40. ece centres study

|| i ||

A STUDY OF

COMMUNITY MANAGED ECE CENTERS

SUPPORTED BY SERP

AT ADILABAD AND VIZAG DISTRICTS OF

ANDHRA PRADESH

ByState Resource Centre – ECE

Andhra Mahila SabhaAMS Academic Campus - Osmania University Road

Hyderabad – 500007

PART – I

|| ii ||

|| iii ||

PREFACESRC 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 Centresof Adilabad and Visakhapatnam Districts supported by SERP, has been a highly gratifying experience. Thisproject has provided a great opportunity to Society for Elimination of Rural Poverty (SERP) as well as to SRCECE, 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 asupportive environment for initiating child’s learning in a situation where current social policy, despite itspotential 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 forchildren who really need hand-holding. The special attraction has been the area of study and the communityconcerned i.e, Adilabad and Visakhapatnam tribal areas. Right from field investigators, everyone who is in-volved in the study cherished their experiences. I convey our grateful thanks to Sri. B. Rajashekar I.A.S, Addi-tional Chief Executive Officer, SERP, and Smt. B. Seshukumari, Regional Project Director Education, SERPfor 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 twoindividuals are the role models. CDR family of Adilabad and Mandal Mahila Samakhya (MMS) ofVisakhapatnam 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 coordina-tors on account of whom we could get this special experience.

The study has benefited immensely from the generous flow of constructive suggestions from Prof. VenitaKaul, Former Senior Educational Specialist, The World Bank. Sincere thanks are due to Prof. Sudhakar, EFLUand Prof. Padmanabhaiah, Consultant, Ambedkar Open University, members of research advisory committeefor their valuable inputs.

We are most grateful to Prof. Mrunalini, Professor IASE - OU and Dr. P.V. Sarada, A.I.R, our consultantsfor their time and involvement.

The pains taking efforts of Dr. M. Vani, Principal investigator of the study, at every stage deserves specialmention. 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 withthe 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 spe-cial mention. SRC thankfully acknowledges Mr. Siddhartha for video documentation, Mr. J. Dattatreya forstatistical analysis and Ms. Ashwini for computer support.I thank Smt. Chaya P. Katti, Member ResearchAdvisory Group and Staff of SRC – ECE - AMS for their support.

K. LakshmiChairperson & Hon. Director

SRC ECE, AMS

|| iv ||

Research Advisory Committee

Smt. K. Lakshmi ChairpersonHon. Director & Chairperson, SRC ECE AMS

Prof. Venita Kaul MemberSr. Education Specialist Rtd., World Bank

Prof. Sudhakar MemberProfessor in Education, EFLU

Prof. Padmanabhiah MemberSr. Consultant/ AdvisorDept. of EducationDr. B. R. Ambedkar Open University, Hyderabad

Dr. Smt. M. Vani MemberPrincipal (Rtd.)College of Teacher Education, Andhra Mahila Sabha

Dr. T. Mrunalini Member Professor in Education, IASE, Osmania University

Prof. Chaya P. Katti MemberHon. Secretary, SRC ECE AMS

Dr. P. V. Sarada MemberConsultant, Communication, Education

Study Team

Smt. K. Lakshmi Study InchargeDr. M Vani Principal Investigator Dr. T. Mrunalini Study Consultant Dr. P. V. Sarada Study Consultant

Associate Investigators

Smt. V. Ratnamala , MA, M Ed, AMISmt. G. Kamala MA, PG Diploma in ECESmt. 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

|| v ||

Executive SummaryChildren 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 stageEarly Childhood is the fulcrum and the essence of the human dynamics. Therefore, this stage ofthe child is now under the global spotlight than ever before. Research demonstrates that theearliest years of a child’s life represent a crucial period of biological, neurological, psycho-socialand emotional growth and change; and that well-planned early interventions can have long-termpositive outcomes for children. Accounts of innovative and effective programmes have beendisseminated widely and endorsed by scientific evidence. Reports about model programmes andthe high returns on ECCE investments provide crucial leverage in advocating for policy changeand 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 productiveand positive for children and society. The ECE models adapted in the Adilabad and Visakhapatnamdistricts of A.P is one such innovative programme.

These Community Managed ECE centres in the above two districts have originated as a partof SERP’s support to Women’s Self Help Groups.

SERP (Society for Elimination of Rural Poverty):

SERP has been incorporated with the object of carrying on welfare activities, especially povertyalleviation programmes in the state of A.P, in the form of providing financial as well as capacitybuilding support to the women Self Help Groups. The success of the various activities of SERP ineconomic and social sectors led to a demand for an intervention in education by the members ofthe SHGs. SERP decided to encourage and support the initiative of establishing ECE centres inrural areas, particularly tribal areas, which would have an impact on the holistic development ofyoung children. In 2008-09, SERP started this programme only in Adilabad and Visakhapatnamdistricts 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 statusof Community Managed ECE centres. SRC, ECE of AMS, a pioneer in the area of ECE in A.Phas been entrusted with this study.

SERP’s initiative in supporting Community Managed ECE Centres commenced in the year2008 in Adilabad and Vizag districts of Andhra Pradesh with a small number of centres. Thoughsubsequently SERP extended its support to other districts it is only in these two districts childrenof these centres were at the final part of Class I. so the current study of Community ManagedECE Centres supported by SERP focused on centres from these two districts only with the followingobjectives.

|| vi ||

Objectives of the Study:

1. To study the ECE program effectiveness in the project area

2. Compare and contrast the ECE models/programs in Adilabad and Visakhapatnam Districts.

3. To assess the impact of ECE programme on the readiness of ECE children and achievementof Class I children

The findings in relation to the objectives stated are based on an in-depth study of the inputsand the processes related to the programme. A status report of the ECE programme is presented in2 parts. Part I provides an overview of the project along with the current status while Part IIpresents details of the findings based on the objectives of the study.

It begins by outlining the context in which the Balabadis have evolved and proceeds to discussthe objectives/design/overview of the findings and highlights of the programme. the report concludesby articulating a few questions that need further attention.

Opening chapter of Part I deliberates on the critical role of ECE, attributes of a qualityprogramme, status of ECE in Andhra Pradesh and SERPs intervention.

The sample details, tools used statistical techniques adapted are discussed in Chapter II.

The genesis of the ECE centres and the operational framework of the ECE centres in Adilabadand Visakhapatnam districts are presented in Chapter III.

Chapter IV presents an overview of the findings from quality perspective of the programmeand management effectiveness. The programme part of the findings is related to enrollment,attendance and quality of the programme. Since the quality of the programme depends on thehuman resource involved, the role played by teachers, parents, coordinators and community arestudied to understand the effectiveness of the programme. The study focused on the centremanagement committee with the objective of understanding the administration and managementpractices. Similarly to assess percolation of the concept in larger community, awareness andinvolvement of the general community representing a wide spectrum has been made. This partmirrors the sense of belongingness and managerial skills of the community in making theprogramme what it is.

The final part of the chapter presents the impact of the programme on children in terms ofschool readiness of ECE children and the achievement in school subjects at Class I.

Chapter V presents significant highlights of the programme and the concerns of way aheadand the areas needing attention in the programme in relation to the target group and stake holders.In this concluding chapter, an attempt has been made to enhance the possibilities of integratingthis programme experiences that would ensure children best start in life with all other programmes/schemes working for the cause of the child.

Study direction for future practices and policy:

The study though basically a status report presents the following special features andimplications for future practice and policy.

|| vii ||

Salient Features:

Community owned and Managed model:

The ECE centres have emerged from a demand for education for their children by the membersof community and parent’s ownership forms the fulcrum of this project. An ECE centre is establishedonly 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 ingeneral.

The Mandal Mahila Samakhya, which is the apex body of the Women Self Help Groupsoverseas and reviews the functioning of the schools in the Mandal. A school community of parentsand 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. Thesesocial 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 feeltotally secure in the hands of the teacher. The commitment of the teachers who are making sustainedefforts 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 ofquality education is astonishing. Rigorous inputs are given to the teachers and children to sustainthe success of the programme.

Badipandaga – Monthly Public Reporting:

The teachers present a public report to the parents and the village community once in everymonth. It is a moment of pride for the parents to observe the magical transformation of theirchildren 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-hierarchicalstyle 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 senseof 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 cohesioni.e, level of trust and sharing – all of us are part of the same community and share a responsibilityfor a next generation.

Parents visit the Balabadis quite often. Parents, community elders, members of the villageorganization and parents committee - all participate in the monthly “ Badi Pandaga” where teachersand pupils share their learning joyously. This participation of the communities in the design andimplementation of the programme is quite significant.

Training:

The training process is so meticulous that percolation is maximized without any loss intransmission.

Curriculum:

The curriculum of the Balabadis is tempered and powered with values, rhythm, and socialconsciousness and is driven with emotion and intellect. It disseminates the cultural legacy to theyounger generation.

Enthralling Classroom Activity – Excited Children:

The classroom activity is enthralling. Children are blissfully engaged in a free and joyfulatmosphere. Children are very confident and mingle freely with people including total strangerschildren exhibit their skills with utmost enthusiasm and curiosity which is lacking in almost allthe urban children.

Values – The Yard stick of any Civilization:

The day begins with prayer. Children chant Shanti slokas before they have their meal. Thecultural 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 healthyhuman beings

Children are ready for formal primary school. They are equipped with pre-number – pre-readingskills.

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 community’s priorities: Now education,good education is their priority.

The parent-teachers meetings of the Balabadi have become the hub and pivot and forum fordiscussion on social issues.

The project gave a fillip to women’s decision making and management skills.

|| ix ||

Women are empowered and their incomes increased*Mothers prefer to take loan for girl’s 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 fieldlevel. 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 can’t the nutritional requirements of Balabadi children also be met as a right of the

child?· Why can’t 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 ofothers.

Interventions for child development, therefore, need to focus, not on the scheme or programmeperspective 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.

* Stake holders interview

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ContentsPART – I

CONTENTS P.No.

Chapter I INTRODUCTION 1

1.1 Nation and the Child

1.2 Status of ECE in A.P

1.3 Origin of Community Managed ECE Centres

Chapter II DESIGN OF THE STUDY 10

2.1 The Study

2.2 Objectives of the Study

2.3 Sample

2.4 Tools

2.5 Statistical Techniques

2.6 Database of the Study

Chapter III GENESIS OF THE ECE CENTRES in

Adilabad and Visakhapatnam Districts 15

3.1 Evolution of Balabadis in Adilabad District

3.2 Operational Framework – Adilabad District

3.3 Evolution of Balabadis in Visakhapatnam Districts

3.4 Operational Framework – Visakhapatnam District

3.5 Genesis of Sodhana

3.6 A Comparative Picture of ECE Models –

Adilabad and Visakhapatnam Districts

Chapter IV AN OVERVIEW OF THE FINDINGS 28

4.1 Access and Coverage of the Children

4.2 Quality of the Programme

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4.2.1 ECE Centres – Physical Conditions

4.2.2 ECE Programme – Developmental Areas

4.3 Quality of the Programme – Teacher’s Role

4.4 Quality of the Programme – Parent’s Perceptions

4.5 Quality of the Programme – Monitoring and Coordination

4.6 Quality of the Programme –

Effectiveness of Community Management

4.6.1 Role of Centre Management Committee

4.6.2 Role of General Community

4.7 Programme Impact on ECE Children

4.7.1 School Readiness

4.7.2 Achievement of Class I Children in School Subjects

Chapter V SIGNIFICANT HIGHLIGHTS AND CRITICAL REFLECTIONS

CONCERNS AND WAY AHEAD 71

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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

ByState Resource Centre – ECE

Andhra Mahila SabhaAMS Academic Campus - Osmania University Road

Hyderabab – 500007

PART – II

|| ii ||

|| iii ||

PREFACESRC 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 Centresof Adilabad and Visakhapatnam Districts supported by SERP, has been a highly gratifying experience. Thisproject has provided a great opportunity to Society for Elimination of Rural Poverty (SERP) as well as to SRCECE, 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 asupportive environment for initiating child’s learning in a situation where current social policy, despite itspotential 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 forchildren who really need hand-holding. The special attraction has been the area of study and the communityconcerned i.e, Adilabad and Visakhapatnam tribal areas. Right from field investigators, everyone who is in-volved in the study cherished their experiences. I convey our grateful thanks to Sri. B. Rajashekar I.A.S, Addi-tional Chief Executive Officer, SERP, and Smt. B. Seshukumari, Regional Project Director Education, SERPfor 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 twoindividuals are the role models. CDR family of Adilabad and Mandal Mahila Samakhya (MMS) ofVisakhapatnam 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 coordina-tors on account of whom we could get this special experience.

The study has benefited immensely from the generous flow of constructive suggestions from Prof. VenitaKaul, Former Senior Educational Specialist, The World Bank. Sincere thanks are due to Prof. Sudhakar, EFLUand Prof. Padmanabhaiah, Consultant, Ambedkar Open University, members of research advisory committeefor their valuable inputs.

We are most grateful to Prof. Mrunalini, Professor IASE - OU and Dr. P.V. Sarada, A.I.R, our consultantsfor their time and involvement.

The pains taking efforts of Dr. M. Vani, Principal investigator of the study, at every stage deserves specialmention. 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 withthe 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 spe-cial mention. SRC thankfully acknowledges Mr. Siddhartha for video documentation, Mr. J. Dattatreya forstatistical analysis and Ms. Ashwini for computer support.I thank Smt. Chaya P. Katti, Member ResearchAdvisory Group and Staff of SRC – ECE - AMS for their support.

K. LakshmiChairperson & Hon. Director

SRC ECE, AMS

|| iv ||

Research Advisory Committee

Smt. K. Lakshmi ChairpersonHon. Director & Chairperson, SRC ECE AMS

Prof. Venita Kaul MemberSr. Education Specialist Rtd., World Bank

Prof. Sudhakar MemberProfessor in Education, EFLU

Prof. Padmanabhiah MemberSr. Consultant/ AdvisorDept. of EducationDr. B. R. Ambedkar Open University, Hyderabad

Dr. Smt. M. Vani MemberPrincipal (Rtd.)College of Teacher Education, Andhra Mahila Sabha

Dr. T. Mrunalini Member Professor in Education, IASE, Osmania University

Prof. Chaya P. Katti MemberHon. Secretary, SRC ECE AMS

Dr. P. V. Sarada MemberConsultant, Communication, Education

Study Team

Smt. K. Lakshmi Study InchargeDr. M Vani Principal Investigator Dr. T. Mrunalini Study Consultant Dr. P. V. Sarada Study Consultant

Associate Investigators

Smt. V. Ratnamala , MA, M Ed, AMISmt. G. Kamala MA, PG Diploma in ECESmt. 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

|| v ||

Executive SummaryChildren 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 stageEarly Childhood is the fulcrum and the essence of the human dynamics. Therefore, this stage ofthe child is now under the global spotlight than ever before. Research demonstrates that theearliest years of a child’s life represent a crucial period of biological, neurological, psycho-socialand emotional growth and change; and that well-planned early interventions can have long-termpositive outcomes for children. Accounts of innovative and effective programmes have beendisseminated widely and endorsed by scientific evidence. Reports about model programmes andthe high returns on ECCE investments provide crucial leverage in advocating for policy changeand 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 productiveand positive for children and society. The ECE models adapted in the Adilabad and Visakhapatnamdistricts of A.P is one such innovative programme.

These Community Managed ECE centres in the above two districts have originated as a partof SERP’s support to Women’s Self Help Groups.

SERP (Society for Elimination of Rural Poverty):

SERP has been incorporated with the object of carrying on welfare activities, especially povertyalleviation programmes in the state of A.P, in the form of providing financial as well as capacitybuilding support to the women Self Help Groups. The success of the various activities of SERP ineconomic and social sectors led to a demand for an intervention in education by the members ofthe SHGs. SERP decided to encourage and support the initiative of establishing ECE centres inrural areas, particularly tribal areas, which would have an impact on the holistic development ofyoung children. In 2008-09, SERP started this programme only in Adilabad and Visakhapatnamdistricts 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 statusof Community Managed ECE centres. SRC, ECE of AMS, a pioneer in the area of ECE in A.Phas been entrusted with this study.

SERP’s initiative in supporting Community Managed ECE Centres commenced in the year2008 in Adilabad and Vizag districts of Andhra Pradesh with a small number of centres. Thoughsubsequently SERP extended its support to other districts it is only in these two districts childrenof these centres were at the final part of Class I. so the current study of Community ManagedECE Centres supported by SERP focused on centres from these two districts only with the followingobjectives.

|| vi ||


1. To study the ECE program effectiveness in the project area

2. Compare and contrast the ECE models/programs in Adilabad and Visakhapatnam Districts.

3. To assess the impact of ECE programme on the readiness of ECE children and achievementof Class I children

The findings in relation to the objectives stated are based on an in-depth study of the inputsand the processes related to the programme. A status report of the ECE programme is presented in2 parts. Part I provides an overview of the project along with the current status while Part IIpresents details of the findings based on the objectives of the study.

It begins by outlining the context in which the Balabadis have evolved and proceeds to discussthe objectives/design/overview of the findings and highlights of the programme. the report concludesby articulating a few questions that need further attention.

Opening chapter of Part I deliberates on the critical role of ECE, attributes of a qualityprogramme, status of ECE in Andhra Pradesh and SERPs intervention.

The sample details, tools used statistical techniques adapted are discussed in Chapter II.

The genesis of the ECE centres and the operational framework of the ECE centres in Adilabadand Visakhapatnam districts are presented in Chapter III.

Chapter IV presents an overview of the findings from quality perspective of the programmeand management effectiveness. The programme part of the findings is related to enrollment,attendance and quality of the programme. Since the quality of the programme depends on thehuman resource involved, the role played by teachers, parents, coordinators and community arestudied to understand the effectiveness of the programme. The study focused on the centremanagement committee with the objective of understanding the administration and managementpractices. Similarly to assess percolation of the concept in larger community, awareness andinvolvement of the general community representing a wide spectrum has been made. This partmirrors the sense of belongingness and managerial skills of the community in making theprogramme what it is.

The final part of the chapter presents the impact of the programme on children in terms ofschool readiness of ECE children and the achievement in school subjects at Class I.

Chapter V presents significant highlights of the programme and the concerns of way aheadand the areas needing attention in the programme in relation to the target group and stake holders.In this concluding chapter, an attempt has been made to enhance the possibilities of integratingthis programme experiences that would ensure children best start in life with all other programmes/schemes working for the cause of the child.

Study direction for future practices and policy:

The study though basically a status report presents the following special features andimplications for future practice and policy.

|| vii ||

Salient Features:

Community owned and Managed model:

The ECE centres have emerged from a demand for education for their children by the membersof community and parent’s ownership forms the fulcrum of this project. An ECE centre is establishedonly 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 ingeneral.

The Mandal Mahila Samakhya, which is the apex body of the Women Self Help Groupsoverseas and reviews the functioning of the schools in the Mandal. A school community of parentsand 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. Thesesocial 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 feeltotally secure in the hands of the teacher. The commitment of the teachers who are making sustainedefforts 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 ofquality education is astonishing. Rigorous inputs are given to the teachers and children to sustainthe success of the programme.

Badipandaga – Monthly Public Reporting:

The teachers present a public report to the parents and the village community once in everymonth. It is a moment of pride for the parents to observe the magical transformation of theirchildren 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-hierarchicalstyle 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 ||

of belonging to the same community. An underlying common thread of belongingness knitsthem together. Communities that come together for a common cause create greater social cohesioni.e, level of trust and sharing – all of us are part of the same community and share a responsibilityfor a next generation.

Parents visit the Balabadis quite often. Parents, community elders, members of the villageorganization and parents committee - all participate in the monthly “ Badi Pandaga” where teachersand pupils share their learning joyously. This participation of the communities in the design andimplementation of the programme is quite significant.

Training:

The training process is so meticulous that percolation is maximized without any loss intransmission.

Curriculum:

The curriculum of the Balabadis is tempered and powered with values, rhythm, and socialconsciousness and is driven with emotion and intellect. It disseminates the cultural legacy to theyounger generation.

Enthralling Classroom Activity – Excited Children:

The classroom activity is enthralling. Children are blissfully engaged in a free and joyfulatmosphere. Children are very confident and mingle freely with people including total strangerschildren exhibit their skills with utmost enthusiasm and curiosity which is lacking in almost allthe urban children.

Values – The Yard stick of any Civilization:

The day begins with prayer. Children chant Shanti slokas before they have their meal. Thecultural 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 healthyhuman beings

Children are ready for formal primary school. They are equipped with pre-number – pre-readingskills.

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 community’s priorities: Now education,good education is their priority.

The parent-teachers meetings of the Balabadi have become the hub and pivot and forum fordiscussion on social issues.

|| ix ||

The project gave a fillip to women’s decision making and management skills.Women are empowered and their incomes increased*Mothers prefer to take loan for girl’s 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 fieldlevel. 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 can’t the nutritional requirements of Balabadi children also be met as a right of the

child?· Why can’t 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 ofothers.

Interventions for child development, therefore, need to focus, not on the scheme or programmeperspective 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.

* Stake holders interview

|| x ||

ContentsPART – II

Study Findings – Objective wise

CONTENTS P.No.

Chapter I INTRODUCTION

Chapter II DESIGN OF THE STUDY

Chapter III ECE PROGRAMME EFFECTIVENESS

· Centre Quality

· Programme Quality

· Role of Teacher

· Parent’s Perceptions

· Monitoring and Coordination

· Effectiveness of Community Management

Chapter IV ECE MODELS – A COMPARATIVE PICTURE· Adilabad and Visakhapatnam Districts

Chapter V PROGRAMME IMPACT ON CHILDREN

· School Readiness

· Achievement of Class I Children

Bibliography

|| xi ||

List of Tables

Table 1 : Programme Quality in ECE Centres-Visakapatnam District

Table 2 : Centre Quality – Comparison – physical conditions vs programme quality

Table 3 : Readiness in children – (1 – 10 Activities)

Table 4 : Readiness – Mean and SD values Mandal wise

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.

Table 10 : Achievement Test ECE and Non-ECE – All the subjects

|| xii ||

List of Graphs1. 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

· Standard deviation - dispersion

Performance of children in EVS with ECE and Non-ECE background District wise.

· Mean performance

· Standard deviation – dispersion

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


8. Performance of children in English with ECE and Non-ECE background Mandal wise.

· Mean performance


Performance of children in English with ECE and Non-ECE background District wise.

· 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


10. Performance of children in Telugu (oral) with ECE and Non-ECE background Mandal wise.

· Mean performance


Performance of children in (Oral) with ECE and Non-ECE background District wise.

· Mean performance


|| Part - I || || 1 ||

1.1 Nation and the Child

Lasting imprints:

Making children the priority ofdevelopment agenda is the best strategy thatcould propel the nation to higher orbits ofeconomic progress and human development.Children are a potential demographic resourcethat has to be tapped and nurtured.

The quality of early care and nurturinghave a decisive and lasting impact on howchildren grow to adulthood and how theydevelop, their ability to learn and their capacityto regulate their emotion. Thus children’sdevelopment and learning can be enhancedwith timely and quality programmes which aredevelopmentally appropriate and provide equalopportunities to all children irrespective of theirsocial status. Early childhood is an opportunityof time during which even a small positiveintervention can generate long term socialbenefit to the individual and the society.

If this period of life includes support forgrowth in cognition, language, motor skills,adaptive skills and social-emotional

functioning, the child is more likely to succeedin school and later contribute to society.(Erickson and Kurz-Riemer 1999). A child ismore likely to drop out of school, receive welfarebenefits and commit crime if grown withoutsupport during these years. Similarly if theenvironment is inadequate children often donot achieve their full potential of cognitive,social and behavioural development. So it canbe further stated that healthy development ofyoung children depends on the quality ofenvironment where they grow – family andcommunity in the first few years.

From birth, until five years a childundergoes tremendous growth and change.Research has consistently indicated these earlyyears to be critical for the development, in viewof the rapid pace of developmental characteristicof this stage. Recent neurological research onbrain development has further endorsed thesignificance of appropriately timed interventionfor maximum impact. Interventions introducedsubsequent to the early childhood stage aretherefore not likely to reap expected benefits ifthe early childhood stage is left unattended /inadequately attended.

CHAPTER I

INTRODUCTION

The target: Healthy development for every child world wide

|| Introduction || Chapter I ||

|| Part - I || || 2 ||

Benefits of investing in ECCEprogrammes:

We have substantial data providing thatprograms which promote the growth anddevelopment of young children (0-6 years) arethe best investment for developing humancapital necessary for economic growth. Thequality of care and interaction provided tochildren at 3 to 6 years age not only enhancesthe social, physiological and cognitivedevelopment but has impact on children’shealth and nutritional status as well.

Economists, educationists and leadersaround the world are recognizing thatimproving early child development is thefoundation for enhancing human development.Early child development programmes help toclose the opportunity gap for disadvantagedchildren who live in poverty. ECCDprogrammes are the most cost effective way forreducing poverty and generating economicgrowth.

The latest EFA Global Monitoring reportstates that children from the poorest householdshave the most to gain from good ECCEProgramme as they “can play an important rolein offsetting, economic and language baseddisadvantages.” (UNESCO 2010 Pg. 49)

International studies reveal that the costof primary education per child goes 11% lowerfor those who participated in ECCE ascompared to those who didn’t (UNESCO –2002:38).To quote world bank report2006(2005 B: 133 “early interventions inchildren from disadvantaged environmentsraise no efficiency – equity trade-offs, theyraise the productivity of individuals, the workforce and society at large and reduce life timeinequality by helping to eliminate a factor ofaccident of birth”.

Creating ECE facility not only helps under5s but frees girls from looking after theiryounger siblings and opens up opportunitiesfor them to attend the school. It frees mothersfor entry into labour market, hence familybenefits from added income; it also creates newjob opportunities for people in providing household day care or management of ECE centres.

Need for integrated and holistic childdevelopment programmes:

Early Childhood years are distinctive fromprimary or elementary years in several ways.The rapid rate of development which occursin the physical, social, emotional, intellectualand esthetic domains is particularly significant.Hence, based on research the concepts ofintegrated and holistic child developmentprogrammes have taken lead from just onlypreschool education.

The basis for the shift is

✓ child’s early experiences and outcomes willdetermine the extent to which she /he willgain from subsequent interventions sincechild development is a continuous andcumulative process. Recent studies haveshown , how by the age of 3 years , gaps inlearning as measured by vocabulary arealready large among children fromdifferent social groups. (World bank2005B)

✓ child’s cognitive learning is affected by his/ her socio economic status and quality ofthe home environment. Health, nutritionand education ,psycho social developmentare all synergistically interlinked and thismakes a case for addressing all needs ofchildren through a holistic approach.


|| Part - I || || 3 ||

✓ child’s development gains will beoptimized and more sustainable if theprogrammes address not only the child butthe child’s overall context including thefamily.

There is lot of evidence on both short andlong term benefits of a good quality ECCEprogramme on children’s developmentparticularly in remote areas and poverty contextas they compensate deprivations children mayexperience at their homes or in the communitiesthey live.

It is in this context that early childhoodeducation is considered a significant input tocompensate for early environmental deprivationat home front by providing an appropriatelystimulating environment to children. This isparticularly relevant in the case of firstgeneration learners. Multi centric researchstudies conducted by NCERT and otherinstitutions in the country have demonstrateda significantly positive impact of ECEexperiences on retention rates in primarygrades. Quality ECE programmes have alsopositively influenced learning and achievementof children at the primary level. Interestinglyimpact of ECE experience on retention inPrimary grades appears to be greater for girls ascompared to boys. A national level ICDSevaluation covering 98 districts across 25 statesand 1 union territory also established thatretention rate at primary stage among childrenwith ECE experience was 89% as compared to67.7% among children without ECEexperience (NIPPCD 1992).

Right to Education:

Section 11 of RTE act 2009 clearly statesthus “with a view to prepare children above the

age of 3 years for elementary education and toprovide early childhood care and education forall children until they complete the age of sixyears the government may make necessaryarrangements for providing free preschooleducation for such children.”

ECE objectives and curriculum - as statedin the National Curriculum Framework (2005)the general objectives of ECE are as follows:

o laying the foundation for a healthyproductive, and satisfying life in the futureby enabling the child to develop his/hermaximum potential

o preparing the child for entry into andsuccess in primary school

o To achieve these objectives the curriculumshould be -

- developmentally appropriate,activity based, related to child’sneeds, interests, and abilitiesaccording to age

- an integrated set of experiences tofoster holistic growth anddevelopment in all domains throughan inter linked approach.

Developmentally AppropriateProgramme

A good curriculum for all rounddevelopment of young children should take intoprime consideration their needs anddevelopmental stages.It should recognizelearning as a process best achieved through playand actual experience. Children should beprovided with ample opportunities toparticipate in exploratory activities and tointeract with different people and environment.Broadly a developmentally appropriateprogramme is balanced with the followingprovisions.


|| Part - I || || 4 ||

It provides.....

■ balance between loud, boisterous activitiesas well as quiet and calm activities.

■ opportunities for children to work in largegroups, small groups and individually.

■ indoor and out door activities.

■ self directed, hands on learning activities.

■ scope for active exploration of theenvironment

■ regular and supportive interaction withadults and peers.

Preschool should provide a safe andsupportive environment with stimulatinglearning classrooms to enable and engagechildren with active learning.

Learning is some thing a child does andnot some thing done to the child.

So individual learning styles andintelligences are to be nurtured through avariety of learning experiences. Educationaloutcomes are to be thoughtfully developed toreflect both developmental needs of childrenand changing nature of society

The Curriculum Framework suggested bysubgroup on ECE for 11th five year planincludes

■ a holistic approach based on continuumof growth and development for the childunder 6 years.

■ a fresh approach and a strategy for thesurvival and development of young childin diverse situations.

■ a scientific approach based on empiricalevidence.

■ an integrated approach to programme

planning and delivery of ECE thatinstitutionalizes effective structures forcoordination, convergence andaccountability among all concerned.

A number of programmes/schemes arebeing implemented which integrate health,nutrition education, care, nurturance andstimulation which are productive and positivefor children and society.

The challenge:

Before we look into any description of theprogrammes for young children in India, it isimportant to understand the challenge beforethe country in terms of child population thatis to be addressed. As per census of India (2001)children in the age group – birth to 6 yearsnumber around 158 million which isapproximately 15.2% of the total populationof the country.

Integrated Child DevelopmentScheme:

The ICDS scheme is the single largestintegrated program of child developmentsponsored by Government of India. It wasstarted in 1975-76 and in the same year on apilot basis in 2 blocks in Andhra Pradesh.

1.2 Status of ECE in AP:Early Childhood Education popularly

called as Pre-school education is offered in thestate of Andhra Pradesh in a wide varietysettings and is diverse in nature. While a smallsection of children enjoy the privilege ofenriching programmes, many children areprovided diluted primary programmes – abackward extension of primary classes. Aneffective preschool programme is a highlydemanding one.


|| Part - I || || 5 ||

While the need for some of child careservices is recognized relatively well, the generalunderstanding of ECE in the context ofdevelopmental support is relatively weak.Where the understanding has been adequatethe route to the objectives has been ridden withobstacles in the services delivery system. Hence,despite 3 decades of this intervention, it is yetto reach the shore. An overview of existingprogrammes and services related to care ofyoung child in the state reflects the need for amore holistic and comprehensive approach inaddressing the needs of the young child.

The variety of programmes that areavailable for pre-school children in the statereflect the variety of interpretations of youngchildren’s needs and ways they can be fulfilled.In the non government sector respectiveorganizational imperatives seem to shape theprogrammatic feature and component of thechild care services. While some organizationsare content to provide custodial day careservices, some pre-school centres attached toprimary schools emphasize only teaching andlearning to the exclusion of child’s otherdevelopmental needs… The corporate sectorhas further confused the situation.

Initially preschool programmes had theirroots in developmental theories and werefocusing on social skills, language and selfesteem through the use of play and informalactivities. More recently programmes haveemerged with different banners. The aspiringparents often send the very young children tosuch schools in the hope that such participationmight ensure their success in the latereducational programmes. On account of this,pre-schools are mostly dragged down primaryschools, to which these children seek entry withpurely academic programmes. The increase in

load of facts focusing on memory has nowbecome a matter of concern not only for childdevelopment experts but even to the medicalpractitioners.

When young children are placed in highlystructured formal programmes before they aredevelopmentally ready to meet the programmedemands there may be negative effects of bothshort and long term. The short term negativeeffects may negatively influence motivation andcreativity. We are gambling on these potentialnegative effects with little guarantee ofachieving any significant long lasting positivebenefits. Hence the need to scan our preschoolprogrammes.

ICDS in Andhra Pradesh:

ICDS is the largest public provider of ECEin AP. The ICDS programme in the state overthe last three decades has grown by leaps andbounds to cover a population of over 61 million.The coverage of 0-6 years children in thecurrent ICDS is only 59% and the rest 41% ofthe children need to be brought to theAnganwadi centres to receive nutritional, healthcare and preschool services.

ICDS has the unique distinction of beingthe world’s largest early child developmentprogrammes, characterized by a communityintegrated approach to the interrelated needsof the “whole” child. It has improved thenutritional health and educational status ofchildren in 0-6 age group in the vulnerablesection of the society. Pre-school educationcomponent of ICDS is considered to be one ofthe critical interventions. But the key challengelies in the implementation of a complexdecentralized programme through semi-literatefield functionaries.


|| Part - I || || 6 ||

ICDS coverage in the state (**)Table I

Total population in A.P. 762.10 lakh Total No. of projects 385

Population covered by ICDS 610.31 lakh Total No. of Urban ICDS projects 56

0-6 population 101.72 lakh Total No. of Tribal ICDS projects 29

0-6 Population covered by ICDS 59.89 lakh Total No. Rural ICDS projects 300

No.of children attending ECE 20,09,700 Total No. of Anganwadi centres 73,944

No. of SNP beneficiaries 51,76,348 Total No. of Rural AWCs 1,880

Total number of Boys 10,15,149 Total No. of Rural mini AWCs 6,479

No. of Girls 994551 Total No. of Urban AWCs 7,021

No. of Anganwadi Centres with own building 16,894

No.of Anganwadi centres in rented building 57,050

(**)Source- ICDS-IV State Project Implementation Plan, Andhra Pradesh

(*) Census of India – population projections for India and states 1996-2016


Self Help Group movement in AndhraPradesh:

The SHG movement in A.P was started

to enable the poor women access to various

financial services. These self help groups started

with a thrift and credit model. Gradually, the

women members of these SHGs started various

activities in financial and livelihood sectors for

the welfare of their villages. After investing a

considerable amount of time and energy in

these sectors, the women started realizing the

need to address the social problems like health,

nutrition, education etc. which affect them in

the long run.

SERP (Society for Elimination of RuralPoverty):

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.

SERP is supporting the initiative of

establishing ECE centres as these centres play

an instrumental role in laying proper

foundation for primary education. The SHGs

which use the services of the ECE centres would

take up review of the ECE centres. SERP only

acts as a catalyst to guide the community.

|| Part - I || || 7 ||

1.3 Origin of community managedECE Centres: The philosophy andpurpose:

Healthy development of young childrendepends on the quality of the environmentswhere they grow being the family and then theCommunity. This is most important in the firstyears of life. To achieve sustainable integratedsocial development, each individual andcommunity must be involved so as to generatetheir own development processes.

Embedded in the philosophy of these ECEcentres is the notion that for this developmentto occur there must be a simultaneous changein the intellectual, economic and socio-culturalaspects of life. Moreover for this to happen,individuals need to develop the confidence tocarry out such changes.

The community for long has been a passiverecipient of welfare programmes. So most ofthe child developmental and educationalinitiatives either end with many set backs orend with limited results.

Hence there is a need to promote greaterinvolvement of communities especially womenas they are essential in assessing and analyzingtheir own situation, needs, resources andpractices. Women in unorganized sector andself employed women play a major role in theup-liftment of themselves, their families andtheir communities. Research suggests thatwomen are more likely to invest their moneyon their children, their education, health careand basic needs, thus creating a positive socialimpact as opposed to an average man whosepriorities may differ (Naina Lal Kidwai – Headof HSBC in India). “Women husband theirresources well; put their power and money tomore productive use.”

Based on the above arguments communitymanaged Early Childhood Education centreshave been started to create healthy, physical andpsychological environments for thedevelopment of children and to serve as a basisfor integrated sustainable social development.

Management features:

· Community leaders, many of them Mothersare acting as education agents in theprogramme.

· An external agent educates the communityleaders and serves as facilitators in thedevelopment process.

· Emphasis on inter-institutional co-ordination at the local level.

Starting with 2 districts in 2008-2009,SERP currently conducts this programme in10 districts in the state. As on 2009-10 nearly336 centres are functioning in 16 Mandals. Themodel followed at each district is as follows:

Vizianagaram district:

Sodhana trust a non governmentalorganization is running ECE centres under theguidance of Dr. PDK Rao in this district.Curriculum for ECE particularly for the ruralchildren has evolved over a decade under hisable guidance. Activity Based Learning (ABL)is emphasized and no written exercises are takenup to the age of 5+. Support is extended to preschools and the transition is smooth to thesechildren with ABL extended up to Class V inthe government primary schools.

Sodhana continuously monitors theprogress of the ECE centres. Seniorcoordinators and junior coordinators regularlymake visits to these centres. Efforts tostrengthen the schools have been made by


|| Part - I || || 8 ||

trying to improve the skills of teachers andcoordinators.

The resource centre at Chepurupally inVizianagaram district trains the instructors ofthe remaining three districts. Resource team ofSodhana is also providing support to the ECEcentres in Visakapatnam, which are run by theMMS of Devurapalle and Golgonda mandals.The centres are hubs of activity and Sodhana isalso extending its support to the primaryschools in providing activity based learning byprovision of an instructor.

Jattu Trust, based in ITDA, Parvathipuramprovided support to MMS to GL Puram andKurupam mandals of Vizianagaram district inestablishing 10 ECE centres each (fromFebruary 2009). Sodhana provided inductiontraining to the instructors.

Visakhapatnam District:

MMS of Devurapalle and Golgondamandals of Visakhapatnam district are running10 ECE centres each (from June 2008). Thesecentres are completely managed by the MMS.Sodhana provides them continuous supportthrough monthly visits of its resource team. Theresource team provides monitoring cumtraining mission. Resource support is providedby SERP initially and the community is beingoriented towards developing Micro Credit Plan(MCP). In the current academic year 28 newcentres have come up in these two mandals.

East Godavari district:

MMS of Rampachodavaram andMaredumilli mandals of East Godavari districtare running 11 ECE centres (from February2009). These centres are completely managedby the MMS. Sodhana provided inductiontraining to the instructors. The centres are

closely monitored by the PO, ITDA. StateResource team of SSA has provided themrefresher programme in July 2009.

Adilabad district:

Centre for Development and Research(CDR), a non governmental organization isworking with MMS of Utnoor and 3 othertribal mandals in Adilabad district. It is a sixyear project with initial support from SERP.Over 180 centres are functioning in the fourmandals of Jainoor, Utnoor, Indravally andSirpur(U) in ITDA Utnoor. CDR is helpingMMS in developing MCP and in also makingthe ECE centres self sustainable. In the firstyear of intervention itself, CDR has successfullysupported and enabled MMS in collecting feesand replenishing the education corpus.Resource cell of CDR provides continuoussupport to the instructors, cluster coordinatorsand Mandal coordinators. It is also emergingas a Regional Resource Centre (RRC) for ECE.Regular monitoring of the performance ofchildren and appraisal of the VO’s in themonthly meetings is the significant feature ofthis model.

Warangal district:

Centre for British Teachers (CFBT) issupporting education interventions in Gudurand Kothaguda mandals of Warangal district.37 ECE centres have been set up by MMS ofthese mandals (December 2008) with supportof CfBT. Instructors are being trained byresource team of Sodhana.

Srikakulam district:

MMS of Seethampeta and Kothur mandalsof ITDA Seethampeta, Srikakulam district are


|| Part - I || || 9 ||

running 10 ECE centres each. The instructorsof the newly established centres have attendedinduction training at Sodhana Resource centreand the centres are functioning from September2008.

Khammam district:

MMS of V R Puram Mandal ofKhammam district has come forward to set upECE centres. MVF is providing support in thisMandal. The instructors of the ten centres haveattended induction training at SodhanaResource centre.

Ranga Reddy and East Godavari districts:

Office bearers of MMS of YacharamMandal, Ranga Reddy District and Tallarevu(Coastal Mandal) Mandal of East GodavariDistrict have visited Sodhana Resource centrein September 2008 and are in the process ofestablishing ECE centres.

Sodhana trust:

A non-governmental organization underthe guidance of Dr. P. D. K Rao providesinduction training to the Resource persons andteachers in almost all the districts.

For launching an ECE project in anydistrict SERP has a clearly set criterion basis.

Criteria for selection of mandals andvillages:

a) Mandals where Institution Building teamof SERP is strong

b) Mandals with higher proportion of SC/STpopulation/POP

c) On the basis of a survey of the villages inthe identified Mandals by a teamcomprising of Education Activist,Community Activist and office bearers ofVillage Organization (VO).A resolutionidentifying the need for an ECE centre inthe Village will be submitted by theconcerned VO to the Mandal MahilkaSamakhya ( MMS)

The programme generated communitydemand for opening new ECE centres. Lookingat the new wave of demand SERP felt the needto take stock of the intervention and its impact.It was therefore proposed to take up a study onfunctional status of the Community GovernedECE centres. State Resource Centre – EarlyChildhood Education (SRC – ECE) of AndhraMahila Sabha was entrusted with this study.SRC ECE has been supporting ECEinterventions in the State during the last 2 ½decades and has been considered a pioneer inthe area of ECE. Hence the study oncommunity managed ECE centres supportedby SERP at Adilabad and VisakhapatnamDistricts in A.P has been taken up. Thefollowing are the objectives of the study.


1. To study the ECE program effectivenessin the project area

2. Compare and contrast the ECE models/programs in Adilabad and VisakhapatnamDistricts.

3. To assess the impact of ECE programmeon the readiness of ECE children andachievement of Class I children.


V

|| Part - I || || 10 ||

2.1 The Study:

The Present study attempts to explore theeducational effectiveness as well as themanagement effectiveness of communitymanaged ECE centers. The ECE project ofSERP commenced in 2008 with starting ofBalabadis (ECE centres) at Adilabad andVisakhapatnam Districts of A.P. These twoDistricts are chosen for the study as these centreshave completed 2 years of functioning andchildren from these centres all at the finalquarter of Class I.

This study on the quality of the ECEcentres is very significant because these centresare functioning in the remotest areas forchildren having most disadvantagedenvironment through a community managedmechanism. Though it is highly rewarding to

study these children’s learning, opportunitiesthe recent origin of the project (Jan, 2008) andthe small number of centres with which theprogramme was initiated limits the scope of thestudy in drawing definite outcomes.

2.2 Objectives of the Study:

1. To study the ECE program effectivenessin the project area

2. Compare and contrast the ECE models/programs in Adilabad and VisakhapatnamDistricts.


For assessment of the quality of the ECEcenters the study examined the following inputsand processes that are shaping the programme.

DESIGN OF THE STUDY

CHAPTER II

A Study Of Community Managed ECE Centers Supported By SERP At

Adilabad And Vizag Districts Of Andhra Pradesh

|| Design of the Study || Chapter II ||

|| Part - I || || 11 ||

Research Area:ECE centers located in Adilabad and Vizag

districts of AP

S: No District Mandal

1 Adilabad UtnoorIndravellyJainoorSirpur

2 Vizag DevrapallyGolgonda

Method: Both qualitative and quantitativemethods were adopted for the study.Preliminary descriptive survey method was usedto collect the data related to the study.


Population: The study includes ECECentres established by SERP in collaborationwith Mandal Mahila Samakyas of four mandalsand CDR (Centre for Development andResearch) of Adilabad and IKP-DRDA atVisakapatnam.

Sampling Techniques: Keeping in view thenature of the study, purposive samplingtechnique was used to identify the sample.

Sample Details: A total of 30 centres wereidentified at the rate of five for each Mandalcovering 4 Mandals in Adilabad and 2 in Vizag.

2.3 Sample Details: A total of 30 centres were identified at the rate of five for each Mandalcovering 4 Mandals in Adilabad and 2 in Vizag.

Category Per TotalCentre

Children ECE 5 x 30 150Class I 5 x 30 150

Teachers ECE 1 x 30 30Class I 1 x 30 30

Parents ECE 5 x 30 150

Class I ECE 3 x 30Non ECE 2 x 30 150

Management Committee President – 1 5 x 30 150Secretary – 1Other Members – 3

General Community Anganwadi Worker/ ANM’s(Any one member - 1)Parent of a child withoutECEbackground - 1 Serpanch/Ward member/Community elders/Youth Leader

(Any three from the above members – 3) 5 x 30 150

Coordinaators CC’s / MC’s 20

Total 980

|| Part - I || || 12 ||

Rationale for sample:

1. Centres that completed two academic yearsi.e. initial centres of 2008.

2. Proximity: Two types of centres wereconsidered i.e., centres which are far fromthe head quarters, and those that are closeto the head quarters.

3. Dialect: Centres having children with thefollowing dialects in Adilabad District.

❑ Kolami

❑ Telugu

❑ Gondu

❑ Malva

❑ Mathura

❑ Marathi

4. Ratings of the centre : as assigned byorganizers.

❑ Best Centre

❑ Average centre

❑ Poor centre

The study attempts to explore theeffectiveness of the programme in terms of the

❑ Child’s perspective

❑ Teacher’s role

❑ Parents’ support

❑ Support Systems

❑ Community involvement

From the child’s perspective – the centrequality and the resultant outcomes areconsidered.

The functioning of the coordinators atcluster and mandal levels serves as an indicatorof the monitoring system and evaluationprocedures – these help understand the supportsystems.


2.4 Tools administered for the study:

ECE Class - I

1. ECE Centre and programme quality 5. Centre observation

2. Readiness test for children 6. Achievement test for children

3. Questionnaire for teachers 7. Questionnaire for teachers

4. Guided interview for parents 8. Guided interview for parents

Common tools administered for both

ECE and Class – I

9. Guided interview for General Community

10. Guided interview for Management Committee

11. Interview schedule for cluster/district co coordinators

Informal discussions with visionaries and training personnel

|| Part - I || || 13 ||

2.5 Statistical Techniques:

Both qualitative and quantitativetechniques were utilized for the analysis of data.

The quantitative techniques used werepercentages, mean, standard deviation andinferential statistics like‘t’ tests.

The qualitative techniques used were itemanalysis, informal and formal structured andunstructured interview observations.

● Centre quality observation schedule withrespect to conduct of activities at the centre,observations were qualitatively andquantitatively analyzed. The physicalfacilities and programme quality at thecentre was measured by using percentages.

● Readiness test for ECE children and,Achievement tests for Class I wereanalyzed using Mean, S.D and‘t’ tests.

● Perception of parents, teachers, GeneralCommunity, Management Communitywas analyzed by using percentages.

Qualitative interpretations were madeusing item analysis.

● Coordinators views were analyzedqualitatively using item analysis.

2.6 Database of the Study:

A range of qualitative and quantitative datacollection methods are used in the study alongwith audio and video documentation forcapturing the different dimensions of theproject. In addition to structured questionsmany open ended items were included to helpthe respondents to express freely. Necessaryprovisions were made for qualitative

measurement of the open-ended responsesthrough coding. Detailed code sheets wereprepared for all items, tool-wise.

Audio Recording:

To minimize the investigator’s bias and toobtain first hand information from parents andmembers of Community around 500 interviewswere audio recorded.

Video Documentation:

In order to give an authentic account ofthe functioning of ECE centres, training ofECE teachers, Class I teachers and other majorevents like Badipandaga / Public meetings etc.were video documented to capture the realscenario.

The items of the study as spelt out throughdifferent tools are examined from theperspective of all concerned i.e. parents fromthe receiving end, the ECE teachers andmembers of the school committee from thesupplier’s side. The programme at each centreis thoroughly observed, studied and examinedfor 3 full days by the investigators. To reducethe language barriers and to establish rapport,services of local members of Community wereutilized as facilitators.

The collected data has been processed andanalyzed. The detailed interpretation of theresults is presented.

The report on the status of the project isthe outcome of the data collected throughdifferent tools, interviews with individuals,observation schedules, and audio and videorecordings.

The field observations at different levelsby the investigating team along with interviews


|| 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, theresultant selected sample for the study is also very small. Hence any attempt to talk in terms ofoutcomes or impact at this stage is premature.

The report on the study is presented in two parts.

PART I

Chapter I: Introduction

Chapter II: Design of the study

Chapter III: Genesis of ECE centres

Chapter IV: An overview of the findings

Chapter V: Significant Highlights and Critical Reflections

Concerns and way ahead…

PART II Study findings – objective wise



Chapter III: ECE Programme Effectiveness

Chapter IV: ECE Programme Models

Chapter V: ECE Programme Impact on Children

Genesis of the community managed ECE centres in the districts of Adilabad andVisakhapatnam is present in the next chapter.


V

|| Part - I || || 15 ||

CHAPTER III

Adilabad and Visakhapatnam Districts

|| Chapter III ||

Remoteness and size of a place alwaysmisses the notice of the public as well as stateadministration leading to its continuousisolation and limitations in service delivery. Itis in such context community ownershipbecomes not only relevant but most essential.Centres in the selected districts reflect the abovesituation.

3.1 Evolution of Balabadis –Adilabad District:

Adilabad is considered to be one of the lessdeveloped districts in the state of AP. Nearly30% of the people are living in poverty. 17%of the people belong to scheduled tirbes. Gondsconstitute 52% of the tribal populationfollowed by lambadas (22%) and kolams(8%).Being, a predominantly rain fed area, most ofthe rural population here, depends on singlecrop agricultures. Their incomes are meager.They have occupational, social and economicproblems.

Responding to the problems of thecommunity, determined to improve the lives

of the people of Adilabad, CDR, a registered,not - for profit organization started workingwith the tribals in Adilabad district since 1983.It made significant interventions in improvingthe well-being of the tribal families in the coremandals of Jainoor and Siripur(U) mandals byassisting the tribal women to form the first SelfHelp Groups (SHGs) in 1983 and in preparingthe Village Development Plans for helping thegovt. partner a people governed programme.CDR has also been concerned about earlychildhood and primary education for the tribalchildren in Adilabad since long.

There was total absence of pre primaryschools. The environment in most of the govt.primary schools was boring, monotonous anduninviting, pushing the lives of tribal childrento intellectual penury. The parents remainhelpless and agonized spectators. In thesecircumstances, Gonds, the pre dominant tribein Adilabad have taken an initiative to establishtheir own alternate pre-primary schools inJainoor and Sirpur Mandals.

The Gondu parents named them“Mava Nate Mava Sada” (MNMS) which

GENESIS OF THE ECE CENTRES

|| Part - I || || 16 ||

in Gondi translates to “ our village - ourschool.

This was the inspiration behind startingthe community governed pre-primary schools fortribal children in Adilabad District.

Director CDR Sri V. Mohan Prasaddiscussed the ideas of MNMS with the tribalparents, in a large number of villages. They wereconvinced about the importance of educationof their children. They were keen on havingpre-primary schools in all their villages. CDRsubmitted a proposal to SERP for communitygoverned pre-primary schools and this wasapproved by SERP.

In this back drop a tripartite MemorandumOf Understanding (MOU) was signed betweenthe CEO of society for Elimination of RuralPoverty, the Presidents of Siripur, Jainoor,Utnoor and Indravelly Mandal MandalSamakhyas (MMS) in Adilabad District andthe Director of CDR to assist the tribal andother poor parents to establish pre-primary andprimary schools in the above four Mandals. Thesix year project formally commenced from 1st

January 2008 SERP agreed to extend financialsupport to the project through the four MandalMahila Samakhyas. The project envisages toprovide quality education in the four Mandalsto the tribal and other poor children from thepre-primary class in the first year andprogressing to the 5th class in the 6th year.

Community Governance:

Community and parents ownership formsthe fulcrum of the MNMS project.

Every MNMS school is managed by theParents Committee under the aegis of the

|| Chapter III ||

federation of Women’s Self Groups (SHGs)called Village Organization (VO). Under theproject, the MMS, a federation of VOs receivesthe funds directly from SERP. It will, in turn,disburse the same to the VOs. CDR will beresponsible for implementing the project. Itfacilitates rooting of all elements of communitygovernance that are primary for the sustenanceof the project.

People’s initiative:

A MNMS school is established only afterthe parents of the identified children and thecommunity together resolve to have theMNMS. They should resolve on five distinctPancha Teermanalu (Five FundamentalResolutions) of community responsibility andgovernance that are fundamental pre- requisitesto set up a MNMS school.

Pancha Teermanalu –Five FundamentalResolutions

First: The community should resolveto have a MNMS school in their village.

Second: Community shall identifysuitable teacher from within the village forthe proposed school.

Third: Community shall identifysuitable premises for having the school.

Fourth: Community shall survey andfinalize the list of 3 and 4 year old childrenwho are eligible to join MNMS school.

Fifth: Community shall nominate aparents committee of mothers to take care ofall aspects of governance of the school.

An ECE centre is set up only after thecommunity fulfills the five conditions:

|| Part - I || || 17 ||

The ECE centre, thus set up is owned by

the parents and the Village Community. This

is how MNMS schools started functioning.

There were 124 MNMS schools as of

September, 2008. However, by March, 2009

the number of functioning schools came down

to 110 in the four Mandals. There are 166 Pre-

schools in the beginning of the academic year

2009-10 (MNMS Repot January, 2010).

3.2 Operational Framework – AdilabadDistrict:

The programme functions under a critical

operational system tuned to ensure effectiveness

of the intervention. Different institutional

structures form the part of the framework.

CDR, 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. CDR is

responsible for timely decision making and

implementation of all components of the

project.

Mandal Mahila Samakhya (MMS):

The four Mandals of Adilabad, have

Mandal Mahila Samakhyas. The Presidents of

the MMS take an active part in implementing

the ECE programme. They visit the schools

regularly to assess the progress of the children.

They also discuss the functioning of the school

with the V.Os. They give constant support to

the teachers. The Mandal and Cluster

Coordinators submit the monthly outcome

reports to the MMS.

Village Organization:

Representatives of the individual SHGswithin the Village are the members of the V.O.The President of the V.O by consensusconstitutes the Parents Committee of theMNMS. The V.O has to prepare the MicroCredit Plan (MCP) for parents who wish toborrow towards paying the monthly salary ofthe teacher and disburses the amount as a loan;accordingly. The V.O is responsible to ensurethe repayment of the loan amount by theparents.

School Committee/Parents Committee(PC):

A School Committee of Parents and Villagetribal elders is to be responsible for properupkeep and functioning of the school. ThePresident of the Village Organization (V.O) ofthe Self Help Groups is the President of theSchool Committee. The members of PCfrequently visit the school and encourage theteacher. They examine issues related to lowattendance of the pupils and take up the matterwith the concerned parents. They participatein the monthly ‘Badi Pandaga’. The PC paysthe salary to the teacher every month on ‘BadiPandaga’ day after hearing the Public Report.

3.3 Evolution of Balabadis –Visakapatnam District:

Society for Elimination of Rural Poverty(SERP) has taken up various activities for thewelfare of the villagers addressing the socialproblems related to health, nutrition andeducation particularly in the poor, tribal areasunder the schemes VELUGU and INDIRAKRANTI PATHAM”.

|| Chapter III ||

|| Part - I || || 18 ||

Director CDR - entails

In Visakapatnam district, with the objective of educating villagers on the importance ofhealth, nutrition and education SERP has been organizing several programmes catering to allaspects in the ‘Life Cycle ‘ (Jeevitha Chakram) starting from expectant mothers to old peopleidentifying Deverapally and Golgonda mandals as pilot mandals in the tribal sub-plan areasince 2005. In order to ensure total participation of the community, particularly women, in allactivities and progrmmes related to health, nutrition and education. SERP decided to encourageestablishment of ECE centers in response to the demand for an intervention in Education by themembers of self help groups. Thus community managed ECE centers came into existence inVisakapatnam district.

Thus 10 ECE centres in each of theidentified mandals – Deverapally and Golgondastarted functioning since January, 2008.

3.4 Operational Framework at VizagDistrict–Devarapally and GolgondaMandals:

There is a difference in the operationalmechanisms of Vizag model. The programme

|| Chapter III ||

These centres are completely managed byMandal Mahila Samakhyas. Resource supportis providient by SERP initially and thecommunity is being oriented towardsdeveloping Micro Credit Plan (MCP). ProjectDirector DRDA Dristict Rural DevelopmentAuthority, District Coordinator appointed bySERP manages these centres with theinvolvement of V.O and Mandal EducationCommittees.

|| Part - I || || 19 ||

regularly oversees and reviews the functioningof the schools in the Mandal. A schoolcommittee of parents and village tribal elderswill be responsible for proper upkeep andfunctioning of the school. The President of theVillage Organization (VO) of the WomenSHGs is also a member of the SchoolCommittee. The teacher shall be accountableto the School Committee.

Teacher Selection – Selection Procedure:

In both Adilabad and VisakapatnamDistricts, Community identifies suitablecandidates to be selected as teachers forBalabadi. He/she should preferably anIntermediate qualified below 20 yrs age, and aresident of the same village. He/she shouldspeak the mother tongue of the Balabadichildren.

In Adilabad District, CDR Centre forDevelopment and Research holds a test andinterview to scrutinize the competencies andeligibility of all the identified persons beforefinalizing the selection.

In Visakapatnam District, the Resourceteam of Sodhana Trust holds a written test, atest in drawing and an interview to all thecandidates short listed by MMS and DirectorDRDA and selects suitable teacher. Care istaken to select teachers who have artistic andcultural talents and who can mix easily withchildren.

Location of ECE Centres:

Majority of ECE centers are located inAnganwadi centers in Adilabad, some of thecenters make use of a part of primary schoolbuildings. In the absence of readily availablebuilding a low-cost hut is constructed to serve

is directly managed by District Coordinator ofDRDA and the role of external agency is limitedto technical support.

District Coordinator:

Conducts review meetings regularly at theVillage level and discusses the progress andlearning outcomes of schools in the Golgondaand Devarapally Mandals. He monitors theperformance of the MCs and CCs and suggestsmeasures to improve. Plans celebration ofNational festivals in various Villages.

Sodhana Resource Team:

Conducts a review meeting once in amonth and extends all technical support.

Village Education Committee (VEC):

● VEC should see that a comprehensivemonthly report – containing all the detailssuch as – enrolment, attendance, Teachersgrade, School grade, Pupils grade, etc isprepared and presented in MEC which isheld on 26th of every month.

There are 35 ECE centers (2010-11) inboth the mandals.

Sodhana Trust, a non-governmentalorganization runs under the guidance of Dr.B.D.K.Rao in Vijayanagaram District.Resource Team of Sodhana provides continuoussupport to the ECE centres in VisakapatnamDistrict. Curriculum for ECE particularly forthe rural children has evolved over a decadeunder Dr. P.D.K.Rao’s guidance.

Community Owned and ManagedModel:

The ECE centre, thus set up, is owned bythe parents in particular and the villagecommunity in general. The Mandal MahilaSamakhya, which is the apex body of theWomen Self Help Groups in the Mandal

|| Chapter III ||

|| Part - I || || 20 ||

|| Chapter III ||

3.5 Genesis of ‘Sodhana’:

Prosperity in a community comes from economic progress, equity, justice, peace andharmony. Progress is positive change. With progress as agenda Dr. PDK Rao, a professorworking as a nuclear physicist in US, came back to India with a burning desire to serve theneedy and poor people in India. He started his work in the Srikakulam district of AP. Hegave all his time to listen to people’s problems. He conducted series of meetings with thevillagers, realized their felt needs and created awareness in them in utilizing govt. servicesfor their due rights. The big success was winning a seven year long legal battle in resolvingthe land issues related to Dalits/Pattas were distributed to the villagers and Rickshawcolony constructed.

After attending to their felt needs he wanted to educate the villagers. Night school wasstarted. Primary education, lively hood education and health education were given to thecommunity. Every youngster got educated though informally.

But unfortunately, by the time the boys are five year old, they used to work in the fields andhelp their parents in the farms. Children in the age group of 3 to 5 years were left uncared for.

In this background, after working with the community for a over a decade DR.PDK Raothought of designing ‘a playful environment’ to attract the neglected children in the group 3-5years. Thus the preschools originated with games, songs and stories as base. There was nosyllabus. Children liked the environment. They wanted to remain there – in an atmospherefree from fear or punishment. Two years after starting the school the curriculum evolved usinglocal community vocabulary and modifying the village games to education games, making thechildren learn through observation, measuring, classification and questioning.

Vision ‘to create a new world with a value system’ in a subtle way – create a newgeneration.

He strongly believes that ‘when there is life in what you do – It just gets disseminated.His work spread only by the word of mouth and today govt. wants Sodhana to givetraining to A.W workers and grade-I teachers of AP in progrmmes like CLIP, CLAP etc.Educational institutions of other states are also getting their teachers trained by Sodhana.

The ECE Teachers and CCS of the Deverapally & Golgonda mandals under ourstudy are also trained by Sodhana. Resource team from Sodhana offers all technical supportto those centres

|| Part - I || || 21 ||

|| Chapter III ||

as a Balabadi centre. Sometimes the villagersdonate a portion/room in their house forrunning the centre.

In Vishakapatnam district IKP and DRDArelease some funds for constructing a hut andcommunity members contribute othermaterials to run Balabadi. There are separateAnganwadi and Balabadi centers.

In some places – Balabadis are run in Govt.buildings or Community halls. At other places,Balabadi is constructed in the Govt. localPanchayati site or the sited donated byCommunity. One parent donated site forstarting a Balabadi in ‘Polavaram Village’. SERP

releases a one time grant of Rs.15000 for settingup a Balabadi, where a site is donated either byPanchayati or the community.

Balabadis are not run in A.W Centres inthis District.

All Balabadis in the Mandals ofDeverapally and Golgonda look more or lessuniform having standard structures. They areall pyramid shaped thatched huts, with neatcemented flooring and two feet height runningBlack Boards. Balabadis in these Mandals aresimilar to Balabadis in the Rickshaw colony ofCheepurpally, Vijayanagaram district run bySodhana.

|| Part - I || || 22 ||

Curriculum - A Repertoire of Culture:

Entire curriculum is designed using games,songs and stories as base for giving educationto the children. Village games have beenmodified as educational games. Local cultureand local

folklore find a place in the songs andmovements. The gap between home languageand school language is minimized. Every dayvocabulary of the villagers is used in thecurriculum. Experience with the children inVijayanagaram District has shown that thisapproach brings out artistic, cultural talents andleadership qualities in the child. Children donot have inhibitions. They are not burdenedwith a bagful of books. They don’t have home-work. They enjoy their childhood.

Based on personal experiences, andlearning from other success stories ‘Sodhana’has been trying to modify and design thecurriculum. According to Dr.P.D.K.Rao – “Aday to day curriculum, an ever-changingcurriculum – should be followed, keeping itdevelopmentally appropriate. The curriculumshould aim at preparing individuals who canthink rationally – having spiritual values.”

The curriculum developed by ‘Sodhana’trust is generally followed in all ECE centres inboth the districts. A teacher’s Hand-bookdeveloped by CDR courtesy ‘Sodhana’ isprovided to all the teachers which guides themthrough the programme for the year.

Story Telling’ which is a component ofECE strategies developed by Andhra MahilaSabha is focused in Adilabad mandals.

Training:

Teacher training in Adilabad district:

Every selected teacher is trainedsystematically in all aspects of joyful learningand teaching methods. All efforts are made tobuild the right attitude towards the child andits surroundings during the trainingprogramme. Every teacher has to attend a 16day foundation training course in activity basedteaching and learning methods in the first year.It includes a four day stay in the Balabadi withthe MNMS teacher. The trainee interacts withthe community and learns about the importanttools of community governance. The traineeteacher learns about class room dynamics,techniques of teaching methodology andteacher-pupil interaction, preparation and useof low cost, no cost TLM is an inherent part ofthe foundation course.

In addition to the foundation course everyteacher is trained for two days every month inteaching the next month’s programme.Subsequent annual training courses are alsoarranged to retain the teacher’s orientation andto improve their teaching skills.

Training and Resource Centre (TRC) atUtnoor, conducts the teacher training inbatches of twenty five. A.M.S-Hyderabad hasextended its support to TRC in standardizingthe curriculum and in training of ECEinstructors and coordinators.

Resource teams from Sodhana, SSA andAMS help in training of the CCs and ECEteachers in Adilabad district.

|| Chapter III ||

|| Part - I || || 23 ||

Teacher-Training:

Training District Duration Place / Where provided By Whom

Initial Adilabad 16 Days Cheepurpally Sodhana

Additional Periodical TRC Utnoor AMS

SSA

Visakapatnam 16 Days Cheepurpally Sodhana

Mandal coordinators to ensure managerialeffectiveness.

Evaluation Process :

A comprehensive and continuousevaluation process form an integral part of theECE Programme in these Mandals.

Evaluation at the Centre level:

The teacher evaluates the learning levelsof all children every month and providesadditional attention as required children areassessed and graded on the basis of thecompetencies achieved in Telugu, Mathematics,Environmental Science, activity, story, song andgames.

Teacher prepares Pupil’s enrolment report,attendance analysis and assessment report everymonth.

Evaluation at the Cluster level: The clustercoordinator reviews the progress of the schoolwith the teachers every fortnight and interactsclosely with the community and the schoolcommittees.

CCS work in close coordination with theteachers. The CC collects the monthlyassessment reports from the teachers andprepares the cluster report for every month.Copies of the CCS reports and teachers’ reportsare given to the parent’s community and schoolcommunity every month.

Teacher Training in VisakapatnamDistrict:

In Vishakha district teachers selected forthe Balabadis in the selected Mandals of Vizagdistrict also undergo a similar training. Trainingis provided for these teachers in Vijayanagaramdistrict by ‘Sodhana Trust’. Resource team ofSodhana provides technical support to all theECE centres in Devarpally and Golcondamandals. A Sodhana resource team conductsreview meetings once in 3 moths to providenecessary support to the teachers.

Training of Coordinators:

The CCs undergo the same training as theECE instructor. The CC is further trained inmonitoring and evaluating the learningoutcomes.

Monitoring:

In order to assess, monitor and review thelearning outcomes of schools in each Mandal,Coordinators are appointed at different levels.There is a Cluster Coordinator, (for every 10pre-schools) and one coordinator for eachMandal, in the identified ECE centres.

The CCs and MCs play a key role in theeffective functioning of the ECE centres.

Specific roles and responsibilities have beenassigned to the Cluster coordinators and

|| Chapter III ||

|| Part - I || || 24 ||

Cluster coordinators prepare monthlyschool assessment reports for all the pre- schoolsin his/her clusters.

The schools are graded on Punctuality,Activity, TLM, Records, Cleanliness, Public report,Public Participation, Good habits and, Hygiene.

The Mandal coordinator/MandalEducation coordinator (Vizag District) guidesand assists the CCs. MCs also visit the schoolsin the Mandals regularly, to ensureimprovement of learning outcomes in eachECE centre. The MC has to submit a monthlyreport on the progress of the schools to theMandal Samakhya.

Objective based model question papers inall subject areas prepared separately for 3+ and4+ children separately are included in theTeachers Hand Book – designed by CDR-courtesy Sodhana.

Specific learning standards/outcomes areexpected and are realized in each area duringthe course of the programme.

Mandal Education coordinator-MECprepares a comprehensive ‘Monthly Report’ ofall the pre schools, cluster wise in his Mandal.This is to be presented in ‘Mandal MahilaSamakhya Meeting’ which is held on 26th ofevery month. Every month this monthly reportis to be signed by Additional Project DirectorIKP-DRDA, Assistant Project Manager IKP-DRDA-Mandal wise and District CoordinatorSERP.

Monthly Report:

Enrollment of children, pupil’s attendance,subject wise performance and centre conditionsare presented for each pre school in the cluster

in the monthly report. Finally grades areassigned to each pre-school on the basis of thefollowing criteria.

● Cleaning of the environment (inside andoutside)

● children’s percentage of attendance

● hygiene of children

● 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 publicmeeting(Badi pandaga)

● percentage of Educational Savings- SHGs toV.O

(All the schools recorded 0% in this areaby March 2010)

● Percentage of parent’s contribution: Again0% is recorded for all schools

● Education agenda: Presented by SHGs andV.O.

● Total of the marks allotted on each of theabove parameters is the total marksachieved by the centre and the total marksare translated into grades (A,B,C)

|| Chapter III ||

|| Part - I || || 25 ||

3.6 A Comparative Picture of ECEModels:- Adilabad andVisakhapatnam

In Adilabad District Centre forDevelopment and Research (CDR) is workingwith Mandal Mahila Samakhyas (MMS) ofUttnoor, Indravally, Jainoor and SirpurMandals. It is a 6 year project with initialsupport from SERP. Resource cell of CDR

provides continuous support to ECE teachers,CC’s and MC’s.

In Visakapatnam District MMS ofDeverapally and Golgonda Mandals ofVisakapatnam District are these ECE centres.These are totally managed by the MMS.Sodhana Resource Team provides academicsupport, monitoring cum training throughmonthly visits.

ECE Model

Visakapatnam District Adilabad DistrictProject in tribal sub plan area Project in tribal mandals

All children have Telugu as mother tongue Children belong to 6 different dialectsFunded by SERP Funded by SERP

Managed by MMS – A community based It is a 6 yr project between SERP, CDRorganization and MMS

MMS to orient the community towards CDR to help MMS in developing MCPMicro Credit Plan(MCP)

Sodhana provides technical and resource CDR provides technical and resourcesupport support

Sodhana conducts tests and interviews to CDR holds interviews and tests andselects teachers select teachers

The programme is directly managed by The programme is managed by CDR.District Coordinator of DRDA – DistrictRural Development Authority

Role of external agency is limited to Total management and technical supporttechnical support is provided by CDR.

Assistant teacher is appointed to help the ECE teacher has no support serviceECE teacher.

Govt. teacher teaches Class I MNMS teacher hand holded to Class I

Balabadis are run in Govt. buildings, Balabadis are generally located inCommunity halls or at a site donated Anganwadi centres in the selected sample.by Community Some centres make use of the primary

school buildings. Sometimes villagersdonate a room in their house for runningthe centre

|| Chapter III ||

|| Part - I || || 26 ||

What contributes to the success of Balabadis? – Here are some impressive, interestingcomponents

The success of the ECE Programme in the Balabadis is not the result of a sleight of handby any magician, but of the vision of great leaders, elaborate planning and concerted action bythe Govt., Community, support systems and the teacher.

· Balabadi is the cultural legacy passed from socially conscious intellectuals to make learningan ecstatic experience.

· It’s an innovative programme to make learning with joy as the bottom line of the teaching-learning encounter.

· The curriculum is tempered and powered with values, rhythm, social consciousness and isdriven with emotion and intellect.

· The training process is so meticulous that percolation to the classroom is maximized withoutany transmission loss.

· The community itself manages these centres. They are committed to the cause and take avidinterest in molding their children and the future of their village.

· An atmosphere of relaxed alertness which promotes harmonious inter personal relationships.

· The quintessence of the Balabadi is its amazing focus on the whole some development of thechild – reincarnating the soul by rejuvenating the sense organs.

· The sustained efforts and commitment of the teachers in replenishing the pedagogical processis deeply touching.

· The sincerity and dedication of the co-ordinators in trying to reiterate the beauty of qualityeducation is astonishing.

· The classroom is a visual treat.

· The classroom activities are enthralling and exciting. The children are blissfully engaged inlearning in a free and joyful atmosphere. The cultural magic compiled of rhythmic dancenumbers and songs retain the nativity.

· Spiritual values – the impact of prayer

Prayer is a form of connecting with your voice. Prayer regulates the life flow. Spirituality andprayer as necessary as drinking water. It is really heart warming to watch the children chantingthe shanty shlokas (Universal Prayer) before they have the afternoon meals. The cultural heritagebestowed by our ancestors is being followed in the Balabadis to ‘T’.

|| Chapter III ||

|| Part - I || || 27 ||

|| Chapter III ||

Some Observations:

Balabadi Vs Anganwadi centre

The investigators who visited the Balabadisand Anganwadi centres during the field studyhighlighted the variations in their functioningin Adilabad Districts. They are summarizedhere under:

Seven Balabadis, among the 20 selectedones, in Adilabad District are run in Anganwadicentres. 13 Balabadis are run in other places.There are no Anganwadi centres in elevenvillages selected for the study.

In Balabadis which are run in Anganwadicentres the Anganwadi worker is hardly seen.All learning and play materials of theAnganwadi are safely locked in a box. Manyvillages reported that they have hardly seen theAnganwadi teachers. Anganwadi teachers ofthese centres do not have accountability. Inother Anganwadi centres, the Anganwadiworker comes around 12:30 P.M to distributethe nutritional supplement and goes. ECEteacher slogs without any support service frommorning till evening.

In the identified Deverapally andGolgonda Mandals, Balabadis and Anganwadisfunction separately. The ECE teacher andAnganwadi teacher work in competition. TheAnganwadi teacher is scared that her centre maybe closed or she will be removed if she fails toattract and retain children in her centre. Hence,here Anganwadi teachers have also startedworking seriously for fear of their own survival.

Sometimes there is unhealthy competition.Same children are enrolled in the Anganwadicentre and the near by Balabadi. Parents arescared that their children’s names will not beregistered for primary schools if they send theirchildren to Balabadis. They feel that theirchildren may be deprived of the beneficiaryschemes of the Govt.A word of appreciationto the teachers of Adilabad District: Despitethe fact that the children of Adilabad Districthail from different dialects whose mothertongue is not Telugu, the programme inAdilabad sustains the same quality as in VizagDistrict where the mother tongue of all childrenis Telugu.

A word of caution: In Adilabad District,while the Balabadi teacher hand holded to ClassI slogs, the Govt. teacher passes the buck on tothe hand holding teacher. Children may alsobe deprived of the expertise of the betterqualified Govt. teacher.

The Woes of Co-ordinators: The co-ordinators job is a herculean task i.e, managing,evaluating and substituting teachers as in thenrequired. The most difficult task of the co-ordinator is to hop and jump in the centreswhich are not manned. The distances are longand time is a big challenge. Over and abovethis there are no proper roads, no transportfacility. They tend to fall sick frequently as theyhave to walk long distances in hot sun andduring rains. The co-ordinators feel that mostof their salary is spent on cell phones,medication and transport. This may becomean impediment to the system in the long run.

|| Part - I || || 28 ||

The study on ECE programme in thecommunity managed centres in Adilabad andVizag districts of AP has been an illuminatingand highly rewarding one .In view of thenascent stage of the programme and small sizeof the sample the findings are to be consideredmore as process reflections and not as final outcomes .The broad objectives of the study are

1. To study the ECE program in the projectarea

2. Compare and contrast the differentmodels/programs and their impact onparents and community


The details of the findings objective wiseare given in the part –II of the report. Thischapter presents an over view of the findingsfrom quality perspective of the programme andmanagement effectiveness.

The programme part of the findings arerelated to enrollment, attendance and qualityof the programme. Since the quality of the

AN OVER VIEW OF THE FINDINGS

CHAPTER IV

programme depends on the persons involvedin it, findings related to the role of teachers,coordinators, parents and community are alsopresented in this chapter.

An attempt has also been made to examinethe impact of the programme on children interms of school readiness and achievement atclass I level. The final part of the chapterpresents the role and contribution of thecommunity in making the programme what itis. The report is a midterm appraisal based onthe study of the inputs and processes that havegone into the project.

4.1 Access and Coverage of theChildren:

The community managed ECE centresstarted functioning since January 2008 inAdilabad District, Centre for Development andResearch (CDR), a Non-GovernmentalOrganization is working with Mandal MahilaSamakhyas (MMS) of four tribal mandals –Uttnoor, Indravally, Siripur and Jainoor. Atripartite MOU was signed between the CEOof SERP, Presidents of MMS of the above fourMandals and The Director of CDR to assist

|| An over View of the Findings || Chapter IV ||

|| Part - I || || 29 ||

Many centres are running with 10 to 15children on roll.

The average enrollment in the Utnoormandal is ‘15.2’, the lowest.

The average strength in centre which arecloser to urban areas appears to be much lessthan those of the rural centres. This due to anincreasing craze of the parents for Englishmedium convents. It’s a matter of concern.

Private schools are also run in these ruralareas. These have become an increasinglysignificant option for parents in rural areas.Despite being poor, parents are putting effortsinto sending their children to private schoolsbecause they are fascinated with English asmedium of instruction. These villagers equateeducation with English.

However, children from the pooresthouseholds only are going to Balabadis. PrivatePre-schools are an option for some “Moreadvantaged groups in the least poor group”.Many rural families do not have a choicebetween public/private educations. Since fewprivate schools are located in remote areas.

Vishakhapatnam district:

In Visakhapatnam District, Devarapallyand Golgonda Mandals have been identifiedfor establishing the ECE centres. These aremanaged by MMS, Project Director DRDAand District Coordinator appointed by SERP.The 10 ECE centres in the identified mandalshave started functioning since Jan, 2008. Forthe present study five centres are selected fromeach of the above Mandals.

According to DRDA-IKP Devarpallymandal Pre Primary Education Report –March2010, there are two clusters –cluster I andcluster II in Devarpally Mandal.


the Community in establishing ECE centres.This 6 year project called The MNMS projectformally commenced from 1st Jan, 2008. TheCommunity conducts a survey and prepares alist of 3 & 4 year old children who are eligibleto join MNMS School. A MNMS school isestablished in a village only if there are morethan 10 children in the age group of 3 – 4 years.

According to the MNMS, January 2010report there are 166 pre schools in the fourmandals –Utnoor, Indervelly, Jainoor andSiripur of Adilabad district. More than 3000children are enrolled in these schools and theaverage strength in each pre-school is 19.

No. of MNMS schools: 166

Total number of pupils enrolled: 3134

The average strength of each pre

school:19

For the present study, (keeping, rationalefor selecting the sample as mentioned underresearch design) only 20 centres in Adilabadwere identified taking 5 centres from eachMandal.

As per the data collected by theinvestigators, the total number of children inthe selected 20 centres of the four mandals is368 and the average strength of the Preschoolis 18.

Number of 3 year old children: 89 girls, 89

boys: 178

Number of 4 year old children: 97 girls, 93boys: 190

Average strength of the pre-school: 18

Maximum number of children enrolled isnot more than 30 in any of the twenty centres.

|| Part - I || || 30 ||

The details are:

Mandal No. of pre schools No.of children No. of children

3-5 yrs as per survey enrolled

Devarpally Cluster I 12 614 246

Cluster II 10 530 184

Golgonda 23 - 487

Total 45 - 917

Average strength of each Balabadi: 20.3

In the 10 selected centres, as recorded bythe investigators the strength in the centre isbetween 10 and 32.

Devarapally and Konkasingi have 32 and31 children each, the highest number ofchildren. There are only 10 to 15 children inmany centres.

It can also be observed that all children asper survey are not enrolled in Balabadis in theseMandals. Children in this age group aredistributed among Balabadi, A.W. Centres andother private schools. Parents are confused asto where to send their children, because of thecompetition among the three types of schoolshere.


Enrollment and Attendance of Children:

Attendance of the child is one of the criticalindicators of the effectiveness of theprogramme. Good attendance of the childrenreflects the interest of child in education/schooland also the holding power or readiness of theschool for children. The inviting and attractiveclassroom environment also holds children inthe class. This project scores a good mark here.

Attendance:

It is amazing to observe that in both theseDistricts, even a midst soaring mercury levels,the attendance on an average ranges between85% to 88% and cent % in many centres. Onewonders whether the so called intelligentsia isreally capable of holding their wards in theirrespective schools.

|| Part - I || || 31 ||

Sirpur Pittaguda 1 6 4 11 22 * 5 1 10 16 72.7 89

Naguguda 4 3 5 2 14 4 3 5 2 14 100 100

Alliguda 1 2 4 3 10 1 2 4 3 10 100 100

Lingapur 12 3 6 4 25 2 10 6 3 21 84 97

Yellapatter 4 4 2 7 17 4 3 1 6 14 82.3 99

Indravally Yemaikunta 5 5 5 5 20 3 5 3 5 16 80 85

Devapur 8 3 4 7 22 5 5 3 4 17 77.27 89

Gattepally 6 6 8 5 25 5 3 6 4 18 72 95

Keslaguda * 2 6 7 15 * 1 5 7 13 86.6 93

Kailashnagar 3 7 2 2 14 3 6 1 2 12 85.7 66

Jainoor Patnapur 7 5 3 3 18 5 5 3 2 15 83.33 83

Pochanleddi 8 5 9 5 27 7 3 8 2 20 73 78

Ushegaon 9 3 3 9 24 7 2 3 8 20 83 87

Marlawai 4 5 6 3 18 4 5 6 2 17 94.4 79

Anduguda 5 8 6 2 21 4 5 5 1 15 71.42 98

Utnoor Lakkuguda 1 3 2 4 10 * 3 2 4 9 90 96

Salevada (B) * * 3 7 10 * * 3 7 10 100 85

Cheruvuguda 6 5 5 1 17 6 5 5 * 16 94.1 91

Navodayanagar 2 5 7 2 16 2 4 7 2 15 93.75 84

Yenka 3 9 7 4 23 3 2 6 4 15 65.21 79

Devarapally Pedannapally 5 4 3 2 14 2 4 3 2 11 73.5 80

Marepalli 2 6 1 3 12 2 3 1 3 9 75 80

Devarapally 18 9 4 1 32 8 4 * * 12 77.5 100

Garsinghi 12 4 8 * 24 8 4 * * 12 70 90

Bethapudi 5 5 3 5 18 4 3 3 3 13 75 80

Golgonda Gairampet 8 5 2 5 20 16 7 2 5 30 90 92

Polavaram 3 3 2 2 10 2 3 2 2 9 90 90

Hukumpet 5 2 7 * 14 5 1 6 * 12 85.7 92

Konkasinghi 16 4 9 2 31 15 4 2 8 29 93.5 85

Nagapuram 5 7 7 4 23 5 7 5 3 20 83.9 85

Mandal CentreNo. of

childrenenrolled 3+

No. of childrenenrolled 4+

Total

G B G B G B G B

children presenton the day of3+observation

No. of childrenpresent on the dayof 4+observation

Total % % ofAtten-

dance asper

records

Table 2: Details of enrollment and attendance


|| Part - I || || 32 ||

Adilabad District:

The average percentage of pupil’sattendance (of Dec2009) in the four Mandalsof Adilabad district is 85%.

On the day of observation, as recorded bythe investigators except kailashnagar with 66%,all centres have recorded more than 80%attendance. The very good percentage of pupilattendance even during the hottest month(April 2010) deserves appreciation.

Visakapatnam District:

The average % of the attendance inDevarapally and Golgonda mandals is 88 % asper records. On the day of observation also theaverage attendance in the selected10 centres is75. Here also, teachers need to be appreciatedfor maintaining the pupils attendancepercentage during peak summer in AndhraPradesh. (April 2010, with Mercury touching45 – 46 degrees Celsius).

Strategies Adopted for Enrollment ofChildren in the Centre:

– The village organizations conduct surveyof children in the age group 3-5 years andconduct joyful programmes to attract andretain children in the schools.

– Teachers, parents and communitymembers collectively take theresponsibility of enrolling children of 3+years in the Balabadis.

– Teachers and CCS willingly visit children’shouses

– Persuade parents to enroll their childrenin the school

– Persuade children to attend the schoolregularly by offering incentives likechocolates/biscuits, etc

– Project the joyful environment in theBalabadi and so on, once in every month

– Monthly enrollment reports, Attendancereports are meticulously prepared by theteacher and are scrutinized by the C.Cs.They are in turn forwarded to DirectorCDR and are documented.

ECE teacher presents a public report to theparents and the Village Community during

‘Badi Pandaga’. Children exhibit theirlearnings attained during the preceding monthin the Badipandaga. Parents who are notsending their children to Balabadi realize whattheir kids are missing and enroll them inBalabadi in the next month.

The strategies adapted for ensuringenrollment and regular attendance need to beappreciated.

4.2 Quality of the Programme:

Many studies have focused on thesignificance of ECE support to children.However, there is an important caveat withregard to these findings. Only ECEprogrammes of good quality are associated withpositive outcomes. Poor quality programmesmay result in negative outcomes. Hence, thequality component of the programme becomescritical for the study.

However, if today there are no empiricalevidences as to what factors determine thequality of the ECE programme. In the absenceof any definite criterion the acid test for judgingany ECE programme is what it does to children.

Quality of the ECE Programme in theselected 30 centres for the study refers to thequalitative, physical and infrastructural aspects.


|| Part - I || || 33 ||

For the centre quality input indicators likephysical infrastructure, centre surroundings,material and equipment coupled with a fewprocess indicators like programme and itsimplementation process are considered. Thevibrancy of the centre is determined by thehuman resource component – teachers,coordinators (at cluster and Mandal level),parents and community members.

Programme Quality – Indicators

● Physical conditions in and around the centre

● Infrastructure

● Teaching learning materials, equipment

● Programme – implementation

● Human resource component – a role ofteachers, coordinators, parents andcommunity members.

4.2.1 ECE Centres – Physical Conditions:

The physical conditions and facilities inthe selected ECE centres are studied under 5specific areas. They are conditions at the centre,health and hygiene, classroom conditions,material availability and usage and schedulefollowed at the centre.


|| Part - I || || 34 ||

Strengths of the Centres:

The centres are located in safe places andare free from noise pollution.

Classrooms look colourful with picturecharts, flash cards, soft toys and building blocksneatly rranged inside.

The materials are optimally utilized by theteacher and the children.

The materials produced by children arealso properly displayed giving recognition tothe child’s talent. The weekly schedule followedat the centre is also displayed.

Gaps Noticed:

The status of the basic amenities in the 30ECE centres observed is as follows and needsattention on priority. The need has beenarticulated by all the stake holders.

Lack of basic amenities:

● There are no toilets in any centre (100%)

● No drinking water facility in 18 centres(60%)

● Bore-hand pumps provide drinking water in12 centres (40%)

● Suffocating classrooms in 12 centres (40%)

● There is no proper lighting and ventilationin two centres (7%)


Portal of learning

|| Part - I || || 35 ||

· 12 centres function in unclean surroundings(40%)

· There is no adequate storage space in 15centres (50%)

· No space to conduct activities in theclassroom in 15 centres (50%)

Views of Stake holders (Teachers &Parents):

– Better rooms with more space are neededfor conducting activities

– Toilets and drinking water to be madeavailable

– Ayah to be appointed to help the teacher

– More play materials should be provided

– Children should have scope for outdoor play

Teachers, Members of the managementcommunity as well as General communityexpressed the need for providing better space,toilets and drinking water facility. Space foroutdoor play is the right of a child and also adevelopmental need which must be addressedto. Thus the study clearly reveals the need forimprovement in basic physical amenities.

4.2.2 ECE Programme – DevelopmentalAreas:

What is impressive in the programme?

– Children are more active, assertive andbrighter.

– Children are changing and developing.

– They are braver, talking, healthier andknow the poems.

– Children in Balabadis look cheerful.

– All of them talk to each other and talk tostrangers also.

A – Some won’t eat at home but will eat atthe centre.

– Children greet elders and visitors andintroduce themselves.

– They freely communicate with each otherand with the teacher. Their confidencelevels are high.

– Good habits related to personal hygiene,independent toileting, independent eating,etc. are developed in the children.

– Children help each other andopportunities are provided to make themlearn to share.


|| Part - I || || 36 ||

– They play and work with each other.

– All children understand teacher’s language.

– Children get opportunity to narrate, talkand to share their experiences.

The ECE centre programme is observedin terms of developmental priorities.

The ECE Programme at the centres isobserved with reference to the developmentalareas like personal care, hygiene and habitformation, physical development, social andemotional development, development oflanguage and literacy and art, music andcreativity.

Scores are given for each area ofdevelopment and a total score for theprogramme quality.

It is observed that the scores on theprogramme quality range between 60% and97% in all the centres of both the districts. Thescores indicate that the programme is transactedeffectively.

Only 3 centres out of the 20 in theAdilabad District score below 60%.Interestingly there is no centre with a scorebelow 60% in Sirpur mandal and inVisakapatnam District.

The centres are graded on the basis of thescores obtained on physical conditions andprogramme quality as follows:

90 and above – A+ 80-89 – A 70-79 – B+60-69 – B 50-59 – C Below 50 - D

The wealth of our nation


|| Part - I || || 37 ||


Utnoor Lakkuguda 54 72 B+ 57 79 B+ A Salevada (B) 46 61 B 42 58 C B Cheruvuguda 53 71 B+ 70 97 A+ A Navodayanagar 62 83 A 70 97 A+ A Yenka 50 67 B 52 72 B+ A Indravally Yemaikunta 48 64 B 35 49 C C Devapur 55 73 B+ 64 89 A A Gattepally 56 75 B+ 60 83 A A Keslaguda 50 67 B 58 81 A A Kailashnagar 49 65 B 62 86 A A Jainoor Patnapur 56 75 B+ 46 64 B A Pochanleddi 55 73 B+ 67 93 A+ A Ushegaon 42 56 C 37 51 C A Marlawai 48 64 B 45 63 B A Anduguda 46 61 B 69 96 A+ ASirpur Pittaguda 58 77 B+ 55 76 B+ A Naguguda 50 67 B 51 71 B+ A Alliguda 50 67 B 53 74 B+ ALingapur Lingaur 56 75 B+ 68 94 A+ B Yellapatter 51 68 B 59 82 A BGolgonda Gairampet 49 65 B 64 89 A A Polavaram 55 73 B+ 64 89 A A Hukumpet 61 81 A 69 96 A+ B Konasinghi 50 67 B 68 94 A+ A Nagapuram 59 79 B+ 63 88 A ADevarapally Pedanandipally 53 71 B+ 55 76 B+ A Marepally 60 80 A 61 85 A A Devarapally 51 68 B 60 83 A A Garsingi 45 60 B 48 67 B A Bethapudi 52 69 B 69 96 A+ A

Mandal Total%

Score Grade Total%

Score Grade MNMS Grade

Physical Conditions Programme Quality

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: Centre Quality – Comparison – physical conditions vs programme quality

Status of the centres

|| Part - I || || 38 ||

Among the 30 centres selected for the studythere are eight A+ centres (with a score of 90and above) in both the districts.5 out of 20 inAdilabad and 3 out of 10 centres in Vizag areA+ centres.

There is no A+ centre in Indervally mandalof Adilabad while there are two A+ centres inUtnoor, 2 in Jainoor and 1 in Sirpur of Adilabadand 2 in Golgonda , 1 in Devarapally of Vizagdistricts.

Cheruvuguda at A+ grade with Kolamidialect in Utnoor mandal stands a testimonyin mainstreaming the distinct group.

In Vizag district programme quality of allthe centres is more or less uniform with 3 A+centres , 4 A centres , 1 B+ and 1 Bgrade centres.

Among the centres graded C under thestudy there is conformity with MNMS gradingin case of Salevada of Utnoor and Yemmaikuntaof Indervally . However Ushegoan of Jainoormandal rated best (A) by MNMS, stands at Con both physical conditions and programmequality. There is not much variation in thecentres of 3 mandals of Adilabad in programmequality .Jainoor mandal has A+ to C levelcentres.

Centre Quality – Comparison – physical conditions vs programme quality


|| Part - I || || 39 ||

ECE Centres (1-30):

1 Lakkuguda 11 Patnapur 21 Gairampet

2 Salevada (B) 12 Pochanleddi 22 Polavaram

3 Cheruvuguda 13 Ushegaon 23 Hukumpet

4 Navodayanagar 14 Marlawai 24 Konasinghi

5 Yenka 15 Anduguda 25 Nagapuram

6 Yemaikunta 16 Pittaguda 26 Pedannapally

7 Devapur 17 Naguguda 27 Marepaly

8 Gattepally 18 Alliguda 28 Devarapally

9 Keslaguda 19 Lingaur 29 Garsinghi

10 Kailashnagar 20 Yellapatter 30 Bethapudi


Centres with A+ Grades (8 in number) areperforming equally well on all parameters. Fiveout of twenty centres in Adilabad and three onten centres in Visakapatnam are graded A+ oncentre quality. The three ‘C’ grade centresamong the 30 selected centres are: Salewada(U),Yemaikunta (I), Ushegaon (J).

Salewada (B) scores low on Art, Music &Creativity (48%); Development of Language,Literacy & Communication (53%); PhysicalDevelopment (50%). More attention needs tobe paid in these areas. Performance of

Yemaikunta in Language, Literacy &Communication is too poor i.e. 27%.

Ushegaon also performs low on these 2parameters - Language, Literacy &Communication (53%); Art, Music &Creativity (43%).

‘C’ Grade centre on Programme Quality:

In the following graphs, the first fivehorizontal bars correspond to developmentalareas, and the next five bars indicate the physicalconditions of the ECE programme included inthe box on the left side.

|| Part - I || || 40 ||

Cheruvuguda Center performance on all parameters

Golgonda Mandal:

*

Hukumpeta Center performance on all parameters


Salevada Center performance on all parameters

‘A+’ Grade centres on Programme Quality:

Utnoor Mandal:

|| Part - I || || 41 ||

Though many centres perform equally onall parameters, there are some imbalances indifferent areas of development. While theperformance is high on one aspect ofdevelopment it is low in another aspect in the

same centre. For example, Alliguda stands lowon social and emotional aspect (47%), it scoreshigh on all other aspects of development.Therefore, the weak areas, centre wise need tobe strengthened.

Except Alliguda Balabadi of Siripurmandal, all other centres scores high on socialand emotional development. The programmecould develop habits related to reciprocalgreeting of the child, cooperation, sharing andsocial interaction in the children wonderfully.

The quality of teacher-child interaction isappreciable. Developmental priorities of thechildren are taken care. The programme as suchappears to be focusing on the holisticdevelopment of the child.

A. Activities conducted in the centre:

Conversations, songs, games, activitiesrelated to reading, numbers, stories, creativeactivities…etc form the components of the day’sschedule in the ECE centres.

The tunes of the songs are very catchy.They have a strong cultural base. Childrenenjoy singing the songs and parents,community members and even the visitors humthose tunes. There is rhythm and life in theirdances. They narrate Vemana padyalu sweetly.


S.No. Area of Development No. of centres (Below 60%)

Adilabad Visakhapatnam

1. Personal care, hygiene 3 1

2. Physical development 3 0

3. Social and emotional development 1 0

4. Language and literacy 3 0

5. Art, Music & Creativity 3 0

Splendid panache

|| Part - I || || 42 ||

There is no rote learning or formalteaching. Children are made to learn letters,numbers, concepts through songs, rhymes andgames. These absorb a major portion ofprogramme time.

More Focus

Rhymes and songs

(100% in Adilabad, 90% in Vizag)

Circle games

(Indoor) 100% in Adilabad, 90% Vizag

Teaching of reading and writing

(95% Adilabad, 90% Visakapatnam)

Free and guided conversation


Less Focus

Unplanned indoor/outdoor activity


Outdoor play

(35% in Adilabad, 10% visakapatnam)

Clay work/Sand play, dramatization

Colouring/drawing, painting etc.

30% in Adilabad , 25% in Vizag.

While there is not much difference in theactivities conducted across the districts. It is veryinteresting to note that in 95% of the centresof Adilabad ‘Story Telling’ activity is dominantwhile story sessions are limited to 30% inVizag.

It can easily be inferred from the abovetable that most of the time (nearly 50% of thetime in a day) is spent on activities related topre-academics – i.e, pre-reading and pre-writingonly. In other words, more focus is on learningfor school compared to a wide range of otheractivities like dramatization, colouring,drawing, clay/sand work , free play and freetime.

But, on the day of observation, creativeactivities were nominally conducted. The timetable is rigidly scheduled that children are notleft free to do whatever they like. Children donot have a short break of “nap time” also.

Outdoor play, unplanned indoor/outdooractivities have hardly any place. However, inthe ECE centres of Adilabad free play withmaterials (65%) is better than the centres ofVisakapatnam (45%). Teachers in Adilabaddistrict could involve children in playing withtoys or materials “in any way they wanted to”compared to the ECE teachers of Visakapatnamdistrict.

A. Organization of Activities:

In both the districts – Visakapatnam49.2% and Adilabad 50.6% teachers conductactivities with all the children togetherirrespective of the age group.

It appears that the activities are not plannedspecifically for children of different age groups.23.6% of the activities in Visakapatnam centresand 25.30% of the activities in Adilabad areconducted on an individual basis; whereas


Limited use of stories and puzzles mayeffect development of creative and artistic skillsof the children. Child’s ability in learn usingall his potential will be limited.

|| Part - I || || 43 ||

27.2% and 24.07% of the activities areconducted in small groups with teacher’s

guidance in Visakapatnam and Adilabaddistricts respectively.

Enchanting Communication

It can be inferred from the findings thatseparate activities are not being conducted for3+ and 4+ years age group children.

A. Materials Used:

Manipulative materials are used almostequally in both the districts – (Visakapatnam37% and Adilabad 38.73%). It means that theteacher conducts nearly 37% of activities whichallow children to use materials like puzzles,crayons, colour pencils building blocks andnatural items like clay, sand, water etc.This is

in support of the earlier observation where 30%and 25% of the activities in a day across thetwo districts (Visakapatnam and Adilabad)respectively are related to colouring, drawing,painting, etc.

In Visakapatnam the use of Audio-Visualmaterials (41.3%) is more compared tomanipulative materials (37%). It can be inferredthat more time is spent on teacher led activities..


|| Part - I || || 44 ||

An exotic ensemble

On the contrary, it is interesting to notethat teachers in Adilabad District conduct moreactivities using manipulative materials (39%)against (32.43%) A.V materials. It can also beseen from the above table that the use of A.Vmaterials (41.3%) in Visakapatnam is morecompared Adilabad (32.43%). It means thatthe teachers in Adilabad ECE centres conductmore activities which allow children to engagethemselves in creative activities.

This observation again supports the earlierobservation where “free play with materials” isencouraged in 65% of ECE centres of Adilabadcompared to 45% in Visakapatnam

A. Opportunities Children Get To Learn/Do:

It is observed that about half of theactivities conducted in a day provide anopportunity for the children to learn to share(Visakapatnam 48%, Adilabad 45.16%).

It is also seen that less scope/opportunityis provided for children to think and answer(Visakapatnam 28%, Adilabad 25.71%) andexpress curiosity and ask questions – (22%Visakapatnam and 17.18 in Adilabad).

More opportunities are provided forchildren in Adilabad district to ‘learn to wait


|| Part - I || || 45 ||

for turn’ (65.7%) and play or work with other

children compared to Visakapatnam (26% and

30%).

4.3 Quality of the Programme –Teacher’s Role:

Teacher contributes a lot to the quality of

the programme. ECE teacher plays a creitical

role in enrolling, retaining and in sustaining

their interest in the school. Hence a detailed

questionnaire was administered to ECE

teachers in all 30 centres to understand the

effectiveness of the programme. The following

factors contribute to the effectiveness of the

programme.

Factors contributing for effectiveness:

1) Positive Attitude and Commitment of

the teacher is reflected in their interest and

involvement in the programme. Teachers clearly

stated that the centre functions for them and it

is their children that are benefited. Hence are

willing to work happily for the centre.( audio

and video document) Regular attendance of

children is a very clear indication of teachers

effectiveness and teachers were also very clear

regarding the strategies to be adopted for

holding children in the class .

85% of teachers in Adilabad and 100%

teachers in Vizag felt that maintaining records

and registers is important but does not disturb

the academic programme. They update the

records and registers only after school hours.

In all the places teachers handle children with

care and concern. Even routine activities like

teaching of letters and numbers personal touch

is not lost.Teachers keep the centre clean on

their own.

2) Training – the focus of training on

specific skills based on their own strengths has

really helped in building confidence in them

(.95% in Adilabad and 90% in Vizag).All the

teachers expressed satisfaction about the

training provided to them.

3) Relationship with others:

A. Cluster Coordinators – All teachers

(100% in both the districts) felt that Cluster

Coordinators are helpful in solving the

problems related to centre .CCs motivate,

encourage and help teachers in refining their

skills.

B Parents – Cordial relationship prevails

between teachers and parents which is clearly

evident from the responses received both from

the teachers and parents. Parents are happy

about their children’s learning in Balabadi and

behave courteously with the teacher. All the

teachers in both the districts are happy with

the parents.

C Community – The positive relationship

between the teacher and the community is

responsible for the overall effectiveness of the

programme. Community helps the teachers in

making children attend the centre and

participate in balabadi activities.100% of

teachers from Vizag, 85% from Adilabad didn’t

encounter any problem from management.


|| Part - I || || 46 ||

Teacher – the galvanizer

The following interview gives a glimpse of the parent’s perceptions on the teacher and therelationships enjoyed.

Interview with ECE Parent – Mother’s name: Gandhari Bai, Child: Shambo, Mother tongue:Gondu – Alliguda, Sirpur Mandal

Interviewer: Does your child go willingly to Balabadi?Mother: Yes happily – Shambo likes all activities in the Balabadi.Interviewer: Do you know your child’s teacher?Mother: YesInterviewer: What does she talk to you?Mother: She tells about my child’s education songs, rhymes, etc that he learnt. She tells me to givebath to my child everyday, put washed clothes, comb hair, etc.Interviewer: Does teacher come to your home?Mother: She comes when my child is absent.Interviewer: Do you like the teacher? Why?Mother: Teacher is friendly with Shambo, she talks nicely to me, listens to me patiently. She toldme not to shout on my child.


|| Part - I || || 47 ||

4.4 Quality of the Programme –Parent’s Perceptions:

Being viewed as key players in determiningthe childrens’ outcomes, a guided interview wasconducted with parents of ECE childrenselected for assessing school readiness.

The total sample set for this purposewas 150 parents. From each of the 30 ECECentres selected for the study parents (father/mother) of five children from each centre wererequested to answer the questions in the

schedule. The investigators conducted informalinterviews also with the parents.

Family support in sending the children toPre-school as well as taking interest in what isgoing on, how the child is learning andprogressing are all responsible in making theprogrammes more effective.

Reasons for sending their children toschool:

The parents were asked to mention thereasons for sending their children to ECEcentre. The answers of the parents on this wereas follows.

Parents all over, recognized the importanceof education and most of them are sending theirchildren to study well and get good education.Other parents want their children to learnsongs, dances and rhymes.

“We want our children to study well andbecome big. He should not remain a coolieor a worker in the field. Our children alsoshould sit on chairs in the offices”

– Dhanalakshmi, ANM & Parent,Alliguda

“We want bright future for our children.We want good education”

– Ramulamma, Parent, Member,School Committee, Indravally

What is particularly evident in thesevillages is that an attitudinal shift has beentaking place amongst the villagers. Parentsincreasingly see education as a key to improvingtheir children’s prospects and the status of theirfamily and as a way to break the poverty cycle.

“When asked who encourages to sendyour children to Balabadi”?

59% of the parents in Adilabad Districtsaid that Village heads encouraged them while52% in Visakha Districts replied that they aresending their children on their own.

It is interesting to note that the villageheads are acting as social agents inAdilabad district encouraging the parents tosend their children to school.


|| Part - I || || 48 ||

Balabadi Benefits Parents –

Children are safe and secure

Productivity in work increased (90%)

Improved their skills

Incomes increased – 80% in Adilabad 75% in Visakapatnam

Elder children freed from sibling care

Utnoor Indravelly Sirpur Jainoor Visakapatnam

88% 72% 60% 62% 72%


Parental ecstasy – children’s learning

|| Part - I || || 49 ||

Almost all the parents (99%) felt that theBalabadi timings are convenient for them.

“Both of us are going to work as my childis safe in Balabadi. If children are at homethey ask us to buy this and buy that to eatand they play in the mud. Unnecessarilymoney is wasted.”

– Satyavathi (Gayathri’s motherMarepally Village, Devarapally Mandal

“Elder children are able to go to school.We are happy that Balabadi works from 9:00A.M to 5:00 P.M. children used to fall sickvery often when Balabadis were not there.”

– C.H. Vijay Kumar (Maruthi’sfather, Lakkaguda)

“We are free from tension, we feelrelieved. We are not worried because childrenare safe in Balabadi”

– Sathyamma (Parent, Marepally,Devarapally Mandal)

“Earlier AW Teacher used to give upmain AW and it used to run only for an hour,then children used to play in the hot sun andmud and sand. Now they are not becomingsick. Parents expenditure on hospitals isreduced.”

– Sriram (Secretary, Village EducationCommittee, Mother tongue: Gondu)

“Our children are talking in Telugunicely. They enjoy better health than beforebecause of Balabadi. They are learningEnglish too.”

– Subhash (Mother tongue: Gondu,Member, Village Education Committee,

Alliguda)

“What do you like most in Balabadi’s”?

Parents like:

● Good habits developed in the children

● Stories, poems, rhymes etc.

● Care taken by teachers towards theirchildren’s health

● Teacher’s behavior, commitment –patience and care

“Our children are becoming cleverer. Theyare now teaching elders on cleanliness andpersonal hygiene. We feel proud to see childrenlearning and talking in English. We are proudand delighted as they say the names of months,animals, plants, fruits, etc.”

What more do we want?(with a radiantface)

– Mallubai, secretary, VillageOrganization, Yenka

The songs and stories taught in Balabadihave become so popular that each parent andeven the other villagers ‘hum’ those songs attheir work place also.

Balabadi - Parent’s involvement:- Theresponses of the parents in this area are veryencouraging.

Visits by the parents: Almost all the parents(95%) in both the districts visit Balabadiregularly.

In Adilabad district, parents of two pupils(by rotation as per the school roll order) areencouraged to visit the MNMS everyday foran hour at least to witness and understand theclassroom interaction.

Parent – teacher’s meetings: 85% of theparents reported that they attend parentteacher’s meetings.


|| Part - I || || 50 ||

Monthly public report day- Badi Pandaga:On the last Saturday of every month the parentsand the community elders gather to receive themonthly public report from the MNMSteacher. This is called ‘Badi Pandaga’. Theteachers share the learning achieved during themonth with the parents on this day. Parentsdiscuss about the functioning and programmeof the school during the meeting and they alsoenquire about their children’s performance withthe teacher.

4.5 Quality of the Programme –Monitoring and Coordination:

The key factor influencing the effectivefunctioning of the programme is well integratedmonitoring and coordination component. Thesuccess and quality of the programme dependson the extent to which the coordinators executetheir responsibilities in the ECE centre attachedto them. There is a Cluster Coordinator forevery 10 or 11 Pre-schools on an average, andone Coordinator for each Mandal in theidentified ECE centres.

Hence, the views, perceptions andsuggestions of the Coordinators are consideredto be significant for the study. A questionnairewas administered to 21 Coordinators atdifferent level. Interviews were also held withMandal Coordinators of both the Districts bythe investigators.

All the Coordinators 17(100%) in boththe districts pay attention to various aspects atthe centre, like; attendance of children, health,personal hygiene, inculcation of good habits,and ensure proper conduct of activities in thecentre. They also monitor the maintenance ofvarious records, methods of teaching,punctuality of the teacher, children, timemanagement by the teachers, and conduct ofPTA meetings.

Coordinators identify reasons for the lowgrade, workout solutions and provide necessaryguidance to improve the centre grade.Continuous, comprehensive, illuminativeevaluation along with immediate feed back anddocumentation highlights the strength of thesystem.


Assessment of children – Co-ordinator

|| Part - I || || 51 ||

Feel the coordinators love and concern for the children of their villages and their emotionalbelongingness and enthusiasm in their voices.

“There was an eight year old girl by name Latha in Deverapally. She was very shy. Shenever came out, could not speak properly and never mingled with outsiders. I enrolled her inBalabadi. Now Latha is a normal girl. She is singing and playing happily and is participating inall activities of Balabadi. This gave me immense satisfaction. Balabadi made her a normalchild.”

– T. Govind Rao District Coordinator, Visakhapatnam

“I conducted a rally on Nov. 14th, 2008 on Children’s Day combining Balabadi childrenand 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 Children’s Day this year in a novel way. I selected the ‘A’ Gradechildren in the Balabadi from my cluster and prepared them for a cultural programme. Thechildren performed this programme in Bethapudi. All the people including the higher officialsenjoyed 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 afterBalabadi started functioning. This attitudinal change in the Anganwadi teachers gave mesatisfaction.”

– K. Kondal Rao, Golgonda

“I enrolled a physically handicapped boy Lovaraju S/o Ramana in Balabadi. He was notsent out at all till he was 5 year old. I convinced his parents and enrolled him in Balabadi in2008. 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 ofsatisfaction. 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 Ifirst visited those schools I determined to improve those children and the change that took placein the children inspired me.”

– M. Sudhakar, Sirpur Mandal

“I conducted a survey in 20 villages during the hottest month May in summer. I walkedfrom one village to other and motivated parents to send their children to Balabadi.”

– Yadoshavu, Peddadoba, Sirpur


|| Part - I || || 52 ||

“I could prepare play materials for many topics in the curriculum.”

– D. Prakash, Lingapur

“The joy and smiles on the faces of parents on looking their children in the Balabadisinspires me to work more.”

– Sirish Kumar, Narsapur

Sharing experiences – at Pittaguda

“First first when I went to Balabadi children looked dirty with shabby dresses. They weresimply roaming around and playing in the mud. They know only their mother tongue. Theydidn’t know a single Telugu word. Those children coming to Balabadi and learning good habitsand their parents going for work gives me great satisfaction. I am proud I made the children inthe mud as gems.”

– G. Anasuya, Pulimadugu

“When a sincere effort is put, results will come. This is proved because of the changethat took place in the parents and children of the Balabadis of my Cluster. This is mysuccess.”

– J. Varalakshmi, Dantanpalli

“The loving, cordial relations we enjoy with children, parents and other colleagues is themost rewarding experience sadhana of Indravally.”

– T. Sadhana, Indravally


|| Part - I || || 53 ||

4.6 Effectiveness of CommunityManagement:

Community Participation andManagement:

The approach to facilitate communityownership in creating the needed interventionreveals that when communities have relevantinformation to act upon and are facilitatedthrough contextualized and appropriatemechanisms, they are able to take theresponsibility for their immediate local needs.It also highlights the fact that communitymanagement doesn’t come in the context someschemes and also doesn’t require rigid criterionto be fulfilled. It is a simple coming together ofpeople as a community to address their need.

Communities are the best architects ofsuccessful programmes that match the needsof the care givers as well as the developmentalmile stones of the children. Hence any goodprogramme should be deeply rooted with thecommunities and blend with what is bestenvironment for children.

It is in this backdrop the current studyrecognized the critical role of community inthe context of effectiveness of the programmeas well as its typical role as manager of theprogramme.

The base of the project under study iscommunity intervention. It is not only one ofthe rare initiatives but significant on doublecounts – direct management of the centre bythe community as well as management by allwomen’s group- This management of ECEcentre by women’s group is a significant milestone .This initiative is making difference inthe lives of young children.

The study focused on centre managementcommittee with the objective of arriving a broadunderstanding of administration andmanagement practices and other related issues.Similarly to assess percolation of the conceptin the larger community awareness andinvolvement of the general communityrepresenting a wide spectrum has been made.

After a preliminary visit and informaldiscussion with community members it was feltthe necessary to draw the perceptions andparticipation levels of the community membersboth as of managers of the centres as well asmembers of larger community. Hence 2different tools were used.

1) Schedule for Centre ManagementCommittee

2) Schedule for General Community

4.6.1 Role of Centre ManagementCommittee:

Composition of the Centre ManagementCommittee:

The management committee consisted ofPresident, Secretary and 3 mothers as membersmaking a total of 5. President generally is thepresident of the Village Organisationcommittee .Hence need not necessarily be aparent of any child in the centre. An activeparent of the concerned centre is the secretarywith 2 or 3 mothers of the children of thecentres as members.

The study tried to capture the role playedby the members of the committee. To arrive atthe effectiveness of the ECE centre run by thesecommunities, observations were made from thefollowing four dimensions..


|| Part - I || || 54 ||

Each of the committee members wasinterviewed individually and the responses wererecorded verbatim on the schedule along withaudio recording.

Clarity on the need and purpose of theprogramme.● The responses clearly revealed that the

awareness level of the members was highat 84% on the availability of different ECEcentres in the village. Nearly 50% of themembers could differentiate their Balabadi

● Clarity on the need and purpose of theprogramme

● Know how to manage

● Developed management mechanism

● Awareness on the problems

To capture the above an interview schedulewas specifically developed and data collectedon the following.

● Administrative and managerial practices ofECE centres.

● Performance of the centres

● Innovative practices in the management.



In conversation – Management Committee

with other ECE or preschool centres.

● “Secure place” for children when parentsare away on work and education ofchildren are the 2 predominantconsiderations for running a separateBalabadi in their village – a decision of the

community on what works best for them.Thus the ECE centres of the programmehad a need based origin.

In the context of diverse cultural, linguistic,

|| Part - I || || 55 ||


geographical and other characteristics aprogramme growing up through communityinitiative and support will be highly sensitiveto the needs of the community and this maynot be possible in a centralized technicalbureaucratic model. This is true in the case ofcurrent study.

Know how to manage

When we look at responses from aqualitative approach angle for a question on

what should be done to make Balabadi functionmore effectively? - Members came out with ahighly relevant long list of solutions.

The list not only covers a wide range ofconnected areas but also reflects clearly theholistic perspective of the members regardingthe centre and how to make it functioneffectively. Right from infrastructure tocurricular improvements, enhancing teacherquality, parents’ role and support needed to thecommunity and so on.

Suggestive solutions

|| Part - I || || 56 ||

● School building should be given by Government.

● Every parent should think about their children

● Children should be made to play other type of games also to give themencouragement.

● Afternoon lunch should be provided.

● Good songs and games should be included.

● Toilets, drinking water, play materials, books, pencils and uniform should beprovided.

● New activities should be introduced.

● Ayah should be appointed to serve biscuits, milk and lunch to children asteacher 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 inAnganwadi centre.

● Awareness about importance of pre-school stage (early years) should bedeveloped to the community and also to pregnant women.

● Teachers need to be given much more training regularly and properly to makethem thorough in pre-school education.

● Teacher should be given training in some more new songs, games and activities.

● If lunch is given in Balabadi, children need not go to Anganwadi.

● For supplementary food only few of the parents are sending their children toAnganwadi

● Some more training to teachers and more facilities to children should beprovided.

● Teachers should be informed to teach well and take care of children.


|| Part - I || || 57 ||

Anganwadi

Upma and Pindi is given

Till 12 .30 P.M

No regular active activities

No regular activities, parents are sendingchildren for food only

Write Numbers and Letters

Eat upma and few activities only are beingconducted.

Not taking interest about children afterthe Anganwadi hours.

Not functioning regularly.

Recently Anganwadi worker becameactive and started conducting activitiesand running the centre.

Balabadi

Food is not given

Duration is till 4 P.M

Play games and sing songs

Write Numbers and Letters

Teachers are conversing with children intheir mother tongue, But for relatedacademics only, Telugu language is used.

Children are able to understand TeluguLanguage relating to pre-school activitiesonly.

No support to teacher even to children,for using toilets, as there is no ayah

Parents are feel confident to go to theirwork as Balabadi’s are functioningregularly, children are secure till theyreturn from work.

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 dodevelop. 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 outfor work leaving children for long hours for almost the entire day. So it will be nice if food is suppliedin Balabadi also. If Balabadi and Anganwadi function together children get good education and foodalso.

Balabadi and Anganwadi should function cooperatively and in coordination. Only then thefacilities and benefits provided by Govt. will reach all children.”


|| Part - I || || 58 ||

Manik Rao, Sarpanch, Cheruvuguda

“In Balabadi children play, read, write, sing and learn. In Anganwadi nothing is available.Sometimes Anganwadi teacher goes for meetings, nobody calls us for such meetings. The teacher opensthe centre for some time for an hour or so and locks it.”

What does the Anganwadi teacher say?

Interview with Anganwadi Teacher: - Name: Tirumala Devi, Anganwadi teacher, C.H.Nagapuram, Golgonda Mandal

Did you ever go to Balabadi?

They called me on opening day of Balabadi. I went there that day. After that I didn’t go becausetimings are same for both of us.

What facilities are available in Balabadi?

All facilities are available except food. Balabadi has a good programme.

Is food supplied in Balabadi?

CDPO has given us order to supply food to the children in Balabadi also. All children neednutrition food but Balabadi teacher will not bring her children to our Anganwadi.

What is parent’s opinion on Balabadi?

Parents usually are not bothered as to what children learn. They only want a safe place frommorning to evening because they want to go to work and earn money.

Anganwadi teacher – Konkasinghi (Extracts from an interview)

“Children get all benefits from Balabadi except nutrition. Children in the age group 3 to 4 yearsare deprived of nutrition food because Balabadi teacher doesn’t send her children to Anganwadi. IfBalabadi children also come to take food that we supply all children get all facilities. On my owninterest I send word to Balabadi and give immunization vaccine to those children. So children get allservices from Anganwadi also. However, why clash? – Let them start Balabadis where there are noAnganwadis.

Involvement and Monitoring:

The management Community members are providing support to Balabadi through differentmeans. One fourth of them provide voluntary service, and another ¼ of them bring children toschool. Few members provide financial contribution, and discuss about children with the teacher.A significant 15% are not providing any support.


|| Part - I || || 59 ||

Co-ordination among the key players ofthe project is observed to be good.

Similarly, monitoring of the Balabadi byManagement committee members is alsoobserved to be satisfactory.

89% of the management committeemembers monitored the programme ofBalabadi as a part of their duty. Participationwas absolutely clear from a response on the timeand number of visits to Balabadi,

● One or the other member of the communityvisit Balabadi regularly generally in the

● morning hours.

● They also make sudden and surprise visits,

● Time spent is also considerable.

● They feel if they visit and observe what ishappening they will understand howchildren are learning and how teacher isteaching.

Balabadis are expected to develop schoolreadiness among children for smooth enrolmentin Class I. Hence for a question to explain therole played by Management Communitymembers in Class I. The response showsactivities related to enrolment of children, andmonitoring etc.

For a question on items for discussion atthe meetings, the multiple responses receivedclearly reflect the level of understanding andinvolvement of the management committeemembers.

The discussion points in meetings are:

● About children’ participation in theBalabadi activities ——

● whether children are enjoying

● coming with interest

● learning to read and write,

● whether teacher is teaching well,

● regularity of the teacher and so on.

● Management issues like salary payment,enrolment of children, Badipandaga,meetings with parents any other specialitems relating to Badipandaga.

● About grades of children and regularity.

● Orientation to parents on health andhygiene of children. About reasons behindirregular children.

● About the teachers work – what she hasdone in that week

High % of members discussed theirobservations of the centre at the meetings

It is a continuous, constructive monitoringmanagement model.

III Developed Management Mechanisms

A notable administrative practice has beensolving the problems of the centre collectively(69% response) .This is substantiated byresponse to a related question

“Do you discuss the observations on thecentre in your meeting”?

89% responded “YES”.

Similarly coordination with VO andBalabadi teacher are very good according to72% of the respondents.

“Because of Balabadis all the villagers are notonly getting an opportunity to discuss issues relatedto Balabadi but also, personal problems andproblems of our village also. When Balabadis arenot there we only use to eat and sleep off. We werenever aware of the children’s education and Govt.schools.”


|| Part - I || || 60 ||

A strong ownership is reflected in theresponse of the community for a hypotheticalproposition “whether they would be willing tohand over the BALABADI if any other agencycomes forward to run it?” (65%) of themembers didn’t like the idea. Majority dislikedthe idea of handing over responsibility ofBalabadi to any other agency and stronglydesired that the community should run thecentres.

Responses for a question on “Will youhandover the responsibility of runningBalabadi to any other agency if the supply offunds ceases?”

“If funds are ceased, we will run on ourown. We are ready to pay for our child’seducation. We don’t mind starving. We eat riceonly with chilly powder but we will send ourchildren to Balabadi.”

- Ramulamma, Parent, Member,Management Committee, Devapur,

Indravally

“Running Balabadi will never be a burdenfor us. After all, who are we serving? – Ourown children.”

– Rajaiah, Youth Leader, Devarapally

However they could not give clear responsefor a question on steps they would take if thepresent channel of funding is stopped. Theycould not give clear commitment on taking theonus of funding the programme if required.However they strongly feel that Balabadibelongs to them while Anganwadi centrebelongs to Government.

Culture Base

When communities are effectively involvedwith their collective vision of education, the

fabric of learning shifts from one of staticknowledge to that of a contextually appropriateone. The programme has strong roots inculture.

Majority of members observed reflectionof the culture in Balabadi activities. Title of theschool, Mavanate Mavasada, appointment oflocal teacher and co-ordination in local areaseem to have facilitated interaction in localdialect. The songs, games and stories whichform the curriculum do reflect the regionalculture. The tunes of the songs and rhythm inthe dance also transmit the cultural traditions.The training package also has sound culturalbase.

Financial Management

The area needing attention seems to befinance management. There are highlydispersed responses on questions related tofinancial matters. There was not much of clarityon the sources or funds expenditure per childor taking decisions related to finance matters.

According to project proposals Balabadisare to be funded and managed by theCommunity. They also claim children pay feefor Balabadi. However the findings of the studyand also senior researchers’ interaction withdifferent stake holders during field visits do notsubscribe to this. The field interviews could notprovide any clarity regarding funding of theproject. While some made an attempt tounderstand the flow of funding, by and largethe Community mentioned Govt. is providingfunds through Mandal Samakhya. Surprisinglya majority of Management Communitymembers also mentioned Govt. as a source offunds for Balabadi.


|| Part - I || || 61 ||

“We heard that funds are received fromVelugu Office to run Balabadi. Even if itdoesn’t give we will somehow run Balabadi.”

“Earlier (when Balabadis were notthere), we used to send children to school onlyafter completing 5 years. Now even 3 yearold children are sent to Balabadi. Parent’sincome increased because of this. So we cannotthink of not having Balabadi.”

- Pashupati, Committee member,Devapur, Golgonda

“These children after they finishBalabadi have to study in Govt. schools.There, there is no good education. Noteaching, so we want good primary schoolslike these Balabadis.”

– Ambaji Rao, Ward member,Pittaguda, Sirpur Mandal

Though 34% spoke about MahilaSamakhya mobilizing the funds they do nothave any clear idea about how this money ismobilized. Some members mentioned bankand Velugu project are providing funds.

The Management Community members’responses to expenditure on per child permonth also support the above argument ie lackof clarity.

Majority of the members could not assessthe expenditure per child per month. Membersmentioned that no expenses are made byparents, might be under the impression thatparents are not directly making payments.

Though some members tried to explainexpenditure per child per month, the responsehas not revealed any consistency.

Regarding expenditure for differentactivities for Balabadi though majority members

mentioned Management Community, noclarity is observed in the remaining responses

The response to the question on “whotakes” decision for spending on different items.Further substantiates lack of clarity on the partof management committee members onimparting financial matters. It was a matter offurther concern when lack of knowledge wasas expressed by president and secretary in someplaces though this number is small to 3 or4(Pochamloddi, Labbiguda and Marlavai).

4.6.2 Role of General Community:

Awareness and Involvement of GeneralCommunity:

The support of the community for theprogrammes around them is a major factor indetermining the effectiveness of theprogramme. To achieve sustainable integrated,social development the larger community mustbe involved. Communities are more confidentand have more ability to work at the individualand collective level to solve the problems relatedto their children. Hence the study collected dataon awareness and involvement of differentgroups in the community in the activitiesrelated to Balabadies. This group of the sampleincluded …

● Parents (other than balabadi children)

● Anganwadi worker / ANM

● One each from any of the following ( 3members )

Surpanch /Ward member /Youth leader /Community elders


|| Part - I || || 62 ||

The sample has been specifically identifiedto draw different shades of opinion. Perceptionsof parents of children who have no exposure toECE, Perception of Anganwadi worker whootherwise should have been playing the role,level of concern of the larger public about theprogramme.

Each of the community members selectedwas interviewed individually and responses wererecorded verbatim on the schedule along withaudio recording. Facilitators support was takenin language specific cases. The schedule madean attempt to assess the following.

● Information level, interest and

involvement of the community in the

functioning of ECE centres.

● The perceptions of the community

members on ECE.Programme and its

usefulness

● Contribution of community for ECE

programmes

● Awareness on issues and problems faced

by different stake holders in the

implementation of ECE programme.

Information level, interest andinvolvement of the community in thefunctioning of ECE centres:

Community is aware of the presence ofECE centres in the village.99% of the GeneralCommunity having knowledge about thepresence of some ECE centres in the village is


Intimate Interaction

|| Part - I || || 63 ||

a positive indicator for the project. Regardingdetailed knowledge about the Centre, somevariation in observed. Though a high majoritymentioned balabadi, people who know about

Anganwadi are also in considerable number.This indicates in spite of having a separatefacility for pre-school education. Anganwadi isstill recognized as a centre/in the village forhelping child development.

A high level of satisfaction was expressedby the members about the conduct of Balabadi.The reasons mentioned for this satisfaction are

● Children are able to read and write

● Spend time in secured place

A good number (42%) of Communitymembers visited Balabadi frequently followedby occasional visit by 22% and 11% rarelyvisited.

Badipandaga was mentioned as the mainreason for visiting the school. (87%) of thisgroup observed that Balabadis are highlyaccessible to children. More than half of the

members responded that Balabadis are very nearto primary school, some felt they are not soclose to school. A small number observedBalabadis are far from primary-school.

Response to availability of play material79% in Adilabad and 66% in Vizag respondedpositively while 23% in Vizag and 1% fromJainoor mandal of Adilabad expressed nonavailability. The other responses were negligible.

Most of the Community members knowthe Balabadi teachers and they meet them inperson. (84%) They also mentioned that theteacher is staying in the village. TheCommunity claimed to be interacting with the


Getting Deeper Understanding

|| Part - I || || 64 ||

teachers, mostly about the children and aboutthe centre.

About Balabadi activities story wasobserved to be major activity conducted inBalabadies of Adilabad district. Activities relatedto letters and numbers (42%) are observed. Thecommunity members visiting balabadifrequently is a reflection of community’sinvolvement.

“Maruthi likes stories told in the class.He comes home and tells me the story. Hewill ask his father to tell some story beforegoing to sleep. Earlier he was not talking tohis dad at all.”

– Radha, Parent, Pittaguda, SirpurMandal

The perceptions of the communitymembers on ECE

Children going to school with interest andreasons for liking the school

82% of the respondents observed thatchildren are going to balabadis with interest,while 18% observed teacher accompanying thechildren to school. A majority (64%) expressedthat children like Balabadi because of games,songs and activities in the Balabadi.

“Parents cannot buy and give such playmaterials and toys which are available inBalabadi. They like to go to Balabadi becausesuch things are not available at home.”

– M. Ashok, Youth leader, Yellapater,Sirpur

Teachers commitment, monitoring system,involvement and participation of thecommunity members and the managerial skillsof the managing committee – all of them havea profound impact on the readiness andperformance of the children in the Balabadis.

The impact of the programme in terms ofschool readiness and achievement is present inthe following pages..


Dynamic Dimension

|| Part - I || || 65 ||

4.7 Programme Impact on ECEChildren:

The programme provides a rich array ofeffective learning opportunities to the children.These opportunities cause qualitative effects inchildren. Hence the impact of the programmeon children is assessed in terms of schoolreadiness and achievement of Class I children.

4.7.1 School Readiness:

Readiness for school is a key measure ofchildren’s outcomes in their early years.

School entry involves a key transition forall children. It is a transition to a differentlearning, education and care paradigm.

Successful and smooth transition to formalschool depends on how well the skills andabilities related to the developmental domainsare developed in the children by the ECEprogramme. An ECE programme that nurturesthe pre-requisite cognitive, linguistic and socialcompetencies in the child acts as a solidfoundational stage for children’s schooling. Aquality ECE programme should create interestin learning among children and involve themin pre-learning activities. The effectiveness of

the programme depends on how well theprogramme prepares the children for formalschooling. So, the readiness of the children inthe ECE centres who are to enter the formalprimary school is measured, as part of assessingthe quality of the ECE centres.

The School Readiness Kit developed byWorld Bank – India has been administered tothe children in ECE centres, who are ready toenter primary school. However, the instrumentis selective in terms of domains since it focuseson cognitive and language domains only. Thislimitation is because the other domains cannotbe measured on a one time basis.

Hence children’s readiness for academicsi.e pre-number and pre-reading skills only aremeasured.

There are 10 activities in the tool relatedto pre-number and pre-reading. The activitiesare designed to examine the extent to whichconcepts related to, more or less, position words,pre-number and sequential thinking,classification, following instructions, number-numeral association, auditory discrimination,patterning, comparison of numbers, and picturereading are developed in the children.


Ready for Readiness

|| Part - I || || 66 ||

The performance of children in each centrereveales that all children could perform someactivities easily, while some other activities couldnot be performed by more number of children.

Most of the children could not do theactivity on patterning. Only 46% inVisakapatnam and 52% in Adilabad could doit.

Readiness on patterning (pre-number) isnot acquired by most of the children.

Instructions, to help the children do the activity are clearly given for each activity. The scoreto be given for the answer and the correct answer are also provided in the tool. The maximumscore for all the activities is 40.

The investigator administered each of the activities one by one to each individual in thecentre.

The score on each activity and the total score on all ten activities are tabulated out of amaximum score of 40 in all 30 centres for the 150 children to whom the test was given.

Showing readiness in children – (1 – 10 Activities):

Number and percentage of children who could do each of the activities is given in the tablebelow:


Table 4: Readiness in children – (1 – 10 Activities)

Most of the children could not do activitiesrelated to sequential thinkin, patterning andcomparison of numbers. A crucial factorinfluencing mathematics learning is thereadiness of the child in pre-number conceptslike sequential thinking, comparison ofnumbers etc. Therefore learning of numbers/maths should be logically preceded by masteryof pre-requisite concepts, skills and conclusion.Therefore, it appears that these areas related to

1: Pre-number (More/Less)

2: Mathematical Vocabulary – Position words

3: Pre-numbers and Sequential thinking

4: Classification – Fruits/Vegetables

5: Language – Listening – Followinginstructions

6: Number – Numeral Association

7: Pre-reading – Auditory discrimination

8: Pre-number – Patterning

9: Pre-reading (Picture reading)

10: Comparison of numbers

|| Part - I || || 67 ||

pre-number have to be strengthened before theyenter formal school.

If children are not ready in critical (pre-number) concepts and acquire mastery at this


level it may have a significant long time impacton the performance and achievement inMathematics at higher grades.

Performance on easy and complex areas on Readiness – across Districts

The reviewed study in four regions of thecountry on a sample of 1495 school entrantsfound that most of the children deficient inconcepts and skills (such as sounddiscrimination, sequential thinking) related toreadiness (NCERT 1999). The findings of thisstudy are in agreement with children’s difficultyin sequential thinking but contrary withacquirement of sound discrimination skill.

Currently, the world over, instructionalprocess and curriculum development at theschool level is largely influences by Piagetianand Vygotskian thought and informationprocessing theory.

While Piagetian theory does not providefor any cognitive acceleration, Vygotsky hasspecified what he terms as the “zone of proximaldevelopment” (ZPD) which is “the distancebetween the actual developmental level asdetermined by independent problem-solving

and the level of potential development as

determined through problem solving under

adult guidance or in collaboration with more

capable peers” (Vygotsky 1978:81). This high

lights the crucial role of mediation in assisting/

accelerating the learning of the child. In view

of the academic demand for providing the child

a solid foundation in mathematics in the early

years the need to accelerate in the children

development of the prerequisite skills and

concepts becomes essential.

Mean values and standard deviations (SDs)

are calculated Mandal wise and across the

Districts.

The below table shows the Mean and SD

values for the four Mandals in Adilabad District

and two mandals of Visakapatnam District.

|| Part - I || || 68 ||

Table 5: Readiness – Mean and SD values:


|| Part - I || || 69 ||

When we look at the four mandals of

Adilabad, the mean performance of children

in Utnoor is better compared to other mandals.

Again, the SD for Jainoor is 11.56, whereas the

SD of Utnoor Mandal is 3.9. It means that the

intra variation among the Balabadis in Utnoor

Mandal is very less compared to other mandals.

Stated otherwise, children in all centres of

Utnoor Mandal are performing more or less in

the same way. But the intra-centre variation

among centres in Jainoor Mandal is very high.

In Visakapatnam District the mean

performance of the children in Golgonda

(Mean 31) is slightly higher than Devarapally

(Mean 28.3). The deviation in performance is

also negligible showing that the performance

of the children in all the centres of both the

mandals is more or less at the same level.

(Devarapally SD 7.5 and Golda SD 7.18).

4.7.2 Achievement of Class I Children inDifferent Subjects :

Good quality programmes for ECE have a

positive impact on children’s all round

development. It is also seen to have critical

linkages with children’s learning outcomes. It

means that better learning outcomes must be


seen in children who are exposed to learning in

the early years.

Hence, in the present study, it is proposed

to compare the difference in performance of

the children in Class I with ECE exposure and

without ECE exposure.

To study the effectiveness of the ECE

programme in the identified ECE centres under

investigation, 3 Non-ECE and 2 ECE children

of Class I are randomly selected taking 5

children on an average from each centre. As

such the sample consists of 76 ECE children

and 81 Non-ECE children of Class I making a

total of 157 children.

Achievement Tests in Mathematics,

English, Environmental Science, Telugu (Oral

& Written) were administered to the sample

children.

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 ||

V


Table 6: Achievement Test ECE andNon-ECE – All the subjects

It is seen that there is no significantdifference in the performance of ECE and Non– ECE children in Class I in both the Districts.The mother tongue and medium of instructionof the children and teachers in Visakapatnamis Telugu.

Teachers and children in Adilabad speak 6different dialects. The medium of instructionis Telugu and all subjects are taught bilingually.

Though there is difficulty related tolanguage the performance of the children inAdilabad being on par with their counter partsin Visakapatnam District, deserves credit forthe ECE programme in Adilabad.

|| Part - I || || 71 ||

CHAPTER V

Critical Reflections, Concerns and Way Ahead…

Significant Highlights

Commitment:

The creation of centres sensitive to diverseneeds of the communities depends on thecreative leadership of individuals. Such aleadership is increasingly referred as socialentrepreneurship.

Director, Centre for Development andResearch CDR, and the founder of Sodhanaspent long years working with the communityto raise the aspirations of the people in theirrespective regions to make them moreconfident, energetic, enthusiastic and hopeful.They are totally committed to provide qualityeducation’ to the children in these schools. Therole of NGOs in social developmentprogrammes, especially in isolated areas iscrucial. It is the glue that puts together all piecesof the puzzle.

This commitment of the leaders percolateddown in the system. Teachers are committedto the learners - they love their children, readyand willing to help them and have concern fortheir development. Children in these Balabadisfeel secure in the hands of the teacher. Teachers

are never intolerant or loose emotional control.They could create a sense of belongingnesstowards the Balabadi and it shows teacher’scommitment to the society. They accept theirrole and the responsibilities given to them. Thecoordinators at every level, parents, communityand the members of the all the committees arecommitted to take the Balbadis forward.

Participation:

The parents and community membersinteract with each other closely and freely witha sense of belongingness to the samecommunity. An underlying common threadof belongingness knits them together.Communities that come together for a commoncause create greater social cohesion i.e, a feelingthat – all of us are part of the same communityand share a responsibility for a next generation.

Parents visit the Balabadis quite often.Parents, community elders and members of thevillage organization and parents committee -all participate in the monthly “ Badi Pandaga”where teachers and pupils share their learningjoyously. This participation of the communitiesin the design and implementation of theprogramme is quite significant.

|| Chapter V ||

SIGNIFICANT HIGHLIGHTS

|| Part - I || || 72 ||

Decision Making:

Decision making in the project is from the‘bottom up’ rather than ‘top down’ and in factit is the community which resolves to have apre-school (MNMS) in their village.Community identifies suitable premises forhousing the school (MNMS); prepares the listof the children eligible to join school , identifiessuitable teaches and nominates a parent scommittee of five mothers to take care of allaspects of governance of the school (PanchaTheermanalu–five basic resolutions)

Communication:

Communication is most impactful whenclear, simple, direct statements are used toconvey the message. As there is no hierarchyor bureaucracy in the system - values, duties,and obligations of all the stakeholders arecommunicated clearly. The commitment totransparency is communicated by the CCSduring their visit to and monthly trainings bythe 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 seekhelp, guidance, confidence, Joy. People takehim as role model. Same is the case with thepeople in Cheepurpally – They take Dr.PDKRao as their role model, protector and saviorof their lives. Both these leaders could dreamof things that never were for those people. Allthe stake holders of the programme try toemulate their outstanding participatoryleadership style.

|| Chapter V ||

Training:

Probably the strongest aspect of theprogramme is the training provided to theteacher and the coordinators, which could buildthe right attitude in them towards theprogramme.

Accountability:

The ECE Teacher presents a public reportto the parents and the village community oncein every month (Badi pandaga). Childrenexhibit their learning attained during thepreceding month during their presentation.The parents scrutinize the pupils assessmentreport and parents committee pays the salaryto the teacher on the same day. This ensuresaccountability for the teacher.

Inclusive Environment:

Everyone related to the Balabadiparticipates in making decisions. There are notwo sides of people – one who orders - the otherwho has to obey and follow. Self-esteem getsenhanced when people participate in makingdecisions that affects them. An inclusive systemenhances the self esteem and enthusiasm ofeveryone in the system with respect andaffection.

Relationships:

The relationship between teachers andparents, teacher and taught, teacher andcoordinators, Coordinators and community -are all of great warmth and affection. In thenon-hierarchical style of management all ofthem execute and share their duties amicably.

|| Part - I || || 73 ||

Sharp Focus:

Core competencies are built in the areasof training, teaching, monitoring andevaluation and then ‘stuck to the basics’ doingwhat they do best.

CRITICAL REFELECTIONS:

All early experiences of a child whether athome, in child care or other preschool settingsare educational. When these experiences areconsistent, developmentally sound, andemotionally supportive there are positive effectson the child. Any focus more on any one areamay lead to missing the other benefits of earlydevelopment and deny the importance of earlyexperiences to the child.

In the light of the above an attempt hasbeen made to identify areas needing attentionin the programme and in relation to targetgroup and stake holders.The programme wasalso viewed in the context of Right of Childrento Free and Compulsory Education. It is truethat RTE act 2009 is primarily for children inthe age group of 6 to 14 years; however whenthe programme is for preparing children toformal school, the fundamental basesmentioned there under cannot be ignored.

Child:

The RTE act 29.2 specifies the followingprovisions in the context of the child ….

● All round development of the child

● Building up child’s knowledge, potentialityand talent

● Development of physical and mentalability to the fullest extent and appropriateto the level

● Learning through activities

● Discovery and exploration in a childfriendly and child centered manner.

The programme is excellently preparingthe child for the formal school. Yet focus onthe above is not fully reflected observedprogramme. To do full justice to thesecomponents the programme needsmodification at curriculum, daily schedule andteacher training levels.

Children with Special Needs:

The project in both the districts doesn’treflect of having provision for children withspecial needs. Hence this critical group ismissing the needed attention.

Food For Children:

Providing food for the children in ECEcentres is not on the agenda of the programme.However in centres, which are run inAnganwadi centres ‘Nutrition powder’ issupplied to the children in Adilabad District.

In some other centres ECE teacher or theassistant teacher collects food either from thenear by A.W or Primary school from the ‘Midday’ meals provided to Primary School children.While the gesture of the ECE worker is highlyappreciated, providing food to the children can’tbe left to the goodwill of the community. Hencethe mechanism of providing food should beincluded as a critical part of this project. Thiswas also the felt need of Parents, Communityand other stake holders.

Moreover, as the children stay in the schoolfor nearly 5 to 5 ½ hrs (excluding lunch break),it becomes obligatory on the part of the projectto ensure supply of food.As per G.O.M.S. 30,

|| Chapter V ||

|| Part - I || || 74 ||

Supreme Court order every child in Balabadishould get feeding. Hence, the Community bemade to realize that it is the right of the childto get food and the project take the initiative.

However, on the instructions from ICDSand CDPO – in the Golgonda Mandal ofVisakapatnam – A.Ws are givingsupplementary food to Balabadi children. TheA.W teachers in Deverapally Mandal areunpleasant about this.

In Golgonda Mandal, the assistant teachercollects Tiffin boxes also from parents when shegoes to bring children to school and feeds themduring lunch time. Regarding supply of foodno instructions are given by CDPO – ICDS.

Care And Nutrition Component:

There is a growing emphasis on integrationof Nutrition, Health and ECE programme.

“Health and cognitive interventions needto be interactive and designed as integratedprogrammes of nutrition, health and psychosocial stimulation.”- (Young – 1997). There isa confusion regarding care and nutritioncomponents as parallel systems are working.Though investments are made both in Balabadiand Anganwadi centres lack of coordination isresulting in compromise in some places(Adilabad), conflict and competition in otherplaces ( Vizag).

Recent survey of research provides strongevidence that synergy among health, nutritionand education becomes important not onlyfrom the over all development perspective butalso from the point of view of success inschooling (Levinger 1992, Mayer 1997, Kaul2000).

Teacher:

Behind success of this programmeTeachers’ commitment stands solidly .With

their limited academic background it is really achallenge for them to make children come outeffectively preparing for formal school withnecessary preparation. How ever some of theteachers who are graded by the monitoringsystem as B and C category need lot ofadditional support . ECE methodology requiresvaried skills along with an understanding of thechild – developmental needs and disposition.Keeping in view of holistic development ofchildren of the project the teacher needs supportin transacting the curriculum in tune with thedevelopmental demands.

In the context of hand holding teachersupport is needed both in terms of knowledgeand skills as teachers limited conceptual claritymay affect in directing children towards highercognitive skills. The weak areas identified areteaching Maths and English. The practice ofgiving instructions in childs dialect and limitingresponse to formal language may affect thelearning process of child. Bilingualism at classI level should be tapered slowly so that childrenget more chances for transition to the mainstream language.

The RTE act clearly states that a teacherwho at the commencement of this act does notpossess the minimum qualification shall acquiresuch minimum qualification within a periodof 5 years. Hence it will be in fitness of thingsto help teachers improve their qualificationsboth general and professional so as to enjoy thebenefit of vertical mobility. Any support forprofessional enhancement of the teachers willautomatically reflect in enhancing thecurriculum transactions level.

|| Chapter V ||

|| Part - I || || 75 ||

Training:

From the classroom transactions and centreobservations it is noticed that teachers couldnot provide opportunities for children in certainvital areas like initiating thinking , sequentialthinking , pattern making etc.Thesecomponents are critical not only for laying thefoundation in the area of maths but will haveimpact on performance and achievement in thelong run. Any such deficiency will stay withchildren in terms of impact in the long run.Hence programme should provide flexibility toincorporate in the class room transaction whichin turn needs to be part of teacher training.The study couldn’t closely observe the 16 daytraining programme given to the teachers andcoordinators .if these components are alreadya part of the training they need to bestrengthened. Otherwise they should beincluded.

An observation of monthly trainingprogramme revealed lack of focus on basicconcepts.

Keeping in view the limitations of theteacher it becomes essential to support them increating a learning environment in whichchildren are engaged in exploring andconstructing their own knowledge. Trainingshould help the teachers in facilitating learningin children.

To quote Nickerson et al , ( 1985):

“If teaching thinking cannot be done,and we try to do it, we may waste some timeand effort. If it can be done, and we fail totry, the inestimable cost will be generationsof students whose ability to think will be lessthan it could have been”

Centre:

Infra-structure and basic amenities.

The programme is being run with thelimited available facilities.The study clearlyreveals the need for improvement in basicphysical amenities. This has been reflectedclearly under centre quality situation .Membersof the management committee as well as generalcommunity expressed the need for providingbuilding – better space , toilets , drinking waterfacilities .Lack of toilet facilities is resulting inmaking the surrounding unhygienic. Space forchildren’s play (out door) is a right of the childand also a developmental need to be addressed.Where ever the centre is functioning inAnganwadi Centre materials for outdoor playare available (Adilabad).

Curriculum

By and large programme focuses only onacquisition of basic learning skills. This islimiting in developing higher cognitive skillsin children as noticed in the results of Readinesstool. The support a child needs in the early yearsis not linear in nature. Any one type ofintervention, however effective it may be, willnot optimize the potential.

The curriculum emerging from the rootsof local culture is highly effective andappreciated by the parents and community. Theschool songs and rhymes are the popular repeatsof the parents and community. However, whileutilizing the curriculum in the classroom;modifications are needed in planning theactivities keeping the developmental needs ofthe child.

The observations of the programme at thecentre showed that a low focus was given for

|| Chapter V ||

|| Part - I || || 76 ||

outdoor play, unplanned indoor/outdooractivities, and creative activities. Theprogramme showed that children were left withlimited choices.

The shift in the focus is needed as thecentres are working for longer duration of fiveand half hours, Academic related activitiesshould be limited to one hour to one and ahalf hour. The programme should bedevelopmentally attuned providing for free playand own time.

Teaching Learning Materials

Majority of the items in the list of TLMare related to numbers and letters. Other itemsthat are available are comparatively less used.Even while teaching letters and numbers both3+ and 4+ children are made to sit togetherresulting in early introduction of academics forthe younger age group.

Enrollment and average strength in thecentre

In Vizag it is observed that number ofchildren enrolled in Balabadi is only around 1/3 of children as per the survey in some schools.This may be because of competition amongBalabadi, Anganwadi centre and Privateschools. In Adilabad for situational reasons thenumber enrolled is low, even though allavailable children are covered.

Closure of Balabadi:

There were 124 MNMS schoolsfunctioning as on September 2008 at Adilabad.However by March 2009 the number offunctioning schools came down to 110 in thefour mandals as some teachers left to getmarried and some to continue their studies. In

Vizag Balabadis are closed when the enrollmenthad fallen below 8. Balabadis are closed for anyof the above reasons on the basis of a resolutionpassed by Mandal Mahila Samakhya.

CONCERNS AND WAY AHEAD

The ECE models as they are functioningtoday in the two districts not only reflect theeffectiveness of the programme but stand as apath setter for crossing the hurdles at the fieldlevel. The models are also examples of tappingthe power of the community.

The project has tremendous potential offacilitating the decision making process atvarious levels including policy makers,programme implementers and donors. Theproject clearly demonstrates how communityinvolvement can enhance performance level ofany welfare programme.

Looking at them one is tempted totransplant these models into their terrains. It isonly in that context the following concerns arediscussed. The requirements for sustainability,the limitations one encounters while scaling up,slightly missing focus in the programme thatis for younger group (under fours) and finallythe right of a child to have a better deal.

● Sustainability

● Scaling up

● Under fours

● Rights perceptive

Sustainability

The community managed ECE centreshave significantly enhanced children’s prospectsfor academic success reducing the probabilityof dropping out. The Balabadi programme in

|| Chapter V ||

|| Part - I || || 77 ||

both the districts stands as a success model. Thestudy clearly reflects the factors responsible forthe success. The support pedestal on which theprogramme success depends raises a fewquestions in terms of sustainability

At present the community has picked upmonitoring and facilitating skills, whensupported by alternate funding and technicalinputs. If the later are weaned, the communitystructures may not be in a position to hold forthemselves. So the following questions

● Whether the programme can be carriedwith the same quality , if support in termsof finances , man power and technical areasis not available

● What would be its cost component whenit is scaled up.

Quality is linked with cost. Forsustainability one looks at quality in terms ofaffordable cost.

Scaling up

The current programme in both thedistricts is highly appreciable. Hence the needto examine the possibility of scaling up. Ascoverage increases more people are benefitedand cost comes down. But with increase in sizeand coverage one may encounter problems like

● loss of control

● training systems may become less directand transmission losses may occur

● necessary human resources with relatedskills and commitment may not oftenavailable.

● the process of monitoring , feed back andsupport for managing agencies and for theprogramme as a whole may be

operationally difficult and quality maydiminish.

● balancing quality with quantity may notbe simple.

Given the scale of needed intervention anyinnovation at micro level however effective itmay be would still remain a mere island ofexcellence, unless it is either integrated or madecomplimentary with the main streamprogrammes.

Fortunately under this programme, themost critical component i.e – communityinvolvement has been highly significant. Butthis is limited to Balabadi alone. Thiseducational intervention instead of movingindependently should get integrated withexisting schemes without loosing identity, thenthe child will get a better share from publicinvestment. The monitoring experience ofBalabadi should move to other programmes aswell, specially ICDS. Instead of a parallelprogramme it would be of greater help tochildren if all programmes related to childrenare monitored in similar pattern by thecommunity. The lesson from the project is thateffort should be made to make the communityshift from the notion (as stated by a communitymember). “Balabadi is ours and AW isgovernments”. Community should be made torecognize that in all the programmes to relatedchildren they have a role to play.

The project could charge the communityto a great extent. If their operational area isextended to other schemes the project wouldbecome a strong sustainable model.

Under fours:

Preschool is often considered as apreparatory ground for later school. This

|| Chapter V ||

|| Part - I || || 78 ||

emphasis on futuristic notion tends to dilutethe present. Though the notion of linkingpreschool to primary school is logical and canhelp children a smooth transition, a singularemphasis cannot be the guiding philosophy forany ECE programme.

The focus on future cannot ignore thepresent characteristics of children which are tobe identified and responded with joyfulopportunities and exposure. Experiences arerequired to meet children’s needs and stimulatelearning in all areas such as physical, social,emotional and intellectual.

The confusion at this stage has been thecaution against teaching of 3 R s.’ This “whatnot to do caution” has put the ECE child insuch a mould that limits scope for outlet ofstrengths and competencies that would havebeen easily tapped in a playful context.Providing flexible adaptable programmes foryoung children that are appropriate to theirage is what is needed.

Learning environments that do not provideenough responsive stimulation may result inchildren developing at a slow pace and may failto develop critical thinking skills.

The use of the term education for “earlychildhood years” is much broader than pre-schooling. For capturing learning through earlystimulation, a range of developmental activitiesand opportunities are essential. At this stagefoundation for thinking, language, vision,attitudes, aptitudes and other characteristics arelaid down; it would be a waste not to use achild’s natural abilities to learn during his / hermost vital years.

A good programme like this should providea path way to maximize children’s potential and

facilitate fundamental skills and interest in howto learn.

The role of explicit instruction, focusingmore on literacy components by itself may notbe as effective as one with a combination ofchild centered strategies with a wide variety ofactivities like dramatic play, working withblocks and so on.

It is in this area specially working withunder four years the programme needsattention. Any ECE programme should helpin meeting needs and achieve the necessarylearning outcomes for different age groups ie3+, 4 + and 5 + children. In the present contextthe programme bends more towards older agegroup.

“Activity’’ under ECE programme shouldnot be interpreted as a mere physical movementthough this is essential for young child. It refersto active engagement of the child throughparticipation. ‘‘Activity’’ in a class room can beconsidered as a series of graded and sequencedexercises on each concept involving multipledomains leading to learning outcomesdepending on the level of different age groups.Keeping the age and development level of thechild the programme should generally focus on–

Under 4 years

● care and support for development

● a programme without any kind of formalinstruction.

4 to 6 years

● a programme that should be based ondevelopmental perspective along withgradually preparing them to enter class I

|| Chapter V ||

|| Part - I || || 79 ||

As there is no specific age wise demarcationin the programme under study care should betaken not to have total repetition when theyounger age group advances to older stage.

Right’s perspective

ECCE is the base for child’s light toeducation

Every child has a right to develop their fullphysical, cognitive, emotional, social potentialthrough an appropriate programme. Adevelopmentally appropriate ECE programmefirst and fore most is the child’s right. Thisassumes significance as it is intrinsicallyconnected with primary education. It addressesthe issue of readiness of children for schoolingespecially those children who belong to firstgeneration learner family. By attending to thefoundation stage it addresses the root cause offailure of primary education.

Way ahead

ECCE programmes not only address thecare nurturing and education of young childrenbut also contribute to the resolution of complexsocial issues and alleviate the negative effectsof early deprivation by facilitating access to basicservices. Early childhood education implies atotality of development of children Theseinitiatives need to be a part of comprehensiveprogramme rather than running them asseparate programmes. (Bernard Van LeerFoundation). In practice care and educationcannot be separated and good quality provisionfor young children necessarily should addressboth dimension ( Myers 1995) Care andeducation are parts of a whole, both are neededto foster holistic growth. A comprehensiveapproach taking a broad view of early childhood

care and education with special attention toissues of equity and inclusion should be focused.Good quality ECCE contributes to “quality ofeducation system as a whole”.

The synergistic relationship betweenhealth, nutrition and development is thus welldocumented. All areas of survival are intimatelyrelated and mutually supportive; no aspect ofdevelopment occurs independently.

A holistic approach will be effective underthe following enabling conditions

● Family and community are seen as activepartners

● Programmes are conceived under children’srights perspective

● Resources, responsibilities, decisionmaking are under the control of localcommunity/ authority.

Tying up Balawadi teacher withAnganwadi worker will help in providing sucha comprehensive programme. This will also bein tune with the recommendation of variousgroups working for the welfare of the childrenand also the focus group on ECE, whichstrongly recommended the second worker forthe preschool component. It is also essential toavoid parallel investment on Balabadi andAnganwadi which is resulting as compromisein some places conflict and competition in otherplaces.

ECE as a notion is largely understood asan opportunity for preparing children to attendto school. Therefore its focus is on Pre Primaryeducation. However health and nutrition areintrinsically connected with preparing childrenfor education. Any gap in this may causeobstacles in the way of enabling a child to be

|| Chapter V ||

|| Part - I || || 80 ||

V

healthy enough to cope up with formaleducational system.

Recent research provides important insightand guidelines regarding the factors thatinfluence children’s academic success. Thesestudies also provide direction on

● multiple factors that effect success inschools , and also aspects of early childhoodprograms that impact these multiplefactors.

● a clear indication of Childs school successis their early oral language skills. Similarlychildren’s self regulations skills, their abilityto maintain engaged, focus to stay on atask, are equally important for later successin school. Children’s health and nutritionalstatus which is affected by socio economiccondition can influence their ability to payattention in the class.

There is evidence that achievement gapbetween tribal minority and other majority

students begins before children enter primaryschool. Hence the programme should make aconscious effort to avoid such a gap.

The early years are crucial phase of humandevelopment needing attention and hencecannot be limited only to preparation forschool.

Given the limited resources which arecritical to creating an enabling environment forchildren the programme should be a wellcoordinated intervention. A convergenceapproach becomes essential to avoid wastageof resources and overlapping. The lesson ofeffective management by the communityshould be extended to other schemes. Thecommunity supported initiative should becomplementary to the existing services. It istime we move from offering equal access toschool to providing true opportunity to developthe talent in children to the fullest extent.

|| Chapter V ||

There is no blue print for a holistic approach to Early ChildDevelopment. The challenge for each community is to determinepriorities for a given context and how they can be met, and whereimpact can be multiplied through collaboration, coordination,convergence or integration.

|| Part - I || || 81 ||

Abbreviations and Special Terms

CC Cluster coordinatorsCfBT Centre for British TeachersCDPO Child Development Project OfficerCDR Centre for Development and ResearchDRDA District Rural Development AuthorityECE Early Childhood EducationECCE Early Childhood Care and EducationECHERS Early Childhood Environment Rating ScaleITDA Integrated Tribal Development AgencyICDS Integrated Child Development ServicesIKP Indira Kranthi PathamMC Mandal CoordinatorsMCP Micro Credit PlanMMS Mandal Mahila SamakhyaMVF Mamidipudi Venkatarangiah FoundationMNMS Mava Sate Mava NadaPTA Parent Teacher AssociationSERP Society for Elimination of Rural PovertySHG Self Help GroupSSA Sarva Siksha AbhyanVEC Village Education CommitteeVO Village Organization

Special Terms

Bala badi ECE Centre of the projectBadi Panduga Community Reporting DayMandal A revenue division in the districtSarpanch Village Elected Head

|| Part - I || || 82 ||

Bibliography

1. Adarsh Sharma, Child and community outcome Indicators for ECD programme evaluation – a concept note 1999-

paper

2. Bernard Venleer Foundation- BVLF publications

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. Curriculum Frame Work for ECCE –paper

6. Early Years Study – April 1999

7. ICDS –IV State Project implementation Plan, Andhra Pradesh, Census of India – population projection for India and

States -1996-2016

8. Kaul.V, Process based intervention for primary level mathematics 1996- A longitudinal study

9. Ministry of Human Resource development –Government of India

10. National curriculum Framework 2005, NCERT

11. National Focus Group -2005, Draft Report on ECE

12. National Institute of Public co-operation and Child development, Preschool Education in ICDS – An impact Study

13. National Institute of Public co-operation and Child development 1985, 1999- National Evaluation of The scheme of

Early hood Care and Education

14. National council of Educational Research and Training-1993, Impact of ECE on Retention in primary grades – , A

longitudinal study

15. National campaign for ECCE right, Early childhood Care and Education rights of young children in India

16. National Institute of Public co-operation and Child development, Selected Issues concerning ECCE in India- 2007 A

case study

17. National Association for Education of young children, Washington D C. - Early learning standards, creating conditions

for success

18. NCERT, Minimum Specification for a Pre-school

19. NIPCCD , Select Issues concerning ECCE in India – A case study paper prepared for EFA GM report - 2007

20. Promise, Early Childhood Programmes with parents and community participation in Columbia –Cinde Columbia

21. SRC ECE AMS, Curriculum guidelines foEarly Childhood Education- Drafty paper

22. SRC ECE AMS, ECCE in ICDS

23. Swaminadhan M – 2000, Quality Matters-report No - 4 MSSRS- Chennai

24. Section II of RTE act 2009 – Right to Education Act - MHRD

25. UNESCO 2002 Page 38 – Education For All; Is the world on track? , Paris -UNESCO

26. UNICEF, World Fit for children

27. Vazir , S.Rao,N.P and Sharma , KVR(1990) Impact of non-formal preschool education component of the ICDS on

psychosocial development of children , Annual Report of National Institute of Nutrition (ICMR), Hyderabad.

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Press

29. World Bank (2005B) World Development Report-2006: Equity and development, Washington DC, The World

Bank and Oxford University Press

|| Part - II || || 1 ||

Prosperity in the world, the quality andcompetence of the nations across the globehinges on human development. Poverty andweak human developmental outcomes go handin hand. Poverty, poor health, nutrition andlack of stimulation create developmentalbarriers that have devastating effects on aperson’s learning, productivity and earningpotential. These effects result in negativeimpacts on house holds and nationaleconomies. Children living in poverty haveworse outcomes overall in health, nutrition andeducation than do other children. Later inadulthood, the same individuals become victimsof illiteracy and unemployment.

The quality of life for a child and thecontributions the child makes to society as anadult can be traced to the first few years of life.From birth, until five years old a childundergoes tremendous growth and change. Ifthis period of life includes support for growthin cognition, language, motor skills adaptiveskills and social-emotional functioning, thechild is more likely to succeed in school andlater contribute to society. (Erickson and Kurz-Riemer 1999). A child is more likely to dropout of school, receive welfare benefits andcommit crime without support during these

INTRODUCTION

CHAPTER I

years. Children’s early experience has farreaching and solidifying effects on thedevelopment of their brains and behaviors.Diverse experiences affect the architecture (i.ewiring) of the brain, the expression of genesand bio chemistry and physiology of the humanbody – all of which mediate our cognitive,emotional and social behaviors. We havesubstantial data providing that programs whichpromote the growth and development of youngchildren (0-6 years) are the best investment fordeveloping human capital necessary foreconomic growth. The quality of care andinteraction provided to children at 3 to 6 yearsage, not only enhances the social, physiologicaland cognitive development but has impact onchildren’s health and nutritional status as well.

Economists, educationists and leadersaround the world are recognizing thatimproving early child development is thefoundation for enhancing human development.Early child development programmes help toclose the opportunity gap for disadvantagedchildren who live in poverty. ECD programmesare the most cost effective way for reducingpoverty and generating economic growth.

Hence a number of programmes/schemesare being implemented which integrate health,


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nutrition education, care, nurturance andstimulation which are productive and positivefor children and society.

ICDS:

Regarding the programmes of thegovernment, the government of Indiarecognized the critical areas of childdevelopment as major areas of programmeplanning. The government designed anintegrated approach to cover different aspectsof child development such as supplementarynutrition, immunization, health care, referralservices and nutrition education etc. Keepingthese ideas of integration Integrated ChildDevelopment Services – ICDS was launchedin 1975 to offer a package of six services tochildren and mothers and ICDS has the uniquedistinction of being the world’s largest earlychild development programmes, characterizedby a community integrated approach to theinter related needs of the “whole” child. It hasimproved the nutritional health andeducational status of children in 0-6 age groupin the vulnerable section of the society. Pre-school education component of ICDS isconsidered to be one of the criticalinterventions.

SHG Movement in Andhra Pradesh:

The SHG movement in A.P was startedto enable the poor women access to variousfinancial services. These self help groups startedwith a thrift and credit model. Gradually, thewomen members of these SHGs started variousactivities in financial and livelihood sectors forthe welfare of their villages. After investing aconsiderable amount of time and energy inthese sectors, the women started realizing theneed to address the social problems like health,

nutrition, education etc,. which affect them inthe long run.

SERP (Society for Elimination of RuralPoverty):

SERP has been incorporated with theobject of carrying on welfare activities, especiallypoverty alleviation programmes in the state ofA.P, in the form of providing financial as wellas capacity building support to the women SelfHelp Groups. The success of the variousactivities of SERP in economic and socialsectors led to a demand for an intervention ineducation by the members of the SHGs.

SERP decided to encourage and supportthe initiative of establishing ECE centres inrural areas, particularly tribal areas, whichwould have an impact on the holisticdevelopment of young children.

SERP is supporting the initiative ofestablishing ECE centres as these centres playan instrumental role in laying properfoundation for primary education. The SHGswhich use the services of the ECE centres wouldtake up review of the ECE centres. SERP onlyacts as a catalyst to guide the community.

Origin of Community Managed ECECentres: The Philosophy and Purpose

Healthy development of young children,depends on the quality of the environmentswhere they grow being the family and then theCommunity. This is most important in the firstyears of life. To achieve sustainable integratedsocial development, each individual andcommunity must be involved so as to generatetheir own development processes.

Embedded in the philosophy of these ECEcentres is the notion that for this developmentto occur there must be a simultaneous changein the intellectual, economic and socio-cultural


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aspects of life. Moreover for this to happen,individuals need to develop the confidence tocarry out such changes.

The community for long has been a passiverecipient of welfare programmes. So most ofthe child developmental and educationalinitiatives either end with many set backs orwith limited results.

Hence there is a need to promote greaterinvolvement of communities especially womenare essential in assessing and analyzing their ownsituation, needs, resources and practices.Women in unorganized sector and selfemployed women play a major role in theupliftment of themselves, their families andtheir communities. Research suggests thatwomen are more likely to invest their moneyon their children, their education, health careand basic needs, thus creating a positive socialimpact as opposed to an average man whosepriorities may differ (Naina Lal Kidwai – Headof HSBC in India). “Women husband theirresources well; put their power and money tomore productive use.”

Community managed Early ChildhoodEducation centres have been started to createhealthy, physical and psychologicalenvironments for the development of childrenthat could serve as a basis for integratedsustainable social development.

Management Features:

· Community leaders, many of themMothers are acting as education agents inthe programme.

· An external agent educates the communityleaders and serve as facilitators in thedevelopment process.

· Emphasis on inter-institutional co-ordination at the local level.

SERP currently conducts this programmein 8 districts in the state. As on 2009-10 nearly336 centres are functioning in 16 Mandals. Themodel followed at Adilabad andVisakhapatnam districts is as follows:

Visakhapatnam District:

MMS of Devurapalle and Golgondamandals of Visakhapatnam district are running10 ECE centres each (from June 2008). Thesecentres are completely managed by the MMS.Sodhana provides them continuous supportthrough monthly visits of its resource team. Theresource team provides monitoring cumtraining mission. Resource support is providedby SERP initially and the community is beingoriented towards developing Micro Credit Plan(MCP). In the current academic year 28 newcentres have come up in these two mandals.

Adilabad District:

Centre for Development and Research(CDR), a non governmental organization isworking with MMS of Utnoor and 3 othertribal mandals in Adilabad district. It is a sixyear project with initial support from SERP.Over 180 centres are functioning in the fourmandals of Jainoor, Utnoor, Indravally andSirpur(U) in ITDA Utnoor. CDR is helpingMMS in developing MCP and in also makingthe ECE centres self sustainable. In the firstyear of intervention itself, CDR has successfullysupported and enabled MMS in collecting feesand replenishing the education corpus.Resource cell of CDR provides continuoussupport to the instructors, cluster coordinatorsand Mandal coordinators. It is also emergingas a Regional Resource Centre (RRC) for ECE.


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Regular monitoring of the performance ofchildren and appraisal of the VO’s in themonthly meetings is the significant feature ofthis model.

Sodhana Trust a non-governmentalorganization under the guidance of Dr. P. D. KRao provides induction training to the Resourcepersons and teachers in almost all the districts.

Criteria followed for selection of Mandalsand Villages:

a) Mandals where Institution Buildingteam of SERP is strong

b) Mandals with higher proportion of SC/

ST population/POP

c) A team comprising of Education

Activist, Community Activist and office bearers

of Village Organization (VO) survey the villages

in the identified Mandals.

d) If they find a need to establish an ECE

centre in their Village, the VO then submits a

resolution to the Mandal Mahila Samakhya

(MMS).

The programme generated Community

demand for opening new ECE centres. Looking

at the new wave of demand SERP felt the need

to take stock of the intervention and its impact.

It was therefore proposed to take up a study on

Community Governed ECE centres. State

Resource Centre – Early Childhood Education

(SRC – ECE) of Andhra Mahila Sabha was

entrusted with this study. SRC ECE has been

supporting ECE interventions in the State

during the last 2 ½ decades and has been

considered a pioneer in the area of ECE.

V


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DESIGN OF THE STUDY

CHAPTER II

A Study Of Community Managed ECE Centers Supported By

SERP At Adilabad And Vizag Districts Of Andhra Pradesh

The Present study attempts to explore theeducational effectiveness as well as themanagement effectiveness of communitymanaged ECE centers in Adilabad & Vizagdistricts of A.P. These two districts are chosenfor the study as these centres have completed 2

years of functioning and children from thesecentres have also completed Class I.

The following aspects are included in theassessment of the quality of the ECE centersunder the study.

|| Design of the study || Chapter II ||

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The study:

This study on the quality of the ECEcentres is very significant because these centresare functioning in the remotest areas forchildren having most disadvantagedenvironment through a community managedmechanism. Though it is wonderful and veryinteresting to study these children’s learning,the recent origin of the project (Jan, 2008) andthe small number of centres with which theprogramme was initiated limit the scope of thestudy. However, keeping in view the uniquenessof the project, a review by an external agency

will facilitate the project not only in gettingdue recognition, but moving further a headmaking mid course corrections if needed.

Objectives:

1. To study the ECE program models in theproject area

2. Compare and contrast the differentmodels/programs and their impact onchildren, parents and community

3. Assess the impact of ECE programme onthe learning outcomes of Class I children.

Method: Both qualitative and quantitativemethods were adopted for the study.Preliminary descriptive survey method was usedto collect the data related to the study.

Population: The study includes ECECentres established by SERP in collaborationwith mandal Mahila Samakyas of four mandalsand CDR (Centre for Development andResearch) and IKP-DRDA at Visakapatnam.

Sampling Techniques: Keeping in view thenature of the study, purposive samplingtechnique was used to identify the sample.

Sample: A total of 30 centres wereidentified at the rate of five for each Mandalcovering 4 Mandals in Adilabad and 2 in Vizag.

Rationale for Sample:

1. Centres that completed two academicyears i.e initial centres of 2008.

2. Proximity: Two types of centres wereconsidered i.e, centres which are far from thehead quarters, and those that are close to thehead quarters.

3. Dialect: Centres having children withthe following dialects in Adilabad District.

Research Area:

ECE centers located in Adilabad and Vizag districts of AP

S. No District Mandal

1 Adilabad Utnoor

Indravelly

Jainoor

Sirpur

2 Vizag Devrapally

Golgonda


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● Kolami● Telugu● Gondu● Malva● Mathura

● marathi

4. Ratings of the centre: The organizersassign grades to the centres based on theirperformance as

● Best Centre

● Average centre● Poor centre

Selected centres – criteria

A total of thirty centres were identifiedtaking 5 centres from each mandal followingthe above criteria. The table below reflects thedetails.

Selected centres – criteria

A total of thirty centres were identifiedtaking 5 centres from each mandal followingthe above criteria. The table below reflects thedetails.

District Mandal name Village Proximity Grading Dialect

(Near / far) (good/poor/ model)

Visakhapatnam Devarpally Pedanandipally Good

Devarapally NearBethapudi ModelGarsingi FarMarepalli Poor

Golgonda Polavaram GoodGyrampet FarHukumpet PoorNagapuram NearKonkasingi Model

Adilabad Indravelly Keslaguda GondiYemaikunta PoorGathepalli FarKailash nagar NearDevapur Best

Jainoor Patnapur FarAndhuguda MarathiMarlawai PoorPochamloddi NearUshegaon Best

Sirpur Pittaguda PoorYellappatteru FarLingapur LambadiAlliguda NearNaguguda Best

Utnoor Lakkuguda FarCheruvuguda KolamiYenka BestSalewada B Poor

Navodayanagar Near


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Sample details:

The study attempts to explore theeffectiveness of the programme in terms of the

● Child’s perspective

● Teacher’s role

● Parents’ support

● Support Systems

● Community involvement

From the child’s perspective – the centrequality and the resultant outcomes will beconsidered.

While the teacher at the centre navigatesthe programme between vision andimplementation, the attitude of the parentstowards school and involvement of theCommunity and the learning ability of the childdetermine the quality of the School.

No of ECE Centres: Adilabad District – 20; Visakhapatnam District – 10 = 30

Category Per TotalCentre

Children ECE 5 x 30 150Class I 5 x 30 150

Teachers ECE 1 x 30 30Class I 1 x 30 30

Parents ECE 5 x 30 150

Class I ECE 3 x 30Non ECE 2 x 30 150

Management Committee President – 1 5 x 30 150Secretary – 1Other Members – 3

General Community Anganwadi Worker/ ANM’s(Any one member - 1)Parent of a child withoutECEbackground - 1 Serpanch/Ward member/Community elders/Youth Leader

(Any three from the above members – 3) 5 x 30 150

Coordinaators CC’s / MC’s 20

Total 980


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Mandal Co-ordinators(MC’s)and ClusterCo-ordinatory(CC’s):

There is a mandal coordinator for everymandal to oversee the Balbadies in the Mandal.

For every 10-12 Balbadies, one Clustercoordinator is appointed to work incoordination with the teacher, parents,community and MC’s.

The coordinators who represent theclusters and Mandals of the identified Balbadies

were included in a sample.

Each cluster in each mandal is alsorepresented in the selected 30 ECE centers.Twomandal coordinators from Adilabad district 2MECs, 2 CCs and 1 DC from Vizag and theDistrict Coordinator from Vishakapatnammakes a total 21 of the sample.

Tools:

Tools administered for the study:

ECE Class - I

1. ECE Centre and programme quality 5. Centre observation

2. Readiness test for children 6. Achievement test for children

3. Questionnaire for teachers 7. Questionnaire for teachers

4. Guided interview for parents 8. Guided interview for parents

Tools administered for ECE and Class – I

9. Guided interview for General Community

10. Guided interview for Management Committee

11. Interview schedule for cluster/district co coordinators

Informal discussions with visionaries and training personnel


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Tools used for the study:

1) Assessment of ECE Centre andprogram:

Adapted from

● ECE program Evaluation package (Theworld Bank- India)

● Early Childhood environment rating scale(ECHERS)

● Early Development indicators (EDI)

This tool is an observation guide.

This tool consists of three parts.

Part A is an observation recording sheet in

which the actual activities being conducted in

the class room are described at a half an hour

interval.

Part B focuses on the physical conditions

prevailing in and around the centre.

Part C focuses on the quality of teacher-

child interaction with specific reference to

specific developmental priorities.


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2) School readiness instrument (SRI) –World Bank – India:

This instrument consists of 10 activitiesto test the readiness of the child to attendprimary school.

The child is scored on his\her performancefrom activity 1 through activity 10 in conceptslike

● Pre number Activities on

a) Mathematical vocabulary

b) Sequential thinking

c) Classification

d) Number-numerical association

e) Patterning

f ) Comparison of numbers /related to prenumber

● Picture reading

● Instructions related to pre reading

3) Questionnaire for ECE teacher:

This questionnaire is developed to find outthe perceptions of teachers:

1. Training

2. Monitoring procedures

3. Teacher-child interaction

4. Involvement and contribution of parentsand community and

5. Any issues and problems

4) Structured interview to parents:

To measure the perceptions of parents onthe ECE centers – physical facilities andprogramme offered.

Tools for Class-I:

● Centre observation

●· Tests for class I children in English, Telugu,Mathematics and EVS to assess theirperformance.

Children with ECE

exposure

Parents of

Children directly

enrolled in class I

Interview Schedules: Administered

Management Committee:-

● The administration and managerialpractices

● Performance of centers

● Innovative practices, issues and problems

General community:-

● Information level, interest andinvolvement of the community in thefunctioning of ECE centers

● Perceptions of the community members onECE program

● Contribution of the community

Secondary data:

● Training Module developed by SodhanaTrust

● Teacher’s Hand Book (2009-10) CDRCourtesy: Sodhana

● Cluster coordinators and mandalcoordinators- Monthly assessmentReports (Cluster wise, center wise)


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Time Tables: (Year Wise, month wise,weekly) being followed in ECE centers.

- schedules for monthly training of teachers

- developed by MavaNate Mava Sada-MNMS – CDR-Center for Developmentand Research

School-wise enrollment Reports andCentrewise assessment reports of Devarapallyand Gogonda Mandals of Vishakapatnamdistrict developed by IKP, DRDA.

Statistical Techniques:

Both qualitative and quantitativetechniques were utilized for the analysis of data.

The quantitative techniques used werepercentages, mean, standard deviation andinferential statistics like ‘t’ tests.

The qualitative techniques used were itemanalysis technique, informal and formalstructured and unstructured interviewobservations.

● Centre quality observation schedule withrespect to conduct of activities at the centre,observations were qualitatively andquantitatively analyzed. The physicalfacilities and programme quality at thecentre was measured by using percentages.

● Readiness tests for ECE, Achievement testsfor Class I were analyzed using Mean, S.Dand‘t’ tests.

● Perception of parents, teachers, GeneralCommunity, Management Communitywere analyzed by using percentages andalso qualitative interpretations were madeby using item analysis technique.

● Cluster Coordinators / DistrictCoordinators and visionaries perceptionswere analyzed qualitatively using itemanalysis.

● In order to assess and observe the qualityof centre the following tools were used.

1) Quality observation schedule to assessthe activities conducted at the centre.

2) Percentages were used to measure thephysical facilities and the programme offeredat the centre.

● Mean, Standard deviation and ‘t’ tests wereused to analyze Readiness tests for ECE,Achievement tests for Class I.

● In an attempt to or to measure theperceptions of parents, teachers, GeneralCommunity, Management Communityquantitative techniques like percentagesand qualitative interpretations like itemanalysis were used.

● The perceptions of Cluster Coordinators/District Coordinators and visionaries werequalitatively analyzed using item analysis.

Database of the Study:

Both qualitative and quantitativetechniques were used for data collection. Inaddition to structured questions many openended items were included to help therespondents to express freely. Necessaryprovisions were made for qualitativemeasurement of the open-ended responsesthrough coding. Detailed code sheets wereprepared for all items, tool-wise.


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Audio Recording:

To minimize the investigator’s bias and toobtain first hand information from parents and

members of Community around 500 interviewswere audio recorded.

Video Documentation:

In order to give an authentic account ofthe functioning of ECE centres, training of

ECE teachers, Class I teachers and other majorevents like Badipandaga/Public meetings etc.were video documented to capture the realscenario. The items of the study as spelt outthrough different tools are examined from theperspective of all concerned i.e parents fromthe receiving end, the ECE teachers and

members of the school committee from thesupplier’s side. The issues under study are theadministration/conduct of the programme ateach centre is thoroughly observed, studied andexamined for 3 full days by the investigators.To reduce the language barriers and establishrapport services of local members ofCommunity were utilized as facilitators.

The collected data has been processed andanalyzed. The detailed interpretation of theresults is presented.

The field observations at different levelsby the investigating team along with interviewsof different stake holders coupled withsecondary data form the base for thepresentation.

The report on the status of the project isthe outcome of the data collected throughdifferent tools, interviews with individuals,observation schedules, and audio and videorecordings.

Since the centres did not even completegestation time and the number of centres issmall, the resultant selected sample for the studyis also very small. Hence any attempt to talk interms of outcomes or impact at this stage ispremature. Hence the report did not make anygeneral conclusions.

The report on the study is presented intwo parts.

PART I



Chapter III: Genesis of ECE centres

Chapter IV: An overview of the findings

Chapter V: Some concerns and way ahead…

PART II Study findings – objective wise

Chapter I: Design of the study

Chapter II: ECE Programme Effectiveness

Chapter III: ECE Programme Models

Chapter IV: School Readiness and Achievement

Study findings in terms of ECEprogramme effectiveness is presented in the nextchapter.

V


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ECE PROGRAMME EFFECTIVENESS

CHAPTER III

ECE Programme in the Project Area:

In the present program of CommunityManaged ECE centres through SERPintervention of community stands on a uniquepedestal on many counts. In the back drop of

present social milieu and the terrain it covers,this model demonstrates what communities cando if involved right from decision making levelby initiating an effective decentralizationprocess.

This is a key strategy for tapping the capabilities of the communities.

The ECE centres managed by theCommunity with the support of SERP since2008 have demonstrated the conviction,capability and commitment of the Communityfor providing quality education for theirchildren.

In the last few decades efforts are beingfocused on the essential requirements thatpositively influence in child’s early growth anddevelopment as well as on the ways the parentsand others can provide the children with ahealthy start.

All children should have access to thebenefits of good quality child care and earlyeducation. As of today there is no clearunderstanding as to what are our guidingprinciples for early childhood programmes. We

should have broad based norms for children’sdevelopment and learning outcomes. Thesenorms should help in developing appropriateprogramme content, curriculum and teachinglearning processes. In the absence of any definitecriterion the acid test for judging any ECEprogramme is , what it does to the children “whether children fair well or poorly in thecontext of various changes taking place is anempirical and not a normative question” (Corbett 1997 ) { Ref Corbett , Thomas J 1997Fore word – Indicators of children’s Well - Being– New York }

This can be answered only when we holdthe child in the centre and deliberate ondifferent settings and diverse opinions of allstake holders, that finally move the programme.

|| ECE Programme Effectiveness || Chapter III ||

|| Part - II || || 15 ||

Any programme evaluation is aimed, atassessing the outcome of the programme on thetarget group. However, as the origin of theprogramme of the current study is so recent(2008), it will be pre mature to talk in terms ofoutcome. Hence an attempt is made to lookinto inputs and processes utilizing acombination of qualitative and quantitativedata. The indicators considered in this contextare

● Centre quality

● Role of teachers

● Support of parents

The centre quality therefore consideredinput indicators like physical infrastructure,building surroundings, material and equipmentcoupled with a few process indicators likeprogramme and its implementation process.

The vibrancy of a centre is determined by thehuman resource component,

● Role of teachers

● Support of parents

● Monitoring and coordination

● Role of community

Description of quality of a particularprogramme refers to its qualitative physical andinfrastructural aspects. The quality of thesecentres in terms of effectiveness is discussed inthe following pages.

The chapter presents brief but a holisticpicture of the of the programme in terms ofinputs and processes that have gone along withreflections on the basis of Early ChildhoodEnvironment Rating Scale (ECHERS).


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CENTRE QUALITYAn adapted version of ECHERS – Early

Childhood Environment Rating Scale – hasbeen used to study observe and understand thequality of the 30 ECE centres selected for thepresent study.This tool consists of 3 parts:

Part A: Is an observation recording sheet(Programme Observation Proforma) in whichthe actual activities being conducted in the classroom are to be recorded at every half an hourinterval for one full day.

Part B: Focuses on the physical conditionsin and around the centre.

Part C: Focuses on the quality of teacher– child interaction with specific reference todevelopmental priorities.

This tool is designed for two full days ofobservation. On the first day – Part A – The

observation recording sheet has to be filled,observing the actual activities being conductedat a half-an-hour interval. The ECE programmeat the centre, on the day of observation, will bereflected in the filled in recording sheet.

Part B and Part C of the tool are to befilled on the second day, keeping the differentaspects that need to be scored.Part AA day’s programme at the ECE centre –(on the day of observation)

A day’s programme at each ECE centre isobserved against the following aspects at a half-an-hour interval on the first day of the visit.

● Activity being conducted● Organization of activities.● Material Used● Opportunities children get to learn/doRecorded Activities in the Balabadi (on

the day of observation)Table showing activities conducted at the 30 centres in the two Districts:

S.No Activity Visakapatnam Adilabad

No. % No. %

1 Free and guided conversation 7 70 15 75

2 Story telling 3 30 19 95

3 Rhymes and songs 10 100 18 90

4 Dramatization/ Role play/ Puppet play 2 20 7 35

5 Free play with materials 4 40 13 65

6 Colouring/ Drawing/ Painting 3 30 5 25

7 Clay work/ Sand play 1 10 9 45

8 Guided activities on topics 5 50 15 75

9 Circle games-Indoor 9 90 20 100

10 Teaching of Reading and Writing 9 90 19 95

11 Outdoor play 1 10 7 35

12 Any other activity - - 4 20

13 No activity - - 9 45

14 Unplanned Indoor/Outdoor activity 1 10 3 15


|| Part - II || || 17 ||

The activities pre dominantly conductedduring a day’s programme i.e, - on the day ofobservation can be observed from the abovetable. Rhymes and songs is the major activityin all ECE centres (100% in Visakapatnam and90% in Adilabad) followed by – indoor games

(90% Visakapatnam and 100% Adilabad)circle games, activities to teach, read and write(90% Visakapatnam and 95% Adilabad)guided conversations, free and guided activities(70% Visakapatnam, 75% Adilabad).

ACTIVITIES


More Focus

Rhymes and songs

(100% in Adilabad, 90% in Vizag)

Circle games

(Indoor) 100% in Adilabad, 90% Vizag

Teaching of reading and writing


Free and guided conversation


Less Focus

Unplanned indoor/outdoor activity


Outdoor play

(35% in Adilabad, 10% visakapatnam)

Clay work/Sand play, dramatization

Colouring/drawing, painting etc.

30% in Adilabad , 25% in Vizag.

|| Part - II || || 18 ||

While there is not much difference in theactivities conducted across the districts. It is veryinteresting to note that in 95% of the centres

of Adilabad ‘Story Telling’ activity is dominantwhile only 30% of the teachers inVisakapatnam tell stories.

Very little time is spent on activities likeclay work, sand play, out doorplay, unplannedindoor/outdoor activity. This may be due tonon-availability of facilities or lack of awarenesson the significance of these activities by theteachers. Training may have to be provided toteachers in conducting these activities.

While there is not much difference in theactivities conducted across the districts. It is veryinteresting to note that in 95% of the centresof Adilabad ‘Story Telling’ activity is dominantwhile only 30% of the teachers inVisakapatnam use time for stories.

It can easily be inferred from the abovetable that most of the time (nearly 50% of thetime in a day) is spent on activities related to– i.e, pre-reading and pre-writing only. In otherwords, more focus is on the cognitive areacompared to creative activities likedramatization, colouring, drawing, clay/sandwork etc which are equally important at thisstage.

But, on the day of observation, creativeactivities were nominally conducted. The time

table is rigidly scheduled that children are notleft free to do whatever they like. Children donot have a short break of “nap time” also.

Outdoor play, unplanned indoor/outdooractivities have hardly any place. However, inthe ECE centres of Adilabad free play withmaterials (65%) is better than the centres ofVisakapatnam (45%). This means teachers inAdilabad district could involve children inplaying with toys or materials “in any way theywanted to” compared to the ECE teachers ofVisakapatnam district.

Organization of Activities:

Investigator recorded the activitiesorganized in an individual basis, in small groupsand the activities conducted with all thechildren together. The total number of timesan activity is conducted on individual basis, ingroups, and for all children across the centresis given in the table. The following table showshow the activities are organized across the twodistricts


|| Part - II || || 19 ||

District Organization of the Activities

Individual basis In groups All children

f % f % f %

Adilabad 41 25.30 39 24.07 82 50.61

Visakapatnam 13 23.6 15 27.2 27 49.2

It is observed from the above table that inabout half of the centres, in both the districts –Visakapatnam 49.2% and Adilabad 50.6%teachers conduct activities with all the childrentogether irrespective of the age group.

It can be inferred from the findings thatseparate activities are not being conducted for3+ and 4+ years age group children. It appearsthat the activities are not planned specificallyfor children of different age groups. 23.6% ofthe activities in Visakapatnam centres and25.30% of the activities in Adilabad areconducted on an individual basis; whereas27.2% and 24.07% of the activities areconducted in small groups with teacher’sguidance in Visakapatnam and Adilabaddistricts respectively.

Materials Used:

The type of materials used during theteaching, learning process, on the day ofobservation are recorded under manipulativematerial, Audio Visual materials, and none ifno materials are used for conducting the activity.

Materials that children use for themselveslike – building blocks, puzzles, soft toys,dominoes, crayons, colour pencils, natural itemslike clay, sand, water etc are defined asManipulative Material.

Picture charts, books, audio/video tapesand other teaching aids used by teacher in ateacher – led activity are defined as Audio VisualMaterials.

The scores on the material used aretabulated below:

District Material Used

Manipulate Audion - Visual None

f % f % f %

Adilabad 17 37 19 41.3 10 21.8

Visakapatnam 43 38.73 36 32.43 32 28.9

Manipulative materials are used almostequally in both the districts – (Visakapatnam37% and Adilabad 38.73%). It means that theteacher conducts nearly 37% of activities whichallow children to use materials like puzzles,

crayons, colour pencils building blocks andnatural items like clay, sand, water etc.

This is in support of the earlier observationwhere 30% and 25% of the activities in a dayacross the two districts (Visakapatnam and


|| Part - II || || 20 ||

Adilabad) respectively are related to colouring,drawing, painting, etc.

In Visakapatnam the use of Audio-Visualmaterials (41.3%) is more compared tomanipulative materials (37%). It can be inferredthat more time is spent on teacher led activitiesin which children engage themselves.

On the contrary, it is interesting to notethat teachers in Adilabad District conduct moreactivities using manipulative materials (39%)against (32.43%) A.V materials. It can also beseen from the above table that the use of A.Vmaterials (41.3%) in Visakapatnam is more

compared Adilabad (32.43%). It means thatthe teachers in Adilabad ECE centres conductmore activities which allow children to engagethemselves in creative activities.

This observation again supports the earlierobservation where “free play with materials” isencouraged in 65% of ECE centres of Adilabadcompared to 45% in Visakapatnam.

Opportunities children get to learn/do:

The number of times the children get anopportunity to learn/do – the items under A-Fare noted for each centre.

It is observed that about half of theactivities conducted in a day provide anopportunity for the children to learn to share(Visakapatnam 48%, Adilabad 45.16%).

It is also seen that a low scope/opportunityis provided for children to think and answer(Visakapatnam 28%, Adilabad 25.71%) and

express curiosity and ask questions – (22%Visakapatnam and 17.18 in Adilabad).

It appears that the teachers are not sosuccessful in developing abilities like thinking,expressing curiosity and asking questions.

On the contrary, more opportunities areprovided for children in Adilabad district to‘learn to wait for turn’ (65.7%) and play or work


|| Part - II || || 21 ||

with other children compared to Visakapatnam(26% and 30%).

ECE Centres – Physical Conditions:

Part B of the adapted version of ECHERSis used to study the ECE centres in terms ofPhysical conditions.

Using this tool, the physical conditions andfacilities of the selected ECE centres are studiedunder five specific areas. They are:

· Conditions at the centre

· Health and hygiene

· Classroom conditions

· Material availability and usage and

· Schedule followed at the centre

The scores on each area and the total scoreon the physical conditions are tabulated for allthe 30 ECE centres – Mandal wise and Districtwise.

From the results reflected in the table andgraphical representation, it is evident thatalmost 50% of the centres in both the districtsin Visakapatnam 6(60%) and Adilabad12(60%) appear to have minimum facilities.By and large, the physical conditions andfacilities in and around the ECE centres in boththe Districts need improvement. However, basicamenities like toilets, drinking water etc in mostof the centres are not available.

The physical conditions as reflected in thestudy are shown in the following graph:


|| Part - II || || 22 ||

Status of Basic Amenities in ECE Centers:

Toilet Facilities: There are no toilets in anycentre.

No. of centres

No Toilet Facilties 30

Good Toilet Facilities 0

Drinking Water:

No. of centres

Bore hand pumps to provide drinking water 12

No drinking water 18


|| Part - II || || 23 ||

Lighting and Ventilation:

No. of centres

Good lighting and Ventilation 16

No air, no lighting and no ventilation 2

Suffocating rooms 12

Cleanliness and Surroundings:

No. of centres

Clean surroundings 18

Unclean surroundings 12


|| Part - II || || 24 ||

Storage Space:

No. of centres

Sufficient 15

Insufficient 9

No Storage space 6

Arrangement of Classroom:

No. of centres %

Arranged neatly for different kind of activities 14 47

Arranged neatly but no space to conduct activities 15 50

Disorganized arrangement 1 3


|| Part - II || || 25 ||

Age Specific Work Schedule:

No. of centres %

Separate work schedule for 3-4, 4-5 years age group available 4 13

Schedule available only for 4-5 years age group 3+ childrensimply observe older children 6 20

Same time table or work schedule for all the childrenirrespective of age group 20 67

Arrangement of TLM in Classroom:

No. of centres %

Simple to understand, relevant and interesting 22 73

Arranged neatly but not relevant to the curriculum 4 13

Poor arrangement, not relevant to the work schedule 4 13


|| Part - II || || 26 ||

Status of Basic Amenities in ECE Centers:

The status of the basic amenities in the 30ECE centres observed is reported below

● There are no toilets in any centre (100%)

● No drinking water facility in 18 centres(60%)

● Bore-hand pumps provide drinking waterin 12 centres (40%)

● Suffocating classrooms in 12 centres (40%)

● There is no proper lighting and ventilationin two centres (7%)

● 12 centres function in unclean surroundings(40%)

● There is no adequate storage space in 15centres (50%)

No space to conduct activities in theclassroom in 15 centres (50%)

ECE PROGRAMME - PART – C

To understand the quality of teacher-childinteraction with reference to developmentalpriorities, Part ‘C’ of the adopted version ofECHERS was used.

The ECE programme at the centres isobserved with reference to the followingdevelopmental areas. Development in each areais assessed by examining different aspects.

Areas of Development and RelatedAspects:

● Personal Care, Hygiene and Habit formation

● Physical Development

● Social and Emotional Development

● Development of Language and Literacy

● Art, Music and Creativity

Areas of Development and RelatedAspects:

Personal Care, Hygiene and Habitformation:

Habits formed in the children related tohand washing, personal grooming, independenttoileting, interaction during meals/snack time,eating independently etc. are observed underthis area.

Physical Development:

Space provided for development of grossand fine motor skills, opportunities providedfor children to jump, hop, run, balance etc. areassessed in this area.

Social and Emotional Development:

In this area habits developed in thechildren related to reciprocal greeting of theteacher and child, co-operation, sharing andsocial interaction are studied.

Development of Language and Literacy:

Opportunities provided for receptorlanguage; listening opportunities, expressivelanguage – speaking activities, activities forlanguage development, activities conducted forreading, writing and number readiness are tobe studied as part of the development oflanguage in the ECE programme. Thedevelopment of cognitive skills likeclassification, seriation, pattern making andsequencing are also to be observed.

Art, Music and Creativity:

The scope for free play, art and craftactivities and opportunities provided tochildren to sing songs or rhymes with expressionand actions, and for activities involving music


|| Part - II || || 27 ||

with movement to develop creative abilities inthe children are assessed in this area.

The investigator has to observe theprogramme at the centre and record it on thebasis of his/her actual observation, in the actualway the programme was transacted.

The tool administered has a number ofitems to assess the abilities/skills developed

through the programme in each of the abovementioned areas of development – namelyphysical, social, emotional, cognitive andcreative areas.

The scores under each area of developmentand the total score on the programme qualityare given in the following table for all the 30ECE centres studied in both the districts

Table 1:

Programme Quality in ECE Centres-Visakapatnam District


|| Part - II || || 28 ||

Programme Quality in ECE Centres - Adilabad District


|| Part - II || || 29 ||

It is observed that the scores on theprogramme quality range between 60% to 97%in all the centres of both the districts areimpressive. The scores indicate that theprogramme is transacted effectively.

The quality of teacher-child interaction isappreciable. Developmental priorities of the

children are taken care. The programme as suchappears to be focusing to a great extent on theholistic development of the child.

The Best Performers:

The centres which scored 90% and aboveare graded as A+ and the A+ centres along theirscores on programme quality are given below:

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, Jainoorand 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, thereare 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% to97% indicating the quality of the programme.


|| Part - II || || 30 ||

Number of centres – with different grades:

A+ A B+ B C

90 and above 80 - 89 70 - 79 60 - 69 50 - 59

8 10 6 3 3

While many the centres stand more or lessequally on the Physical conditions – low gradesare due to poor performance in the areas –Language, Literacy and Communication; Art,Music and Creativity. These centres need tobe strengthened in these areas.

Centres with A+ Grades (8 in number)are performing equally well on all parameters.

Five out of 20 centres in Adilabad and threeon ten centres in Visakapatnam are graded A+on centre quality.

The three ‘C’ grade centres among the 30selected centres are Salewada(U), Yemaikunta(I) and Ushegaon (J).The performance of the

3 centres on all parameters is shown graphically.

Salewada (B) scores low on Art, Music &Creativity (48%); Development of Language,Literacy & Communication (53%); PhysicalDevelopment (50%). More attention needs tobe paid in these areas.

Performance of Yemaikunta in language,literacy & communication is too poor i.e. 27%.

Ushegaon also performs low on these 2parameters - Language, Literacy &Communication (53%); Art, Music &Creativity (43%).

‘C’ Grade centre on Programme Quality:

Graph 3: Programme quality on all developmental areas – centre wise

In the following graphs, the first five horizontal bars correspond to developmental areas,and the next five bars indicate the physical conditions of the ECE programme included in the

box on the left side.


|| Part - II || || 31 ||

Salevada Center performance on all parameters

‘A+’ Grade centres on Programme Quality:

Utnoor Mandal:

*

Cheruvuguda Center performance on all parameters

Golgonda Mandal:

*


|| Part - II || || 32 ||

Hukumpeta Center performance on allparameters

Centre Quality – Comparison

The centres are graded on the basis of theirscores on physical conditions and programmequality as follows:

90 and above – A+ 80-89 – A 70-79 – B+60-69 – B 50-59 – C Below 50 - D

Centre Grade- the management grades theECE centres with the following criteria

Punctuality, activity, TLM, Records,cleanliness, public report, good habits,preparedness

Table 2:

Centre Quality – Comparison – physical conditions vs programme quality

Physical Conditions Programme Quality

Mondal Total % Score Grade Total % Score Grade MNMSGrade

Utnoor Lakkuguda 54 72 B+ 57 79 B+ A Salevada (B) 46 61 B 42 58 C B Cheruvuguda 53 71 B+ 70 97 A+ A Navodayanagar 62 83 A 70 97 A+ A Yenka 50 67 B 52 72 B+ A

Indravally Yemaikunta 48 64 B 35 49 C C Devapur 55 73 B+ 64 89 A A Gattepally 56 75 B+ 60 83 A A Keslaguda 50 67 B 58 81 A A Kailashnagar 49 65 B 62 86 A A

Jainoor Patnapur 56 75 B+ 46 64 B A Pochanleddi 55 73 B+ 67 93 A+ A Ushegaon 42 56 C 37 51 C A Marlawai 48 64 B 45 63 B A Anduguda 46 61 B 69 96 A+ A

Sirpur Pittaguda 58 77 B+ 55 76 B+ A

Naguguda 50 67 B 51 71 B+ A Alliguda 50 67 B 53 74 B+ A

Lingapur Lingaur 56 75 B+ 68 94 A+ B Yellapatter 51 68 B 59 82 A B

Golgonda Gairampet 49 65 B 64 89 A A Polavaram 55 73 B+ 64 89 A A Hukumpet 61 81 A 69 96 A+ B Konasinghi 50 67 B 68 94 A+ A Nagapuram 59 79 B+ 63 88 A A

Devarapally Pedanandipally 53 71 B+ 55 76 B+ A Marepally 60 80 A 61 85 A A Devarapally 51 68 B 60 83 A A Garsingi 45 60 B 48 67 B A Bethapudi 52 69 B 69 96 A+ A


|| Part - II || || 33 ||

ECE Programme – Role of ECE Teacher:

Recognizing the critical role the teacherplays in any ECE programme, study made anattempt to collect data directly from the teachersof the 30 centres selected for the study. Adetailed questionnaire was prepared with thefollowing objectives

● To study the quality of teaching

● To study the perceptions of teachers on theECE centre and children

● To understand the classroom practices

● To identify the contribution of teachers to thecentres

● To understand the issues and problems ofteachers

Dimensions Covered from Teacher’sPoint:

Teachers could reflect on quantitative aswell as qualitative factors regarding thefunctioning of ECE centers, yet for thepurpose of the present study the followingdimensions are taken into consideration.

● Training● Monitoring● Curriculum transaction/ classroom

transaction● Contribution of parent and community● Issues, problems and suggestions

Training:

All the ECE teachers in both the districtsare trained by Sodhana trust for a period of 16days. They expressed satisfaction about thetraining provided to them.

Teachers were trained in games, singingsongs, story telling, creative activities and alsoin designing activities to develop fine and grossmotor skills.

95% of the teachers in Adilabad, and 90%in Visakapatnam opined that the materialsgiven to them and training they had inpreparing TLMS were useful in organizing theactivities at Balabadi. They said that they couldteach ‘Telugu’ to Non-Telugu speaking childrenmore meaningfully as a result of training.

Monitoring:

All teachers feel that monitoring is anecessary and useful component in the ECEprogram. The ECE centres are regularlymonitored by the CC’s who are verydemocratic. Teachers reported that duringmonitoring the CC’s motivate and encourageto learn and give them suggestions for refiningtheir skills.


|| Part - II || || 34 ||

Strategies for improving attendance:

1. Visiting every house personally

2. Persuading children and parents

3. Project the joyful environment in theBalbadi to parents during Badipandaga

Personal hygiene and good habits andhealth:

● Teachers teach good habits like washinghands, toilet training etc. to children

● They educate children and their parentson the importance of cleanliness andpersonal hygiene

● Ensure timely vaccination and othermedicines – are aware of ‘104’ services,organize health check ups

● Maintain growth charts

The above rudiments of personal hygieneand good habits as listed in the Teacher’s Hand-Book are inculcated in children by the teachers.


|| Part - II || || 35 ||

Time table:

90% in Visakapatnam and 65% of theteachers in Adilabad reported that they are ableto conduct the activities as per the schedule.

Classroom activities:

● Activities related to reading and writing areplanned specifically for 4+ children.

● Other activities like singing, recitation ofrhymes, games are conducted togetherfor 3+ and 4+ children.

● Teachers expressed that activity related tocounting was difficult for the children tounderstand.

Maintenance of Registers and Records:

Teacher’s views

Teachers maintain records and registers asexpected by the management. They aremaintained neatly and systematically; and theyupdate them only after school hours. Teachersfelt that –

● It is important to maintain registers and

records.

● Maintenance of records does not disturb

the academic programme (85% in

Adilabad, 100% in Vishakapatnam)

Involvement and co-operation of parentsand community:

There is a good relationship among the

teachers, parents and other community

members. Parents take interest in their children’s

education and discuss about their children with

the teachers. Parents behave courteously with

the teachers.

85% of the teachers in Adilabad and 80%

in Vishakapatnam reported that community

members participate in Balabadi Activities.

40% of parents in Adilabad, 10% in

Visakapatnam extend their cooperation in

running of Balabadis.


|| Part - II || || 36 ||

Issues and problems:

Teachers (in both the districts) could notpoint to any specific issue or problem thatdisturbs the functioning of the center. However,some teachers expressed that they encounterproblems with management committee, parentsand children.

Teachers suggested that Balabadis needimprovement in these areas:

● Better rooms with more space forconducting activities.

● Availability of toilets and drinking water.

● Supply of food at ECE

Factors contributing for effectiveness:

1) Attitude / Commitment of the teacheris reflected in their attitude towards theprogramme. Teachers clearly stated that thecentre functions for them and it is their childrenthat are benefited. Hence are willing to workhappily for the centre.( audio and videodocument) Regular attendance of children is avery clear indication of teachers effectivenessand teachers were also very clear regarding thestrategies to be adopted for holding children inthe class .

To quote a few –

● visiting the house personally and persuadechildren and parents ,

● project the joyful environment in thebalabadi and so on.

● 85% of teachers in Adilabad and 100%teachers in Vizag felt that maintainingrecords and registers is important but doesnot disturb the academic programme.

They update the records and registers onlyafter school hours. In all the places teachershandle children with care and concern. Evenroutine activities like teaching of letters andnumbers personal touch is not lost.Teacherskeep the centre clean on their own.

2) Training –

the focus of training on specific skills basedon their own strengths has really helped inbuilding confidence in them (.95% in Adilabadand 90% in Vizag).All the teachers expressedsatisfaction about the training provided tothem.

3) Relationship with others:

A)Cluster Coordinators – All teachers(100% in both the districts) felt that ClusterCoordinators are helpful in solving theproblems related to centre. CCs motivate,encourage and help teachers in refining theirskills.

B)Parents – Cordial relationship prevailsbetween teachers and parents which is clearlyevident from the responses received both fromthe teachers and parents. Parents are happyabout their children’s learning in Balabadi andbehave courteously with the teacher. All theteachers in both the districts are happy withthe parents.

C)Community – The positive relationshipbetween the teacher and the community isresponsible for the overall effectiveness of theprogramme. Community helps the teachers inmaking children attend the centre andparticipate in balabadi activities.100% ofteachers from Vizag, 85% from Adilabad didn’tencounter any problem from management.


|| Part - II || || 37 ||

ECE Programme – Role of Parents:

Being viewed as key players in determiningthe childrens’ outcomes, a guided interview wasconducted with parents of ECE childrenselected for assessing school readiness.

The total sample set for this purpose was150 parents. From each of the 30 ECE Centresselected for the study parents (father/mother)of five children from each centre were requestedto answer the questions in the schedule. Theinvestigators conducted informal interviewsalso with the parents.

Family support in sending the children toPre-school as well as taking interest in what is

going on, how the child is learning andprogressing are all important in making theprogrammes more effective. Hence, an attemptis made to draw

· Parental perceptions on ECE centre

· Awareness of the programme at the centre.

· Parental participation/involvement.

Reasons for sending their children toschool:

The parents were asked to mention thereasons for sending their children to ECEcentre. The answers of the parents on this wereas follows.

Parents all over, recognized the importanceof education and most of them are sending theirchildren to study well and get good education.Other parents want their children to learnsongs, dances and rhymes.

“When asked who encourages to sendyour children to Balabadi”?

59% of the parents in Adilabad Districtsaid that Village heads encouraged them while

52% in Visakha Districts replied that they aresending their children on their own.

It is interesting to note that the villageheads are acting as social agents inAdilabad district encouraging the parents tosend their children to school.

Balabadi benefits parents - They said thatbecause of Balabadi.


|| Part - II || || 38 ||

Their children are safe and secure

Productivity in work increased (90%)

Improved their skills

Incomes increased – 80% in Adilabad 75% in Visakapatnam

Elder children freed from sibling care

Utnoor Indravelly Sirpur Jainoor Visakapatnam

88% 72% 60% 62% 72%

Almost all the parents (99%) felt that the Balabadi timings are convenient for them.

“What do you like most in Balabadi’s”?

Parents like:

● Good habits developed in the children

● Stories, poems, rhymes etc.

● Care taken by teachers towards theirchildren’s health

● Teacher’s behavior, commitment –patience and care

The songs and stories taught in Balabadihave become so popular that each parent andeven the other villagers ‘hum’ those songs attheir work place also.

Is food supplied to children at Balabadi?

Balabadi - Parent’s involvement:- Theresponses of the parents in this area are veryencouraging.

Visits by the parents: Almost all the parents(95%) in both the districts visit Balabadiregularly.

In Adilabad district, parents of two pupils(by rotation as per the school roll order) areencouraged to visit the MNMS everyday foran hour at least to witness and understand theclass room interaction.

Parent – teacher’s meetings: 85% of theparents reported that they attend parentteacher’s meetings.


|| Part - II || || 39 ||

Monthly public report day- Badi Pandaga:On the last Saturday of every month the parentsand the community elders gather to receive themonthly public report from the MNMSteacher. This is called ‘Badi Pandaga’. Theteachers share the learning achieved during themonth with the parents on this day. Parentsdiscuss about the functioning and programmeof the school during the meeting and they alsoenquire about their children’s performance withthe teacher.

Parents’ contributions to Balabadi: Theresponses of the parents in this area are a bitdisappointing.

Only 12% of the parents reported that theyoffer their services, donate materials and moneyto keep the Balabadi clean and attractive. Only8% of the parents prepare TLMs for organizing,activities in the School.

Lack of motivation on the part of the parentsto make the environment clean in and aroundthe Balabadi is reflected, as only 8 parents out of150 reported that they are contributing in cash orkind to the ECE Centre. In the context of thecommunity managed ECE Centres, more parentsneed to be encouraged at least to spare their servicesto maintain cleanliness in the ECE Centre.

Suggestions for improving Balabadi:

● Midday meals have to be provided (12%)

● Pucca roof to the school

● Big classrooms with adequate space forconducting activities

Organization of ECE Centres – parent’sawareness: It is interesting to note that parentsare aware about the organization procedures ofECE Centres. They attend the schoolmanagement committee meetings and areaware of the resolutions taken in each meeting.

“Who will bear the expenditure related tothe organization and facilities to the school”?

Almost all the parents (98%) reported thatthe expenditure is borne by VillageOrganization committee.

“Do you pay fees for your child in theBalabad”? How much?

Surprisingly, many parents do not knowwhether they are paying fee or not. No parentcould tell how much they are paying to theschool as tuitions fees:

However, some parents said they arepaying, while the others replied that they arenot paying any fees


|| Part - II || || 40 ||

ECE Programme – Role of Coordinators:

The success and the quality of the ECEprogramme depends on the extent to which thecoordinators execute their responsibilities in theECE centres attached to them. Hence, theirviews, perceptions and suggestions areconsidered to be significant for this study. Aquestionnaire was administered to the CCs andMCs to:

● Understand the components of thetraining, and the benefits they had throughthe training provided to them.

● Study the monitoring mechanism theyadopt in ECE centres

● Understand the evaluation and assessmentprocedures

● Recognize the rewarding experiences theyhad and

● To understand the problems encounteredby them, in executing their responsibilities.

The investigators administered thequestionnaire to 21 coordinators at differentlevels. Members of the research team heldinterviews with the Mandal Coordinators ofAdilabad District and the Mandal and DistrictCordinator of Visakapatnam District.

Thirteen (13) Cluster Coordinators (CCs)three Mandal Coordinators from Adilabad

District and 2 MECs and 2 CCs and theDistrict Coordinator of Visakapatnam Districtconstitute the sample. Details of the cluster,village, Mandal and District of the selectedCoordinators is given in the table below:

Sample Profile:

In Adilabad District of the 13Coordinators, 7 are male and 6 are femaleCoordinators. All the CCs are graduates andfour of them have B.Ed. One MandalCoordinator is a Post Graduate. Some of themare recently appointed while four of them havemore than two years of experience.

In Visakapatnam all the ClusterCoordinators and the District Coordinators aremale members. Two CCs have completed onlyintermediate while the other two are graduates.The District Coordinator is a trained PostGraduate with 7 years of experience and isappointed by SERP.

Training – Benifits:

The Coordinators reported that theyreceived a foundation training for 15 days fromSodhana trust, a voluntary organization inVijayanagaram. They are satisfied with thetraining and they felt that they are very muchbenefited by it. The CCs listed the followingbenefits they had as a result of the trainingprovided to them.

Adilabad:


|| Part - II || || 41 ||

The four CCs of Visakapatnam District

reported that they were equipped with the skills

related to teaching Telugu, Maths and EVS, and

that they could learn to conduct creative

activities for children.

All CCs (100%) expressed that they are

able to impart training in turn, to Balabadi

teachers in a stress free environment, where ‘no

protocols’ are observed.

Majority of CCs, 16 (90%) expressed that

the training helped them to locate the strengths

and weaknesses among the teachers and in the

ECE centres, and to evaluate the programme

objectively.

Visit to Balabadis:

All CC’s 4(100%) in Visakapatnam said

they visit each centre 2-3 times in a month.

Similarly all 13(100%) CC’s 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.

● Some of them 4(31%) identify reasons for

the low grade, workout solutions and

provide necessary guidance to improve the

centre grade.

● They reported that more visits are made

to the centres where children lag behind

and where the centres are graded low.

Guidance, Monitoring andCoordination:

All the Coordinators 17(100%) in boththe districts pay attention to various aspects atthe centre, like; attendance of children, health,personal hygiene, inculcation of good habits,and ensure proper conduct of activitiesin thecentre. They also monitor the maintenance ofvarious records, methods of teaching,punctuality of the teacher, children, timemanagement by the teachers, and conduct ofPTA meetings.

All the CC’s 17(100%) continuously helpand guide the teachers in every aspect relatedto Balabadi throughout the year, right fromenrolment, attendance, progress of children andtotal well being of the children, teachers andon the centre’s functioning as a whole.

CC’s reported that work schedule isdesigned / planned in consultation withteachers.

All CC’s 17(100%) ensure attendance ofchildren at the centre. They use child-specificstrategies to improve children’s Grade. ‘A’ Gradechildren are made to do peer teaching withlower grades children.

All CC’s 17(100%) appreciate theperformance of children before the parentsduring PTA meets and convince them to sendtheir children regularly on time to school.

Grading and Evaluation:

All CC’s (100%) grade children and centreby following the criteria evolved by theorganizers.


|| Part - II || || 42 ||

Criteria for grading children:

On similar criteria centre is also graded. Ifchildren and teacher are punctual then they aregraded with ‘A’ if not they allot Grade ‘B’.

The teacher and the CC grade the centreindividually. If there is any discrepancy in thegrade assigned, they sit together, cross checkall aspects, and correct the discrepancy andfinalize the grade.

Maintenance of Records:

All the CC’s 17(100%) monitor themaintenance of records and registers at thecentre and help the teachers to maintain themneatly and systematically.

All CC’s 17(100%) persuade the teachersby telling them that their performance andcentre’s functioning is reflected through theregular maintenance of records. Hence theyinsist on teachers to keep them up to date.

CC’s and Organizers Relations:

All CC’s 17(100%) also expressed theirindebtedness to the higher authority/organization for their guidance in their career.

They also said that they get complete

cooperation from higher officials in preparingbudget, monitoring, documentation,maintenance of records and registers.

They also expressed that they put all theirefforts in popularizing the Balabadis in theirrespective clusters and always try to maintaingood relations with higher officials. They alwayscomplete the predetermined goals/tasks on timeand keep up their promises.

Health and well being of the Teachers andthe Children:

All CC’s 17(100%) reported that theyensure children’s well being through frequentmonitoring of ANM’s, by arranging monthlyhealth checkups and utilizing 104 healthservices.

Whenever teachers fall sick and do notattend school CC’s provide necessary support.

In case of teacher’s continuous absence theyreport to the leaders of village organization.

If the centre’s have very poor strength i.e,below 8 children they resolve in the MandalSamakhya and close the centre. CC’s also


|| Part - II || || 43 ||

reported that two centres in Adilabad district(Motiramguda and Gottipaloori) andVisakapatnam (Pappusettipalem in GolgondaChinagavaram in Devarapally) are closed byresolving in Mandal Samakhya.

Contribution of Parents:

All CC’s 17(100%) said that theyencourage parents to contribute for the centreeither in cash or in kind to improve Balbadi.They also said that the parents cooperate andthey have no complaints from parents.

The CC of Visakapatnam District, saidthat the Balabadi is maintained with the fundsreceived from IKP and SERP.

They didn’t respond to the question as to“What amount is required to meet theexpenditure of Balabadi”. It appears that theydon’t have any estimate about the expenditure.

Effectiveness of the CommunityManagement:

Communities are the best architects ofsuccessful programmes that match the needsof the care givers as well as the developmentalmile stones of the children. Hence any goodprogramme should be deeply rooted with thecommunities and blend with what is bestenvironment for children.

The base of the project under study iscommunity intervention. It is not only one ofthe rare initiatives but significant on 2 counts– direct management of the centre by thecommunity as well as management by allwomen’s group-

The study focused on centre managementcommittee with the objective of arriving a broadunderstanding of administration and

management practices and other related issues.Similarly to assess percolation of the conceptin the larger community awareness andinvolvement of the general communityrepresenting a wide spectrum has been made.

This chapter therefore discusses theinitiatives of the community in managing theirECE centres and also perceptions andinvolvement of larger community.

The concept and its origin has already beendiscussed under chapter-3 Genesis of theprogramme.

Community Based EvolutionaryApproach:

The approach to facilitate communityownership in creating the needed interventionreveals that when communities have relevantinformation to act upon and are facilitatedthrough contextualized and appropriatemechanisms, they are able to take theresponsibility for their immediate local needs.It also highlights the fact that communitymanagement doesn’t come in the context someschemes and also doesn’t require rigid criterionto be fulfilled. It is a simple coming together ofpeople as a community to address their need.

It is in this backdrop the current studyrecognized the critical role of community inthe context of effectiveness of the programmeas well as its typical role as manager of theprogramme.

After a preliminary visit and informaldiscussion with community members it was feltthe necessary to draw the perceptions andparticipation levels of the community membersboth as of managers of the centres as well asmembers of larger community. Hence 2different tools were used.


|| Part - II || || 44 ||

1) Schedule for Centre ManagementCommittee

2) Schedule for General Community

Composition of the Centre ManagementCommittee:

The management committee consisted ofPresident, Secretary and 3 mothers as members

making a total of 5. President generally is thepresident of the Village Organisationcommittee .Hence need not necessarily be aparent of any child in the centre. An activeparent of the concerned centre is the secretarywith 2 or 3 mothers of the children of thecentres as members.

Management of ECE centre by women’sgroup is a significant mile stone .This initiativeis making difference in the lives of youngchildren. Hence the study tried to capture therole played by the members of the committee.To arrive at the effectiveness of the ECE centrerun by these communities, observations weremade from the following four dimensions..

● Clarity on the need and purpose of theprogramme

● Know how to manage

● Developed management mechanism


To capture the above an interview schedulewas specifically developed and data collectedon the following.

● Administrative and managerial practices ofECE centres.

● Performance of the centres


|| Part - II || || 45 ||

● Innovative practices in the management.


Each of the committee members wasinterviewed individually and the responses wererecorded verbatim on the schedule along withaudio recording.

I Clarity on the need and purpose of theprogramme.

● The responses clearly revealed that theawareness level of the members was highat 84% on the availability of different ECEcentres in the village. Nearly 50% of themembers could differentiate their Balabadiwith other ECE or preschool centres.

● “Secure place” for children when parentsare away on work and education ofchildren are the 2 predominantconsiderations for running a separateBalabadi in their village – a decision of thecommunity on what works best for them.Thus the ECE centres of the programmehad a need based origin.

In the context of diverse cultural, linguistic,geographical and other characteristics aprogramme growing up through communityinitiative and support will be highly sensitiveto the needs of the community and this maynot be possible in a centralized technicalbureaucratic model


|| Part - II || || 46 ||

II Know how to manage

When we look at responses from a qualitative approach angle for a question on what shouldbe done to make Balabadi function more effectively? - Members came out with a highly relevantlong list of solutions.

● School building should be given by Government.

● Every parent should think about their children

● Children should be made to play other type of games also to give them encouragement.

● Afternoon lunch should be provided.

● Good songs and games should be included.

● 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 ableto do this work.

● Parents should inform the problems to the authorities.

● Balabadi is required because pre-school component is not taken seriously in Anganwadicentre.

● Awareness about importance of pre-school stage (early years) should be developed to thecommunity and also to pregnant women.

● Teachers need to be given much more training regularly and properly to make them thoroughin pre-school education.

● Teacher should be given training in some more new songs, games and activities.

● If lunch is given in Balabadi, children need not go to Anganwadi.

● 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 - II || || 47 ||

Differences between Balabadi and Anganwadi

This clearly indicates not only theawareness of the prevailing scenario, butmembers’ keen and critical observation.

Involvement and monitoring

The management Community membersare providing support to Balabadi throughdifferent means. One fourth of them providevoluntary service, and another ¼ of them bringchildren to school. Few members providefinancial contribution, and discuss about

children with the teacher. A significant 15%are not providing any support.

Co-ordination among the key players ofthe project is observed to be good.

Similarly, monitoring of the Balabadi byManagement committee members is alsoobserved to be satisfactory.

89% of the management committeemembers monitored the programme ofBalabadi as a part of their duty. Participation


|| Part - II || || 48 ||

was absolutely clear from a response on the timeand number of visits to Balabadi,

● One or the other member of thecommunity visit Balabadi regularlygenerally in the morning hours.

● They also make sudden and surprise visits,

● Time spent is also considerable.

● They feel if they visit and observe what ishappening they will understand howchildren are learning and how teacher isteaching.

A strong ownership, active involvement,effective monitoring are visible from theresponses.

Balabadis are expected to develop schoolreadiness among children for smooth enrolmentin Class I. Hence for a question to explain therole played by Management Communitymembers in Class I. the response showsactivities, enrolment of children, andmonitoring etc.

For a question on items for discussion atthe meetings, the multiple responses receivedclearly reflect the level of understanding andinvolvement of the management communitymembers.

The discussion points in meetings are:

● About children’ participation in thebalabadi activities ——

● whether children are enjoying

● coming with interest

● learning to read and write,

● whether teacher is teaching well,

● regularity of the teacher and so on.

● Management issues like salary payment,enrolment of children, badipandaga,

meetings with parents any other specialitems relating to Badipandaga.

● About grades of children and regularity.

● Orientation to parents on health andhygiene of children. About reasons behindirregular children.

● About the teachers work – what she hasdone in that week

High % of members discussed theirobservations of the centre at the meetings

III Developed Management Mechanisms

A notable administrative practice has beensolving the problems of the centre collectively(69% response) .This is substantiated byresponse to a related question “Do you discussthe observations on the centre in your meeting”89% responded “YES”. Similarly coordinationwith VO and Balabadi teacher are very goodaccording to 72% of the respondents.

A strong ownership is reflected in theresponse of the community for a hypotheticalproposition “whether they would be willing tohand over the BALABADI if any other agencycomes forward to run it?” (65%) of themembers didn’t like the idea. Majority dislikedthe idea of handing over responsibility ofBalabadi to any other agency and stronglydesired that the community should run thecentres. However they could not give clearresponse for a question on steps they would takeif the present channel of funding is stopped.They could not give clear commitment ontaking the onus of funding the programme ifrequired. However they strongly feel thatBalabadi belongs to them while Anganwadicentre belongs to Government.

Responses of Management communityand General community members to runBalabadi if funds are stopped


|| Part - II || || 49 ||

PD - parents discuss in meetings, CP - Collect money from parentsCD - Collect Donations CR - Committee will runDS - Already doing savings ND - Not yet decidedVE - With the help of village heads and education headsWR - We will runRC - If we get money we will run other wise closeGH - Govt help WS - We wait and seeNR - No responseBS - Send children to big school MS - Finance from mandal samakhyaGS - Grama sabha will run AH - We will continue with AWW help

NU - No unity we may not run


|| Part - II || || 50 ||

A high level of satisfaction was expressedby the members about the conduct of Balabadi.The reasons mentioned for this satisfaction are

· Children are able to read and write

· Spend time in secured place

Culture Base

When communities are effectively involvedwith their collective vision of education, thefabric of learning shifts from one of staticknowledge to that of a contextually appropriateone. The programme has strong roots inculture.

Majority of members observed reflectionof the culture in Balabadi activities. Title of theschool, appointment of local teacher and co-ordination in local area seem to have facilitatedinteraction in local dialect. The training packagealso has sound cultural base.

Financial Management

The area needing attention seems to befinance management. There are highlydispersed responses on questions related tofinancial matters. There was not much of clarityon the sources or funds expenditure per childor taking decisions related to finance matters.

According to project proposals Balabadisare to be funded and managed by theCommunity. They also claim children pay feefor Balabadi. However the findings of the studyand also senior researchers’ interaction withdifferent stake holders during field visits do notsubscribe to this. The field interviews could notprovide any clarity regarding funding of the

project. While some made an attempt tounderstand the flow of funding, by and largethe Community mentioned Govt. is providingfunds through Mandal Samakhya. They alsoexpressed about Govt. helping them in thismanner. Surprisingly a majority ofManagement Community members alsomentioned Govt. as a source of funds forBalabadi.

Though 34% spoke about MahilaSamakhya mobilizing the funds they do nothave any clear idea about how this money ismobilized. Some members mentioned bankand Velugu project are providing funds.

The Management Community members’responses to expenditure on per child permonth also support the above argument ie lackof clarity.

Majority of the members could not assessthe expenditure per child per month. Membersmentioned that no expenses are made byparents, might be under the impression thatparents are not directly making payments.

Though some members tried to explainexpenditure per child per month, the responsehas not revealed any consistency.

Regarding expenditure for differentactivities for Balabadi though majority membersmentioned Management Community, noclarity is observed in the remaining responses

The response to the question on “whotakes” decision for spending on different items.Further substantiates lack of clarity on the partof management committee members on


|| Part - II || || 51 ||

imparting financial matters. It was a matter offurther concern when lack of knowledge wasas expressed by president and secretary in someplaces though this number is small to 3 or4(Pochamloddi, Labbiguda and Marlavai).

Awareness and Involvement of GeneralCommunity:

The support of the community for theprogrammes around them is a major factor indetermining the effectiveness of theprogramme. To achieve sustainable integrated,social development the larger community mustbe involved. Communities are more confidentand have more ability to work at the individualand collective level to solve the problems relatedto their children. Hence the study collected dataon awareness and involvement of different

groups in the community in the activitiesrelated to Balabadies. This group of the sampleincluded …

· Parents (other than balabadi children)

· Anganwadi worker / ANM

· One each from any of the following ( 3members )

· Surpanch /Ward member /Youth leader /Community elders

The sample has been specifically identifiedto draw different shades of opinion. Perceptionsof parents of children who have no exposure toECE, Perception of Anganwadi worker whootherwise should have been playing the role,level of concern of the larger public about theprogramme.

Sample of General Community


|| Part - II || || 52 ||

Each of the community members selectedwas interviewed individually and responses wererecorded verbatim on the schedule along withaudio recording. Facilitators support was takenin language specific cases. The schedule madean attempt to assess the following.

· Information level, interest andinvolvement of the community in thefunctioning of ECE centres.

· The perceptions of the communitymembers on ECE.Programme and itsusefulness

· Contribution of community for ECEprogrammes

· Awareness on issues and problems facedby different stake holders in theimplementation of ECE programme.

Information level, interest andinvolvement of the community in thefunctioning of ECE centres:

Community is aware of the presence ofECE centres in the village. 99% of the GeneralCommunity having knowledge about thepresence of some ECE centres in the village isa positive indicator for the project. Regardingdetailed knowledge about the Centre, somevariation in observed. Though a high majoritymentioned balabadi, people who know aboutAnganwadi are also in considerable number.This indicates in spite of having a separatefacility for pre-school education. Anganwadi isstill recognized as a centre/in the village forhelping child development.

A good number (42%) of Communitymembers visited Balabadi frequently followedby occasional visit by 22% and 11% rarelyvisited.

Badipandaga was mentioned as the mainreason for visiting the school. (87%) of thisgroup observed that Balabadis are highlyaccessible to children. More than half of themembers responded that Balabadis are very nearto primary school, some felt they are not soclose to school. A small number observedBalabadis are far from primary-school.

Response to availability of play material79% in Adilabad and 66% in Vizag respondedpositively while 23% in Vizag and 1% fromJainoor mandal of Adilabad expressed nonavailability. The other responses were negligible

Most of the Community members knowthe Balabadi teachers and they meet them inperson. (84%) They also mentioned that theteacher is staying in the village. TheCommunity claimed to be interacting with theteachers, mostly about the children and aboutthe centre.

About Balabadi activities story wasobserved to be major activity conducted inBalabadies of Adilabad district. Activities relatedto letters and numbers (42%) are observed. Thecommunity members visiting balabadifrequently is a reflection of community’sinvolvement.

The perceptions of the communitymembers on ECE

Children going to school with interest andreasons for liking the school

82% of the respondents observed thatchildren are going to balabadis with interest,while 18% observed teacher accompanying thechildren to school.

A majority (64%) expressed that childrenlike Balabadi because of games, songs andactivities in the Balabadi.


|| Part - II || || 53 ||

Contribution of community for ECEprogrammes:

Regarding communities contribution toBalabadi / ECE centres, 37% mentioneddifferent types of contribution. 27% areencouraging children for enrolment. 11% aredonating materials, while 6% are providingfinancial assistance. Some are regularlyattending the meetings. 9% of the communityis not contributing anything.

Use of the Balabadi to the village.Membersof the community group stated the followingfacilities / benefits derived from Balabadi.

· Parents are happy about the availabilityof Balabadi as they feel their children are safeand secure. Instead of playing in the hot sunchildren are in one place and are studying.

Parents expressed that as they have missedopportunity to study in the school, at least theirchildren are getting opportunities to goodeducation in the school and hence good future.

· Balabadi is useful in preparing childrenready for class I.

· Parents are able to attend to their work.

· Children are becoming active andexpressive.

· Children are repeating the songs after theycome back from the centre, so parents arealso learning them and are repeating themwhile at work.

· Parents say that this system of schoolingmight facilitate children to go for higherstudies which they have been dreaming.


V

|| Part - II || || 54 ||

ECE Programme Model-Adilabad and

Visakapatnam Districts

CHAPTER IV

The current study attempts to understand

the similarities and differences in the ECE

programme models funded by SERP in

Adilabad and Visakapatnam Districts.

In 2008, SERP initiated ECE programme

in the four Mandals of Adilabad namely,

Utnoor, Indravelly, Jainoor and Sirpur, and

Deverapally and Golgonda Mandals of

Visakapatnam District. The model followed at

each of the above Districts is as follows –

Differences in the ECE Model:

Adilabad District:

CDR is working with MMS of the above

four Mandals. It is a 6 year project with initial

support from SERP. Resource cell of CDR

provides continuous support to ECE teachers,

CC’s and MC’s.

Visakapatnam District:

The ECE centres of Deverapally and

Golgonda Mandals of Visakapatnam District

are completely managed by the MMS. Sodhana

Resource Team provides academic support, and

monitoring cum training through monthly

visits.

|| ECE Programme Model || Chapter IV ||

|| Part - II || || 55 ||

Similarities:

· Same curriculum is followed

· Teachers by and large follow teacher’s handbooks prepared by Sodhana/CDR

· Teachers and Coordinators are trained bySodhana Trust

· Same monitoring and evaluationprocedures are followed in both thedistricts

· Common documentation procedures

The Operational framework, Teacher’sselection procedure, Training Programme,Monitoring mechanism, Evaluation procedureswhich are almost similar in both the districtsare discussed below.

Operational Framework:

The programme functions under a criticaloperational system turned to ensure


|| Part - II || || 56 ||

effectiveness of the intervention. Differentinstitutional structures form the part of theframework.

Adilabad District:

CDR, a Non-Governmental Organizationis working with Mandal Mahila Samakhya ofUtnoor, Indravelly, Jainoor and Sirpur Mandalsin Adilabad District. It is a 6 year projectsupported by SERP.

Functions of CDR:

CDR is responsible for timely decision

making and implementation of all componentsof the project.

· Reviews the progress and learningoutcomes of schools in each Mandal.

· Monitors the performance of thecoordinators and suggests measures toimprove.

· Scrutinizes the expenditure under theproject and ensures timely release of fundsto the V.Os and School Committees in allMandals.

Mandal Mahila Samakhya (MMS):

The four Mandals of Adilabad, andDevarapally and Golgonda Mandals haveMandal Mahila Samakhyas. The Presidents ofthe MMS take an active part in implementingthe ECE programme. They visit the schoolsregularly to assess the progress of the children.They also discuss the functioning of the schoolwith the V.Os. They give constant support tothe teachers. The Mandal and Cluster

Coordinators submit the monthly outcomereports to the MMS.

Village Organization:

Representatives of the individual SHGswithin the Village are the members of the V.O.The President of the V.O by consensusconstitutes the Parents Committee of theMNMS. The V.O has to prepare the MicroCredit Plan MCP for parents who wish to


|| Part - II || || 57 ||

borrow towards paying the monthly salary ofthe teacher and disburses the amount as a loan;accordingly. The V.O is responsible to ensurethe repayment of the loan amount by theparents.

School Committee/Parents Committee(PC):

A School Committee of Parents andVillage tribal elders is to be responsible forproper upkeep and functioning of the school.

The President of the Village Organization(V.O) of the Self Help Groups is the Presidentof the School Committee. The members of PCfrequently visit the school and encourage theteacher. They examine issues related to lowattendance of the pupils and take up the matterwith the concerned parents. They participatein the monthly ‘Badi Pandaga’. The PC paysthe salary to the teacher every month on ‘BadiPandaga’ day after hearing the Public Report.

Operational Framework at Visakapatnam District – Devarapally and GolgondaMandals:


|| Part - II || || 58 ||

There is a difference in the operationalmechanisms of Vizag model. The programmeis directly managed by District Coordinator ofDRDA and the role of external agency is limitedto technical support.

District Coordinator:

Conducts review meetings regularly at theVillage level and discusses the progress andlearning outcomes of schools in the Golgondaand Devarapally Mandals. He monitors theperformance of the MCs and CCs and suggestsmeasures to improve. Plans celebration ofNational festivals in various Villages.

Sodhana Resource Team:

Conducts a review meeting once in amonth and extends all technical support.

Village Education Committee (VEC):

· VEC should see that a comprehensive

monthly report – containing all the detailssuch as – enrolment, attendance, Teachersgrade, School grade, Pupils grade, etc isprepared and presented in MEC which isheld on 26th of every month.

Teacher Selection – Selection Procedure:

In both Adilabad and VisakapatnamDistricts, Community identifies suitablecandidates to be selected as teachers forBalabadi. He/she should preferably anIntermediate qualified below 20 yrs age, and aresident of the same village. He/she shouldspeak the mother tongue of the Balabadichildren.

In Adilabad District, CDR Centre forDevelopment and Research holds a test andinterview to scrutinize the competencies andeligibility of all the identified persons beforefinalizing the selection.


|| Part - II || || 59 ||

In Visakapatnam District, the Resourceteam of Sodhana Trust holds a written test, atest in drawing and an interview to all thecandidates short listed by MMS and DirectorDRDA and selects suitable teacher. Care istaken to select teachers who have artistic andcultural talents and who can mix easily withchildren.

Training:

Teacher training in Adilabad district:Every selected teacher is trained systematicallyin all aspects of joyful learning and teachingmethods. All efforts are made to build the rightattitude towards the child and its surroundingsduring the training programme. Every teacherhas to attend a 16 day foundation trainingcourse in activity based teaching and learningmethods in the first year. It includes a four daystay in the Balabadi with the MNMS teacher.The trainee interacts with the community andlearns about the important tools of communitygovernance. The trainee teacher learns aboutclass room dynamics, techniques of teachingmethodology and teacher-pupil interaction,preparation and use of low cost, no cost TLMis an inherent part of the foundation course.

In addition to the foundation course everyteacher is trained for two days every month inteaching the next month’s programme.Subsequent annual training courses are alsoarranged to retain the teacher’s orientation andto improve their teaching skills.

Training and Resource Centre (TRC) atUtnoor, conducts the teacher training in

batches of twenty five. A.M.S-Hyderabad has

extended its support to TRC in standardizing

the curriculum and in training of ECE

instructors and coordinators.

Resource teams from Sodhana, SSA and

AMS help in training of the CCs and ECE

teachers in Adilabad district.

Teacher Training in VisakapatnamDistrict:

In Vishakha district teachers selected for

the Balabadis in the selected Mandals of Vizag

district also undergo a similar training. Training

is provided for these teachers in Vijayanagaram

district by ‘Sodhana Trust’. Resource team of

Sodhana provides technical support to all the

ECE centres in Devarpally and Golconda

mandals. A Sodhana resource team conducts

review meetings once in 3 moths to provide

necessary support to the teachers.

Monitoring:

A strong monitoring mechanism has been

designed for the ECE centres in Adilabad and

Visakapatnam Districts under the present study.

In order to, 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.

The CCs and MCs play a key role in the

effective functioning of the ECE centres.


|| Part - II || || 60 ||

Evaluation Process :

A comprehensive and continuous evaluation process form an integral part of the ECEProgramme in these Mandals.

The evaluation procedures as reported byTeachers, CC’s and MC’s and as recorded inthe documents and from the investigatorsobservations are described below.

Evaluation at the Centre level:

The teacher evaluates the learning levelsof all children every month and providesadditional attention as required children areassessed and graded on the basis of thecompetencies achieved in Telugu, Mathematics,EVS, activity, story, song and games. Thecriteria for evaluation being recognize’,‘Associate’, read, participation, followinginstructions, asking questions, narration –etcin the non-academic areas. The monthlyassessment reports prepared by the teacher are


· Pupil’s enrolment report

· Pupil’s attendance analysis

· Pupil’s assessment report

Evaluation at the Cluster level:

The cluster coordinator reviews theprogress of the school with the teachers everyfortnight and interacts closely with thecommunity and the school committees.

CCS work in close coordination with theteachers. The CC collects the monthlyassessment reports from the teachers andprepares the cluster report for every month.Copies of the CCS reports and teachers’ reportsare given to the parents’ community and schoolcommunity every month.

|| Part - II || || 61 ||

Cluster coordinators prepare monthlyschool assessment reports for all the pre- schoolsin his/her clusters.

The schools are graded on:· Punctuality· Activity· TLM· Records· Cleanliness· Public report· Public Participation· Good habits and· Hygiene

The Mandal coordinator/MandalEducation coordinator (Vizag District) guidesand assists the CCs. MCs also visit the schoolsin the Mandals regularly, to ensureimprovement of learning outcomes in eachECE centre. The MC has to submit a monthlyreport on the progress of the schools to theMandal Samakhya.

Vishakhapatnam:Mandal Education coordinator-MEC

prepares a comprehensive ‘Monthly Report’ ofall the pre schools, cluster wise in his Mandal.This is to be presented in ‘Mandal MahilaSamakhya Meeting’ which is held on 26th ofevery month. Every month this monthly reportis to be signed by Additional Project DirectorIKP-DRDA, Assistant Project Manager IKP-DRDA-Mandal wise and District CoordinatorSERP.

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

sex wise : boy/girl

category : POP (poorest of the poor), Poorand middle

Total number of children as per survey andtotal number of children enrolled in theBalabadi are also given clusterwise.

(b) Pupil’s attendance

(c)Subject wise performance: Performanceof children is graded as ‘good’,’satisfactory’ and‘poor’. Number of children who fall in eachcategory in the following areas is given subjectwise.

Grades are given on the following areas:· Environmental science· Telugu· Maths· Games· Songs· Story Telling· Poems· Creative activities· Krutyalu

(d) Centre conditions : Centre conditionsare also graded as good (G) satisfactory (S) andpoor (P) taking the following parameters:

· Cleanliness-inside and outside ECE centres· Hygiene· Discipline· Average attendance· Record maintenance

(e)Grades to ECE centres : ECE teacherin consultation with the members of villageeducation committee assigns ‘grades’ to the preschools on the basis of the following aspects:

· Cleaning of the environment (inside andoutside)

· children’s 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 parent’s 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)Documentation:

Documentation is the ‘hall mark’ of theculture of this system.

Every minute data, of each child, eachcentre, all the centres in the cluster, all theclusters in the Mandal – and all the fourmandals under the project in Adilabad and 2mandals of Vizag is documented. Soft and hardcopies are ready at ‘the click of a button’.

On the spot, recording of the remarks,minutes of the meetings, resolutions andpreparing reports have become the ‘ingredientsof the culture’ of the personnel involved inBalabadis.

Teacher:· Records the minutes of parent-teachers

meetings· Prepares the monthly public report· Prepares pupils

- Enrolment report- Attendance report and Grades of the

children- Assessment report every month for the

ECE centre.Cluster Coordinator:

Documents on all the above details forthe 10 – 12 Pre-schools in his Cluster alongwith the teacher’s; leave reports, and teachersgrades.

Mandal Coordinator:Mandal Coordinator has a document for

all the clusters in his Mandal, Monthlydocuments with full details of enrolment,Attendance, Grades of the children, Grades ofthe Schools and Learning outcomes for all thefour Mandals in Adilabad and two Mandals inVisakapatnam are available.

CDR- Prepares:Director, CDR, peruses every report of

each School in all the Mandals.

· Quarterly Public Report and

· Annual Project Report and places it inpublic domains

In Visakapatnam District, every monththese reports are sent to District Coordinator –SERP, Assistant Project Manager – IKP –DRDA (Devarapally and Golgonda Mandals)and Additional Project Director IKP – DRDA,Visakapatnam.

This process of documentation buildstransparency and accountability in the system.


V

|| Part - II || || 63 ||

ECE PROGRAMME IMPACT ON

CHILDREN

CHAPTER V

In this chapter, the results of the impact ofECE programme on school readiness of ECEchildren, and on the achievement of Class Ichildren are presented.

School Readiness of ECE Children:

Readiness for school is a key measure ofchildren’s outcomes in their early years.

It focuses on children’s ability to meet thedemands of school tasks such as:

· Being comfortable, exploring and askingquestions

· Being able to hold a pencil and to run onthe playground

· Playing and working with other children

· Remembering and following directions/rules

Children who have these and other similarabilities are ready to benefit from educationalactivities provided in school. In this sense,school readiness serves as an indicator of thehealth of children in a community and is usefulfor understanding and comparing variables and

differences in groups.

Domains of School Readiness:

Educational researches have identified, innumerous studies, the domains of schoolreadiness.

The three domains usually cited are:

Physical, Socio emotional and Cognitive.These domains are present throughout everyindividual’s development from early childhoodthrough the school years and beyond regardlessof the person’s place of birth or ethnic origin.

Numerous studies related to SchoolReadiness reveal that the abilities related to theabove five developmental domains need to bedeliberately developed during early years toensure a smooth transition to school. How wellchildren are prepared for this transition isimportant as it impacts on their long termoutcomes.

Children enter school with markeddifferences in the cognitive, non-cognitive andsocial skills needed for success in the school

|| ECE Programme Impact on Children || Chapter V |||| ECE Programme Model || Chapter IV ||

|| Part - II || || 64 ||

environment. These initial differences arepredictive of later academic and occupationalsuccess (Boethal, 2004, Dockett Perry 2001,2007, Le etal, 2006). This is because skillsdevelop cumulatively, so that those acquiredearly form a sound basis for later skilldevelopment. (Cunha et al, 2006)

Successful transition to school is importantfor all children. If the move to school does notgo well and children do not manage thedemands of the new environment theirengagement in school activities and even theiractual attendance at school can be compromised(Alexander et.al.2001). As the early years ofschool are now recognized as being critical forlater school success, both attendance andengagement are vital to establishing theattitudes, behaviors and competencies crucialto ongoing achievement. (NICHD, E.ChildCare Research network, 2004; Pianta Cox1999, 2002)

A successful transition to school results inchildren who like school, look forward to goingregularly and show steady growth in academicand social skills.

Successful transitions are also more likelyto lead to families being actively involved intheir children’s education and in teachers andfamilies valuing each other (Ramey & Ramey,1994).

School entry involves a key transition forall children. It is a transition to a differentlearning, education and care paradigm.

Successful and smooth transition to formalschool depends on how well the skills andabilities related to the developmental domains

are developed in the children by the ECEprogramme. An ECE programme that nurturesthe pre-requisite cognitive, linguistic and socialcompetencies in the child acts as a solidfoundational stage for children’s schooling. Aquality ECE programme should create interestin learning among children and involve themin pre-learning activities. The effectiveness ofthe programme depends on how well theprogramme prepares the children for formalschooling.

So, the readiness of the children in the ECEcentres who are to enter the formal primaryschool is measured, as part of assessing thequality of the ECE centres.

From each centre five children have beenrandomly selected to administer the readinesskit. Thus the total number of 4+ childrenselected for the study is 150 (five children percentre) in all 30 centres selected for the study.

The School Readiness Kit developed byWorld Bank – India has been administered tothe children in ECE centres, who are ready toenter primary school. However, the instrumentis selective in terms of domains since it focuseson cognitive and language domains only. Thislimitation is because the other domains cannotbe measured on a one time basis.

Hence children’s readiness for academicsi.e pre-number and pre-reading skills only aremeasured.

There are 10 activities in the tool relatedto pre-number and pre-reading. The activitiesare designed to examine the extent to whichconcepts related to, more or less, position words,pre-number and sequential thinking,

|| Part - II || || 65 ||

classification, following instructions, number-numeral association, auditory discrimination,patterning, comparison of numbers, and picturereading are developed in the children.

Instructions, to help the children do theactivity are clearly given for each activity. Thescore to be given for the answer and the correctanswer are also provided in the tool. Themaximum score for all the activities is 40.

The investigator administered each of theactivities one by one to each individual in thecentre.

The score on each activity and the totalscore on all ten activities are tabulated out of amaximum score of 40 in all 30 centres for the150 children to whom the test was given.

Performance of children in each centrereveales that all children could perform someactivities easily, while some other activities couldnot be performed by more number of children.The number of children who could performthe activities from 1 to 10 is recorded, and theactivity which maximum number of childrencould not do is understood as the difficult item/area for the child.

Readiness: Inferences

The readiness test administered is acriterion referenced test. Hence, all the childrenon each activity should be scoring not less than80%. To ensure their academic reading forformal schooling.

Activity 1: Pre-number (More/Less)

The concept related to pre-number (more/less) developed in almost all the children.

Activity 2: Mathematical Vocabulary –Position words

Almost all the children (in Visakapatnam98% & Adilabad 93%) could acquiremathematical ability related to position words.

Activity 3: Pre-numbers and Sequentialthinking

74% of the children in Adilabad & 80%of the children in Visakapatnam could performthe activity related to pre-number andsequential thinking.

Because it is less than 80% in Adilabadand just 80% in Visakapatnam this needs tobe strengthened. A focus on training theteachers is developing sequential thinkingamongst children is required.

Activity 4: Classification – Fruits/Vegetables

Activity related to classification isperformed by majority of children(Visakapatnam 96%, Adilabad 92%).

Activity 5: Language – Listening –Following instructions

All the children in Visakapatnam 50(100%) and 96 (96%) in Adilabad coulddevelop the skill of listening and could followthe instructions to perform the activity.

Activity 6: Number – Numeral Association

Majority of children in Visakapatnam 46(92%) and in Adilabad 84 (84%) could developthe ability to associate numerals (number).

Activity 7: Pre-reading – Auditorydiscrimination

|| ECE Programme Impact on Children || Chapter V ||

|| Part - II || || 66 ||

Ability for auditory discrimination isdeveloped in 86% of the children inVisakapatnam and 78% in Adilabad.

The children in Adilabad district belongsto 6 different dialects. Though Telugu is nottheir mother tongue the extent to which thisability is developed deserves appreciation.

Activity 8: Pre-number – Patterning

Most of the children could not do theactivity on patterning. Only 46% inVisakapatnam and 52% in Adilabad could doit.

Readiness on patterning (pre-number) isnot acquired in most of the children.

If children are not made ready inpatterning (pre-number) and acquire masteryat this level may have a significant long timeimpact on the performance and achievementin Mathematics at higher grades.

This deficiency will stay with them interms of impact for long term.

Activity 9: Pre-reading (Picture reading)

The ability to read the pictures (pre-reading) is developed in 49 (98%) of childrenat Visakapatnam and 92 (92%) at Adilabad.

In this area the teachers of Adilabad deservea word of praise because the children who speakdifferent dialects could do picture reading andspeak correctly in Telugu.

Activity 10: Comparison of numbers

Only 33 (66%) in Vizag and 61 (61%) inAdilabad could do the activity on comparisonof numbers.

Hence, it appears this activity is difficultto most of the children.

The teacher could not make them readyfor schooling on this pre-number activity.

Hence, it can be concluded that most ofthe children could not do activities related topatterning and comparison of numbers.Therefore, it appears that these areas related topre-number have to be strengthened before theyenter formal school.

Table 3:

Showing readiness in children – (1 – 10 Activities):

|| Part - II || || 67 ||

Graph 3:

Performance on easy and complex areas on Readiness – across Districts

The reviewed study in four regions of thecountry on a sample of 1495 school eentrantsfound that most of the children deficient inconcepts and skills (such as sounddiscrimination, sequential thinking) related toreadiness (NCERT 1999). These findings arein agreement with the sequential thinking andcontrary in sound discrimination.

A crucial factor influencing mathematicslearning is the readiness of the child in pre-number concepts like sequential thinking,comparison of numbers etc. Therefore learningof numbers/maths should be logically precededby mastery of pre-requisite concepts, skills andconclusion.

Currently, the world over, instructionalprocess and curriculum development at theschool level, is largely influences by Piagetianand Vygotskian thought and informationprocessing theory.

While Piagetian theory does not providefor any cognitive acceleration, Vygotsky hasspecified what he terms as the “zone of proximaldevelopment” (ZPD) which is “the distancebetween the actual developmental level asdetermined by independent problem-solvingand the level of potential development asdetermined through problem solving underadult guidance or in collaboration with morecapable peers” (Vygotsky 1978:81). This highlights the crucial role of mediation in assisting/accelerating the learning of the child. In viewof the academic demand for providing the childa solid foundation in mathematics in the earlyyears the need to accelerate in the childrendevelopment of the prerequisite skills andconcepts becomes essential.

The Mean and SD values for the fourMandals in Adilabad District and two mandalsof Visakapatnam District are given below.


|| Part - II || || 68 ||

Table 4:

Readiness – Mean and SD values Mandal wise:

|| Part - II || || 69 ||

It is observed that there is not muchvariation in ‘readiness’ of the children acrossthe Districts. The performance of the childrenin Golgonda (Mean 31) is the highest and islowest in Sirpur (Mean 24.3) Mandal.

When we look at the four mandals ofAdilabad, the mean performance of childrenin Utnoor is better compared to other mandals.Again, the SD for Jainoor is 11.56, whereas theSD of Utnoor Mandal is 3.9. It means that theintra variation among the Balabadis in UtnoorMandal is very less compared to other mandals.Stated otherwise, children in all centres ofUtnoor Mandal are performing more or less inthe same way. But the intra-centre variationamong centres in Jainoor Mandal is very high.

In Visakapatnam District the meanperformance of the children in Golgonda(Mean 31) is slightly higher than Devarapally(Mean 28.3). The deviation in performance isalso negligible showing that the performanceof the children in all the centres of both themandals is more or less at the same level.(Devarapally SD 7.5 and Golda SD 7.18).

Achievement of Class I Children inDifferent Subjects :

Good quality programmes for ECE have apositive impact on children’s all rounddevelopment. It is also seen to have criticallinkages with children’s learning outcomes. Itmeans that better learning outcomes must beseen in children who are exposed to learning inthe early years.

Hence, in the present study, it is proposedto compare the difference in performance ofthe children in Class I with ECE exposure andwithout ECE exposure.

To study the effectiveness of the ECEprogramme in the identified ECE centres underinvestigation, 3 Non-ECE and 2 ECE childrenof Class I are randomly selected taking 5children on an average from each centre. Assuch the sample consists of 76 ECE childrenand 81 Non-ECE children of Class I making atotal of 157 children.


|| Part - II || || 70 ||

Achievement Tests in Mathematics,English, Environmental Science, Telugu (Oral& Written) were administered to the samplechildren.

Description of the Test: The model testpapers from the “ECE teachers’ – Hand book”(May 2009) prepared by Sodhana TrustCheepurpally and Centre for Development andResearch – (CDR) are used for the study. Thesetests prepared with specific criteria forevaluation are administered to assess thelearning outcomes of Class I children in Maths,EVS, Telugu and English. The test wasconducted for 25 marks.

Analysis of Data: Marks obtained in eachsubject are analyzed and the Mean and SDs arecalculated at Mandal level and District level tostudy the difference in performance betweenECE and Non-ECE children of Class I. Theperformance of the children in the form ofMeans and SDs is furnished below subject wise.

Table 5:

Performance in Environmental Science –(EVS)

performance of children in EVS with ECEand Non-ECE background.

|| Part - II || || 71 ||

Graph 6: Environmental Science – Comparison between ECE and Non ECE – Mandalwise

Mean

Standard Deviation – Dispersion – Mandal wise


|| Part - II || || 72 ||

Table showing district wise performance of children in EVS with ECE and Non-ECE– District wise

EVS – Comparison between ECE and Non ECE – District wise

Standard Deviation – Dispersion – District wise

|| Part - II || || 73 ||

The findings from the table at a glancereveal that the achievement of class I childrenin EVS with ECE background is consistentlybetter than the performance of children whoenrolled directly without any exposure to ECEin Class I in both the districts of Adilabad (ECEMean=18.07 & Non-ECE Mean=16.55) andVisakapatnam (ECE Mean=17.75 & Non-ECEMean=16.43).

With special reference to each Mandal, theperformance of Class I children in EVS withECE background at Utnoor Mandal(Mean=19.08) is best when compared to othermandals of Adilabad district. Where as

Golgonda Mandal (Mean=19.2) atVisakapatnam Class I children’s performanceis best when compared to Devarapally(Mean=16.9).

However the observed difference is notsignificant satistically.

Performance in Mathematics:

The data collected from the Maths test areprocessed and analyzed by adopting SD andMean 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 ||

The performance of ECE children inmathematics is better in both the districts ofAdilabad (ECE Mean=19.35 & Non-ECEMean=14.2) and Visakapatnam (ECEMean=16.5 & Non-ECE Mean=16.14) thanNon-ECE children.

The performance of Class I children inMaths at Indravally (ECE Mean=21.22 &Non-ECE Mean=17) Mandal of Adilabaddistrict is better than Golgonda Mandal (ECEMean=19 & Non-ECE Mean=19). There is not

much difference in ECE & Non-ECE children’sperformance in Visakapatnam.

However, the observed difference betweenECE & Non-ECE children’s performance is notsignificant statistically.

Performance in English:

The collected data from English test wereprocessed and analyzed by adopting SD andMean and the results are presented.

Table 7:

Table showing Mandal wise Mean & SD in English for ECE & Non-ECE children.


|| Part - II || || 76 ||

Graph 8:

Mean

English – Comparison between ECE and Non ECE – Mandal wise

|| Part - II || || 77 ||


Table showing District wise Mean & SD in English for ECE & Non-ECE children.

English – Comparison between ECE and Non ECE – District wise



|| Part - II || || 78 ||

The performance of Class I ECE childrenin English at both the districts Adilabad (ECEMean=18.13 & Non-ECE Mean=14.17) andVisakapatnam (ECE Mean=15.82 & Non-ECEMean=14.86) is better when compared tochildren who are enrolled directly into Class Iwithout any exposure to ECE.

It is also observed that Adilabad children’sperformance is slightly better thanVisakapatnam in Class I English.

Class I ECE children’s performance inEnglish at Indravally Mandal is better than the

other mandals at Adilabad (ECE Mean=21.8& Non-ECE Mean=19.6) and Golgonda (ECEMean=18.5 & Non-ECE Mean=16.8) whencompared to Devarapally at Visakapatnam.However, the observed difference is found tobe statistically insignificant.

Performance in Telugu:

The collected data from Telugu test wereprocessed and analyzed by adopting SD andMean and the results are presented.

Table 8:

Table showing Mandal wise Mean & SD in Telugu written test for ECE & Non-ECEchildren.

|| 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-ECEchildren.

Mean

Telugu (Written) – Comparison between ECE and Non ECE – District wise


|| Part - II || || 81 ||

On the whole the findings observed fromthe table reveal that the performance of ClassI ECE children in Telugu language written testis found to be better compared to Non-ECEchildren at Adilabad (ECE Mean=14.8 & Non-ECE Mean=10.59) and Visakapatnam showeda contrary result (ECE Mean=13.5 & Non-ECE Mean=14.07).

From the findings it is also found that atIndravally Mandal, Class I ECE children’sperformance in Telugu written test is better(ECE Mean=17.6 & Non-ECE Mean=13) thanthe other mandals of Adilabad and it is contrary

at Visakapatnam where as both the ECE andNon-ECE children’s performance is almostsimilar in (ECE Mean=14.8 & Non-ECEMean=15).

However, the‘t’ values show that theobserved difference between the mandals andthe districts is found to be statisticallyinsignificant in Telugu written test of Class Ichildren.

Class I – Telugu Part-B (Oral test):

The collected data from Telugu Part-B Oraltest were processed and analyzed by adoptingSD and Mean and the results are presented.

Table 9:

Table showing Mandal wise Mean & SD in Telugu Part-B test for ECE & Non-ECEchildren.


|| 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-ECEchildren.

Mean

Telugu(Oral) – Comparison between ECE and Non ECE – District wise

Standard Deviation – Dispersion – District wise|| ECE Programme Impact on Children || Chapter V ||

|| Part - II || || 84 ||

From the findings it can be seen that theoverall performance of Class I children withECE background in Telugu Oral test is betterwhen compared to Non-ECE backgroundchildren in both the districts of Adilabad (ECEMean=13.48 & Non-ECE Mean-10.28) andVisakaptnam (ECE Mean=12.1 & Non-ECEMean=9.67).

Jainoor Mandal at Adilabad is poor (ECEMean=11.08) when compared to other mandalswhich arealmost similar in their performancein Class I Telugu Oral test.

Golgonda Mandal Class I children’sperformance is better (Mean=15) thanDevarapally Mandal (Mean=9.93) atVisakapatnam.

However, the differences in the

performance of children in Telugu Oral test inboth the districts found to be statisticallyinsignificant.

From the findings it is revealed that exceptin EVS in all other subjects Class I children atIndravally Mandal of Adilabad districtperformed better.

Similarly, Class I children at GolgondaMandal of Visakapatnam district performedbetter when compared to Deverapally Mandalrespectively in both the districts.

Relatively the performance of Class Ichildren in both the districts is best in EVS andpoor in languages (Telugu and English).

Performance of Class I children is betterin Adilabad compared to Visakapatnam.However it is statistically insignificant.

Table 10:

Achievement Test ECE and Non-ECE – All the subjects

|| Part - II || || 85 ||

Class I – Achievement test – ‘t’ values


It is seen that there is no significant difference in the performance of ECE and Non – ECEchildren in Class I in both the Districts. The mother tongue and medium of instruction of thechildren and teachers in Visakapatnam is Telugu.

Teachers and children in Adilabad speak 6 different dialects. The medium of instruction isTelugu and all subjects are taught bilingually.

Though there is difficulty related to language the performance of the children in Adilabadbeing on par with their counter parts in Visakapatnam District, deserves credit for the ECEprogramme in Adilabad.

Giving children a head start in life is critical for achieving millennium development goals, themillennium agenda and the reduction of poverty. James Hackman, 2000 Nobel Laureate inEconomic Science stated “Invest in the very young”.

There is no blue print for a holistic approach to Early Child Development. Thechallenge 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.

|| Part - II || || 86 ||

Abbreviations and Special Terms

CC Cluster coordinatorsCfBT Centre for British TeachersCDPO Child Development Project OfficerCDR Centre for Development and ResearchDRDA District Rural Development AuthorityECE Early Childhood EducationECCE Early Childhood Care and EducationITDA Integrated Tribal Development AgencyICDS Integrated Child Development ServicesIKP Indira Kranthi PathamMC Mandal CoordinatorsMCP Micro Credit PlanMMS Mandal Mahila SamakhyaMVF Mamidipudi Venkatarangiah FoundationMNMS Mava Sate Mava NadaPTA Parent Teacher AssociationSERP Society for Elimination of Rural PovertySHG Self Help GroupSSA Sarva Siksha AbhyanVEC Village Education CommitteeVO Village Organization

Bala badi ECE Centre of the projectBadi Panduga Community Reporting DayMandal A revenue division in the districtSarpanch Village Elected Head

|| Part - II || || 87 ||

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