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Food-Assisted Education in India
CATHOLIC RELIEF SERVICES
March 22, 2004
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
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
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
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
RESULTS
Category Effectiveness
Access 93% enrollment rates in formal schools & bridge courses in villages in program areas in AP
Quality 51% of trained teachers effectively using child-centered teaching methods in first year
Community Management Broad community involvement beyond just parents: youth, employers, teachers, gov’t
Overall Program Effectiveness Evolution 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?