DONATE NOW

Accessible Education

RDT’s Education sector runs different initiatives to promote school attendance and to bridge the educational gap between children from disadvantaged communities and their peers.

Supplementary schools

Supplementary schools offer group tuitions twice daily, before and after government school classes, to children in primary education in rural areas.
They are supervised by Community Development Committees (CDCs) who take an important role in ensuring students turnout and collecting teachers’ fees. Today, there are 3,377 CDCs, 142 of which are solely composed of women, across 2,806 villages.

1,310 supplementary schools are managed independently by CDCs

Training and supervision

RDT also trains CDC members in leadership and management skills. They screens candidates aspiring to become Community Based Teachers and regularly conducts trainings in academics and classroom management.

Coaching camps

Prior to Class VI and Class X admission exams, supplementary schools also ran holiday coaching camps to ensure their competitiveness with their peers from regular schools. RDT also distributes study material to prepare for the exams.

Extra-curricular activities

Supplementary Schools also ran classes in extra-curricular activities such as singing, dancing, drama and sports. These events are an opportunity for children from disadvantages communities to stand out, boosting their self-esteem and confidence.

Bicycles

To guarantee a safe mode of transportation from their villages to secondary schools, RDT distributes bicycles to boys and girls.

Incentives

Children’s Savings Grants were established to promote continuation of education towards higher levels. Yearly, Rs. 700 are credited to a savings fund for each child shortlisted by the CDC, from the age of 5 through the age 18 as far as they are enrolled in school.

In parallel with promoting school attendance, RDT continued to hold discussions with their mostly uneducated parents about education and taking an interest in their child’s progress. An education was presented as desirable to the parents because it meant that children could live more independently. Also, an engaged parent would be less likely to pull their child out of school to meet interim labour/wage needs.

Aside from working on the attitudes and constraints of the community towards education, RDT also paid attention to the infrastructural issues faced by and in government schools. Most government schools provided only minimum facilities, RDT helped these schools meet infrastructure shortfalls and improve quality of their delivery. For example, they supplied science equipment which enabled teachers to engage with children through demonstrative learning methods. Other materials such as books, question banks for students appearing for Class X exam were provided. In addition, RDT assisted schools in setting up drinking water counters, supplying nutritious meals, constructions of separate toilets for girls – a need that impacted girls’ health, and construction of separate classroom blocks and/or verandas.

HIGHLIGHTS
 
STAFF SPEAK
 

“Establishment of CDCs has proved to be beneficial for all. . Through awareness programmes, parents have become active promoters of education, and many children have joined residential schools in the district. Community accountability and participation in ensuring a bright future for its young generation.”

N.Ranganayakulu Head Master, ZillaParishad High School, P.C.Kothakota, Best Teacher Award recipient by then President of India, PratibhaPatil

SUCCESS STORY
 

I am Sravani studying inclass V. I came from B.K.Samudram village, and I belong to a Dalit family. I have a younger sister who is studying in Class I, and a younger brother 3 years old. My parents are agricultural labourers. We have no source of other income. My parents are very much interested in our studies and inspite of all our difficulties, they are sending us to school. My teacher tells us about the importance of school and how it can help to become successful. I see them work throughout the day, since me and my sister go to school, my mother has to work on the farm as well as at home to cook food and clean the house.

I am a good student, and I work very hard to make sure in future I will be able to give my parents, brother and sister a comfortable life. With the encouragement of my tuition teacher, I have participated in the Art Festival at our school and bagged a prize for Best Handwriting. RDT makes a deposit for every school going child, so every year I am getting Rs. 700 from RDT, at present I have more than Rs. 3,500 in my account. With 3 children and the other expenses of the house, my parents would not have been able to save specially for me.My RDT money grows in the deposit, and I will make sure I study as much as possible with the help of that amount.

I will work hard, write my entrance exams, and become a doctor to serve my village people.

PARADIGM SHIFT
 

The future prospects of children from the last generation and prior to that, were uniformly limited. They rarely had the confidence to leave their district, and if they did, it was to seek menial employment since they had limited education and skills. Today,rural poor children can access opportunities their parents and elders couldn’t even imagine, and thereby better the entire community’s living standards.

RELATED TOPICS