LOK JUMBISH - RAJASTHAN

More documents

Recommendations

Info

SMSSSSKVECVERWRITESchool mappingSahaj Shiksha –– non-formal education centres of Lok JumbishSahaj Shiksha Kendra –– the alternative schools/non-formal centres run inthe evenings for out of school childrenVillage education committeeVillage education registersWomen’s residential institute for training and education –– also known asMahila Shikshan ViharAcknowledgementsI would like to formally thank Mr. B L Sharma, Chairman Lok Jumbish, Mr Alok,Project Director, Lok Jumbish, Academic Officer Mr Ganesh Kumar Nigam and otherLok Jumbish functionaries for sharing their thoughts and experiences. I would like toplace on record that I have drawn upon my field notes from visits in 1995–96, 1999 and2003 and transcripts of interviews with key Lok Jumbish functionaries done in 1995–96and in 1999. In particular, interviews with Mr Anil Bordia and Mr Loria were especiallyvaluable, as were discussions at the Block and Cluster levels. Discussions with theSandhan team were valuable. My special thanks to all of then and to Aparna Sahay forreviewing the draft."imala Ramachandran-ugust 2004Lok Jumbish Case Study Page 4 1 August 2003
The backdropRajasthan evokes a mixed response in the development community. On the one hand, itconjures up the image of a romantic and rugged terrain inhabited by people who arefriendly and open; on the other, it is cited as a typical case of extreme social andgeographical diversity, with large arid areas in and around the desert, persistence of casteinequalities and poor status of women. According to the 1991 Census, of the 7 millionprimary age children (6–11 years) in Rajasthan, the proportion attending primary schoolswas 52.8 per cent (3.7 m). Only 37.4 per cent of primary age girls attended school. Thedropout rate (Classes I and V) was around 55 per cent and fewer than 30 per cent ofchildren completed primary schooling (Census 1991). Despite the substantial increase inthe number of educational institutions and enrolment and literacy rates afterIndependence –– the overall situation with regard to education remained grim. At thebeginning of the last decade (1991), around 6,200 villages and 20,000 small habitationsdid not have primary school facilities. However, as the decade drew to a close, Census2001 brought much needed cheer to the education community. It revealed a decadal jumpof 21.47 per cent for men and 23.90 per cent for women in literacy rates –– among thehighest in the country. As compared to the previous decade, literacy stands at 76.46 percent for men and 44.34 per cent for women (Census 2001). It looks as if Rajasthan isfinally turning the corner! (See Annexure 3 for Statistical Profile of Rajasthan.)Notwithstanding the impressive level of progress in macro statistics, sample surveysreveal a disturbing picture. Dalits, especially those belonging to communities like theBalmiki, tribal communities like the Garasia, people living in remote areas and in themargins of society, have little access to education. A significant number of their childrenare not in school. In any case, until recently, formal primary schools were not within thereach of children from disadvantaged communities and remote areas. In addition, theliteracy rate for women is exceedingly low –– 9.10 per cent for Scheduled Castes and7.10 per cent for Scheduled Tribes (NCAER/HDI 1997). The proportion of womenteachers is a dismal 27.99 per cent and teacher–pupil ratio stands at 1:54 (Government ofIndia 2001). Discussions with village level animators involved in micro planningrevealed an entirely new dimension: girls are not even counted as children!When we did the household survey we were amazed to note that the numberof girls in the total was very low. We inquired further, went over the surveyforms and met families that had ‘missed out’ the girls. They said they did notcount them as children, these young ones were married! There was not asingle girl in Bapini village of Phalodi block of Jodhpur district who attendedschool. This was revealed when school mapping was done. 1A journalist who travelled around the state documenting the situation of Dalits publisheda shocking account in 1999:1 Interview with Lok Jumbish worker in Jodhpur District, 1999.Lok Jumbish Case Study Page 5 1 August 2003
Page 1 and 2: ASSESSEMENT OF WASTE OPERATORSPERFO
Page 3: Glossary and acronymsACAdhyapika Ma
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 and 24: meetings, enrolment campaigns/surve
Page 25 and 26: Points to considerRajasthan has bee
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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?