitted with aLCD projector, radio, computers, story books, picture books and other interestinglearning material. These vans would go around the areas, collect the children and takethem to some fascinating place in the city and simultaneously pursue the learningactivities while on board” (Government of Chandigarh, 2008:2).In some states, municipal functionaries are being trained to develop city plans and proactiveparticipant of ward education committees. Although these strategies have helped manychildren to access educational facilities in urban areas, according to the recent information42 It has been mentioned in a recent document that the Panchyati Raj Institutions especially Gawn Panchyats(GPS) are actively involved in programme implementation under SSA. Panchyat presidents and members havebeen involved in campaigns to bring out of school children into regular schools through bridge courses,enrolment times setting up of EGS etc. Special campaigns and mobilization work have been carried out in teagarden, remote forest areas and minority dominated areas. In some districts, Mothers’ Groups have been forwardto help in universal enrolment and attendance of children. Plans are now afoot to give an active role to thecommunity in planning for school improvement and monitoring the performance of children. Government ofAssam, 2003a:10-11.43 An innovative programme to provide access through mobile school in a bus with teaching learning materials toattract those children who are not enrolled in schools in urban area.33