TF CBEP site visit Sep 2009

8 Sep, Tue -

15 Sep, Tue -

21 Sep, Mon -

22 Sep, Tue -

Main discussion points on 8th & 22nd:
  1. There was some mis-communication regarding CBEP changing the age group of target children. It seemed to me to be an unintentional one.
    1. To TF (& to me) this shift in age group is a very natural thing for the project to evolve into. 
    2. They had mentioned this in the reports of the 1st quarter of 2009. However,
    3. the reports didn't reach Asha in due time because of a technical bottleneck within TF (involving 1 senior person not being well)
  2. The reasons for the shift to 9-14 yr include:
    1. A need articulated by the communities involved
    2. Lot of NGO's working with the younger age group, hence the need to intervene there was less
    3. Impact of Open School (how it opens more doors) even if one can't go the formal school route - this became known to Tangra area later, Chetla+ area knew this being included in the Mother Project area
    4. Uttoron included 14+ age group, CBEP 5-9, there was a gap for 9-14 age group in between - CBEP will now fill that void
    5. Drop outs in the Mother Project area also falling through the crack as nothing else was there. 9 non-Tangra centers on CBEP fill that gap.
  3. The process of shifting started last year. Admission of older children happened around Apr / May. TF has decided to keep admission open throughout the year since they also expect some drop outs especially for 13-14 yr olds.
  4. Initially the teachers were not confident handling the older children (who also happens to be very street-smart). But through various orientation by the TF folks they are much more confident now.
  5. There is a question of identifying special children. TF is going to contact Ahead (Asha partner) regarding that. However they were not aware of learning disabilities (LD) which are harder to identify (as such children are generally smart / talented - like Ishan in Taare Zameen Par).
  6. In specially Chetla+ area, many of the 9-14 yr olds exist but are rarely seen. This is because many have entered into some kind of earning, which brings in another whole set of issues. These children, mostly boys, usually spend their earning more on themselves & that too for luxury items (e.g. multiple fancy cell phones, multiple ipods) rather than contribute to the family or be responsible with their earnings. Also the glint of money makes education less attractive. That's also because education, as it is imparted, doesn't deal with the learner as an adult. Teachers do need more orientation regarding this.
  7. Regarding this I had asked TF how they are projecting the centers to these 9-14 yr old children - the carrot TF need to dangle before the children may be different from what the community perceives as why the center should cater to this age group. I didn't get a very convincing / satisfactory answer that would seem attractive to children who feel they have entered the adult world of earning money but doesn't have too much skill / potential to get a sustainable income later on.
  8. The centers will eventually teach Bangla, English, Math, EVS, History & Geography. I had a long argument why they are including History & Geography since the kids will learn those in the high school any how. Though TF team agreed with me on principle I couldn't counter their final argument. That is these children will have history & geography in their entrance exam to get admitted to a high school.
  9. The CBEP team was very open to admit where they are finding things out as they are proceeding on this path.

Main Observations on the centers:
  1. In almost all centers attendance was slightly low due to festive season for upcoming Id or the Durga Pujo. + on day 2 of the center visit there was a heavy shower that made us wait 1.5 hours in a shop on the way.
  2. Almost all centers had various charts made by the teachers, some had more interesting TLM's. The balwaris had the Sesame Street material "Gali Gali Sim Sim" - quite Indianized.
  3. Almost all had drawings by children pasted on the walls.
  4. Generally space was crammed in most centers. It's all the more now because earlier is used to be 5-9 yr olds & now it is 9-14 yr olds. Except for the adult center children sat on the floor.
  5. Children were more vocal in Chetla & New Alipur area. Except for the center run by the only male teacher, everywhere else the girls outnumbered the boys.
  6. Characteristics of Tangra centers were pretty different from the rest due the socio-economic conditions of the communities. 
  7. In general, the teachers are very enthusiastic about constructive suggestions & really appreciate any input they deem useful for their children. & they do try out new ideas without any delay. They also specifically ask for help where they feel improvement can be done or where they find any difficulty.

Teacher's Name
Location
Medium
Type
# of Learners Present
Observations & Comments
Hayatun
Tangra, home
Urdu
few small children, mostly older
~18
barely enough space for the children to sit

lively children, the walls were covered with their drawings, they were enthu about suggested new activities

a computer (belonging to the teacher's brother) was there, children do try their hands on that from time to time

some charts made by the teacher
Atiya
Tangra, home
Bangla
only 1 small child, rest older
19
again barely enough space

community wanted this to be a Bangla medium center even though it is in Tangra
Nazma
Tangra, home
Urdu
girls only
~10-15
space-wise better than the above ones

girls though initially shy opened up pretty fast, they were also open to new activities

lots of TLM's & charts made by the teacher
Nasima
Tangra, home
Urdu
older children
~15
crammed space

charts & TLM's by the teacher

no specific comment on the children
Anwari
Tangra, club
Urdu
all small children
16
new teacher, definitely needs more training

very enthu & lively children
Swati
Chetla, club
Bangla girls only
~10
lots of charts, some incorporating ideas from 8th meeting, but some can be improved further

some of the girls were really prominent with their leadership skills, some were exactly the opposite, few came a little late since they had to finish various chores
Basanti
Chetla, club
Bangla
only 1 older child, rest small
~15-20
ample space, children seated in a big circle

some children always jumping up to answer, they have very clear idea on various things & can articulate them really well,
they very clearly explained why "boat" & "nouko" (Bangla of "nao" in Hindi) are not the same, their reasons included what is each made of & how each is "driven"
they had also clearly identified that only machine run vehicles emit smoke

some TLM's & charts made by the teacher, can be used more effectively & in more than one way
Alpona
Chetla, club
Bangla older children
~10
less attendance due to Id, we had a dessert & biriyani that came from some of the children's homes

significant # of special children, who have shown lot of improvement since coming to the center for few months

some trouble in 2 neighboring areas resulting in very few attending from the further area, hopefully will get sorted in Oct

again some charts made by the teachers, also saw syllabus created by teachers after analyzing primary curriculum
Mira
New Alipur, club
Bangla all small children
~10
post tiffin, so kind of low energy state

enough space

children were playing with some puzzles provided by Sesame Street
Minati
-same as above-
Bangla older children (at a different time)
NA (16)
couldn't observe since this center will resume after pujo in Oct
Naren
Chetla, club
Bangla older children
~10
space seemed enough then, but must be overcrowded with full attendance

2 girls had mastered reading writing well enough to work directly from bridge course books (developed by Govt), only these 2 were in table-chair

more boys than girls

graded TLM made by the teacher but not used properly
Shikha
Chetla, club
Bangla older children
20+
long room, enough space for children to sit in a long U along the walls

children literally bubbling with life, most energetic among all the centers
Rekha
Chetla, not even a room
Bangla older children, few adults
~10-15
most pathetic situation in terms of venue, leaking roof with a bucket underneath, no wall to keep the rain off, stench from the canal

most diverse age group, one child has some problems that need proper diagnosis, generally quiet children

again some charts made by the teacher

the best teacher in terms of crisis management according to Arpan
Susmita
Tollygunge, club
Bangla all adults for 10th std through OS
~10
only center with no "children", all very motivated, only 1 male among many women

enough high & low benches

teacher needs lot of orientation to make it more meaningful & geared to adult learners, too much rote learning type

Suggestions offered to TF:
After visiting all the centers I had several suggestions for the CBEP team including:
  1. Give special attention to the girls only centers & do focus on health aspects. The girls might be more open to discuss things in that setting.
  2. The entire emphasis need to shift from just enabling them to join a high school to making children more aware of their world & enhancing their analytical skills. This is particularly important since TF agrees with me in the view that these children are going to agents of change in their communities.

Final Comment:
  1. Is there a need for CBEP type intervention for 9-14 age group? YES
  2. Can TF do a meaningful job in that? I think so. They may not have all the answers ready. But they are open to learning, open to collaborating with others working with similar children.
  3. Can the teachers deliver? I think so given their dedication, eagerness & capacity to absorb

So in a nutshell Asha-Seattle should continue it's support to CBEP financially & also in terms of suggestions & ideas.