Rajasthan Shiksha Karmi Project An overall appraisal

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ilateral reviews/evaluations. Though most officers associated with SK agree thatthey cannot achieve universal elementary education unless they make concertedefforts to address gender imbalances, the Shiksha Karmi project did not create anenvironment where girls’ education was given top priority.Implementation through autonomous body– Shiksha Karmi Board:In 1986–87, Government of India and the Government of Rajasthan agreed to setup a Society called Shiksha Karmi Board to implement the Swedish assisted innovativeeducation programme. This government sponsored NGO was registered underthe Societies Registration Act, akin to most other NGO in India. There was howeverone significant difference. The formal head of the society is the Education Secretaryof the state. This structure, it was hoped, would provide the flexibility and opennessof a NGO alongside outreach, legitimacy and authority of the government. Fundsmeant for the project would be “safe” and not absorbed into the general treasuryaccount of the State. Given the perceived inflexibility of mainstream structures, thiswas also seen as a necessary mechanism to reach out to children in remote areasthrough paraprofessional teachers and to mobilise girls. It was argued that relaxingrules for recruitment and organising intensive ongoing support and training wouldnot be possible within the rigid formal school system. And even if the formal systemcan accommodate “parateachers” (as it is being done under the Education GuaranteeScheme in Madhya Pradesh), administrators remained fearful about cadre formationand unionisation. Societies provided a “nice halfway house”.The Shiksha Karmi Board set a new precedent in India. Establishing an autonomousbody for the implementation of a donor assisted government programmemarked a radical departure in development administration. Today nearly all donoraidedprojects are implemented through autonomous societies registered underSocieties Registration Act of 1860. Even the Total Literacy Campaign (which is notexternally assisted) adopted this structure. The government registered societiesunder the formal leadership and control of the civil service (Education Secretariesor District Collectors). Empowered Committees were constituted with nominees ofthe State Government, Government of India and nominees from civil society. TheWorld Bank assisted District Primary Education Project (DPEP) too adopted thismodel.Officials who created these structures argue that bypassing the mainstream wasnecessary to ensure greater flexibility on the one hand and tighter financial control onthe other. Smooth flow of funds, greater flexibility, genuine decentralisation andappointment of committed people (not just experienced people) makes a difference.They also say that as long as mainstream systems remain rigid, the governmentcannot but create autonomous structures. Bypassing the main artery becomes anecessity when it is clogged, atrophied or fossilised.How does this structure interact with the mainstream? Experiences of differentstate level structures reveal a disturbingly mixed picture. While innovation, flexibilityand responsiveness are hailed as the hallmark of these structures, they essentiallyremain outside the mainstream. For example Mahila Samakhya Societies (ImplementingDutch assisted women’s empowerment programmes) in Karnataka, AndhraPradesh, Gujarat and Uttar Pradesh have been able to reach out to poor rural womenand involve them in empowering educational processes. The interaction of these32 Rajasthan Shiksha Karmi Project An overall appraisal
structures with the mainline education department however, is minimal despite theEducation Secretary of the State being the Chairman of the Society. They consequentlyremain islands of sorts. Similarly, the Lok Jumbish and Shiksha Karmi (bothformerly Swedish assisted programmes) projects with their emphasis on instituting aprocess oriented structure of functioning have managed to reach out to their targetpopulation – the very poor.Autonomous bodies have been able to create a different work culture. Monitoringmechanisms are tight; officials working in these projects admit that accountability tothe donor makes a difference. Liberal provisions for travel and other allowances go along way in motivating workers. The flip side is that there is simultaneously greaterscope for “misuse” of flexible procedures – especially in appointing support organisations,sub-contracting project related work, hiring consultants, authorising foreigntravel and so on. There have been cases where main line administrators create financialand other bottlenecks when they feel that the “goodies” are not shared or believethat proper procedures are not being followed. Interestingly, the Shiksha KarmiBoard is integrated with the mainline education department of the State. This cannotbe claimed for the Lok Jumbish Project which has recently been at the center ofpolitical and administrative controversy.What makes Shiksha Karmi unique? Officials argue that the SKP was alwayspositioned as a low key project that was not competing with the mainstream but wasaimed at addressing problems that could not be tackled in the formal school system.It was never seen as an alternative to the formal stream, but one that complimentsthe formal school system. Most importantly, a significant number of officials,educationists, teachers (including the teachers union of Rajasthan) and NGOsidentified with the project. This wide base of involvement permitted the project toovercome a ‘normal’ shortcoming marking special schemes – that of being seen as‘captive’ to specific individuals or a group. And lastly, the working style, expenditurepattern and facilities compared with the mainstream – it was never seen as a wellendowedproject that was flushed with funds. In a resource deficit state like Rajasthan,this image of austerity and simplicity went a long way in creating a positivepublic image.Training:Central to the successful operationalising of the SK project and process is the systemof intensive training and concurrent evaluation. The designing of a variety of trainingmodules, not just for project functionaries but also for the VECs – all of which arecontextual and need based – forms the core of the project. The 41/50 day inductiontraining are residential and participatory in nature. Rejection of the conventionaldidactic training method (that is still used in the formal school system) marked amajor departure. Training is based on discussions, self-learning, co-learning throughexercises and a range of activities including songs, role-play, practice teaching etc.The training modules have been developed and revised over the years. The inductiontraining is followed by two thirty days training programmes in the first two years, a 20day training after 2 years and a 10 day training programme every year. In additionthe Shiksha Karmis also participate in a 2-day monthly review, planning and difficultyremoval meeting. The training system is one of the strengths of the project; it is also animportant area of concern.Rajasthan Shiksha Karmi Project An overall appraisal33
Page 1 and 2: New Education Division Documents No
Page 3 and 4: ContentsForeword ..................
Page 5 and 6: ForewordThe Shiksha Karmi Project,
Page 7 and 8: Executive SummaryOverview of the pr
Page 9 and 10: Backward Castes/minorities/girls) -
Page 11 and 12: ing enthusiasm in on-the-job concur
Page 13 and 14: Section IThe Background‘Being inn
Page 15 and 16: Caste, Scheduled Tribe, minorities
Page 17 and 18: Section IIMain Elements of the Proj
Page 19 and 20: - The project involves a process of
Page 21 and 22: Rajasthan Shiksha Karmi Project An
Page 23 and 24: Pathshalas played an important role
Page 25 and 26: tive ways of involving students, ta
Page 27 and 28: Mahila Prashikshan KendrasThe Mahil
Page 29 and 30: Financial Management:The project ha
Page 31: Section IIIMain StrengthsBy all acc
Page 35 and 36: the eventual beneficiaries - the ch
Page 37 and 38: Section IVAreas of Concern:Notwiths
Page 39 and 40: Alongside the currently unspecified
Page 41 and 42: Documents Consulted1. Anandalakshmy
Page 43 and 44: 36. Shiksha Karmi Board: Promise an

Rajasthan Shiksha Karmi Project An overall appraisal

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