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)
Increase opportunities for disadvantaged children, especially girls, to participate in quality primary education CRS/India Education Objective:
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
Sub-Objectives & Interventions Improve educational quality Train education providers in child- centered, multi-grade methodologies Initiate school clusters to improve support structure for teachers
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
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)
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
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 (How) have communities continued to support education when SF is withdrawn?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?