Minutes of the Meeting on Access to Education for Children of Minority (24-11-2016)

Minutes of the Meeting on  Access to Education for Children of Minority (24-11-2016)

A small meeting was called to raise the issue of the lack of Muslim participation in the National Campaign for Right to Education and the role of Muslim organizations and networks in increasing Muslim community involvement in education. It was sought to be emphasized that the involvement of every section of Indian society was needed to demand an education system from the State that was State funded, inclusive and equitable, an education system that was not led by the political ideology of the times raising but one which remained neutral, apolitical and scientific at all times. The RTE Act, 2009, promises such an education system and therefore its full implementation in letter and spirit by the State is imperative. The RTE Forum monitors the implementation of the RTE Act, 2009 operating on a campaign mode. An education system that swayed with the political ideology of the ruling political party tended to give rise to education quality and inclusion issues.

The idea to have such a meeting was initiated by Naaz Khair in consultation with Navaid Hamid. Navaid Hamid, the President of Majlis-e-Mushawarat, offered to host the meeting at the Mushawarat office. It was attended by representatives of a few Muslim networks and interested individuals. Names of the participants are listed at the end of this report. Majlis-e-Mushawarat is an apex body of Muslim organizations. These are a mix of political, apolitical, social, religious and educational organizations with extensive community outreach.

Participants at the meeting discussed Muslim education issues and the issues of Muslim community led organizations, while exploring possibilities of Muslim networks and organisations working together with the RTE forum:

·         The participant from Muslim Education Trust (MET) said that the Trust is involved in extensive work with thousands of minority educational institutions. However, since the RTE Act came into force, a conflicting situation had developed between schools exempted from the RTE Act and those that had not been exempted. There was a need to take everyone along while working with the objectives of the RTE forum. The educational concerns of minority educational institutions are not in variance from the objective of the RTE Act. 

·         Small private schools or learning centres: There are almost 17000 such learning centres catering to more than 5 lac students. One third of these learning centres are Muslim managed.  There is a need to acknowledge the contribution of these learning centres and extend official recognition to them. The RTE norms for private school recognition cannot be applied on these learning centres, which are much smaller in size. Closing down educational institutions with sizeable population of children studying in them is not a solution. 

·         Sharing of experience by Chandrakanta from CSEI of sustained advocacy with the RTE Forum to ensure the Forum’s involvement around Article 12 (1) c of the RTE Act as this provision aimed at the creation of inclusive schools in the long term through sensitization of students from better off backgrounds when they came in contact with EWS and DA students.

·         Muslim children are grossly under-represented in the RTE quota seats in private schools.

·         Only a small section of Muslim students study in minority educational institutions and an even smaller in fact miniscule percentage of Muslim students go to madarsas. Predominantly, Muslim students depend upon government schools for education.

·         The longstanding issue of lack of adequate number of government schools in minority concentrated districts/blocks was (Muslim majority areas within these) was raised. Even if there are schools, many of them are not located within the stipulated distance of 1 Km from the Muslim inhabited areas. The RTE Act provides for school mapping. There is an urgent need for school mapping to be undertaken in Minority Concentrated Districts.

·         Need to study minority budget: Minority budgets are reducing in key educational areas including scholarships. Within Minority budgets those allocated for Muslims are not in sync with the development needs of the Muslim community- e.g. of Uttar Pradesh where huge budget was allocated for the fencing of graveyards. Budgets for Muslims are also frequently diverted and budget utilisation is also very poor leading to smaller size budgets for Muslims over time. 

·         There is no dearth of NGOs in the Muslim community. However, involvement of the Muslim community in the social sector is considerably weakened on account lack of funds with Muslim support organizations to capacitate the Community led organizations. There is almost no initiative on the part of mainstream civil society actors to strengthen the programmatic and organizational aspects of these organizations.

·         Jamia Nagar/Okhla is the hub of Muslim organizations operating in the state of Delhi and in some other states as well. It will be critical for the Delhi RTE Forum to align with these organizations and vice-versa.

·         There is a need for Muslim organizations/networks to align with the National RTE Forum as well as with the Delhi state RTE forum and vice-versa.

·         Muslim organizations operating on their own fear the threat of backlash from vested interests on  using RTI to monitor government programs.

·         The Muslim community needs to be a part of the political movement for a strong National Public System of Education funded by the State. It is a curious phenomenon that Muslims are missing from almost all mainstream institutions- e.g. of Gandhi Peace Foundation was given. While it is said that Muslims and Gandhians are natural allies, today at an institution like the Gandhi Peace Foundation, Muslims are virtually absent. Muslim organizations will have to proactively join mainstream movements. Civil society also needs to introspect on the near lack of participation of Muslim organisations in mainstream movements and initiatives.

·         The status of Muslim education is very poor. Education of Muslim girls, particularly in the rural areas, education of children from backward Muslim communities, overall emphasis on education of Muslim children in rural areas, education of poor Muslim children in urban areas, Muslim children out of school, etc, are areas that need to come on the agenda of Muslim organizations and the RTE Forum on a priority basis.

It was proposed that a meeting takes place between RTE Forum members (at least 15 participants) and representatives of key Muslim networks and Muslim organizations based in Delhi to take forward the discussions initiated in this small meeting. The 17^th of December has been proposed for the meeting.

Names of Participants

1.      Navaid Hamid- President of Majlis-e-Mushawarat

2.      Mozaffar Ali- Education Representative, Muslim Education Trust

3.      Arman Ansari- Swaraj India

4.      Mohd. Shadab- SIO Delhi

5.      Yasir Atiq- SIO Delhi

6.      G. A. Qadir- Hamdard Delhi

7.      Abdul Rashi Agwan

8.      Shaheen Ansari- Arkitect India

9.      Salma Khatoon (Phd)- Jamia Milia Islamia

10.  Chandrakanta Bharti- CSEI Delhi

11.  Naaz Khair- Freelancer, Education, Social Sector, Delhi

Prepared by Naaz Khair

Listen to your inner voice, follow your heart and don’t ref regret later

"Listen to your inner voice, follow your heart and don’t ref regret later" This is what I felt when I heard the news that my Grand Mother (Nani jaan) passed away this morning (29^th October 2016). I had been to Varanasi several times in the last 6 months. My home (Ghazipur) is about 75 KM (2-3 hours drive) from Varanasi. Whenever I talk to my mother, she would ask me to visit home. But I would promise her to visit during the next time. I had a desire to meet my Nani jaan but I did not know this ...  Now I can also say that ‘tomorrow never comes’. I had not met my Nani jaan for quite a long time. And now, I will never be able to meet her again as she has left this world for heavenly journey.

inna lillahi wa inna ilaihi rajioon

May her soul rest in peace

You never know what is next.  So if such desire comes to your heart and if you can manage to fulfill it then please do not postpone.  Because “tomorrow never comes” 

Shaheen

29/10/2016

Good Morning & Have a Wonderful Day

Good Morning  & Have a Wonderful Day

There are many reasons why you should start the day with a liter of water.  But I am going to share a few selected one, which I experience every day. I start my day with a 1 liter of water.  And I strongly recommend to experiment  it.  In the beginning it is quite taxing and challenging as one may have to go to  wash room frequently for some days or weeks- till you get used to it and make it regular habit.  But that is the way body flushes out toxins.

So for healthy, happy and a strong person, it is important  to start the day with 1 liter water. When you wake up after a long sleep, your body is naturally dehydrated. No matter how much water you drank the day before, you have used up your stores and it’s time to refill the tank.

The first thing drinking water after waking up will do is provide your cells with much needed, life giving water. And you will be

 [1] Feeling more refreshed

[2] Having more natural energy throughout the morning

[3] Being healthier & happier

Anther important reason

After nourishing your cells, drinking water after waking up will flush unwanted toxins out of your body.  While you sleep your body repairs itself, replenishes energy and balances hormones. The result is toxins and other waste materials being released and waiting to be flushed out.

After clearing your body of these toxins,  you will feel great and be able to absorb more nutrients from a well-balanced breakfast.

Here’s a fun fact; your brain is 75% water.  If you’ve been drinking enough of it, you will know that without water your brain is not going to function at its optimal level.

And above all, It is s completely refreshing. So let us not waste this beautiful time (morning time) of the day with denying to experience beautiful feeling. It is spiritual, it is refreshing, it is beautiful feeling.

Enjoy it.

Don’t waste it

Life is beautiful, make it more beautiful with natural way.

One more thing:

It is also one of the secrets behind a glowing skin, as water removes the toxins from the blood. Drinking water also improves the creation of new blood cells as well as muscle cells, and helps you in losing weight. Also, make sure not to eat anything for a while after you drink water in the morning.

HAVE A WONDERFUL DAY

Reg

Shaheen

September 30, 2016

Source: Written by me with some facts from Internet

Happy Teachers' Day

Happy Teachers' Day

On the teachers' day, the only teacher coming to my mind is Pandit ji (Government Primary School, Kataila Village, Ghazipur). What I am today is because of solid foundation of primary school teachers. There were 4 teachers in my primary school and all of them were wonderful person. Many childhood friends could not study after primary school because there were not upper primary schools in my village.

I was not the best student in my class/ school but I could do better because my parents decided to send me to a school far away from my home/ village but my other friends could not get that opportunity. An opportunity to get access to school can be a great change maker in a life of a child. At least I can see from my own experience.

I can still see many villages do not have upper primary school and I can still see many children not completing even 8 years of school.

India is full of talent and the talents are in villages. They are being unused/ wasted just because we are not able to send these children to school.

I wish every child get access to 14 years of schooling in India.

Shaheen Ansari

05/09/2016

Death Knows No Age & Gender

Two years back my sister (5-6 years elder than me) left us and now her 18 years old son also joined her in her heavenly journey. He was ill for quite a long time but 18 years is too early for a child to leave this world.

While coming back to Delhi I was struggling with lots of questions and answer in train. Death is the only truth which every one (believer or non believer/ Aastik Or Naastik) knows but do not wants. No one has escaped the death and, we all know, no one will escape it either but look at ourselves. How we live. What we do. As if we are here forever.

The fact is that no one wants to die. Even those who are certain of going to heaven, also don’t want to die. Probably Death is the only discovery we all tend to ignore.  

In the train to Delhi, one question very often stuck me. And it kept coming frequently till I reached Delhi. Death knows no age and gender. If no one can escape death, then why don’t we do preparation for it?.

I don’t know what does it mean to prepare of the death but I guess it should be to be nice and humble and do what is right.

http://arkindia.blogspot.in/2015/09/be-nice-humble.html

It is a difficult task but smaller than death to do what is right, do what is just and do what is going to bring positive change in the lives of most marginalized section of our society.

Just a thought

Shaheen

July 25, 2016 

Female Autonomy throuhg Education at Doorstep

My journey to work to increase the level of Female Autonomy started way back in  1990 when my younger sister completed primary schooling (5^th grade) and had no option but to sit back at home and assist the mother in domestic works. Our society is very conservative.  It is part of our culture to keep the girls safe till they are married as their dignity is thought to be related to the prestige of the family. The concern for their safety was considered far more important than their education Thus, only boys were allowed to go to other village to pursue education after primary schooling.   

As a young boy, when I heard that my sister could not study further, I wanted to bring about a change the mindset but as you know behavioural change is not easy. Time flew by, and I grew older. As a young man doing graduation in Jawaharlal Nehru University (JNU) in New Delhi, I was committed to challenge this on two fronts: the family level, and the community level, in order to ensure access to school for girls of my village. 

1. I worked on the knowledge, attitude and practice of parents on girls’ education and prepared my family to agree to give a bicycle to my younger sister and let her go to upper primary school in Ghazipur city (about 7 KM from the village). This was a big cultural shift for which no one was ready.

-       Initially, in a patriarchal society like ours, it was very difficult to convince male members to let  girls go long distance on cycle for education. It was like committing one of the greatest sins of the world. 

-       During the process- I had to convince them through evidences in religious books, consulting religious leaders and meeting with community leaders to change their decision in favour of education for girls.

2.   Upgradation of primary school to middle school was my first priority and I channelized volunteers, social entrepreneurs and other like- minded supporters from our society. We patiently waited for the changes  and it eventually happened as we organized    awareness camps and used advocacy tools to educate people about importance of girl child. The message was very clear- “ if you educate a boy you educate a person & if you educate a girl you educate a generation”   

A group was formed with the key objective to increase ‘Female Autonomy’.   One of the important tools is to provide “Education at Doorsteps” and to break the vicious cycle of poverty by empowering girls and ensuring access to education at their own locations.

Behaviour change of the community towards girls’ education was one of the key areas of intervention. We intervened on this by working on the community’s knowledge, attitude and practice that slows the socialization process of girls. This mindset blocks the path to education.

Our organization’s dream is to provide every  child (with more focus on girl) access to quality education, healthy life and a society free of violence.

At a very young age I was able to identify the social problem in our society and I pledged to channelize available resources that could bring female autonomy.  Over the years we have created a mass base in favour of Changing the age old Mindset to keep girls at home. We have seen major changes in female autonomy in my village and a few others. . In 2003-04, the village’s primary school was upgraded to middle school. Now the children can complete 8 years of schooling in their village itself.

The social entrepreneurs and volunteers trained during the period have now started to create access to High School (9^th to 10^th Standard) in the village for both girls and boys.

There is a sea change in the attitude of the villagers as they view education as a key to success.  A remote patriarchal  village of India is now allowing   girls to pursue higher education-graduation and post graduation. . Village educated girls are now becoming teachers, advocates and are continuously making an impact in our community. There is a lot more that can be done in many more villages like Kataila and I am persistent on making a difference in the lives of half the population of this country.  I was able to identify similar problem in the slums of Delhi when I was a student. Thus we decided to bring Education at Doorstep for slum children for school dropouts.

We started Two Hours A Week Programme (THWP) in 1995, where every was motivated to  donate at least two hours in a week to help educate the dropout teenagers in the slums close to JNU campus. We opened an education centre to coordinate volunteer service and helped provide free education in their slum.  This program started with 5 volunteers but eventually  there were  200 plus volunteers and we were able to expand to different slums in South Delhi. 

In 2002 the THWP was registered as Ark Foundation with the aim to creating access to education within the walking distance of a child.

Children’s voice was core to our heart. We started a wall magazine called Baal Chaupaal (BC) where children would share their ideas and challenges. Later in 2012 the first printed version of BC came up. It is a quarterly children magazine to give voice to children. We hope to knit international voices of children through this magazine. 

"White Paper on Uniform Civil Code"

 "White Paper on Uniform Civil Code"

Uniform Civil Code is one of those non-issues which become alive at the time of every election (General election and state elections specially in north India). For last 20 or 25 years (when started following news) I only hear these 3 words only at election times.

This shows many things but 2 of them are the most important
[1] Unlike health, education or malnutrition issues, It is a marketable commodity. There are buyers for it.
[2] Politician from all the political parties know that this is not THE important issue.

The time has come to stop shouting at election rallies, press conferences and on social media. If it is important the government must set up a committee with people representing all the walks of life. from all the culture, from all the caste, religion & region.

And ensure that it is not the Uniform Civil Code of Mullahs, or Uniform Civil Code Brahmis or Uniform Civil Code Tribal of North East or Uniform Civil Code of any particular thinking or way of life.

Let this committee prepare a white paper on Uniform Civil Code and the whole nation discusses at TV channels, print media and social media.

Let us be serious.
Let no non-sense prevail.
Let South Indian and people from the North East also feel that "yes this is their Uniform Civil Code also".

Give the nation a white paper on Uniform Civil Code & encourage a healthy discussion.

Reg

Shaheen Ansari

04/07/2016

Drought and Child Rights Situation in Mahoba District, Uttar Pradesh

Mahoba is one of the drought prone districts of Bundelkhand region in Uttar Pradesh.  Recurring drought in the district has led to serious impact on food security and livelihood of people in the areas. This has also increased vulnerability of children especially children’s access to education, nutrition and protective environment. The region is severely hit by drought in 2004, 2007, 2009 and 2015.

Mahoba district is one of the districts of Uttar Pradesh  and Mahoba town is the district headquarters. As per the census 2011, Mahoba has a population of 875,958 of which 466,358 were male and 409,600 were female. Overall sex ratio of the district was 1000:878. Total Child population under 0-6 years was 128129 of which male children were 67720 and female 60409. Child Sex ratio of the district was 1000:892. Literacy rate of the district was 65% of which male literacy rate 75.83 and Female Literacy rate 53.22%

Major Government Initiatives to tackle Drought Situation:

• Samajwadi Food Relief Yojna:  This programme has been launched the State government as part of food relief to distress families of drought affected areas. Under this programme, families under BPL and Antodaya card holders covered to receive the benefit under the scheme. Food relief under this scheme is provided through Food Kit consists of food items including: 10 kg wheat, five kg rice, five kg pulses, 25 kg potato, five litre mustard oil, one kg ghee and one kg milk powder every month. The distribution point of food relief is block headquarter
• Status of the scheme:   Since the distribution point is block headquarter, there is issue of accessing the benefit due to distance as well as travel cost. Date of distribution for different panchayats not informed to people and thus, benefit of the scheme is not reaching to people

·         Kisan Relief Grant: The programme is to give compensation to farmers against loss of crops in drought situation. The Sub-divisonal Magistrate ( SDM) has undertaken survey in villages through local government staffs to assess the impact  of drought on crops and finalize compensation for the same based on amount fixed by the government

Status:

• Few people have received compensation under Kishan Relief Grant
• The grant released is not enough to meet the requirement as share by the government officials at block level

·         Drinking Water Scheme/ Water Facilities :

o   There is scheme for digging pond with government support of Rs.50,000/- ( Rupees Fifty Thousand) per beneficiary.

o   In intervention areas, there is issue of drinking water as well as water for other household use as ground water table has gone down. 12 water tanks created in intervention areas has no water and thus, not being used. 

·         MGNREGA:

• The state government has announced 50 days addition work under NREGA in drought areas along with 100 day guaranteed employment so as to enhance household income. However, implementation of MGNREGA is very poor and people also not taking interest in work due to their past experience of delay wage payment.  Work productivity has also been low due to extreme hot climate.   

Drought’s Impact on CR issues in 10 intervention villages

Health:

• Water table in the areas have done down and thus, fetching water for drinking as well as other households consumption has been very challenging. There is increasing burden on women and Adolescent Girls and Children to arrange water from different sources for daily consumptions.  Not a single well left in the whole intervention villages to provide water locally. Most of the wells have been dried up.  People (especially women & children) have to major portion of their time in collecting water for their homes.
• It has been reported that people from Kachanpurwa, Majhol, Dabka and about a dozen villages are forced to drink contaminated water because of lack of any alternative source of water.
• Cases has been reported that people are suffering from Diarrhoea, skin disease diseases mostly due to lack of safe drinking water as well care. This may pose challenge to district administration due to lack of adequate health care institutions in the areas

Nutrition:

•   Though government has started giving food relief in form of Food Kit, people have been facing difficulties to know the data and time of distribution of the same. Also, there are issues related to travel to block headquarter to get Food relief kit and travel cost.

• Since adult members have migrated along with their children in search of employment, children attendance in Anganwadi centre as well as in accessing School MDM has been impacted. In many villages children are staying with their grandparents where parents have migrated with small children for employment. Children attendance in school has also been gone down due to vulnerability at household’s level.

Education:

·         Poor attendance of children in school due to migration or they are being engaged in household  chores in absence of adult members

·         Children being engaged in fetching water for household consumption

·         There are issue of even drinking water in school as well as impact on MDM due to poor attendance

Protection:

·         Since adult members have migrated to nearby town or cities in search of livelihood, children who are left at home are dependent on older people. Both the children and age old people who require care and protection of able adult are surviving with lots if difficulties. In one of the intervention villages, Majhol village, approximately 86 % people have migrated to other places in search of employment. 

·         Majority of the children in the villages are engaged on labour to support their families.

Others:

·         Due to recurring drought, people in the areas reeling under debt trap. While drought has been bane for people, it has been boon for the local moneylenders who are charging high rate of interest.  In absence of formal credit system and difficulties in getting govt loan, people have taken loan for moneylenders.

• According to local media, 1,58,435 families have been severely affected by the drought. About 57 % families from Mahoba district migrated to other districts/ states.
• Depleted water level in the areas has increased water scarcity in the areas

(Source: Kriti Shodh Sansthan (KSS), Mahoba,UP)

Adolescent Girls Education ( Mahoba, Uttar Pradesh)

Adolescent Girls Education ( Mahoba, Uttar Pradesh)

Mahoba is one of the drought prone districts of Bundelkhand region in Uttar Pradesh.  Recurring drought in the district has led to serious impact on food security and livelihood of people in the areas. This has also increased vulnerability of children especially children’s access to education, nutrition and protective environment.  Literacy rate is 66.94 and sex ratio is 1000:880. There are 64399 Adolescent Girls (AG) in Mahoba district. In partner (KSS) intervention areas there are 433 adolescent girls.  278 of them are in school and where as 155 have left schooling.  36 % adolescent are still out of school in 2015-16. 

KSS has been working with Adolescent Girls since 2010 in 10 villages for their improved education. From 2010 to 2015 positive impact towards girl child education has been observed in these villages through engaging them in various group processes. Apart from awareness on importance of education through group processes, their access to entitlements different schemes and programmes has also been increased.  By 2014-15 all the Adolescent girls were registered with ICDS centres which enable all of them to get access to nutritional support and iron folic acid tablets.  All adolescent girls of these 10 villages get access to immunization and anaemia test which is important for their development.  

The most important challenge in the KSS intervention villages was the motivation of the children towards education.  Almost all the adolescent girls were helping their parents at home (sibling care and household chores). Education is the key towards a transformative change that KSS  started focussing on.  The organization started working  with  involving the village communities  and has active participation from the women and the adolescent girls in these villages. Each village has Adolescent Girls’ Group (AGG) to engage them in various activities including theatre in education, sports, and storytelling.  The AGG also discusses about the children dropping out of school and reporting them back to the KSS field activists for follow up. This has helped improved education of adolescent girls in intervention areas.   

Achievements in last 5 years (2010-2015) with reference to Adolescent girl education:

In 2010 only 3 adolescent girls from a village were able to get access to ICDS services but in 2015 all adolescent girls registered with ICDS centres and getting all the support.

In 2010 only 47 % adolescent girls were going school where as in 2015 64 % adolescent girls are in primary school

In 2010 only 44 % adolescent girls were going to school where as in 2015 82 % adolescent girls are going to upper primary school. 

Positive Changes seen at school level through advocacy on RTE:               

2010	2015
Lack of teachers in school	Appointment of more teachers during the years. 12 teachers  (7 males + 5 females) appointed this year in school of KSS Number of villages= 10 Total schools= 16 (11 primary and 5 upper primary schools) Number of students in these schools= 1052 Number of teachers for these schools= 35
Lack of toilets	All the schools have 2 units of toilets one for girls and one for boys
Non-functional SMC	SMC functional in all the schools
MDM not regular and in not a good quality	Regular MDM served and with improved quality

What a shame!!!

What a shame!!!

A man wrote  a letter to her wife and write Talaq, Talaq and Talaq and send it by currier. When she approached the court, the All India Muslim Personal Law Board asked SC to not to not  interfere with it as it is a religious matter.

it is not a religious matter only but question of  equal right and dignity of a woman.

And if any religion does not provide equal right to the women, the religious scholars must sit, discuss it  and change it.   

This system is does not take care of women’s view.

The Quran also allows to take contemporary issues/ situation  into account and bring change in the traditional practice. 

The marriage (nikaah) is a contract.

Then how come the contract becomes unilateral at the time of talaaq (divorce)

During the nikah, there are witnesses from the girl’s and boy’s side. I think  at the time of the talaaq there should be witnesses from both sides (parties)  in front of an Imam or Maulvi or recongnised religious person.  There should be at least 3 sittings and a woman or a man should pronounce the word Talaq in front of these people in all the 3 sittings and then the recognised religious person should declare that the divorce is done and also announce the terms and conditions like financials etc.

I think a process should be developed to ensure equal right to both woman and man, which the Quran provides.  

Let this one sided affair which men’s practices to express their angers go away.

Just a thought

Let us ponder on it to create a better society for both woman & man

No to triple talaaq without any witness

No to triple talaaq at one time

Meeting of Dadi-Poti on April 9, 2016

It was such a beautiful feeling to see my mother and my daughter playing in Dusherah Ground, Near Qutub Minar, New Delhi.


This blog is in process. I will be adding more.

Shaheen
April 9, 2016

Brussels, Brussels, Brussels,

Brussels, Brussels, Brussels,

It is highly condemnable. Can’t find the strongest word to express my anger. This attack is not only attack on Brussels but against the whole humanity.  The world need to address this- sooner the better. 

23/03/2016

School Upgradation- The only way to ensure 8 years of schooling to all children under RTE

School Upgradation- The only way to ensure 8 years of schooling to all children under RTE

 [Note: this article is in process... ]

Some Important Facts before I start writing  Sample Size •      Number of villages covered= 151 •      Number of blocks= 21 •      Number of districts= 6 •      Number of Primary Schools= 101 •      Number of Upper Primary Schools= 39 •      Total Schools under RTE= 140 •      Teachers Appointed under RTE in 2015-16= 95 •      Total teachers in 140 schools= 509 •      Children in the age group of 6-14 years= 24424 [M- 12911 + F- 11513] •      Children (6-14 yrs) in school= 22223 [M- 11743 + F- 10480] •      Children (6-14 yrs) out of school= 2201 [ M- 1168 + F-1033] •      9 % children (6-14 yr) are out of school. •        •      Children in the age group of 14-18 years=  9500 [M- 5181+ F- 4368] •      Children (14-18 yrs) in school=  5212 [M- 2873 + F- 2339] •      Children (14-18 yrs) out of school= 4288 [ M- 2308 + F-1980] •      45 % Children (14-18 yr) are out of school. •      13 % Children dropped out of school after 5th standard. 1482 passed primary school but only 1285 continued in 6th Standard. 197 left school. •      34 % Children dropped out after 8th standard. 916 passed but only 600 got admission in 9th. 316 left school. Data from one partner is missing in it. •      31 % Children dropped out after 10th.   555 passed but only 379 continued in 11th. 176 left school. Note:  These are primary data collected by activists working in these 151 villages. About

There is a basic flaw in the government approach to ensure compliance of RTE (The Right of Children to Free and Compulsory Education (RTE) Act, 2009) by ensuring 8 years of education to children in the age group of 6-14 years. 

Some Facts & thoughts to be used in this article.

“”He further said that a critical appraisal of the functioning of the Right to Education reveals that large gaps exist in its implementation including the quality of education being provided; the high number of drop-outs and out of school children and the absence of equity in education. The Vice President said that quantity, quality and equality are the three sides of the triangle required to ensure Right to Education. The decline in State funding in the key social sector programmes, including education, is of particular concern, he added.:  

On 31 March 2016, we will mark six years of the coming into force of the Right to Education. An audit is therefore appropriate, particularly to locate deficiencies that exist, and chart out a course for the future.

One of the most stringent criticisms of the RTE has been the quality of education being provided. The Global Monitoring Report 2012 ranked India a low 102 out of the 120 countries on the Education for All (EFA) Development Index, based on progress in universal primary education, adult literacy, gender parity and the quality of education. Some surveys have revealed that while enrolment in elementary education in our country has increased, there has been a decline in the education outcomes, with abilities in reading, writing and other comprehensive skills deteriorating among children between the ages of 6 and 14. For instance, only a fourth of all children in standard III could read a standard II text fluently, a drop of more than 5% over five years, according to the 2014 Annual Status Report on Education Report (ASER). About Rs 1,15,625 crore ($17.7 billion) has been spent on Sarva Shiksha Abhiyan (SSA)—the national programme for universal elementary education and a core element for implementing the RTE—over the last five years, so the decline in the quality of learning is particularly disturbing. Low learning and falling quality of education imparted to children has grave implications for the future of our society and the country. This should be a cause for serious concern to the government.””

Thinking My Mother on International Women's Day

Ammi never went to any school (formal or non-formal) but she ensured that her children get the best schooling in the world.

I went to Government Primary School in my village but there were no option after 5th standard. Either you leave village and pursue education or enroll in the list of dropout children.  Abba (himself dropped out after 3rd standard) went to  Calcutta (now Kolkata) and started working at Keshoram Cotton Mill. To make the story short, he got the idea of sending me to Aligarh.  I cleared the entrance test and got admission in Minto Circle School, AMU, Aligarh.

Why I am thinking about it and my Ammi? She learnt how to read & write when she was in her 40s or 50s. She learnt basic language along with taking care of household chores and other works.

There was no phone at that time. The only way to contact my parents was throuhg post office services. Every week I used to write letter and expect the same from home. My letters were full of reporting- school, food, play and hostel lives. There was double problem to Ammi. Her only son was not only living about 800 KM away from home but also living alone in hostel. Abba was in Kolkata and Ammi in the village, Kataila.  So every Sunday I would write letter to her but she could not read it. She had to take the letter to so many people before she get to know that her son is doing fine. Writing letter on her behalf was even more difficult task. No one had time for this.

One day I was coming from dinning hall after the lunch. Somebody told that I there is letter for me. I opened the envelop and read that letter several times. That letter was written by Ammi. In a basic langue, she conveyed the message and I got it. I literally cried that day. I still have that letter.

I love you Ammi and I am so proud of you.

Reg
Shaheen
08/03/2016

Aazadi in India

It was a delight to watch Kanhaiya last night speaking at Admin Block in JNU about freedom in India (not from India ).

The ideological positioning and ,some may call, Utopian world to demand freedom from  from poverty, illiteracy, corruption, feudalism, communalism and access to better education system and health care services are paths to make beautiful India which was dreamed by freedom fighters during the freedom struggle.

There may be differences of opinion but we must not pronounce judgement before the judgment by the honorable court. 

When Rule of Law and logic take back seat, then fringe elements of every section of the society try to occupy the driving seat, take the Constitution in their own hands and start passing judgment based on their narrow and parochial thinking. When everyone except the court start passing judgment and executing them also, then this is the sign of beginning of those rules which destroyed many countries and they are still not learning it. 

We must stand by Rule of Law, Stand by Constitution of India and allow the court to decide on the merit of the case. 

Ever second child in India is malnourished and we do not have plan to address this issue. If we do not recognize this menace, then 30 to 35 years down the line (when these children become adult) our nation will have highest number of youth but with lowest rate of production or contributing to socio- economic activities of the country. No one is talking about children in the age group of 0-6 years, the most critical age for development of human body- physical, emotional and mental.  These children should have fundamental rights for nutritional support, pre-schooling and access to health care services specailly pediatricians.