Table of Content:
Executive Summary...... 3
1. Total Beneficiaries from 22 Centres supported by Asha Silicon Valley...... 4
2. Project Evaluation Metrics ...... 5
2.1 Attendance vs. Learning Levels of Literacy classes & Study Classes...... 6
I Table of EAC ...... 7
II Table of Study class...... 9
2.2 Enrol of children of the community/construction site in
DSS Educational Activity Center...... 12
2.3. Enrol 80% of children of our EAC in mainstream schools...... 13
I Status of school enrolment...... 14
II Reasons of non –enrolment...... 15
2.4. Tracking Migrant Children...... 16
2.5 Pre-primary Education ...... 16
3. Special Initiative...... 17
4. Special Mentions...... 22
Executive Summary
Door Step School would like to thank Asha Silicon Valley for sponsoring our “Project Foundation” activities over the years.
“Project Foundation” is part of the Educational Activity Centres of Door Step School which addresses the needs of children in the age group of 6 to 14 who do not have access to formal schools. DSS runs Educational Activity Centres (EAC) - Literacy classes and study classes for these children, as well as Pre-Primary Classes (Balwadi) and Day Care Centres. (For more information please refer to our website www.doorstepschool.org or our blog, blog.doorstepschool.org)
For the period of April 2014 to March 2015 a total of 11,270 children were reached through our core activities and 3,467 children benefited through the support activities (School Enrolment and Transport) at 131 Educational Activity Centres in Pune. This report presents details of 22 centres funded by Asha for Education Silicon Valley covering the period April 2014 to March 2015. These centres address the educational needs of children at Construction sites and Urban Community slums.
1. Total Beneficiaries from 22 Centres supported by Asha Silicon Valley
Funding Organisation / Class Type / Boys / Girls / Total / Currently Attending / Migrated / Transient (Less than 26 Days) / Dropped OutAsha Silicon Valley / Balwadi / 270 / 248 / 518 / 158 / 135 / 223 / 2
Literacy Class / 105 / 157 / 262 / 45 / 77 / 140 / 0
Study Class / 233 / 170 / 403 / 155 / 76 / 170 / 2
Crèche / 277 / 288 / 565 / 117 / 188 / 257 / 3
Total / 885 / 863 / 1748 / 475 / 476 / 790 / 7
Direct Education Support Services / No. of Children
Children Enrolled in schools / 75
School Transportation Provided / 111
Children going to school by themselves / 81
2. Project Evaluation Metrics
The following metrics were collected and analysed for evaluating the impact of the program and necessary interventions.
This data is taken for children in literacy classes & study classes only age gr. 6 -14 yr. Expected levels of learning are based on the number of days a child is with us. For example if a child attends at least 80 days at our centre, he/she is expected to complete 41 alphabets & 8 matras. Similarly if a child has attended 120 days or more then the child is expected to know all 46 alphabets, all 12 matras and composite words. Actual level of that child is compared with the attendance based expected level and then he/she is put in either “as expected”, or “above expected” or “below expected” category. While majority of children fall in “as expected” category, there are many reasons why they are in below expected (learning disabilities, lack of concentration, parents support etc.) and above expected (already gone to school before coming to DSS class, good support from parents/siblings etc.).
2.1 Attendance vs. Learning Levels of Literacy classes & Study Classes:
Class Type / Learning Alphabets / Complete 10 Alphabets / Complete 22 Alphabets and 3 Matras / Complete 31 Alphabets and 6 Matras / Complete 41 Alphabets and 8 Matras / Complete Alphabets and Matras / Composit Word / Grand TotalLiteracy Class / 98 / 110 / 32 / 8 / 7 / 4 / 3 / 262
Study Class / 73 / 106 / 75 / 21 / 31 / 65 / 32 / 403
Grand Total / 171 / 216 / 107 / 29 / 38 / 69 / 35 / 665
As part of our process of measuring child’s progress we categorise them into 7 levels and track the levels reached based on the child’s attendance. Also mention about change in levels as new initiative.
I) Levels of learning in our Literacy Classes. These are children who take time to learn. As per new method, along with alphabets, matras and composite letters we are teaching them punctuations.
EAC classes
Levels / Attendance / Learning Alphabets / Complete 10 Alphabets / Complete 22 Alphabets and 3 Matras / Complete 31 Alphabets and 6 Matras / Complete 41 Alphabets and 8 Matras / Complete Alphabets and Matras / Composit Word / Grand Total1 to 20 / 62 / 56 / 9 / 2 / 0 / 2 / 2 / 133
21 to 40 / 23 / 30 / 13 / 1 / 2 / 2 / 0 / 71
41 to 60 / 10 / 12 / 5 / 0 / 0 / 0 / 0 / 27
61 to 80 / 1 / 8 / 2 / 2 / 0 / 0 / 0 / 13
81 to 100 / 1 / 2 / 3 / 1 / 4 / 0 / 0 / 11
101 to 120 / 0 / 2 / 0 / 0 / 0 / 0 / 0 / 2
above 121 / 1 / 0 / 0 / 2 / 1 / 0 / 1 / 5
Grand Total / 98 / 110 / 32 / 8 / 7 / 4 / 3 / 262
LEVEL / Total
Above Expected / 89
Below Expected / 69
Expected / 104
Total / 262
Study Classes
II) The study classes cater to the school going children are specially meant for beneficiaries of std 1 & 2 who need extra inputs to cope with the regular studies being the first generation learners.
Levels / Attendance / Learning Alphabets / Complete 10 Alphabets / Complete 22 Alphabets and 3 Matras / Complete 31 Alphabets and 6 Matras / Complete 41 Alphabets and 8 Matras / Complete Alphabets and Matras / Composit Word / Grand Total1 to 20 / 49 / 52 / 15 / 6 / 12 / 31 / 0 / 165
21 to 40 / 13 / 18 / 11 / 5 / 4 / 6 / 0 / 57
41 to 60 / 1 / 13 / 6 / 3 / 4 / 1 / 1 / 29
61 to 80 / 4 / 5 / 5 / 1 / 0 / 1 / 1 / 17
81 to 100 / 3 / 8 / 10 / 1 / 2 / 3 / 2 / 29
101 to 120 / 1 / 3 / 8 / 2 / 1 / 6 / 0 / 21
above 121 / 2 / 7 / 20 / 3 / 8 / 17 / 28 / 85
Grand Total / 73 / 106 / 75 / 21 / 31 / 65 / 32 / 403
LEVEL / Total
Above Expected / 158
Below Expected / 135
Expected / 110
Total / 403
In addition to giving basic literacy education, Door Step School also provides education on topics such as maths, environment, hygiene, and general science. These topics were taught by teacher as well excellent volunteering efforts from our supporters. Children also learned through exposure visits to science parks and museums and participated in science projects organised by other organisations.
We enrol the children in Government schools so that they get use to formal school system and if they move to any other place, they can join the school there and continue their education. For studies, they depend on our classes because these children belong to the migrant community and many of them do not know the local language. There is no one at home who can help them in their studies. The study classes are the only support mechanism for these children.
34% of children attending Study classes are below the expected levels of learning. It is comparatively more than literacy class which is 26%. The children of Literacy class attend the DSS centres for 8 hours (9.30am to 5.30pm) as they are yet to be enrolled in Government school, while Study class children attend the DSS centres only for 2hours as they also attend mainstream school. This year we changed the teaching methodology i.e. introduced punctuations and Marathi grammar. Further DSS teachers over the years have developed expertise in teaching migrant children in a short period with old teaching methodology. Though new methodology training was imparted to DSS teachers, teachers have come across number of difficulties on field.
2.2 Enrol 100% children of the community/construction site in DSS Educational Activity Center:
As per our goal we were able to bring all the children from construction site to DSS educational activity centre. Out of 1748 children, only 7% children are drop-out from EACs. There are a few reasons which we would like to mention which help us to achieve our goal.
1. Our classroom are colourful attractive and have lot of learning equipment which attract children to our class.
2. Labour camps at construction sites are hazardous place. Since both parents are working, leaving children alone at labour camps is unsafe. Also it is mandatory for builders to keep all children at safe place. Since builder and parents find leaving children at EAC safe, the site in-charge make sure that children attend class, they do not roam around in community.
3. Increase in parents’ awareness to the education of their children, compels them to send their children to the centre.
2.3. Enrol 61% of children of our educational activity centre between age group of 6 to 14 years in mainstream schools:
I. Status of school enrolment
Name of the Centre / Total No of Children of School Going age at Site/ Community / Total No of Children Enrolled in mainstream schools / Total Children Not EnrolledAlcina / 5 / 3 / 2
Antheia / 60 / 24 / 36
Aromatic Wind / 28 / 13 / 15
Castle Royal / 8 / 6 / 2
Concard Pushpak / 69 / 60 / 9
DSK Sadafuly / 27 / 7 / 20
Engracia / 4 / 4 / 0
Four Avenues / 13 / 4 / 9
Kumar Siddhachal / 24 / 6 / 18
Marvel Aurum / 25 / 25 / 0
Pankaj Asman / 19 / 6 / 13
Prasun Savoy / 62 / 52 / 10
Pristine Royal / 39 / 22 / 17
Range Hills Study / 70 / 70 / 0
Selene / 14 / 2 / 12
Shimmer N Shine / 22 / 8 / 14
Simply City / 12 / 12 / 0
Swaraj / 53 / 21 / 32
Urban Gram Pirangut / 26 / 20 / 6
Urban Soul / 2 / 2
Vermount / 40 / 17 / 23
Western Hills / 43 / 21 / 22
Total / 665 / 403 / 262
II. Reasons of non enrolment of 262 children in mainstream school
Reason for Non Enrollment / ChildrenMigrated In June / 33
Attend Class less than 1 month / 130
Not Enrolled due to Issue / 94
Enrolled in March / 5
We have set a target of enrolling 80% children from Literacy class to mainstream school, although this year the figures show an enrolment of 61% in mainstream school and only 39% of children are not enrolled in mainstream school. The reason behind non enrolment in school is 50% children came to the centre less than 1 month. And school vacation time is from May to June hence school enrolments are not possible. 12% children migrated in June month hence we could not enrol them in mainstream school. Also non-enrolment issues are
● Responsibilities of younger sibling and domestic work when the parents are not at home.
● Girls who are 11 years and above, their parents are not allowing them to attend school.
2.4. Tracking Migrant Children
Out of 463 children of Study class and Literacy class, 310( 67%) children attended our centre less than a month (transient).The migrant nature of their work makes these workers apprehensive about their stay at one site. Now days due to use of lot of machinery in the construction project, it has reduced the need for labour over a long period. Therefore the migration rate is higher. It is the need of the hour that we keep the interest of the students in education; we are also required to increase the awareness in the parents towards the importance of education.
In the period April 2014 – March 2015, a total of 463 children migrated from Literacy class and Study class, out of which we were successful tracked 300(64%) children using various tracking methods. Out of the 300 children who were tracked, we have confirmed that 133(44%) of those children continued schooling in the new places where they have moved. This result is encouraging and giving us some assurance that parents at construction sites are beginning to understand importance of education.
Assistance for admission:
Keeping in mind their nature of work our supervisory staff had conducted meetings at various centres to prepare parents for mainstream school admission of Pre-primary children. They had conducted a meeting for parents whose children had to be admitted in mainstream school in the coming academic year. They were told how to proceed with the admission of the children. We have given a card for children it is called “My Card.” The card contains all the details of each child, which they may require for the enrolment.
2.5 Pre-primary Education
Pre-primary classes are important to prepare them for the mainstream school. Children are educated on different aspects such as importance of water, vegetable, fruits, animals, birds, seasons etc. Also we teach alphabets and numbers to children of the age group 4-5 years. Innovative teaching aids are used to teach the children. We also conduct parents meetings to encourage them to take an interest in their child’s education. Please refer to Balwadi Kit document for more information.