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Food-Assisted Education in India

Food-Assisted Education in India

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Food-Assisted Education in India

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  1. Food-Assisted Education in India CATHOLIC RELIEF SERVICES March 22, 2004

  2. 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

  3. 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

  4. 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)

  5. CRS/India Education Objective: Increase opportunities for disadvantaged children, especially girls, to participate in quality primary education

  6. 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-Objective & Interventions

  7. Improve educational quality Train education providers in child-centered, multi-grade methodologies Initiate school clusters to improve support structure for teachers Sub-Objectives& Interventions

  8. 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

  9. RESULTS

  10. 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)

  11. 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

  12. 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?