Documenti di Didattica
Documenti di Professioni
Documenti di Cultura
A STUDY OF
COMMUNITY MANAGED ECE CENTERS
SUPPORTED BY SERP
AT ADILABAD AND VIZAG DISTRICTS OF
ANDHRA PRADESH
PART I
By
State Resource Centre ECE
Andhra Mahila Sabha
AMS Academic Campus - Osmania University Road
Hyderabad 500007
|| ii ||
|| iii ||
PREFACE
SRC ECE has been working in the last two decades, to ensure quality education at the foundation stage. It
strongly believes that every child has a right to develop their full potential through an appropriate programme
a nurturing learning atmosphere for 3 8 year children. The study of Community Managed ECE Centres
of Adilabad and Visakhapatnam Districts supported by SERP, has been a highly gratifying experience. This
project has provided a great opportunity to Society for Elimination of Rural Poverty (SERP) as well as to SRC
ECE, to help disadvantaged children in the earliest years of life when their brains are developing most rapidly.
The programme stands as a testimony of how to harness pro-actively family and community, in creating a
supportive environment for initiating childs learning in a situation where current social policy, despite its
potential is unable to effectively capture and tap this, for host of reasons.
SRC expresses grateful thanks to SERP for providing this opportunity of studying the programme meant for
children who really need hand-holding. The special attraction has been the area of study and the community
concerned i.e, Adilabad and Visakhapatnam tribal areas. Right from field investigators, everyone who is involved in the study cherished their experiences. I convey our grateful thanks to Sri. B. Rajashekar I.A.S, Additional Chief Executive Officer, SERP, and Smt. B. Seshukumari, Regional Project Director Education, SERP
for this academic treat and financial support.
SRC acknowledges with great admiration the part being played by the trend setters of the programme, Sri.
V. Manohar Prasad, Director of Centre for Development and Research (CDR) Adilabad and Dr. P.D.K. Rao,
founder of Sodhana, Cheepurapally, in directing the projects as well as in facilitating our study. These two
individuals are the role models. CDR family of Adilabad and Mandal Mahila Samakhya (MMS) of
Visakhapatnam and Sodhana of Cheepurapally deserve compliments for their commitment and cooperation.
We place on record our sincere thanks to all children, parents, community members, teachers and coordinators on account of whom we could get this special experience.
The study has benefited immensely from the generous flow of constructive suggestions from Prof. Venita
Kaul, Former Senior Educational Specialist, The World Bank. Sincere thanks are due to Prof. Sudhakar, EFLU
and Prof. Padmanabhaiah, Consultant, Ambedkar Open University, members of research advisory committee
for their valuable inputs.
We are most grateful to Prof. Mrunalini, Professor IASE - OU and Dr. P.V. Sarada, A.I.R, our consultants
for their time and involvement.
The pains taking efforts of Dr. M. Vani, Principal investigator of the study, at every stage deserves special
mention. Her commitment and conscious effort is fully reflected in the report.
Finally the report is the out come of concerted efforts of a study team which got involved at all stages with
the same spirit of enthusiasm and commitment. This team consisting of Smt. V. Ratnamala, Smt. G. Kamala,
Smt. Sujatha, Smt. Goda Lakshmi, Smt. Nageshwari and 30 active and enthusiastic investigators deserve special mention. SRC thankfully acknowledges Mr. Siddhartha for video documentation, Mr. J. Dattatreya for
statistical analysis and Ms. Ashwini for computer support.I thank Smt. Chaya P. Katti, Member Research
Advisory Group and Staff of SRC ECE - AMS for their support.
K. Lakshmi
Chairperson & Hon. Director
SRC ECE, AMS
|| iv ||
Chairperson
Member
Prof. Sudhakar
Professor in Education, EFLU
Member
Prof. Padmanabhiah
Sr. Consultant/ Advisor
Dept. of Education
Dr. B. R. Ambedkar Open University, Hyderabad
Member
Member
Dr. T. Mrunalini
Professor in Education, IASE, Osmania University
Member
Member
Dr. P. V. Sarada
Consultant, Communication, Education
Member
Study Team
Smt. K. Lakshmi
Dr. M Vani
Dr. T. Mrunalini
Dr. P. V. Sarada
Associate Investigators
Smt. V. Ratnamala , MA, M Ed, AMI
Smt. G. Kamala MA, PG Diploma in ECE
Smt. G.Sujatha M.SC, H.Sc ( Child Development)
Smt. K.Goda Lakshmi M.Sc M.Phil H.Sc ( Human Development)
Smt. A.Nageshwari MA, M Ed , M Phil
Study Incharge
Principal Investigator
Study Consultant
Study Consultant
|| v ||
Executive Summary
Children are the wealth of nations and hope of the future. Childhood, especially early childhood
is of great importance as growth and development are very rapid and dynamic during this stage
Early Childhood is the fulcrum and the essence of the human dynamics. Therefore, this stage of
the child is now under the global spotlight than ever before. Research demonstrates that the
earliest years of a childs life represent a crucial period of biological, neurological, psycho-social
and emotional growth and change; and that well-planned early interventions can have long-term
positive outcomes for children. Accounts of innovative and effective programmes have been
disseminated widely and endorsed by scientific evidence. Reports about model programmes and
the high returns on ECCE investments provide crucial leverage in advocating for policy change
and programme development. They are also a source of inspiration to all who work with children.
In A.P also a number of innovative ECCE models are being implemented which are productive
and positive for children and society. The ECE models adapted in the Adilabad and Visakhapatnam
districts of A.P is one such innovative programme.
These Community Managed ECE centres in the above two districts have originated as a part
of SERPs support to Womens Self Help Groups.
SERP (Society for Elimination of Rural Poverty):
SERP has been incorporated with the object of carrying on welfare activities, especially poverty
alleviation programmes in the state of A.P, in the form of providing financial as well as capacity
building support to the women Self Help Groups. The success of the various activities of SERP in
economic and social sectors led to a demand for an intervention in education by the members of
the SHGs. SERP decided to encourage and support the initiative of establishing ECE centres in
rural areas, particularly tribal areas, which would have an impact on the holistic development of
young children. In 2008-09, SERP started this programme only in Adilabad and Visakhapatnam
districts of A.P. The programme generated community demand for opening new ECE centres.
Currently SERP conducts this programme in 16 mandals of 10 districts in A.P.
Looking at the new wave of demand SERP felt the need to take stock of the functional status
of Community Managed ECE centres. SRC, ECE of AMS, a pioneer in the area of ECE in A.P
has been entrusted with this study.
SERPs initiative in supporting Community Managed ECE Centres commenced in the year
2008 in Adilabad and Vizag districts of Andhra Pradesh with a small number of centres. Though
subsequently SERP extended its support to other districts it is only in these two districts children
of these centres were at the final part of Class I. so the current study of Community Managed
ECE Centres supported by SERP focused on centres from these two districts only with the following
objectives.
|| vi ||
|| vii ||
Salient Features:
Community owned and Managed model:
The ECE centres have emerged from a demand for education for their children by the members
of community and parents ownership forms the fulcrum of this project. An ECE centre is established
only after the parents and the community together resolves to have an ECE centre in their village.
The ECE centre thus set up is owned by the parents in particular and the village community in
general.
The Mandal Mahila Samakhya, which is the apex body of the Women Self Help Groups
overseas and reviews the functioning of the schools in the Mandal. A school community of parents
and tribal elders will be responsible for proper up keep and functioning of the school.
Creative Leadership:
A leader who is sensitive to the diverse needs of a community has to be a creator with creativity.
Director CDR, and the founder of Sodhana spent long years working with the community,
to raise the aspirations of the people in their respective regions to make them more confident,
energetic, enthusiastic and hopeful.
These leaders are determined to improve the well being of the present, disadvantages families.
They are totally committed to provide quality education to the children in these schools. These
social engineers could empower the rural masses by igniting their minds.
Committed Teacher:
Teachers are committed to the learners. The children of Balabadis are a safe lot as they feel
totally secure in the hands of the teacher. The commitment of the teachers who are making sustained
efforts to replenish the pedagogical process is deeply touching.
Sincerity and dedication of the Coordinators:
The sincerity with which the coordinators at every level are striving to re-iterate the beauty of
quality education is astonishing. Rigorous inputs are given to the teachers and children to sustain
the success of the programme.
Badipandaga Monthly Public Reporting:
The teachers present a public report to the parents and the village community once in every
month. It is a moment of pride for the parents to observe the magical transformation of their
children into singing and jumping birds.
Relationships:
The relationship between teachers and parents, teacher and taught, teacher and coordinators,
Coordinators and community - are all of great warmth and affection. In the non-hierarchical
style of management all of them execute and share their duties amicably.
Participation:
The parents and community members interact with each other closely and freely with a sense
of belonging to the same community. An underlying common thread of belongingness knits
|| viii ||
them together. Communities that come together for a common cause create greater social cohesion
i.e, level of trust and sharing all of us are part of the same community and share a responsibility
for a next generation.
Parents visit the Balabadis quite often. Parents, community elders, members of the village
organization and parents committee - all participate in the monthly Badi Pandaga where teachers
and pupils share their learning joyously. This participation of the communities in the design and
implementation of the programme is quite significant.
Training:
The training process is so meticulous that percolation is maximized without any loss in
transmission.
Curriculum:
The curriculum of the Balabadis is tempered and powered with values, rhythm, and social
consciousness and is driven with emotion and intellect. It disseminates the cultural legacy to the
younger generation.
Enthralling Classroom Activity Excited Children:
The classroom activity is enthralling. Children are blissfully engaged in a free and joyful
atmosphere. Children are very confident and mingle freely with people including total strangers
children exhibit their skills with utmost enthusiasm and curiosity which is lacking in almost all
the urban children.
Values The Yard stick of any Civilization:
The day begins with prayer. Children chant Shanti slokas before they have their meal. The
cultural heritage bestowed by ancient culture is being followed in the Balabadis to T.
Impact of the Programme:
It is very interesting to note the ripples created by the programme.
On Children:
Children have transformed from ignorant, innocent, shy individuals to active, confident and healthy
human beings
Children are ready for formal primary school. They are equipped with pre-number pre-reading
skills.
Children at Class I attained desirable learning outcomes in school subjects.
On Community:
There is a radical change in the attitudes and outlook of the communitys priorities: Now education,
good education is their priority.
The parent-teachers meetings of the Balabadi have become the hub and pivot and forum for
discussion on social issues.
The project gave a fillip to womens decision making and management skills.
|| ix ||
|| x ||
Contents
PART I
CONTENTS
P.No.
Chapter I
INTRODUCTION
1.1 Nation and the Child
1.2 Status of ECE in A.P
1.3 Origin of Community Managed ECE Centres
Chapter II
Chapter III
10
15
28
|| xi ||
4.3
4.4
4.5
4.6
4.7
Chapter V
4.2.1
ECE Centres Physical Conditions
4.2.2
ECE Programme Developmental Areas
Quality of the Programme Teachers Role
Quality of the Programme Parents Perceptions
Quality of the Programme Monitoring and Coordination
Quality of the Programme
Effectiveness of Community Management
4.6.1
Role of Centre Management Committee
4.6.2
Role of General Community
Programme Impact on ECE Children
4.7.1
School Readiness
4.7.2
Achievement of Class I Children in School Subjects
71
|| xii ||
List of Tables
Table 1: ICDS Coverage of ECE in A.P.
Table 2: Enrollment and Attendance in ECE centres
Table 3: Centre Quality Comparison physical conditions vs programme quality
Table 4: Readiness in children (1 10 Activities)
Table 5: Readiness Mean and SD values
Table 6: Achievement Test ECE and Non-ECE All the subjects
List of Graphs
1. Centre Quality Comparison physical conditions vs programme quality
2. C Grade Centre and programme quality
3. A Grade Centres on programme quality
4. Perforamce on Readiness across districts.
5. Readiness Mean and SD values
|| i ||
A STUDY OF
COMMUNITY MANAGED ECE CENTERS
SUPPORTED BY SERP
AT ADILABAD AND VIZAG DISTRICTS OF
ANDHRA PRADESH
PART II
By
State Resource Centre ECE
Andhra Mahila Sabha
AMS Academic Campus - Osmania University Road
Hyderabab 500007
|| ii ||
|| iii ||
PREFACE
SRC ECE has been working in the last two decades, to ensure quality education at the foundation stage. It
strongly believes that every child has a right to develop their full potential through an appropriate programme
a nurturing learning atmosphere for 3 8 year children. The study of Community Managed ECE Centres
of Adilabad and Visakhapatnam Districts supported by SERP, has been a highly gratifying experience. This
project has provided a great opportunity to Society for Elimination of Rural Poverty (SERP) as well as to SRC
ECE, to help disadvantaged children in the earliest years of life when their brains are developing most rapidly.
The programme stands as a testimony of how to harness pro-actively family and community, in creating a
supportive environment for initiating childs learning in a situation where current social policy, despite its
potential is unable to effectively capture and tap this, for host of reasons.
SRC expresses grateful thanks to SERP for providing this opportunity of studying the programme meant for
children who really need hand-holding. The special attraction has been the area of study and the community
concerned i.e, Adilabad and Visakhapatnam tribal areas. Right from field investigators, everyone who is involved in the study cherished their experiences. I convey our grateful thanks to Sri. B. Rajashekar I.A.S, Additional Chief Executive Officer, SERP, and Smt. B. Seshukumari, Regional Project Director Education, SERP
for this academic treat and financial support.
SRC acknowledges with great admiration the part being played by the trend setters of the programme, Sri.
V. Manohar Prasad, Director of Centre for Development and Research (CDR) Adilabad and Dr. P.D.K. Rao,
founder of Sodhana, Cheepurapally, in directing the projects as well as in facilitating our study. These two
individuals are the role models. CDR family of Adilabad and Mandal Mahila Samakhya (MMS) of
Visakhapatnam and Sodhana of Cheepurapally deserve compliments for their commitment and cooperation.
We place on record our sincere thanks to all children, parents, community members, teachers and coordinators on account of whom we could get this special experience.
The study has benefited immensely from the generous flow of constructive suggestions from Prof. Venita
Kaul, Former Senior Educational Specialist, The World Bank. Sincere thanks are due to Prof. Sudhakar, EFLU
and Prof. Padmanabhaiah, Consultant, Ambedkar Open University, members of research advisory committee
for their valuable inputs.
We are most grateful to Prof. Mrunalini, Professor IASE - OU and Dr. P.V. Sarada, A.I.R, our consultants
for their time and involvement.
The pains taking efforts of Dr. M. Vani, Principal investigator of the study, at every stage deserves special
mention. Her commitment and conscious effort is fully reflected in the report.
Finally the report is the out come of concerted efforts of a study team which got involved at all stages with
the same spirit of enthusiasm and commitment. This team consisting of Smt. V. Ratnamala, Smt. G. Kamala,
Smt. Sujatha, Smt. Goda Lakshmi, Smt. Nageshwari and 30 active and enthusiastic investigators deserve special mention. SRC thankfully acknowledges Mr. Siddhartha for video documentation, Mr. J. Dattatreya for
statistical analysis and Ms. Ashwini for computer support.I thank Smt. Chaya P. Katti, Member Research
Advisory Group and Staff of SRC ECE - AMS for their support.
K. Lakshmi
Chairperson & Hon. Director
SRC ECE, AMS
|| iv ||
Chairperson
Member
Prof. Sudhakar
Professor in Education, EFLU
Member
Prof. Padmanabhiah
Sr. Consultant/ Advisor
Dept. of Education
Dr. B. R. Ambedkar Open University, Hyderabad
Member
Member
Dr. T. Mrunalini
Professor in Education, IASE, Osmania University
Member
Member
Dr. P. V. Sarada
Consultant, Communication, Education
Member
Study Team
Smt. K. Lakshmi
Dr. M Vani
Dr. T. Mrunalini
Dr. P. V. Sarada
Associate Investigators
Smt. V. Ratnamala , MA, M Ed, AMI
Smt. G. Kamala MA, PG Diploma in ECE
Smt. G.Sujatha M.SC, H.Sc ( Child Development)
Smt. K.Goda Lakshmi M.Sc M.Phil H.Sc ( Human Development)
Smt. A.Nageshwari MA, M Ed , M Phil
Study Incharge
Principal Investigator
Study Consultant
Study Consultant
|| v ||
Executive Summary
Children are the wealth of nations and hope of the future. Childhood, especially early childhood
is of great importance as growth and development are very rapid and dynamic during this stage
Early Childhood is the fulcrum and the essence of the human dynamics. Therefore, this stage of
the child is now under the global spotlight than ever before. Research demonstrates that the
earliest years of a childs life represent a crucial period of biological, neurological, psycho-social
and emotional growth and change; and that well-planned early interventions can have long-term
positive outcomes for children. Accounts of innovative and effective programmes have been
disseminated widely and endorsed by scientific evidence. Reports about model programmes and
the high returns on ECCE investments provide crucial leverage in advocating for policy change
and programme development. They are also a source of inspiration to all who work with children.
In A.P also a number of innovative ECCE models are being implemented which are productive
and positive for children and society. The ECE models adapted in the Adilabad and Visakhapatnam
districts of A.P is one such innovative programme.
These Community Managed ECE centres in the above two districts have originated as a part
of SERPs support to Womens Self Help Groups.
SERP (Society for Elimination of Rural Poverty):
SERP has been incorporated with the object of carrying on welfare activities, especially poverty
alleviation programmes in the state of A.P, in the form of providing financial as well as capacity
building support to the women Self Help Groups. The success of the various activities of SERP in
economic and social sectors led to a demand for an intervention in education by the members of
the SHGs. SERP decided to encourage and support the initiative of establishing ECE centres in
rural areas, particularly tribal areas, which would have an impact on the holistic development of
young children. In 2008-09, SERP started this programme only in Adilabad and Visakhapatnam
districts of A.P. The programme generated community demand for opening new ECE centres.
Currently SERP conducts this programme in 16 mandals of 10 districts in A.P.
Looking at the new wave of demand SERP felt the need to take stock of the functional status
of Community Managed ECE centres. SRC, ECE of AMS, a pioneer in the area of ECE in A.P
has been entrusted with this study.
SERPs initiative in supporting Community Managed ECE Centres commenced in the year
2008 in Adilabad and Vizag districts of Andhra Pradesh with a small number of centres. Though
subsequently SERP extended its support to other districts it is only in these two districts children
of these centres were at the final part of Class I. so the current study of Community Managed
ECE Centres supported by SERP focused on centres from these two districts only with the following
objectives.
|| vi ||
|| vii ||
Salient Features:
Community owned and Managed model:
The ECE centres have emerged from a demand for education for their children by the members
of community and parents ownership forms the fulcrum of this project. An ECE centre is established
only after the parents and the community together resolves to have an ECE centre in their village.
The ECE centre thus set up is owned by the parents in particular and the village community in
general.
The Mandal Mahila Samakhya, which is the apex body of the Women Self Help Groups
overseas and reviews the functioning of the schools in the Mandal. A school community of parents
and tribal elders will be responsible for proper up keep and functioning of the school.
Creative Leadership:
A leader who is sensitive to the diverse needs of a community has to be a creator with creativity.
Director CDR, and the founder of Sodhana spent long years working with the community,
to raise the aspirations of the people in their respective regions to make them more confident,
energetic, enthusiastic and hopeful.
These leaders are determined to improve the well being of the present, disadvantages families.
They are totally committed to provide quality education to the children in these schools. These
social engineers could empower the rural masses by igniting their minds.
Committed Teacher:
Teachers are committed to the learners. The children of Balabadis are a safe lot as they feel
totally secure in the hands of the teacher. The commitment of the teachers who are making sustained
efforts to replenish the pedagogical process is deeply touching.
Sincerity and dedication of the Coordinators:
The sincerity with which the coordinators at every level are striving to re-iterate the beauty of
quality education is astonishing. Rigorous inputs are given to the teachers and children to sustain
the success of the programme.
Badipandaga Monthly Public Reporting:
The teachers present a public report to the parents and the village community once in every
month. It is a moment of pride for the parents to observe the magical transformation of their
children into singing and jumping birds.
Relationships:
The relationship between teachers and parents, teacher and taught, teacher and coordinators,
Coordinators and community - are all of great warmth and affection. In the non-hierarchical
style of management all of them execute and share their duties amicably.
Participation:
The parents and community members interact with each other closely and freely with a sense
|| viii ||
|| ix ||
The project gave a fillip to womens decision making and management skills.
Women are empowered and their incomes increased*
Mothers prefer to take loan for girls further education and not for their marriages*.
The village youth are prepared to marry educated girls with less or no dowry*.
Issues To Ponder Over:
The ECE models in the two districts stand as a path setter for crossing the hurdles at the field
level. The support pedestal on which the programme success depends raises a few questions:
Can we really have a second line leadership to sustain the present quality?
Whether the degree of commitment and sense of belongingness would continue
Whether the onus of Community will be a continuum if support in terms of finances,
man power and technical areas is not available question of the sustainability.
Can the programme be scaled upwith the same quality?
Should Balabadi children be deprived of free education?
Why cant the nutritional requirements of Balabadi children also be met as a right of the
child?
Why cant the community supported initiative be complementary to the existing services?
Can we have a Convergence approach to avoid wastage of resources and overlapping
programmes for the same target group/cause?
Conclusion:
The all round development of the child requires a holistic and multi-sectoral perspective.
Hence, the services and programmes for the child in terms of
Human development sectors i.e, health, nutrition or education and/or
The developmental stages with a focus on any one stage exclusively at the expense of
others.
Interventions for child development, therefore, need to focus, not on the scheme or programme
perspective but on the whole child and should therefore synergistically address the health,
nutritional and psychosocial/educational needs of the child.
Need of the hour:
An integrated, comprehensive, convergent approach to child development is the need of the
hour.
A convergent action and concerted effort from the Govt. and Non-Govt. sectors is only the
hope for a better deal to children.
|| x ||
Contents
PART II
Study Findings Objective wise
CONTENTS
P.No.
Chapter I
INTRODUCTION
Chapter II
Chapter III
Centre Quality
Programme Quality
Role of Teacher
Parents Perceptions
Chapter IV
Chapter V
Bibliography
School Readiness
|| xi ||
List of Tables
Table 1 : Programme Quality in ECE Centres-Visakapatnam District
Table 2
Table 3
Table 4
Table 5
: Performance of children in EVS with ECE and Non-ECE background Mandal wise
Performance of children in EVS with ECE and Non-ECE background District wise.
Table 6
: Performance of children in Mathematics with ECE and Non-ECE background Mandal wise.
Performance of children in Mathematics with ECE and Non-ECE background District wise.
Table 7
: Performance of children in English with ECE and Non-ECE background Mandal wise.
Performance of children in English with ECE and Non-ECE background District wise.
Table 8
: Performance of children in Telugu (written) with ECE and Non-ECE background Mandal wise.
Performance of children in Telugu (written) with ECE and Non-ECE background District wise.
Table 9
: Performance of children in Telugu (oral) with ECE and Non-ECE background Mandal wise.
Performance of children in (Oral) with ECE and Non-ECE background District wise.
|| xii ||
List of Graphs
1. Physical conditions
2. Status of Basic Amenities in ECE Centers (Pie graphs)
3. Performance on easy and complex areas on Readiness across Districts
4. Readiness Mean and SD variation across mandals
5. Readiness Mean and SD variation across districts
6. Performance of children in EVS with ECE and Non-ECE background Mandal wise.
Mean performance
Mean performance
7. Performance of children in Mathematics with ECE and Non-ECE background Mandal wise.
Mean performance
Performance of children in Mathematics with ECE and Non-ECE background District wise.
Mean performance
Standard deviation - dispersion
8. Performance of children in English with ECE and Non-ECE background Mandal wise.
Mean performance
Mean performance
9. Performance of children in Telugu (written) with ECE and Non-ECE background Mandal wise.
Mean performance
Performance of children in Telugu (written) with ECE and Non-ECE background District wise.
Mean performance
Standard deviation - dispersion
10. Performance of children in Telugu (oral) with ECE and Non-ECE background Mandal wise.
Mean performance
Mean performance
|| Part - I ||
|| 1 ||
CHAPTER
INTRODUCTION
The target: Healthy development for every child world wide
|| Introduction || Chapter I ||
|| Part - I ||
Benefits of
programmes:
|| 2 ||
investing
in
ECCE
|| Introduction || Chapter I ||
|| Part - I ||
|| 3 ||
Right to Education:
Section 11 of RTE act 2009 clearly states
thus with a view to prepare children above the
o
o
Developmentally Appropriate
Programme
A good curriculum for all round
development of young children should take into
prime consideration their needs and
developmental stages.It should recognize
learning as a process best achieved through play
and actual experience. Children should be
provided with ample opportunities to
participate in exploratory activities and to
interact with different people and environment.
Broadly a developmentally appropriate
programme is balanced with the following
provisions.
|| Introduction || Chapter I ||
|| Part - I ||
|| 4 ||
It provides.....
The challenge:
Before we look into any description of the
programmes for young children in India, it is
important to understand the challenge before
the country in terms of child population that
is to be addressed. As per census of India (2001)
children in the age group birth to 6 years
number around 158 million which is
approximately 15.2% of the total population
of the country.
|| Introduction || Chapter I ||
|| Part - I ||
|| 5 ||
|| Introduction || Chapter I ||
|| Part - I ||
|| 6 ||
762.10 lakh
385
610.31 lakh
56
0-6 population
101.72 lakh
29
300
20,09,700
73,944
51,76,348
1,880
10,15,149
6,479
No. of Girls
994551
7,021
16,894
57,050
|| Introduction || Chapter I ||
|| Part - I ||
|| 7 ||
Vizianagaram district:
Sodhana trust a non governmental
organization is running ECE centres under the
guidance of Dr. PDK Rao in this district.
Curriculum for ECE particularly for the rural
children has evolved over a decade under his
able guidance. Activity Based Learning (ABL)
is emphasized and no written exercises are taken
up to the age of 5+. Support is extended to pre
schools and the transition is smooth to these
children with ABL extended up to Class V in
the government primary schools.
Sodhana continuously monitors the
progress of the ECE centres. Senior
coordinators and junior coordinators regularly
make visits to these centres. Efforts to
strengthen the schools have been made by
|| Introduction || Chapter I ||
|| Part - I ||
|| 8 ||
Visakhapatnam District:
MMS of Devurapalle and Golgonda
mandals of Visakhapatnam district are running
10 ECE centres each (from June 2008). These
centres are completely managed by the MMS.
Sodhana provides them continuous support
through monthly visits of its resource team. The
resource team provides monitoring cum
training mission. Resource support is provided
by SERP initially and the community is being
oriented towards developing Micro Credit Plan
(MCP). In the current academic year 28 new
centres have come up in these two mandals.
Adilabad district:
Centre for Development and Research
(CDR), a non governmental organization is
working with MMS of Utnoor and 3 other
tribal mandals in Adilabad district. It is a six
year project with initial support from SERP.
Over 180 centres are functioning in the four
mandals of Jainoor, Utnoor, Indravally and
Sirpur(U) in ITDA Utnoor. CDR is helping
MMS in developing MCP and in also making
the ECE centres self sustainable. In the first
year of intervention itself, CDR has successfully
supported and enabled MMS in collecting fees
and replenishing the education corpus.
Resource cell of CDR provides continuous
support to the instructors, cluster coordinators
and Mandal coordinators. It is also emerging
as a Regional Resource Centre (RRC) for ECE.
Regular monitoring of the performance of
children and appraisal of the VOs in the
monthly meetings is the significant feature of
this model.
Warangal district:
Centre for British Teachers (CFBT) is
supporting education interventions in Gudur
and Kothaguda mandals of Warangal district.
37 ECE centres have been set up by MMS of
these mandals (December 2008) with support
of CfBT. Instructors are being trained by
resource team of Sodhana.
Srikakulam district:
MMS of Seethampeta and Kothur mandals
of ITDA Seethampeta, Srikakulam district are
|| Introduction || Chapter I ||
|| Part - I ||
|| 9 ||
c)
Khammam district:
MMS of V R Puram Mandal of
Khammam district has come forward to set up
ECE centres. MVF is providing support in this
Mandal. The instructors of the ten centres have
attended induction training at Sodhana
Resource centre.
Sodhana trust:
a)
V
|| Introduction || Chapter I ||
|| Part - I ||
|| 10 ||
CHAPTER
II
|| Part - I ||
|| 11 ||
Research Area:
ECE centers located in Adilabad and Vizag
districts of AP
S: No
1
District
Mandal
Adilabad
Utnoor
Indravelly
Sampling Techniques: Keeping in view the
Jainoor
nature of the study, purposive sampling
Sirpur
technique was used to identify the sample.
2
Vizag
Devrapally
Sample Details: A total of 30 centres were
Golgonda
identified at the rate of five for each Mandal
Method: Both qualitative and quantitative
covering 4 Mandals in Adilabad and 2 in Vizag.
methods were adopted for the study.
Preliminary descriptive survey method was used
to collect the data related to the study.
2.3 Sample Details: A total of 30 centres were identified at the rate of five for each Mandal
covering 4 Mandals in Adilabad and 2 in Vizag.
Category
Per
Centre
Total
Children
ECE
Class I
5 x 30
5 x 30
150
150
Teachers
ECE
Class I
1 x 30
1 x 30
30
30
Parents
Class I
ECE
ECE
Non ECE
President 1
Secretary 1
Other Members 3
5 x 30
3 x 30
2 x 30
5 x 30
150
150
150
150
CCs / MCs
20
Total
980
Management Committee
General Community
Coordinaators
|| Part - I ||
|| 12 ||
Average centre
Poor centre
Kolami
Telugu
Gondu
Malva
Mathura
Marathi
Childs perspective
Teachers role
Parents support
Support Systems
Community involvement
Best Centre
Class - I
5. Centre observation
|| Part - I ||
|| 13 ||
Audio Recording:
To minimize the investigators bias and to
obtain first hand information from parents and
members of Community around 500 interviews
were audio recorded.
Video Documentation:
|| Part - I ||
|| 14 ||
of different stake holders coupled with secondary data, form the base for the above.
Since the centres did not even complete gestation time and the number of centres is small, the
resultant selected sample for the study is also very small. Hence any attempt to talk in terms of
outcomes or impact at this stage is premature.
The report on the study is presented in two parts.
PART I
Chapter I:
Introduction
Chapter II:
PART II
Chapter I:
Introduction
Chapter II:
Genesis of the community managed ECE centres in the districts of Adilabad and
Visakhapatnam is present in the next chapter.
|| Part - I ||
|| 15 ||
CHAPTER
III
|| Chapter III ||
|| Part - I ||
|| 16 ||
Community Governance:
Peoples initiative:
A MNMS school is established only after
the parents of the identified children and the
community together resolve to have the
MNMS. They should resolve on five distinct
Pancha Teermanalu (Five Fundamental
Resolutions) of community responsibility and
governance that are fundamental pre- requisites
to set up a MNMS school.
Pancha Teermanalu Five Fundamental
Resolutions
First: The community should resolve
to have a MNMS school in their village.
Second: Community shall identify
suitable teacher from within the village for
the proposed school.
Third: Community shall identify
suitable premises for having the school.
Fourth: Community shall survey and
finalize the list of 3 and 4 year old children
who are eligible to join MNMS school.
|| Chapter III ||
|| Part - I ||
|| 17 ||
Village Organization:
Representatives of the individual SHGs
within the Village are the members of the V.O.
The President of the V.O by consensus
constitutes the Parents Committee of the
MNMS. The V.O has to prepare the Micro
Credit Plan (MCP) for parents who wish to
borrow towards paying the monthly salary of
the teacher and disburses the amount as a loan;
accordingly. The V.O is responsible to ensure
the repayment of the loan amount by the
parents.
|| Chapter III ||
|| Part - I ||
|| 18 ||
|| Chapter III ||
|| Part - I ||
|| 19 ||
District Coordinator:
Conducts review meetings regularly at the
Village level and discusses the progress and
learning outcomes of schools in the Golgonda
and Devarapally Mandals. He monitors the
performance of the MCs and CCs and suggests
measures to improve. Plans celebration of
National festivals in various Villages.
|| Chapter III ||
|| Part - I ||
|| 20 ||
|| Chapter III ||
|| Part - I ||
|| 21 ||
|| Chapter III ||
|| Part - I ||
|| 22 ||
Training:
|| Chapter III ||
|| Part - I ||
|| 23 ||
Teacher-Training:
Training
District
Duration
By Whom
Initial
Adilabad
16 Days
Cheepurpally
Sodhana
Periodical
TRC Utnoor
AMS
Additional
SSA
Visakapatnam
16 Days
Cheepurpally
Sodhana
Evaluation Process :
Training of Coordinators:
The CCs undergo the same training as the
ECE instructor. The CC is further trained in
monitoring and evaluating the learning
outcomes.
Monitoring:
In order to assess, monitor and review the
learning outcomes of schools in each Mandal,
Coordinators are appointed at different levels.
There is a Cluster Coordinator, (for every 10
pre-schools) and one coordinator for each
Mandal, in the identified ECE centres.
The CCs and MCs play a key role in the
effective functioning of the ECE centres.
Specific roles and responsibilities have been
assigned to the Cluster coordinators and
|| Chapter III ||
|| Part - I ||
|| 24 ||
Monthly Report:
hygiene of children
record maintenance
TLM
V.O. Participation
letters-identification,writing,reading
Abinayalu (dramatization)
Krutyalu (activities)
Vemana Padyalu
cultural activities
|| Chapter III ||
|| Part - I ||
|| 25 ||
ECE Model
Visakapatnam District
Adilabad District
|| Part - I ||
|| 26 ||
What contributes to the success of Balabadis? Here are some impressive, interesting
components
The success of the ECE Programme in the Balabadis is not the result of a sleight of hand
by any magician, but of the vision of great leaders, elaborate planning and concerted action by
the Govt., Community, support systems and the teacher.
Balabadi is the cultural legacy passed from socially conscious intellectuals to make learning
an ecstatic experience.
Its an innovative programme to make learning with joy as the bottom line of the teachinglearning encounter.
The curriculum is tempered and powered with values, rhythm, social consciousness and is
driven with emotion and intellect.
The training process is so meticulous that percolation to the classroom is maximized without
any transmission loss.
The community itself manages these centres. They are committed to the cause and take avid
interest in molding their children and the future of their village.
The quintessence of the Balabadi is its amazing focus on the whole some development of the
child reincarnating the soul by rejuvenating the sense organs.
The sustained efforts and commitment of the teachers in replenishing the pedagogical process
is deeply touching.
The sincerity and dedication of the co-ordinators in trying to reiterate the beauty of quality
education is astonishing.
The classroom activities are enthralling and exciting. The children are blissfully engaged in
learning in a free and joyful atmosphere. The cultural magic compiled of rhythmic dance
numbers and songs retain the nativity.
|| Chapter III ||
|| Part - I ||
|| 27 ||
Some Observations:
Balabadi Vs Anganwadi centre
The investigators who visited the Balabadis
and Anganwadi centres during the field study
highlighted the variations in their functioning
in Adilabad Districts. They are summarized
here under:
Seven Balabadis, among the 20 selected
ones, in Adilabad District are run in Anganwadi
centres. 13 Balabadis are run in other places.
There are no Anganwadi centres in eleven
villages selected for the study.
In Balabadis which are run in Anganwadi
centres the Anganwadi worker is hardly seen.
All learning and play materials of the
Anganwadi are safely locked in a box. Many
villages reported that they have hardly seen the
Anganwadi teachers. Anganwadi teachers of
these centres do not have accountability. In
other Anganwadi centres, the Anganwadi
worker comes around 12:30 P.M to distribute
the nutritional supplement and goes. ECE
teacher slogs without any support service from
morning till evening.
In the identified Deverapally and
Golgonda Mandals, Balabadis and Anganwadis
function separately. The ECE teacher and
Anganwadi teacher work in competition. The
Anganwadi teacher is scared that her centre may
be closed or she will be removed if she fails to
attract and retain children in her centre. Hence,
here Anganwadi teachers have also started
working seriously for fear of their own survival.
|| Chapter III ||
|| Part - I ||
|| 28 ||
CHAPTER
IV
|| Part - I ||
|| 29 ||
Vishakhapatnam district:
In Visakhapatnam District, Devarapally
and Golgonda Mandals have been identified
for establishing the ECE centres. These are
managed by MMS, Project Director DRDA
and District Coordinator appointed by SERP.
The 10 ECE centres in the identified mandals
have started functioning since Jan, 2008. For
the present study five centres are selected from
each of the above Mandals.
According to DRDA-IKP Devarpally
mandal Pre Primary Education Report March
2010, there are two clusters cluster I and
cluster II in Devarpally Mandal.
|| Part - I ||
|| 30 ||
No.of children
No. of children
12
614
246
Cluster II
10
530
184
Golgonda
23
487
Total
45
917
Attendance:
It is amazing to observe that in both these
Districts, even a midst soaring mercury levels,
the attendance on an average ranges between
85% to 88% and cent % in many centres. One
wonders whether the so called intelligentsia is
really capable of holding their wards in their
respective schools.
|| Part - I ||
|| 31 ||
Centre
No. of
No. of children
children
enrolled 4+
enrolled 3+
G
Sirpur
Indravally
Jainoor
Utnoor
Total
% of
Attendance as
per
records
Pittaguda
11
22
10
16
72.7
89
Naguguda
14
14
100
100
Alliguda
10
10
100
100
Lingapur
12
25
10
21
84
97
Yellapatter
17
14
82.3
99
Yemaikunta
20
16
80
85
Devapur
22
17
77.27
89
Gattepally
25
18
72
95
Keslaguda
15
13
86.6
93
Kailashnagar
14
12
85.7
66
Patnapur
18
15
83.33
83
Pochanleddi
27
20
73
78
Ushegaon
24
20
83
87
Marlawai
18
17
94.4
79
Anduguda
21
15
71.42
98
Lakkuguda
10
90
96
Salevada (B)
10
10
100
85
Cheruvuguda
17
16
94.1
91
Navodayanagar
16
15
93.75
84
Yenka
23
15
65.21
79
14
11
73.5
80
Marepalli
12
75
80
Devarapally
18
32
12
77.5
100
Garsinghi
12
24
12
70
90
Bethapudi
18
13
75
80
Gairampet
20
16
30
90
92
Polavaram
10
90
90
Hukumpet
14
12
85.7
92
Konkasinghi
16
31
15
29
93.5
85
Nagapuram
23
20
83.9
85
Devarapally Pedannapally
Golgonda
Total
|| Part - I ||
|| 32 ||
Adilabad District:
Visakapatnam District:
The average % of the attendance in
Devarapally and Golgonda mandals is 88 % as
per records. On the day of observation also the
average attendance in the selected10 centres is
75. Here also, teachers need to be appreciated
for maintaining the pupils attendance
percentage during peak summer in Andhra
Pradesh. (April 2010, with Mercury touching
45 46 degrees Celsius).
|| Part - I ||
|| 33 ||
Infrastructure
Programme implementation
|| Part - I ||
|| 34 ||
Portal of learning
Gaps Noticed:
The status of the basic amenities in the 30
ECE centres observed is as follows and needs
attention on priority. The need has been
articulated by all the stake holders.
|| Part - I ||
|| 35 ||
|| Part - I ||
|| 36 ||
|| Part - I ||
|| 37 ||
The management also assigns grades for each centre. The criteria for assigning centre grades are
Punctuality, activity, TLM, Records, cleanliness, public report, good habits, preparedness
Table 3:
Mandal
Utnoor
Indravally
Jainoor
Sirpur
Lingapur
Golgonda
Devarapally
Lakkuguda
Salevada (B)
Cheruvuguda
Navodayanagar
Yenka
Yemaikunta
Devapur
Gattepally
Keslaguda
Kailashnagar
Patnapur
Pochanleddi
Ushegaon
Marlawai
Anduguda
Pittaguda
Naguguda
Alliguda
Lingaur
Yellapatter
Gairampet
Polavaram
Hukumpet
Konasinghi
Nagapuram
Pedanandipally
Marepally
Devarapally
Garsingi
Bethapudi
Total
%
Score
Grade
54
46
53
62
50
48
55
56
50
49
56
55
42
48
46
58
50
50
56
51
49
55
61
50
59
53
60
51
45
52
72
61
71
83
67
64
73
75
67
65
75
73
56
64
61
77
67
67
75
68
65
73
81
67
79
71
80
68
60
69
B+
B
B+
A
B
B
B+
B+
B
B
B+
B+
C
B
B
B+
B
B
B+
B
B
B+
A
B
B+
B+
A
B
B
B
Programme Quality
Total
57
42
70
70
52
35
64
60
58
62
46
67
37
45
69
55
51
53
68
59
64
64
69
68
63
55
61
60
48
69
%
Score
Grade
79
58
97
97
72
49
89
83
81
86
64
93
51
63
96
76
71
74
94
82
89
89
96
94
88
76
85
83
67
96
B+
C
A+
A+
B+
C
A
A
A
A
B
A+
C
B
A+
B+
B+
B+
A+
A
A
A
A+
A+
A
B+
A
A
B
A+
MNMS Grade
A
B
A
A
A
C
A
A
A
A
A
A
A
A
A
A
A
A
B
B
A
A
B
A
A
A
A
A
A
A
|| Part - I ||
|| 38 ||
|| Part - I ||
|| 39 ||
Lakkuguda
11 Patnapur
21 Gairampet
Salevada (B)
12 Pochanleddi
22 Polavaram
Cheruvuguda
13 Ushegaon
23 Hukumpet
Navodayanagar
14 Marlawai
24 Konasinghi
Yenka
15 Anduguda
25 Nagapuram
Yemaikunta
16 Pittaguda
26 Pedannapally
Devapur
17 Naguguda
27 Marepaly
Gattepally
18 Alliguda
28 Devarapally
Keslaguda
19 Lingaur
29 Garsinghi
20 Yellapatter
30 Bethapudi
10 Kailashnagar
|| Part - I ||
|| 40 ||
Utnoor Mandal:
|| Part - I ||
|| 41 ||
Adilabad
3
3
1
3
3
Visakhapatnam
1
0
0
0
0
Splendid panache
|| An over View of the Findings || Chapter IV ||
|| Part - I ||
|| 42 ||
More Focus
Less Focus
Circle games
Outdoor play
A. Organization of Activities:
In both the districts Visakapatnam
49.2% and Adilabad 50.6% teachers conduct
activities with all the children together
irrespective of the age group.
It appears that the activities are not planned
specifically for children of different age groups.
23.6% of the activities in Visakapatnam centres
and 25.30% of the activities in Adilabad are
conducted on an individual basis; whereas
|| Part - I ||
|| 43 ||
Enchanting Communication
It can be inferred from the findings that
separate activities are not being conducted for
3+ and 4+ years age group children.
A. Materials Used:
Manipulative materials are used almost
equally in both the districts (Visakapatnam
37% and Adilabad 38.73%). It means that the
teacher conducts nearly 37% of activities which
allow children to use materials like puzzles,
crayons, colour pencils building blocks and
natural items like clay, sand, water etc.This is
|| Part - I ||
|| 44 ||
An exotic ensemble
On the contrary, it is interesting to note
that teachers in Adilabad District conduct more
activities using manipulative materials (39%)
against (32.43%) A.V materials. It can also be
seen from the above table that the use of A.V
materials (41.3%) in Visakapatnam is more
compared Adilabad (32.43%). It means that
the teachers in Adilabad ECE centres conduct
more activities which allow children to engage
themselves in creative activities.
This observation again supports the earlier
observation where free play with materials is
encouraged in 65% of ECE centres of Adilabad
compared to 45% in Visakapatnam
|| Part - I ||
|| 45 ||
|| Part - I ||
|| 46 ||
|| Part - I ||
|| 47 ||
|| Part - I ||
|| 48 ||
Indravelly
Sirpur
Jainoor
Visakapatnam
88%
72%
60%
62%
72%
|| Part - I ||
|| 49 ||
|| Part - I ||
|| 50 ||
|| Part - I ||
|| 51 ||
Feel the coordinators love and concern for the children of their villages and their emotional
belongingness and enthusiasm in their voices.
There was an eight year old girl by name Latha in Deverapally. She was very shy. She
never came out, could not speak properly and never mingled with outsiders. I enrolled her in
Balabadi. Now Latha is a normal girl. She is singing and playing happily and is participating in
all activities of Balabadi. This gave me immense satisfaction. Balabadi made her a normal
child.
T. Govind Rao District Coordinator, Visakhapatnam
I conducted a rally on Nov. 14th, 2008 on Childrens Day combining Balabadi children
and Primary school children. That was a big hit. This is the most satisfying experience for me.
B. Satyanarayana, Cluster I, Deverapally
I thought of celebrating Childrens Day this year in a novel way. I selected the A Grade
children in the Balabadi from my cluster and prepared them for a cultural programme. The
children performed this programme in Bethapudi. All the people including the higher officials
enjoyed the programme and congratulated the children. I felt elated.
C. Nagaraju, Cluster II, Devarapally
AW teachers became more accountable and are extending all services to the children after
Balabadi started functioning. This attitudinal change in the Anganwadi teachers gave me
satisfaction.
K. Kondal Rao, Golgonda
I enrolled a physically handicapped boy Lovaraju S/o Ramana in Balabadi. He was not
sent out at all till he was 5 year old. I convinced his parents and enrolled him in Balabadi in
2008. He learnt songs, rhymes and action songs and excelled all the 30 children in 1 year time.
His success gave lot of motivation and satisfaction to me.
P. Satyanarayana, Cluster Coordinator, AL Puram
Teaching small children through games and songs and training teachers gives me lot of
satisfaction. Thanks to Director, CDR, for this opportunity.
H. Suryakanth, Mandal Coordinator
I felt sad to look at the plight of the children in Patelguda and Aliguda Balabadis, when I
first visited those schools I determined to improve those children and the change that took place
in the children inspired me.
M. Sudhakar, Sirpur Mandal
I conducted a survey in 20 villages during the hottest month May in summer. I walked
from one village to other and motivated parents to send their children to Balabadi.
Yadoshavu, Peddadoba, Sirpur
|| An over View of the Findings || Chapter IV ||
|| Part - I ||
|| 52 ||
|| Part - I ||
|| 53 ||
Participation
and
Centre Management
|| Part - I ||
|| 54 ||
|| Part - I ||
|| 55 ||
Suggestive solutions
|| Part - I ||
|| 56 ||
Children should be made to play other type of games also to give them
encouragement.
Toilets, drinking water, play materials, books, pencils and uniform should be
provided.
New activities should be introduced.
Ayah should be appointed to serve biscuits, milk and lunch to children as
teacher is not able to do this work.
Parents should inform the problems to the authorities.
Balabadi is required because pre-school component is not taken seriously in
Anganwadi centre.
Awareness about importance of pre-school stage (early years) should be
developed to the community and also to pregnant women.
Teachers need to be given much more training regularly and properly to make
them thorough in pre-school education.
Teacher should be given training in some more new songs, games and activities.
For supplementary food only few of the parents are sending their children to
Anganwadi
Some more training to teachers and more facilities to children should be
provided.
Teachers should be informed to teach well and take care of children.
|| Part - I ||
|| 57 ||
Balabadi
Anganwadi
This clearly indicates not only the awareness of the prevailing scenario, but members
keen and critical observation.
How do the villagers look at these centres? Here are some views
Views expressed by Samba Murthy, an elderly person of the Village C.H. Nagapuram,
Golgonda Mandal (Extract from audio-recording)
We are not unhappy because children do not get upma in Balabadi. We want our children do
develop. Parents are looking forward for a bright future for their children.
Food is given in Anganwadi but education and activities are good in Balabadi. Parents go out
for work leaving children for long hours for almost the entire day. So it will be nice if food is supplied
in Balabadi also. If Balabadi and Anganwadi function together children get good education and food
also.
Balabadi and Anganwadi should function cooperatively and in coordination. Only then the
facilities and benefits provided by Govt. will reach all children.
|| An over View of the Findings || Chapter IV ||
|| Part - I ||
|| 58 ||
|| Part - I ||
|| 59 ||
morning hours.
|| Part - I ||
|| 60 ||
Culture Base
When communities are effectively involved
with their collective vision of education, the
Financial Management
The area needing attention seems to be
finance management. There are highly
dispersed responses on questions related to
financial matters. There was not much of clarity
on the sources or funds expenditure per child
or taking decisions related to finance matters.
According to project proposals Balabadis
are to be funded and managed by the
Community. They also claim children pay fee
for Balabadi. However the findings of the study
and also senior researchers interaction with
different stake holders during field visits do not
subscribe to this. The field interviews could not
provide any clarity regarding funding of the
project. While some made an attempt to
understand the flow of funding, by and large
the Community mentioned Govt. is providing
funds through Mandal Samakhya. Surprisingly
a majority of Management Community
members also mentioned Govt. as a source of
funds for Balabadi.
|| Part - I ||
|| 61 ||
|| Part - I ||
|| 62 ||
Intimate Interaction
The sample has been specifically identified
to draw different shades of opinion. Perceptions
of parents of children who have no exposure to
ECE, Perception of Anganwadi worker who
otherwise should have been playing the role,
level of concern of the larger public about the
programme.
|| Part - I ||
|| 63 ||
|| Part - I ||
|| 64 ||
Dynamic Dimension
|| An over View of the Findings || Chapter IV ||
|| Part - I ||
|| 65 ||
|| Part - I ||
|| 66 ||
Instructions, to help the children do the activity are clearly given for each activity. The score
to be given for the answer and the correct answer are also provided in the tool. The maximum
score for all the activities is 40.
The investigator administered each of the activities one by one to each individual in the
centre.
The score on each activity and the total score on all ten activities are tabulated out of a
maximum score of 40 in all 30 centres for the 150 children to whom the test was given.
8: Pre-number Patterning
4: Classification Fruits/Vegetables
|| Part - I ||
|| 67 ||
|| Part - I ||
|| 68 ||
|| Part - I ||
|| 69 ||
Analysis of Data:
Marks obtained in each subject are
analyzed and the Mean and SDs are calculated
at Mandal level and District level to study the
difference in performance between ECE and
Non-ECE children of Class I. The performance
of the children in the form of Means and SDs
is furnished below subject wise.
|| Part - I ||
|| 70 ||
Table 6:
Achievement Test ECE and
Non-ECE All the subjects
It is seen that there is no significant
difference in the performance of ECE and Non
ECE children in Class I in both the Districts.
The mother tongue and medium of instruction
of the children and teachers in Visakapatnam
is Telugu.
V
|| An over View of the Findings || Chapter IV ||
|| Part - I ||
|| 71 ||
CHAPTER
SIGNIFICANT HIGHLIGHTS
Critical Reflections, Concerns and Way Ahead
Significant Highlights
Commitment:
The creation of centres sensitive to diverse
needs of the communities depends on the
creative leadership of individuals. Such a
leadership is increasingly referred as social
entrepreneurship.
Director, Centre for Development and
Research CDR, and the founder of Sodhana
spent long years working with the community
to raise the aspirations of the people in their
respective regions to make them more
confident, energetic, enthusiastic and hopeful.
They are totally committed to provide quality
education to the children in these schools. The
role of NGOs in social development
programmes, especially in isolated areas is
crucial. It is the glue that puts together all pieces
of the puzzle.
This commitment of the leaders percolated
down in the system. Teachers are committed
to the learners - they love their children, ready
and willing to help them and have concern for
their development. Children in these Balabadis
feel secure in the hands of the teacher. Teachers
Participation:
The parents and community members
interact with each other closely and freely with
a sense of belongingness to the same
community. An underlying common thread
of belongingness knits them together.
Communities that come together for a common
cause create greater social cohesion i.e, a feeling
that all of us are part of the same community
and share a responsibility for a next generation.
Parents visit the Balabadis quite often.
Parents, community elders and members of the
village organization and parents committee all participate in the monthly Badi Pandaga
where teachers and pupils share their learning
joyously. This participation of the communities
in the design and implementation of the
programme is quite significant.
|| Chapter V ||
|| Part - I ||
|| 72 ||
Decision Making:
Training:
Communication:
Communication is most impactful when
clear, simple, direct statements are used to
convey the message. As there is no hierarchy
or bureaucracy in the system - values, duties,
and obligations of all the stakeholders are
communicated clearly. The commitment to
transparency is communicated by the CCS
during their visit to and monthly trainings by
the adage When in doubt, disclose.
Leadership:
The people in the 4 mandals - Utnoor,
Indravelly, Jainoor and Sirpur flock to V.
Manohar Prasad Director CDR and to seek
help, guidance, confidence, Joy. People take
him as role model. Same is the case with the
people in Cheepurpally They take Dr.PDK
Rao as their role model, protector and savior
of their lives. Both these leaders could dream
of things that never were for those people. All
the stake holders of the programme try to
emulate their outstanding participatory
leadership style.
Accountability:
The ECE Teacher presents a public report
to the parents and the village community once
in every month (Badi pandaga). Children
exhibit their learning attained during the
preceding month during their presentation.
The parents scrutinize the pupils assessment
report and parents committee pays the salary
to the teacher on the same day. This ensures
accountability for the teacher.
Inclusive Environment:
Everyone related to the Balabadi
participates in making decisions. There are no
two sides of people one who orders - the other
who has to obey and follow. Self-esteem gets
enhanced when people participate in making
decisions that affects them. An inclusive system
enhances the self esteem and enthusiasm of
everyone in the system with respect and
affection.
Relationships:
The relationship between teachers and
parents, teacher and taught, teacher and
coordinators, Coordinators and community are all of great warmth and affection. In the
non-hierarchical style of management all of
them execute and share their duties amicably.
|| Chapter V ||
|| Part - I ||
|| 73 ||
Sharp Focus:
CRITICAL REFELECTIONS:
All early experiences of a child whether at
home, in child care or other preschool settings
are educational. When these experiences are
consistent, developmentally sound, and
emotionally supportive there are positive effects
on the child. Any focus more on any one area
may lead to missing the other benefits of early
development and deny the importance of early
experiences to the child.
In the light of the above an attempt has
been made to identify areas needing attention
in the programme and in relation to target
group and stake holders.The programme was
also viewed in the context of Right of Children
to Free and Compulsory Education. It is true
that RTE act 2009 is primarily for children in
the age group of 6 to 14 years; however when
the programme is for preparing children to
formal school, the fundamental bases
mentioned there under cannot be ignored.
Child:
The RTE act 29.2 specifies the following
provisions in the context of the child .
|| Chapter V ||
|| Part - I ||
|| 74 ||
Teacher:
Behind success of this programme
Teachers commitment stands solidly .With
|| Chapter V ||
|| Part - I ||
|| 75 ||
Training:
Centre:
Curriculum
By and large programme focuses only on
acquisition of basic learning skills. This is
limiting in developing higher cognitive skills
in children as noticed in the results of Readiness
tool. The support a child needs in the early years
is not linear in nature. Any one type of
intervention, however effective it may be, will
not optimize the potential.
The curriculum emerging from the roots
of local culture is highly effective and
appreciated by the parents and community. The
school songs and rhymes are the popular repeats
of the parents and community. However, while
utilizing the curriculum in the classroom;
modifications are needed in planning the
activities keeping the developmental needs of
the child.
The observations of the programme at the
centre showed that a low focus was given for
|| Chapter V ||
|| Part - I ||
|| 76 ||
Closure of Balabadi:
There were 124 MNMS schools
functioning as on September 2008 at Adilabad.
However by March 2009 the number of
functioning schools came down to 110 in the
four mandals as some teachers left to get
married and some to continue their studies. In
Sustainability
Scaling up
Under fours
Rights perceptive
Sustainability
The community managed ECE centres
have significantly enhanced childrens prospects
for academic success reducing the probability
of dropping out. The Balabadi programme in
|| Chapter V ||
|| Part - I ||
|| 77 ||
Scaling up
The current programme in both the
districts is highly appreciable. Hence the need
to examine the possibility of scaling up. As
coverage increases more people are benefited
and cost comes down. But with increase in size
and coverage one may encounter problems like
loss of control
training systems may become less direct
and transmission losses may occur
necessary human resources with related
skills and commitment may not often
available.
the process of monitoring , feed back and
support for managing agencies and for the
programme as a whole may be
Under fours:
Preschool is often considered as a
preparatory ground for later school. This
|| Chapter V ||
|| Part - I ||
|| 78 ||
Under 4 years
4 to 6 years
|| Part - I ||
|| 79 ||
Rights perspective
Way ahead
ECCE programmes not only address the
care nurturing and education of young children
but also contribute to the resolution of complex
social issues and alleviate the negative effects
of early deprivation by facilitating access to basic
services. Early childhood education implies a
totality of development of children These
initiatives need to be a part of comprehensive
programme rather than running them as
separate programmes. (Bernard Van Leer
Foundation). In practice care and education
cannot be separated and good quality provision
for young children necessarily should address
both dimension ( Myers 1995) Care and
education are parts of a whole, both are needed
to foster holistic growth. A comprehensive
approach taking a broad view of early childhood
|| Chapter V ||
|| Part - I ||
|| 80 ||
V
|| Chapter V ||
|| Part - I ||
|| 81 ||
Cluster coordinators
Centre for British Teachers
Child Development Project Officer
Centre for Development and Research
District Rural Development Authority
Early Childhood Education
Early Childhood Care and Education
Early Childhood Environment Rating Scale
Integrated Tribal Development Agency
Integrated Child Development Services
Indira Kranthi Patham
Mandal Coordinators
Micro Credit Plan
Mandal Mahila Samakhya
Mamidipudi Venkatarangiah Foundation
Mava Sate Mava Nada
Parent Teacher Association
Society for Elimination of Rural Poverty
Self Help Group
Sarva Siksha Abhyan
Village Education Committee
Village Organization
Special Terms
Bala badi
Badi Panduga
Mandal
Sarpanch
|| Part - I ||
|| 82 ||
Bibliography
1.
Adarsh Sharma, Child and community outcome Indicators for ECD programme evaluation a concept note 1999paper
2.
3.
Canadian Journal Of experimental Psychology Jo Anne Lefovre Carleton University, Research on the development
of Academic skills Introduction to the special issue on Early Literacy and Numeracy
4.
Corbett 1997 , Indicators of Childrens Wellbeing Foreword , Corbett , Thomas 1997 , NewYork
5.
6.
7.
ICDS IV State Project implementation Plan, Andhra Pradesh, Census of India population projection for India and
8.
States -1996-2016
Kaul.V, Process based intervention for primary level mathematics 1996- A longitudinal study
9.
|| Part - II ||
|| 1 ||
CHAPTER
INTRODUCTION
Prosperity in the world, the quality and
competence of the nations across the globe
hinges on human development. Poverty and
weak human developmental outcomes go hand
in hand. Poverty, poor health, nutrition and
lack of stimulation create developmental
barriers that have devastating effects on a
persons learning, productivity and earning
potential. These effects result in negative
impacts on house holds and national
economies. Children living in poverty have
worse outcomes overall in health, nutrition and
education than do other children. Later in
adulthood, the same individuals become victims
of illiteracy and unemployment.
The quality of life for a child and the
contributions the child makes to society as an
adult can be traced to the first few years of life.
From birth, until five years old a child
undergoes tremendous growth and change. If
this period of life includes support for growth
in cognition, language, motor skills adaptive
skills and social-emotional functioning, the
child is more likely to succeed in school and
later contribute to society. (Erickson and KurzRiemer 1999). A child is more likely to drop
out of school, receive welfare benefits and
commit crime without support during these
|| Introduction || Chapter I ||
|| Part - II ||
|| 2 ||
ICDS:
|| Introduction || Chapter I ||
|| Part - II ||
|| 3 ||
Management Features:
Visakhapatnam District:
MMS of Devurapalle and Golgonda
mandals of Visakhapatnam district are running
10 ECE centres each (from June 2008). These
centres are completely managed by the MMS.
Sodhana provides them continuous support
through monthly visits of its resource team. The
resource team provides monitoring cum
training mission. Resource support is provided
by SERP initially and the community is being
oriented towards developing Micro Credit Plan
(MCP). In the current academic year 28 new
centres have come up in these two mandals.
Adilabad District:
Centre for Development and Research
(CDR), a non governmental organization is
working with MMS of Utnoor and 3 other
tribal mandals in Adilabad district. It is a six
year project with initial support from SERP.
Over 180 centres are functioning in the four
mandals of Jainoor, Utnoor, Indravally and
Sirpur(U) in ITDA Utnoor. CDR is helping
MMS in developing MCP and in also making
the ECE centres self sustainable. In the first
year of intervention itself, CDR has successfully
supported and enabled MMS in collecting fees
and replenishing the education corpus.
Resource cell of CDR provides continuous
support to the instructors, cluster coordinators
and Mandal coordinators. It is also emerging
as a Regional Resource Centre (RRC) for ECE.
|| Introduction || Chapter I ||
|| Part - II ||
|| 4 ||
|| Introduction || Chapter I ||
|| Part - II ||
|| 5 ||
CHAPTER
II
|| Part - II ||
|| 6 ||
The study:
This study on the quality of the ECE
centres is very significant because these centres
are functioning in the remotest areas for
children having most disadvantaged
environment through a community managed
mechanism. Though it is wonderful and very
interesting to study these childrens learning,
the recent origin of the project (Jan, 2008) and
the small number of centres with which the
programme was initiated limit the scope of the
study. However, keeping in view the uniqueness
of the project, a review by an external agency
Objectives:
1. To study the ECE program models in the
project area
2. Compare and contrast the different
models/programs and their impact on
children, parents and community
3. Assess the impact of ECE programme on
the learning outcomes of Class I children.
Research Area:
ECE centers located in Adilabad and Vizag districts of AP
S. No
District
Mandal
Adilabad
Utnoor
Indravelly
Jainoor
Sirpur
Vizag
Devrapally
Golgonda
|| Part - II ||
|| 7 ||
Kolami
Telugu
Gondu
Malva
Mathura
marathi
Best Centre
Average centre
Poor centre
District
Visakhapatnam
Mandal name
Devarpally
Village
Adilabad
Indravelly
Jainoor
Sirpur
Utnoor
Grading
(Near / far)
(good/poor/ model)
Pedanandipally
Devarapally
Bethapudi
Garsingi
Marepalli
Golgonda
Polavaram
Gyrampet
Hukumpet
Nagapuram
Konkasingi
Keslaguda
Yemaikunta
Gathepalli
Kailash nagar
Devapur
Patnapur
Andhuguda
Marlawai
Pochamloddi
Ushegaon
Pittaguda
Yellappatteru
Lingapur
Alliguda
Naguguda
Dialect
Good
Near
Model
Far
Poor
Good
Far
Poor
Near
Model
Gondi
Poor
Far
Near
Best
Far
Marathi
Poor
Near
Best
Poor
Far
Lambadi
Near
Best
Lakkuguda
Cheruvuguda
Yenka
Salewada B
Far
Navodayanagar
Near
Kolami
Best
Poor
|| Part - II ||
|| 8 ||
Sample details:
The study attempts to explore the
effectiveness of the programme in terms of the
Childs perspective
Teachers role
Parents support
Support Systems
Community involvement
Per
Centre
Total
Children
ECE
Class I
5 x 30
5 x 30
150
150
Teachers
ECE
Class I
1 x 30
1 x 30
30
30
Parents
Class I
ECE
ECE
Non ECE
President 1
Secretary 1
Other Members 3
5 x 30
3 x 30
2 x 30
5 x 30
150
150
150
150
CCs / MCs
20
Total
980
Management Committee
General Community
Coordinaators
|| Part - II ||
|| 9 ||
Tools:
Tools administered for the study:
ECE
Class - I
5. Centre observation
|| Part - II ||
|| 10 ||
|| Part - II ||
|| 11 ||
Centre observation
Children directly
a) Mathematical vocabulary
enrolled in class I
b) Sequential thinking
c) Classification
d) Number-numerical association
Management Committee:
e) Patterning
f ) Comparison of numbers /related to pre
number
Picture reading
Performance of centers
General community:
1. Training
2. Monitoring procedures
3. Teacher-child interaction
Secondary data:
CDR
|| Part - II ||
|| 12 ||
Statistical Techniques:
Both qualitative and quantitative
techniques were utilized for the analysis of data.
The quantitative techniques used were
percentages, mean, standard deviation and
inferential statistics like t tests.
|| Part - II ||
|| 13 ||
Audio Recording:
To minimize the investigators bias and to
obtain first hand information from parents and
members of Community around 500 interviews
were audio recorded.
Video Documentation:
In order to give an authentic account of
the functioning of ECE centres, training of
ECE teachers, Class I teachers and other major
events like Badipandaga/Public meetings etc.
were video documented to capture the real
scenario. The items of the study as spelt out
through different tools are examined from the
perspective of all concerned i.e parents from
the receiving end, the ECE teachers and
members of the school committee from the
suppliers side. The issues under study are the
administration/conduct of the programme at
each centre is thoroughly observed, studied and
examined for 3 full days by the investigators.
To reduce the language barriers and establish
rapport services of local members of
Community were utilized as facilitators.
V
|| Design of the study || Chapter II ||
|| Part - II ||
|| 14 ||
CHAPTER
III
|| Part - II ||
|| 15 ||
Centre quality
Role of teachers
Support of parents
Role of teachers
Support of parents
Role of community
|| Part - II ||
|| 16 ||
CENTRE QUALITY
An adapted version of ECHERS Early
Childhood Environment Rating Scale has
been used to study observe and understand the
quality of the 30 ECE centres selected for the
present study.
Part A
A days programme at the ECE centre
(on the day of observation)
Activity
Visakapatnam
No.
7
3
10
2
4
3
1
5
9
9
1
1
Adilabad
%
70
30
100
20
40
30
10
50
90
90
10
10
No.
15
19
18
7
13
5
9
15
20
19
7
4
9
3
%
75
95
90
35
65
25
45
75
100
95
35
20
45
15
|| Part - II ||
|| 17 ||
ACTIVITIES
More Focus
Less Focus
Circle games
Outdoor play
|| Part - II ||
|| 18 ||
Organization of Activities:
Investigator recorded the activities
organized in an individual basis, in small groups
and the activities conducted with all the
children together. The total number of times
an activity is conducted on individual basis, in
groups, and for all children across the centres
is given in the table. The following table shows
how the activities are organized across the two
districts
|| Part - II ||
|| 19 ||
District
In groups
All children
Adilabad
41
25.30
39
24.07
82
50.61
Visakapatnam
13
23.6
15
27.2
27
49.2
District
Materials Used:
The type of materials used during the
teaching, learning process, on the day of
observation are recorded under manipulative
material, Audio Visual materials, and none if
no materials are used for conducting the activity.
Materials that children use for themselves
like building blocks, puzzles, soft toys,
dominoes, crayons, colour pencils, natural items
like clay, sand, water etc are defined as
Manipulative Material.
Picture charts, books, audio/video tapes
and other teaching aids used by teacher in a
teacher led activity are defined as Audio Visual
Materials.
The scores on the material used are
tabulated below:
Material Used
Manipulate
Audion - Visual
None
Adilabad
17
37
19
41.3
10
21.8
Visakapatnam
43
38.73
36
32.43
32
28.9
|| Part - II ||
|| 20 ||
|| Part - II ||
|| 21 ||
|| Part - II ||
|| 22 ||
No. of centres
No Toilet Facilties
30
Drinking Water:
No. of centres
Bore hand pumps to provide drinking water
12
No drinking water
18
|| Part - II ||
|| 23 ||
16
Suffocating rooms
12
18
Unclean surroundings
12
|| Part - II ||
|| 24 ||
Storage Space:
No. of centres
Sufficient
15
Insufficient
No Storage space
Arrangement of Classroom:
No. of centres
14
47
15
50
Disorganized arrangement
|| Part - II ||
|| 25 ||
Separate work schedule for 3-4, 4-5 years age group available
13
20
20
67
22
73
13
13
|| Part - II ||
|| 26 ||
Physical Development
Physical Development:
Space provided for development of gross
and fine motor skills, opportunities provided
for children to jump, hop, run, balance etc. are
assessed in this area.
|| Part - II ||
|| 27 ||
Table 1:
Programme Quality in ECE Centres-Visakapatnam District
|| Part - II ||
|| 28 ||
|| Part - II ||
|| 29 ||
Centre
Score
Mandal
District
1. Hukumpet
96%
Golgonda
Visakapatnam
2. Cheruvuguda
97%
Utnoor
Adilabad
3. Navodayanagar
97%
Utnoor
Adilabad
4. Pochanloddi
93%
Jainoor
Adilabad
5. Andhuguda
96%
Jainoor
Adilabad
6. Lingapur
94%
Siripur
Adilabad
7. Konkasingi
94%
Golgonda
Visakapatnam
8. Bethapudu
96%
Devarapally
Adilabad
Among the 30 ECE centres selected for the study, there are two A+ centres in Utnoor, Jainoor
and Golgonda mandals while Devarapally and Siripur mandals have one A+ centre each.
There is no centre with A+ in Siripur Mandal.
C Graders:
Centre
Score
Mandal
District
1. Salewada
58%
Utnoor
Adilabad
2. Yemaikunta
49%
Indravelly
Adilabad
3. Ushagaon
51%
Jainoor
Adilabad
Only three centres out of the 20 in the Adilabad district are graded as C. Interestingly, there
are no C grade centres in Siripur Mandal, and Visakha districts.
Except the above three centres, the scores for all the other centres range between 60% to
97% indicating the quality of the programme.
|| ECE Programme Effectiveness || Chapter III ||
|| Part - II ||
|| 30 ||
90 and above
80 - 89
70 - 79
60 - 69
50 - 59
10
|| Part - II ||
|| 31 ||
|| Part - II ||
|| 32 ||
Table 2:
Centre Quality Comparison physical conditions vs programme quality
Physical Conditions
Mondal
Utnoor
Indravally
Jainoor
Sirpur
Lingapur
Golgonda
Devarapally
Lakkuguda
Salevada (B)
Cheruvuguda
Navodayanagar
Yenka
Yemaikunta
Devapur
Gattepally
Keslaguda
Kailashnagar
Patnapur
Pochanleddi
Ushegaon
Marlawai
Anduguda
Pittaguda
Naguguda
Alliguda
Lingaur
Yellapatter
Gairampet
Polavaram
Hukumpet
Konasinghi
Nagapuram
Pedanandipally
Marepally
Devarapally
Garsingi
Bethapudi
Programme Quality
Total
% Score Grade
Total
% Score
Grade
54
46
53
62
50
48
55
56
50
49
56
55
42
48
46
58
50
50
56
51
49
55
61
50
59
53
60
51
45
52
72
61
71
83
67
64
73
75
67
65
75
73
56
64
61
77
67
67
75
68
65
73
81
67
79
71
80
68
60
69
57
42
70
70
52
35
64
60
58
62
46
67
37
45
69
55
51
53
68
59
64
64
69
68
63
55
61
60
48
69
79
58
97
97
72
49
89
83
81
86
64
93
51
63
96
76
71
74
94
82
89
89
96
94
88
76
85
83
67
96
B+
C
A+
A+
B+
C
A
A
A
A
B
A+
C
B
A+
B+
B+
B+
A+
A
A
A
A+
A+
A
B+
A
A
B
A+
B+
B
B+
A
B
B
B+
B+
B
B
B+
B+
C
B
B
B+
B
B
B+
B
B
B+
A
B
B+
B+
A
B
B
B
MNMS
Grade
A
B
A
A
A
C
A
A
A
A
A
A
A
A
A
A
A
A
B
B
A
A
B
A
A
A
A
A
A
A
|| Part - II ||
|| 33 ||
Training
Monitoring
Training:
All the ECE teachers in both the districts
are trained by Sodhana trust for a period of 16
days. They expressed satisfaction about the
training provided to them.
Monitoring:
All teachers feel that monitoring is a
necessary and useful component in the ECE
program. The ECE centres are regularly
monitored by the CCs who are very
democratic. Teachers reported that during
monitoring the CCs motivate and encourage
to learn and give them suggestions for refining
their skills.
|| Part - II ||
|| 34 ||
|| Part - II ||
|| 35 ||
Time table:
90% in Visakapatnam and 65% of the
teachers in Adilabad reported that they are able
to conduct the activities as per the schedule.
Classroom activities:
|| Part - II ||
|| 36 ||
2) Training
|| Part - II ||
|| 37 ||
Parental participation/involvement.
|| Part - II ||
|| 38 ||
Indravelly
Sirpur
Jainoor
Visakapatnam
88%
72%
60%
62%
72%
Almost all the parents (99%) felt that the Balabadi timings are convenient for them.
|| Part - II ||
|| 39 ||
|| Part - II ||
|| 40 ||
Sample Profile:
In Adilabad District of the 13
Coordinators, 7 are male and 6 are female
Coordinators. All the CCs are graduates and
four of them have B.Ed. One Mandal
Coordinator is a Post Graduate. Some of them
are recently appointed while four of them have
more than two years of experience.
In Visakapatnam all the Cluster
Coordinators and the District Coordinators are
male members. Two CCs have completed only
intermediate while the other two are graduates.
The District Coordinator is a trained Post
Graduate with 7 years of experience and is
appointed by SERP.
Training Benifits:
The Coordinators reported that they
received a foundation training for 15 days from
Sodhana trust, a voluntary organization in
Vijayanagaram. They are satisfied with the
training and they felt that they are very much
benefited by it. The CCs listed the following
benefits they had as a result of the training
provided to them.
Adilabad:
|| Part - II ||
|| 41 ||
Visit to Balabadis:
All CCs 4(100%) in Visakapatnam said
they visit each centre 2-3 times in a month.
Similarly all 13(100%) CCs in Adilabad also
reported that they visit each Balabadi twice in
a month. Also they said they try to assess the
progress of the program in their first visit and
then compare it during the second visit. They
also concentrate and pay special attention on
attendance percentage of children.
Guidance,
Coordination:
Monitoring
and
|| Part - II ||
|| 42 ||
Maintenance of Records:
All the CCs 17(100%) monitor the
maintenance of records and registers at the
centre and help the teachers to maintain them
neatly and systematically.
All CCs 17(100%) persuade the teachers
by telling them that their performance and
centres functioning is reflected through the
regular maintenance of records. Hence they
insist on teachers to keep them up to date.
|| Part - II ||
|| 43 ||
Contribution of Parents:
Community
Approach:
Based
Evolutionary
|| Part - II ||
|| 44 ||
|| Part - II ||
|| 45 ||
|| Part - II ||
|| 46 ||
Children should be made to play other type of games also to give them encouragement.
Toilets, drinking water, play materials, books, pencils and uniform should be provided.
Ayah should be appointed to serve biscuits, milk and lunch to children as teacher is not able
to do this work.
Parents should inform the problems to the authorities.
Balabadi is required because pre-school component is not taken seriously in Anganwadi
centre.
Awareness about importance of pre-school stage (early years) should be developed to the
community and also to pregnant women.
Teachers need to be given much more training regularly and properly to make them thorough
in pre-school education.
Teacher should be given training in some more new songs, games and activities.
For supplementary food only few of the parents are sending their children to Anganwadi
Some more training to teachers and more facilities to children should be provided.
|| Part - II ||
|| 47 ||
|| Part - II ||
|| 48 ||
|| Part - II ||
|| 49 ||
|| Part - II ||
|| 50 ||
Culture Base
When communities are effectively involved
with their collective vision of education, the
fabric of learning shifts from one of static
knowledge to that of a contextually appropriate
one. The programme has strong roots in
culture.
Majority of members observed reflection
of the culture in Balabadi activities. Title of the
school, appointment of local teacher and coordination in local area seem to have facilitated
interaction in local dialect. The training package
also has sound cultural base.
Financial Management
The area needing attention seems to be
finance management. There are highly
dispersed responses on questions related to
financial matters. There was not much of clarity
on the sources or funds expenditure per child
or taking decisions related to finance matters.
According to project proposals Balabadis
are to be funded and managed by the
Community. They also claim children pay fee
for Balabadi. However the findings of the study
and also senior researchers interaction with
different stake holders during field visits do not
subscribe to this. The field interviews could not
provide any clarity regarding funding of the
|| Part - II ||
|| 51 ||
|| Part - II ||
|| 52 ||
|| Part - II ||
|| 53 ||
V
|| ECE Programme Effectiveness || Chapter III ||
|| Part - II ||
|| 54 ||
CHAPTER
IV
|| Part - II ||
|| 55 ||
Similarities:
Operational Framework:
The programme functions under a critical
operational system turned to ensure
|| Part - II ||
|| 56 ||
Adilabad District:
CDR, a Non-Governmental Organization
is working with Mandal Mahila Samakhya of
Utnoor, Indravelly, Jainoor and Sirpur Mandals
in Adilabad District. It is a 6 year project
supported by SERP.
Functions of CDR:
CDR is responsible for timely decision
Village Organization:
Representatives of the individual SHGs
within the Village are the members of the V.O.
The President of the V.O by consensus
constitutes the Parents Committee of the
MNMS. The V.O has to prepare the Micro
Credit Plan MCP for parents who wish to
|| Part - II ||
|| 57 ||
|| Part - II ||
|| 58 ||
District Coordinator:
|| Part - II ||
|| 59 ||
Training:
Monitoring:
A strong monitoring mechanism has been
designed for the ECE centres in Adilabad and
Visakapatnam Districts under the present study.
|| Part - II ||
|| 60 ||
Evaluation Process :
A comprehensive and continuous evaluation process form an integral part of the ECE
Programme in these Mandals.
|| Part - II ||
|| 61 ||
Punctuality
Activity
TLM
Records
Cleanliness
Public report
Public Participation
Good habits and
Hygiene
The Mandal coordinator/Mandal
Education coordinator (Vizag District) guides
and assists the CCs. MCs also visit the schools
in the Mandals regularly, to ensure
improvement of learning outcomes in each
ECE centre. The MC has to submit a monthly
report on the progress of the schools to the
Mandal Samakhya.
Vishakhapatnam:
Mandal Education coordinator-MEC
prepares a comprehensive Monthly Report of
all the pre schools, cluster wise in his Mandal.
This is to be presented in Mandal Mahila
Samakhya Meeting which is held on 26th of
every month. Every month this monthly report
is to be signed by Additional Project Director
IKP-DRDA, Assistant Project Manager IKPDRDA-Mandal wise and District Coordinator
SERP.
Monthly Report:
The following details are presented for each
pre school in the cluster in the monthly report.
(a) Enrolment of children: Gradewise
(grade A- 3+ Children, B- 4+ children)
caste wise : SC,ST,BC,OC
Environmental science
Telugu
Maths
Games
Songs
Story Telling
Poems
Creative activities
Krutyalu
(d) Centre conditions : Centre conditions
are also graded as good (G) satisfactory (S) and
poor (P) taking the following parameters:
Cleanliness-inside and outside ECE centres
Hygiene
Discipline
Average attendance
Record maintenance
(e)Grades to ECE centres : ECE teacher
in consultation with the members of village
education committee assigns grades to the pre
schools on the basis of the following aspects:
Cleaning of the environment (inside and
outside)
childrens percentage of attendance
hygiene of children
|| Part - II ||
|| 62 ||
record maintenance
TLM
V.O. Participation
letters-identification,writing,reading
Abinayalu (dramatization)
Krutyalu (activities)
Vemana Padyalu
cultural activities
parents attendance percentage at PTA
parents attendance percentage at public
meeting(Badi pandaga)
percentage of Educational Savings- SHGs to
V.O
(All the schools recorded 0% in this area
by March 2010)
Percentage of parents contribution: Again
0% is recorded for all schools
Education agenda: Presented by SHGs and
V.O.
Total of the marks allotted on each of the
above parameters is the total marks
achieved by the centre and the total marks are
translated into grades (A,B,C)
Teacher:
Cluster Coordinator:
Documents on all the above details for
the 10 12 Pre-schools in his Cluster along
with the teachers; leave reports, and teachers
grades.
Mandal Coordinator:
Mandal Coordinator has a document for
all the clusters in his Mandal, Monthly
documents with full details of enrolment,
Attendance, Grades of the children, Grades of
the Schools and Learning outcomes for all the
four Mandals in Adilabad and two Mandals in
Visakapatnam are available.
Documentation:
CDR- Prepares:
V
|| ECE Programme Model || Chapter IV ||
|| Part - II ||
|| 63 ||
CHAPTER
differences in groups.
|| ECE|| Programme
ECE Programme
ImpactModel
on Children
|| Chapter
|| Chapter
IV || V ||
|| Part - II ||
|| 64 ||
|| Part - II ||
|| 65 ||
Readiness: Inferences
The readiness test administered is a
criterion referenced test. Hence, all the children
on each activity should be scoring not less than
80%. To ensure their academic reading for
formal schooling.
|| Part - II ||
|| 66 ||
Table 3:
Showing readiness in children (1 10 Activities):
|| Part - II ||
|| 67 ||
Graph 3:
Performance on easy and complex areas on Readiness across Districts
|| Part - II ||
Table 4:
Readiness Mean and SD values Mandal wise:
|| 68 ||
|| Part - II ||
|| 69 ||
|| Part - II ||
|| 70 ||
Table 5:
Performance in Environmental Science
(EVS)
performance of children in EVS with ECE
and Non-ECE background.
|| Part - II ||
|| 71 ||
Graph 6: Environmental Science Comparison between ECE and Non ECE Mandal
wise
Mean
|| Part - II ||
|| 72 ||
Table showing district wise performance of children in EVS with ECE and Non-ECE
District wise
|| Part - II ||
|| 73 ||
Performance in Mathematics:
The data collected from the Maths test are
processed and analyzed by adopting SD and
Mean and the results are presented.
Table 7:
Table showing Mandal wise Mean & SD in Maths ECE & Non-ECE children
Graph 7:
|| Part - II ||
|| 74 ||
Mean
Mathematics Comparison between ECE and Non ECE Mandal wise
Table showing District wise Mean & SD in Maths ECE & Non-ECE children
|| Part - II ||
|| 75 ||
Performance in English:
The collected data from English test were
processed and analyzed by adopting SD and
Mean and the results are presented.
Table 7:
Table showing Mandal wise Mean & SD in English for ECE & Non-ECE children.
|| Part - II ||
Graph 8:
Mean
|| 76 ||
|| Part - II ||
|| 77 ||
|| Part - II ||
|| 78 ||
Performance in Telugu:
The collected data from Telugu test were
processed and analyzed by adopting SD and
Mean and the results are presented.
Table 8:
Table showing Mandal wise Mean & SD in Telugu written test for ECE & Non-ECE
children.
|| Part - II ||
|| 79 ||
Graph 9:
Mean
Telugu (Written) Comparison between ECE and Non ECE Mandal wise
|| Part - II ||
|| 80 ||
Table showing District wise Mean & SD in Telugu written test for ECE & Non-ECE
children.
Mean
Telugu (Written) Comparison between ECE and Non ECE District wise
|| Part - II ||
|| 81 ||
Table 9:
Table showing Mandal wise Mean & SD in Telugu Part-B test for ECE & Non-ECE
children.
|| Part - II ||
|| 82 ||
Graph 10:
Mean
Telugu (Oral) Comparison between ECE and Non ECE Mandal wise
|| Part - II ||
|| 83 ||
Table showing District wise Mean & SD in Telugu Part-B test for ECE & Non-ECE
children.
Mean
|| Part - II ||
|| 84 ||
Table 10:
Achievement Test ECE and Non-ECE All the subjects
|| Part - II ||
|| 85 ||
It is seen that there is no significant difference in the performance of ECE and Non ECE
children in Class I in both the Districts. The mother tongue and medium of instruction of the
children and teachers in Visakapatnam is Telugu.
Teachers and children in Adilabad speak 6 different dialects. The medium of instruction is
Telugu and all subjects are taught bilingually.
Though there is difficulty related to language the performance of the children in Adilabad
being on par with their counter parts in Visakapatnam District, deserves credit for the ECE
programme in Adilabad.
Giving children a head start in life is critical for achieving millennium development goals, the
millennium agenda and the reduction of poverty. James Hackman, 2000 Nobel Laureate in
Economic Science stated Invest in the very young.
There is no blue print for a holistic approach to Early Child Development. The
challenge for each community is to determine priorities for a given context and how
they can be met, and where impact can be multiplied through collaboration,
coordination, convergence or integration.
|| ECE Programme Impact on Children || Chapter V ||
|| Part - II ||
|| 86 ||
Cluster coordinators
Centre for British Teachers
Child Development Project Officer
Centre for Development and Research
District Rural Development Authority
Early Childhood Education
Early Childhood Care and Education
Integrated Tribal Development Agency
Integrated Child Development Services
Indira Kranthi Patham
Mandal Coordinators
Micro Credit Plan
Mandal Mahila Samakhya
Mamidipudi Venkatarangiah Foundation
Mava Sate Mava Nada
Parent Teacher Association
Society for Elimination of Rural Poverty
Self Help Group
Sarva Siksha Abhyan
Village Education Committee
Village Organization
Bala badi
Badi Panduga
Mandal
Sarpanch
|| Part - II ||
|| 87 ||
Bibliography
1.
Adarsh Sharma, Child and community outcome Indicators for ECD programme evaluation a concept note 1999paper
2.
3.
Canadian Journal Of experimental Psychology Jo Anne Lefovre Carleton University, Research on the development
of Academic skills Introduction to the special issue on Early Literacy and Numeracy
4.
Corbett 1997 , Indicators of Childrens Wellbeing Foreword , Corbett , Thomas 1997 , NewYork
5.
6.
7.
ICDS IV State Project implementation Plan, Andhra Pradesh, Census of India population projection for India and
8.
States -1996-2016
Kaul.V, Process based intervention for primary level mathematics 1996- A longitudinal study
9.