LOK JUMBISH - RAJASTHAN

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Exhibit 2Lok Jumbish Management Structure as of June 2003FundsDFIDGOIGORExecutive Xommittee GempoweredHXhairman,Project DirectorQuarterly RPMs for planning and reviewGOI, GORrepresented inExecutiveCommitteeDistrict Executive Committee (Chairperson: District Collector)District Project Coordinator and 2 ADPCsAnnual plans prepared, approved and sent to block and cluster for implementation (through a consultativeprocess involving cluster and block functionaries).Block-level structure continues toimplement plansNo decision-making powers –– newschools and Sahaj Shiksha Kendras, etc.,sanctioned by District EC.Cluster-level structure continues to implement plansapproved at the district level –– funds allocated accordingto annual plans that have been printed and distributed."illage Education Xommittee – "illage Education Registers5havan Nirman Samiti G5uilding Xonstruction XommitteeH, Momen and Xhild merged GEXXEHHead teacher, her/his colleagues and Sahaj Shiksha teacher: maintain Village Retention Registers.School Mapping and Micro Planning still the basic unit for needs assessment as well as informationgeneration.Lok Jumbish Case Study Page 24 1 August 2003
Points to considerRajasthan has been home to two unique educational initiatives. The first, the ShikshaKarmi Project (started with Swedish assistance in 1987), tried, with promising results, toreactivate non-functioning primary schools in remote areas through locally recruitedteachers. Today, almost 16 years after its inception, the programme continues to function,although in a low key. Rajasthan Lok Jumbish was also launched with Swedishassistance in 1992 and continued with DFID support from December 1999 (according tothe agreement with DFID, it was earmarked to wind up in June 2004). As is clear fromour foregoing discussion, LJ was a far more ambitious project that involved mobilisationof the community around primary education and reaching out to out-of-school childrenthrough various means. One of the more interesting features of Lok Jumbish was itsability to design and deliver needs-based educational programmes. For example, theproject strengthened the primary school through infrastructure development, teachermotivation and enhancement of their knowledge, skills and commitment, formation andtraining of VECs and so on. Sahaj Shiksha, or non-formal education centres, were runoutside normal school hours for children who are unable to make it to the formal school.The residential condensed education programme (Mahila Shikshan Vihar) and short-termcamps (Balika Shikshan Shivir) were organised for older girls and young women with theexpress purpose of increasing the pool of educated women in rural and remote areas.School preparedness camps were also organised for handicapped children to help themget a head start. However, the most interesting aspect of the project was the preparationof village-based school maps –– a process in which the local people were involved insurveying the educational status of children and finding out reasons for non-enrolmentand poor attendance. The maps prepared at the village level were retained at the clusterlevel of 20 villages and emerged as a powerful tool for community sensitisation andmobilisation. The creation of Village Education Registers to track children was anotherinnovation that has now been adapted across the country through Sarva Shiksha Abhiyan.But what was of particular significance, at least for the people living in Rajasthan, wasthat the administration recognised that different models are necessary to reach out tochildren who live in a highly unequal society, wherein the educational status of children,especially girls, from the Dalit community, the scheduled tribes and those living inremote areas is abysmally low. Almost anyone who has worked in Rajasthan will agreethat the state cannot achieve the goal of universal elementary education unless it isprepared to acknowledge and respond to diverse situations. The mere existence ofprimary schools is not enough. People who have visited the outskirts of major towns likeJaipur, Ajmer and Udaipur will also agree that even if children (especially girls) fromDalit families enrol in school, the school environment is not conducive to their retention.It is not uncommon to see Dalit children carry their own jute sacks on which they can sit,because the school does not provide them with the mats it does to others. It is also notuncommon to see such children sitting outside the door of the classroom.Lok Jumbish Case Study Page 25 1 August 2003
Page 1 and 2: ASSESSEMENT OF WASTE OPERATORSPERFO
Page 3 and 4: Glossary and acronymsACAdhyapika Ma
Page 5 and 6: The backdropRajasthan evokes a mixe
Page 7 and 8: 1990 project document -- was ‘to
Page 9 and 10: Step Four:Step Six:Step Seven:Decon
Page 11 and 12: views. On the other hand, men and w
Page 13 and 14: 5ox Q9 MuktanganOur school mapping
Page 15 and 16: (PRA). The focus of the assessment
Page 17 and 18: Although responsibility for distrib
Page 19 and 20: FundsSidaGOIGORExhibit 1Lok Jumbish
Page 21 and 22: I and II of the project. Discussing
Page 23: meetings, enrolment campaigns/surve
Page 27 and 28: structure of functioning, the Lok J
Page 29 and 30: ut to also gradually make themselve
Page 31 and 32: government) that is committed to th
Page 33 and 34: isolation.!"Prevention of sexual ab
Page 35 and 36: Annexure 2: Coverage of Lok Jumbish
Page 37 and 38: Annexure 3: Statistical profile of
Page 39 and 40: Bibliography and ReferencesAnandlak
Page 41 and 42: Ramachandran, Vimala with Harsh Set

LOK JUMBISH - RAJASTHAN

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