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Food-Assisted Education in India CATHOLIC RELIEF SERVICES March 22, 2004.

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Presentation on theme: "Food-Assisted Education in India CATHOLIC RELIEF SERVICES March 22, 2004."— Presentation transcript:

1 Food-Assisted Education in India CATHOLIC RELIEF SERVICES March 22, 2004

2 Program Context CRS/India USAID/FFP Title II DAP (2002-2006)  63 coordinating partners  4,600 schools preschools, primary schools, and outreach programs (satellite schools, bridge course camps)  350,000 children Target population: disadvantaged children (scheduled castes/scheduled tribes), girls, child laborers

3 Program Context (continued) CRS/India  USAID/FFP: 19,000 metric tons/year $1 million cash resources over 5 years  CRS private funding: $4.9 million cash resources over 5 years


5 Program Context (continued) Andhra Pradesh Rate of female illiteracy - 68% - highest in India Only 35% of the children complete primary education Drop out rates of SC - 73%, ST - 82% Largest percentage of child laborers in India Roughly 85% of girls aged 7-14 are working instead of going to school (hybrid cotton seed farms)

6 Increase opportunities for disadvantaged children, especially girls, to participate in quality primary education CRS/India Education Objective:

7 Sub-Objective & Interventions Ensure access  Provide school meals  Expand outreach education programs to hard- to-reach, out-of-school children  Mobilize community groups (youth groups, parents, Village Education Committees) to undertake campaigns for education  Involve government authorities in program

8 Sub-Objectives & Interventions Improve educational quality  Train education providers in child- centered, multi-grade methodologies  Initiate school clusters to improve support structure for teachers

9 Types of Outreach Education Programs Motivation Camps Short-term bridge course camps (3-6 months) Long-term bridge course camps (18-24 months) Satellite Schools

10 RESULTS CategoryEffectiveness Access93% enrollment rates in formal schools & bridge courses in villages in program areas in AP Quality51% of trained teachers effectively using child-centered teaching methods in first year Community ManagementBroad community involvement beyond just parents: youth, employers, teachers, gov’t Overall Program EffectivenessEvolution of the program from exclusive school-feeding to holistic education program

11 Learning and Change Food must be complemented by other resources to improve educational quality & sustainability FAE programs that use alternative delivery models are effective at reaching most vulnerable children School feeding can prevent migration due to droughts (children stay in school b/c of availability of food)

12 Learning and Change (continued) Working with PTAs/communities has spill-over effects (civil society, social capital, political capital) Preparing communities for “what comes next” is critical

13 Issues for Further Study  Are FAE programs an effective way to ensure access to education for children affected by HIV/AIDS? What complementary activities are most effective in reaching this group?  How are education indicators affected when school feeding ends? (How) have communities continued to support education when SF is withdrawn?  How have FAE programs helped to build social/political capital of communities?


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