Rajasthan Shiksha Karmi Project An overall appraisal

minister. The Shiksha Karmi Project has both significant overlaps with both LokJumbish and DPEP. It now forms part of the larger state strategy for UPE andworks in collaboration with state functionaries, research institutions and NGOs.After the passage of the 83rd constitutional amendment and the setting up of anelected Panchayat structure, the project has sought to develop links with electedrepresentatives at different levels. Overall, the Shiksha Karmi Project displays ahealthy mix of autonomy and linkage. Unlike a parallel stream unrelated to orcompeting with the state managed educational delivery system, the ShikshaKarmi Project is designed in the spirit of partnership.7. The project seeks to combine the openness and flexibility of NGOs with thelegitimacy accruing to the official government system. A key element of theShiksha Karmi process is its emphasis on consensual functioning, with all decisionsrelated to schools, selection of Shiksha Karmis location of prehar pathshalas/anganpathshalas, mapping etc. taken in VEC meetings and eschewing atarget approach i.e. the pacing of the project is related to the contextual need.Equally, implementation seeks to adhere to a spirit of partnership, such thatdecision-making and control over critical issues such as selection of personnel,pace of expansion, forums and strategies for problem solving and generatingapprovals does not become bureaucratised and pass into the hands of governmentproject authorities or experts. Slow reformism to ensure sustainability rather thanradicalism marks the project’s style.Main Strengths:8. What makes Shiksha Karmi unique? Officials argue that the SKP was positionedas a low key project that was not competing with the mainstream but was aimedat addressing problems that could not be tackled in the formal school system. Itwas not projected as an alternative to the formal stream, but one that complimentsthe formal school system. Most importantly, a significant number ofofficials, educationists, teachers (including the teachers’ union of Rajasthan) andNGOs identified with the project. This wide base of involvement permitted theproject to overcome a ‘normal’ shortcoming marking special schemes – that ofbeing seen as ‘captive’ to specific individuals or a group. And lastly, the workingstyle, expenditure pattern and facilities compared with the mainstream – it wasnever seen as a well-endowed project that was flushed with funds. In a resourcedeficit state like Rajasthan, this image of austerity and simplicity went a long wayin creating a positive public image.9. It has been able to validate its key hypothesis – that a demand and a hunger forlearning exists in all segments of society and that ordinary persons, appropriatelyselected, trained and supported, can function effectively as teachers and socialchange agents. It has also demonstrated the efficacy of government – NGOpartnership, bringing the relative strengths of each to the programme. Equally, ithas managed to forestall the normal bickering over credits and turf characteristicof programmes involving multiple agencies. Most significantly, it has earnedapprovals at different levels, not just from students and programme functionaries,but the village community, elected representatives and government officials. Tohave managed this in a difficult environment – given its focus on out of schoolchildren, and those hitherto excluded (Scheduled Caste/Scheduled Tribe/Other8 Rajasthan Shiksha Karmi Project An overall appraisal