Yearly Information Survey 

Please attach additional sheets wherever necessary. Thank you for your time and patience.
Organization Profile

Name of the organization: Mallarpur Uthnau
Date of establishment: October, 1996.
Location: Birbhum, West Bengal	

Description of area: Landscape in laterite  weathering crust. Single cropped arable lands and vast grazing lands. 

Current contact person: Mr. Kunal Deb
Current Address: 9, Old Calcutta Road, Kolkata 700 123. 	 
	 
Current Phone number: +91+33+25928109	 

Current number of children: Total enrolment of children in 8 pre-school education centers is 252. Total enrolment in one supplementary education center-cum-coaching center is 20 and total enrolment in dropout adult students is 10.  

Current Girl/Boy ratio: 12:11 (girl/boy ratio).

Current Teacher/student ratio: 1:28 (teacher/student ratio).

Over all school attendance percentage: 71.3% (average).

Medium of instruction: Bengali and Santhali

Details on School curriculum (please attach additional sheets if necessary): 

As per our understanding is concerned, it is important for us that ‘how’ we are teaching rather ‘what’ we are teaching. We are trying our level best to develop interest in learning among the Santal children, where teachers are supposed to behave like a co-learner and solving the students’ problems in learning, through an interactive and participatory method. 
We have observed during our survey work in the region that there has been no evidence of respect about the intelligence of tribal people, no acknowledgment or appreciation for their contribution in our society and no feeling for their plight and pains even among the non-tribal primary and high school teachers. Those non-tribal teachers, doctors, police officers, administrators, bank employees, reporters, politicians and social workers nurture and express their different bizarre ideas about tribal people like, “education is not for tribals, because genetically they are less intelligent” or “tribals are undeveloped and their superstitions are so barbaric that they cause obstruction for nation’s progress” or “Santals are basically dummys and stubborn, they don’t even want to listen to any good suggestion for their development”. 
The Reason: socialization of caste Hindu intelligentsias that are rooted in colonial racist value judgment and history of class dominance. These common attitudes of non-tribal community have to bring dishonor upon the tribal people, which extends up to deep-rooted hatred. Perpetual insult and ignorance to the tribal people are taken for granted in such a manner that even the tribal people fail to deliver their protest against it. They tolerate all injustice silently. In this context, our teachers are giving emphasis to develop assertiveness and articulation among the tribal students in order to enhance their confidence, which would enable them to fight back against all sorts of obtrusive attitudes of social hierarchy – from primary school teachers to quarry/crusher owners. 
Aiming to build up self-reliance and self-esteem we train our students how to say ‘no’ at the time of putting conditions and dominance of people in power and how to express their own opinion. In the light of this objective we develop our curriculum. Story telling, drawing, singing, recitation and dancing are the major activities in our schools, which develop interest for reading, writing and counting eventually among the children. Our teachers divide children in groups according to the level of interest for learning the alphabet, numeracy, drawing etc. We have developed a method of exchanging skills with in the groups. Sometimes in order to revise earlier lessons we depute advanced students to teach the following students. It is interesting enough to observe that through this method the less advanced students are being able to pick up their lessons more quickly than teachers’ direct intervention. With view to developing the power of articulation in Bengali language and also in Santali, the students are asked to tell the remaining part of a story that started and partly told by a teacher. Sometimes, teachers read storybooks partly for them and ask them to try the rest.  Our teachers involve their students in our plantation programmes and kitchen gardening programmes and teach them to observe their surroundings. Our schools are getting flooded with hundreds of questions that come from little children to their teachers. In order to give answer teachers have started to read different books, still they can’t give answer to all questions. But the teachers are also trained not to give wrong answer or to avoid them.  We are motivating our teachers for building up personal relationship with each and every child in our schools. It is very difficult for the teachers to grasp this approach and always practice this method in real life because the socializations of the teachers with respect to conservative ideas of teaching still push them toward the role model play of an un-friendly, dominating, unquestioning teacher. However, through a slow but steady adaptation process our teachers are becoming loveable and friendly to the children. Specific curriculum for eight pre-school education centers, one coaching center for drop out students and one adult education center are given below: 

•	For pre-school education centers we are using Santali based primers which consist of basic Bengali literacy lessons, simple counting methods in both Santali and Bengali scripts, Santali rhymes, songs and folk tales for children along with pictorial details.
•	Drama, songs, dance and recitation and Montessori methods of teaching, whatever our teachers have learned from the teachers’ training provided by ‘Ghosal Danga Adibasi Seva Sangha’. 
•	Traditional sports and folk games. 
•	For our coaching center we are just following formal schools’ curriculum. But at the same time we are providing vocational training on organic methods of farming and identification of medicinal plants and their uses. Mr. Arun Ram and ‘Ghosal Danga Adibasi Seva Sangha’ provided these vocational trainings.   
•	Teachers arrange educational exposures in local forests and neighboring villages in view of raising inquisitiveness about environment and geographic features in the region.
•	For our adult education center teacher reads newspapers, Santali magazines, articles on organic farming and history of tribal communities and their contemporary struggles against exotic economy and cultural onslaughts.  In order to read those articles by themselves some of them are showing interest to learn the alphabet. For those few adults we are providing extra classes on literacy. We are also teaching the adults the basic counting method of dates, months and year for calculating age and to follow doctor’s instruction for taking medicines. Women’s participation is considerably less. 

Please describe the long-term goals of the project. Please mention any changes you may foresee: 

 In long term Uthnau wants to play a catalyst role in people’s direct participation in controlling their local resources (water, land, air, mines, forest, flora and fauna) culture, health and nutrition management with a view to developing equitable and just distribution of benefits in the region which would comprises 50 Santal populated villages. 

In our long term goal we would foresee amalgamation of Uthnau with the platform of people’s voice that may wish to reach within the greater canvas of world wide dream for ‘another world’. Therefore, Uthnau may abrogate its structural identity for handing over its leadership role. 

How much longer is funding required? 7 years.

Current expenditure details:     (For one year) 

                         Pre school teachers salary 8 units  @  Rs 1000 (p.m ) = 96000
                         Project coordinator   @ Rs 6000 (p.m)                           = 72000
Accountant @ Rs 1000 (p.m)                                           = 12000
2 Field Assistants  @ Rs 1500 (p.m) x 2                         = 36000
Teacher’s salary for coaching center @Rs 1000          = 12000
Teacher’s salary for adult education center @Rs1000= 12000
Teaching materials                                                          = 12880
Stationary                                                                         =   6228
Post and Telephone                                                        =  13500
Travel                                                                                = 19000
12 Health Awareness camps @Rs 2000 per camp       = 24000
4 Training programmes on herbal medicines              =   7600
12 training programmes on resource mobilization     = 24000
Training materials                                                           = 10110
Auditor’s fee                                                                    =   2500
Publication and documentation                                     =  12650

Amount Expensed for regular project:                            Rs 3,72,468

Emergency Relief works on Malaria :
Purchase of 1250pc of mosquito net @Rs 85/pc         = 106250
Cost related to campaigns
(hire charge for car, mike, antigen, medicine etc.)      =   12800

Amount Expensed for Malaria Managements:                     = 119050

Amount Received for regular project                             Rs 3,72,620
Amount Received for Malaria Managements                 Rs 1,18,745

Total Received                                                                  Rs 4,91,365

Total Expense                                                                   Rs 4,91,518

Over expenditure                                                              Rs 153

                                                                                                               

Current total income of your project and details of funds from other sources: 

Total income is Rs. 5,84,345 in last one year from (1) Asha for Education (Rs 372620), (2) Terre Des Homme – Germany (Rs 48000), (3) Personal Donation from Paolo Roberto Imperialli – Italy (Rs 44980).            

                      
Percentage of funds being sponsored by Asha: 84.08%

Description of current school facilities (building, equipment etc):

•	Currently we are running 8 pre-school education centers in eight villages and four supplementary coaching centers in four villages. 
•	At present each school has a small black board, duster and they procure 1 box of white and 1 box of coloured chalk per month on average. Each school has three sets of Montessori teaching aids and materials for children, of which one set for each school has come from Asha-Seattle volunteers.  
•	We have supplied Santali primers (1st and 2nd part), normal and colour pencils, exercise books for each enrolled students and some pedagogic materials, like maps, charts etc. for each education center. 
•	Each education center has a straw thatched shed. 
•	There has been training of kitchen gardening for children and from last four months children are learning practically how to grow vegetables in the pale of their schools.   

What are the perceived improvements seen for the last year?

•	 During last year we were able to streamline our school programmes. We were able to follow-up our education programmes through a continuous evaluation process. Our two field assistants are helping teachers to organize report cards for each student. This card holds monthly health status of the student, behavior pattern of the student, like, timid, jolly, agile, introverted, easy going, good in speaking, sensitive, good in drawing, good in singing etc., and quarterly evaluation on the level and rate of learning of the student. In every month teachers meet together with two field assistants to evaluate their overall work and their quality, problems etc. The field assistants discusses openly their findings and opinion about teachers’ activities. Teachers also share their opinions and expectation with the field assistants. Absence of any teacher from teaching, especially without giving prior information to field assistants and without giving proper reason, become highly condemnatory in those meetings. Through continuous discussions we have published, for the first time, our policy of educational programmes. We distributed our policy paper among the guardians, villagers and club members for further discussions so that we can alter or add some points. Here I state some salient points of our policy paper: 
1.	There are mainly two objectives for educating tribal children, i.e., a) with view to equip the tribal communities for competitions in modern, urbanite service sectors and b) aiming to enhance capacity for understanding and handling their own strength, like traditionally valid knowledge for living and livelihoods, conservation values, forest resources, lands, water resources, which are becoming more and more valuable in global market. Now our question is: which objective is important and optimum for them? From past experience they have already understood that education, even up to highest level with reserved quotas and scholarships, they are still not able to get access to the employment market. Rather it alienates them from their own communities and generates frustration. Secondly, the expenses to acquire higher education in terms of cost of materials, fees for privet tuitions etc. is so high that they are not affordable for poor tribal students, who are mostly first generation learners. Thirdly, it is very difficult for a tribal student to win a competition in modern job market by competing with an urbanite student, who is rich in both social and economic capital. In this context it would be worth  mentioning  that most of the tribal students can not cross collage level and are getting mostly the fourth graded jobs. Last but not least, almost every tribal student feels insulted as if they are trespassers in the arena of academics, as if they are burdens of ‘Nation’. Reason: still these ‘manufacturing units of white collar servants’ are dominated by the people from higher caste and class strata of our society and who are blissfully ignorant about indigenous communities.  On the other hand, where natural resources and traditionally valuable knowledge   belongs to indigenous communities, we feel it is important to develop such an education programme among the people of those communities in order to enrich their knowledge and resource base and incorporate clear understandings about sustainability.   That would help them to identify their strengths and would rejuvenate their self-esteem and self-confidence. 
2.	Since there has been no sign of regular attendance, almost every school for children does not conform to the basic educational requirements. Other than Primary schools there are ICDS centers for pre-primary children, where children of the age group from 6 months to 6 years, adolescent girls and pregnant mothers are supposed to be fed some high calorie food as breakfast and also there are Sishu Sikshya Kendras in order to compensate the scarcity of primary school. Recently, as an integral part of food security programme state govt is providing mid-day meal for primary school students. But not a single programme is conforming to basic standards. There has been no sign of regularity and massive corruption on food supply has become prevalent in this region. With view to ensuring basic nutrition and basic education for the poor students we demand regularity and proper implementation of govt. schemes for education and food security. Moreover, we have identified the lack of motivation among the primary teachers, excessive involvement of the teachers in party politics and there mandatory engagements in survey works and documentation for different administrative requirements has a negative impact on education programmes and the support schemes of the government. This diversion of real responsibilities contributes to primary students dropping out and high illiteracy. Therefore, by sensitizing villagers we prefer to create pressure on the administration, ministry and teachers for maintaining necessary quality to run these education centers as per rule. NGO run schools cannot be a permanent solution to mitigate the problems of mass-illiteracy and drop out cases. We are to guide villagers about how to put right complains and suggestions in right places.    
3.	We look at education in terms of capacity enhancement for sustainable livelihood, level of awareness about rights, justice and duty from individual to social level for better living, power to build up opinion and expression. This is a process-oriented activity. We support that very schooling, which supplements this basic purpose of education.   
          
•	Because of our continuous monitoring through the village education committee on regularity of govt. run schools and education schemes, the absenteeism of teachers has reduced remarkably and supply of foods and other nutritional stuffs have been regularized. 15% of our total students, who are actually students of primary schools, mostly, have stopped attending our pre-primary schools. The ICDS centers are running regularly and providing nutritious food in the morning for the six days in a week among the children who are below 7 years. Because of the regularity of these centers students of our schools, who stay close to those centers are not attending our centers. We are encouraging this distribution of attendance but at the same time insisting on assurance to get food for every child in the villages including the pregnant mothers and adolescent girls.     
•	An increased interaction between parents of the students and teachers has been observed during the last year and as a result, guardians have started to show their interest about curricula and methods of teaching. Participation in developing education centers has also been observed.  
•	In two of our neighbouring villages club volunteers have started two education centers for adult men and women.    
•	Ten farmers groups and three kitchen garden groups of women have been formed with in one year. Farmers and women of these groups are sharing each other’s supports and seeds to carry on their new venture of organic farming and kitchen gardening in this area. There has been growing interest on organic farming and kitchen gardening among tribal people. This is possible due to continuous trainings and interactions on rain water harvesting, less water demanding agriculture and reusing of used water in formation of nutrition gardens.  Now Uthnau has experienced potentialities for exploring the field of agriculture and food activism. 

Uthnau has commissioned a comprehensive report on health status of tribal women and children.   An aggregative overview is given in http://www.ashanet.org/projects-new/documents/318/Uthnau_health_care_2005.doc. 

 What are the problems you have faced last year?

In comparison with the rate of attendance of boy child we have noticed high rate of attendance among the girl child in our schools and in other schools, but at the same time the rate of drop out is also higher among girls than the boys. After continuing study for one or two years, the cases of drop out among the tribal girls is prevalent in the region. The women and girls in tribal societies are considered as main working hands for agriculture, grazing, household works and baby care. There has been a priority in engaging girls in household work, mainly for looking after younger children.   And since, schools do not allow these girls to attend classes with their little sisters or brothers, they get no option other than dropping out from schools. In order to bring back girls into education, we have been trying to convince parents to change their bias about girls. But at the same time it is difficult for working parents to stop engaging their girls from baby-care, because by culture they trust their girls more than their boys in to take care of younger kids and secondly, to supplement their earning as well as to manage their household works both the women and men have to move out from their houses for hours. We have gone through a series of discussions with villagers, teachers and girls in order to figure out this problem. Finally, unanimously everyone agreed on a crèche for young girls with their younger sisters and brothers. As per decision this crèche would run preferably during day time, from early morning to early evening. It would be the parents’ duty to reach at crèche and to bring back their children into the home. Break fast, lunch and one tiffin in the evening would be provided. Three to four teachers will give whole time to running this crèche. 

At the time of making this plan another problem came to the surface, i.e., division of works and responsibilities among the workers and volunteers. From evaluation reports of village education committees and field assistants it has been overtly disclosed that some of our paid workers were not putting sufficient energy and mind into other areas of our activities in comparisons with rest of our workers and volunteers. On the other hand, evaluation report pointed out overload of activities on a few of the workers might hamper the quality of work and the focus. We found bossing attitudes among some of our senior workers, some of them were laid back and some were lacking holistic ideas about our activities and needed orientations toward social activism. We got help from Joya Mitra, a writer and environmental activist, to motivate them. That also helped us to streamline responsibilities within the group.  

December 2004, a malaria epidemic broke in our study site. Since, renewal of this epidemic was new for this generation of tribal people in the region, they failed to recognise the cause of their deaths and disease. When this epidemic took the lives of 4 people within a week and the government failed to respond, our volunteers drew the media’s attention to the plight. At the time by request of Ms. Joya Mitra, eminent writer and friend of Uthnau, Dr. Biswajit Dey with his pathologist friend visited affected villages and took blood samples of patients. He identified twenty patients affected with falciperum malaria, immediately. Both electronic and print media gave a wake up call to break the deep slumber of the district health department and local administration. Tiring visits of medical officers, MLAs, MPs, district authorities and   politicians in their Government cars kept the thickness of flying dust on the village road unchanged for a week. In the mean time, by the third week of the epidemic the total number of death reached 13 and number of affected patients crossed 30 in Masra Pancayat. At the call of Uthnau, a team of tribal doctors from Bankura on behalf of Paschim Banga Adivasi Doctors’ Forum reached at Masra. With the help of Uthnau’s appointed doctor and our survey team Dr Surajit Sing Hansda conducted a series of awareness camps along with medicinal support. We found:
a.	There has been no awareness among tribal villagers about the cause of Malaria.
b.	Numbers of tribal patients denied to get pricked for giving blood samples, because they were instructed not to be pricked by the Gunins/Ojhas. 
c.	Unless patients become senseless they were not sent to hospital. 
d.	Govt. hospitals refused to provide free medicine and the expense of treatment for seriously affected patients became almost unbearable. 
e.	District authority provided no ambulance or similar emergency services. Hired cars from distant town were booked over phone for transporting serious patients to PHCs and hospitals that charged Rs.500/- - Rs. 800/-. 
f.	There has been no effort from Govt. health department with a view to giving awareness about the cause and consequences of malaria for the tribal villagers.
g.	District health department gave maximum emphasis on spraying DDT to stop malaria, which caused sickness among many villagers and helped to spread malaria in other panchayat areas. On the contrary DDT failed to repel pest resistant mosquito. 
h.	By habit tribal villagers were reluctant to sleep inside mosquito net and we found prevailing alcoholism supplemented this casual attitude. 
i.	Govt. health department appointed casual health workers for spraying DDT and neither they themselves or the villagers were aware about that dangerous permanent pollutant. Therefore, no mask, gloves or apron were provided and DDT was sprayed in kitchens, in bedrooms, on bedrolls and over food and kids who were sleeping at the time. Loose DDT was left open inside the premises of huts. 
j.	When Uthnau volunteers protested against DDT spraying, they received threats of arrest from health officers, which might be considered as a classical case of dominance of superstition backed by the state. However, organised protests from villagers were successful to stop DDT spraying in their villages. 

What do you think is the overall effectiveness of this project over the past year?

•	People’s spontaneous participation and support toward our activities in greater magnitude is the most remarkable improvement that was observed in the last year. Decision making ability with respect to social justice and economic choice in the light of sustaining benefit have been developed among the tribal villagers, which is culminating a pro-active civil body in the region. This civil body has been able to retain the land in spite of various efforts of eviction and illegal encroachments.  This includes the tribal women and girls in its endevour. 
•	When malaria broke out in the area, and the work plan had to be altered a little according to the changing situation the ongoing consolidation resulted in enthused and scientific volunteerisms. The attitude developed in the process of the project work helped much to check malaria, and some spontaneous protest programmes were undertaken by the local people against different malfunctions of the local administration. People witnessed a series of community collaboration efforts led by the women of the local community.     

Anything you would like to say to us: 

Sorry for our late response in sending report. Please approve our proposed budget for 2005-2006 Asha-Seattle projects for providing basic education among tribal children and adults, at your earliest convenience. Please find proposed budget in Annexure-1 and a chart of workers’ responsibilities in Annexure-2. It is too tall a request but still we would appreciate if could you transfer the money through SWIFT A/C of State Bank of India.  Your existing system in terms of sending fund takes too long a time to realize the sent amount of money. Here we are giving detail about our SWIFT Account:
Name of Bank: State Bank of India.
Branch : Manicktala, Kolkata
Address: 294/2/1 APC Road, Kolkata 700 009.
Branch code: 1715
SWIFT code: SBI NIN BB 106.

If possible please look at this matter in urgency. 

Annexure 1

Proposed Budget follows

Monthly Expenses
Item	unit	Rs/unit	Rs/month	Rs/year	
Teachers’ salary for pre-primary schools	8	1000	8000	96000	
Project Coordinator	1	6000	6000	72000	
Accountant	1	1000	1000	12000	
Field Assistants	2	1500	3000	36000	
Office Keeper	1	800	800	9600	
Craft trainers for women’s groups in 10 villages	1	2000	2000	24000	
Teacher’s salary for coaching center	1	1000	1000	12000	
Teacher’s salary for adults and dropout students	1	1000	1000	12000	
Teaching and Training materials	10	200	2000	24000	
Stationary			500	6000	
Postage/Telephone/Internet			1000	12000	
Travel			1500	18000	
Total			27000	333600	

  Yearly Expenses
Item	Unit	Rs/unit	Rs/year	
Health Awareness and check-up camps for students and their parents.	120	200	24000	
Trainings on organic farming and methods of rain water harvesting	8	1000	8000	
Training Materials			10000	
Auditor’s fee	1		2500	
Publication and Documentation			10000	
Total			54500	

Grand Total	Rs.388100/-

Annexure  2  

Activity wise responsibilities:
Name of Staff 	Responsibilities	
Sadi Hansda	To run pre-primary center at village Jetkepara and to interact with the villagers with view to building up a pressure group against all irregularities of schools, health facilities, public distribution system etc. She would propagate kitchen gardening, concepts of rain water harvesting, sustainable livelihood etc. among the guardians and other villagers.	
Mihir Mondal	To run pre-primary center at village Jethia and to interact with the villagers with view to building up a pressure group against all irregularities of schools, health facilities, public distribution system etc. He would propagate kitchen gardening, concepts of rain water harvesting, sustainable livelihood etc. among the guardians and other villagers.	
Ghasiram Hembrom	To run pre-primary center at village Agoya and to interact with the villagers with view to building up a pressure group against all irregularities of schools, health facilities, public distribution system etc. He would propagate kitchen gardening, concepts of rain water harvesting, sustainable livelihood etc. among the guardians and other villagers.	
Pramila Murmu	To run pre-primary center at village Baromasia and to interact with the villagers with view to building up a pressure group against all irregularities of schools, health facilities, public distribution system etc. She would propagate kitchen gardening, concepts of rain water harvesting, sustainable livelihood etc. among the guardians and other villagers.	
Sona Tudu	To run pre-primary center at village Dholkata and to interact with the villagers with view to building up a pressure group against all irregularities of schools, health facilities, public distribution system etc. He would propagate kitchen gardening, concepts of rain water harvesting, sustainable livelihood etc. among the guardians and other villagers.	
Sushil Tudu	To supervise regularities and qualities of the 5 schools in Mohammad Bazar block area and to organize dates and times for doctors’ visits, programmes of  different trainings, meetings etc. Also he would provide supports to the teachers understanding their needs. Evaluation of teachers’ activities, surveys, making of village level plan, building up village level solidarity would be the duty of field assistant.    	
Ramsurat Karmakar	To run pre-primary center at village Garia and to interact with the villagers with view to building up a pressure group against all irregularities of schools, health facilities, public distribution system etc. He would propagate kitchen gardening, concepts of rain water harvesting, sustainable livelihood etc. among the guardians and other villagers.	
Baburjee Kisku	To run pre-primary center at village Sarjumtola and to interact with the villagers with view to building up a pressure group against all irregularities of schools, health facilities, public distribution system etc. He would propagate kitchen gardening, concepts of rain water harvesting, sustainable livelihood etc. among the guardians and other villagers.	
Sonamoni Murmu	To run pre-primary center at village Dholkata and to interact with the villagers with view to building up a pressure group against all irregularities of schools, health facilities, public distribution system etc. He would propagate kitchen gardening, concepts of rain water harvesting, sustainable livelihood etc. among the guardians and other villagers.	
Rabin Soren	To run a non-formal school for dropout students and adults aiming to develop a better understanding about panchayet, functionalities of local government, tribals’ history and their rights, land issues, livelihood issues etc. 	
Mohon Mondal	To run a coaching center for the tribal students , who attend primary and high schools but may quit school because of unaffordable expenses for private tuitions and language problem. He is supposed to build up a pressure group against all irregularities of schools, health facilities, public distribution system etc. He would propagate kitchen gardening, concepts of rain water harvesting, sustainable livelihood etc. among the guardians and other villagers.	
Madanmohon Mondal	To supervise regularities and qualities of the 5 schools in Rampurhat-1 block area and to organize dates and times for doctors’ visits, programmes of  different trainings, meetings etc. Also he would provide supports to the teachers understanding their needs. Evaluation of teachers’ activities, surveys, making of village level plan, building up village level solidarity would be the duty of field assistant.    	
Anil Soren	To keep papers, documents and materials properly in office and to prepare food for the workers, who stay in Office as well as for the  volunteers, resource persons and visitors. He would look after our kitchen garden and organic farm.  	
Habil Sekh 	To provide trainings on making different craft for the women’s group in 10 villages and eventually would develop a production unit of traditional artifacts, which would include furniture, baskets, table mats, floor mats and ornaments. In order to attend different craft fairs in different metropolis in India He would take all responsibilities.   	
Dr Dinabandhu Das	To visit every school at least once in a month in order to check every student and to evaluate, monitor and develop their health status. To keep continue health awareness programmes among the villagers.   	
Kunal Deb	Coordination, data analysis, documentation, reporting, communication and to build up a team with cohesiveness in thinking.    	
Banyeswar Mondal	To maintain account books, vouchers, bills, master rolls etc.