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Slide 2 To understand RILMs Child Development Program To be able to identify different child development activities To implement and execute different child development activities To understand responsibilities of District/Club Teams Learning Objectives Slide 3 Promotes education of out-of-school children, including those who are either differently abled or otherwise at risk Facilitates their access to mainstream State- funded primary/elementary schools The RILM Asha Kiran Back-to School program is the name under which all Child Development activities are being carried out RILM Child Development Slide 4 Providing Supplemental Teaching to prepare children for mainstreaming into formal education Advocacy for: RTE provisions that pertain to meeting children needs, promoting teacher sensitivity needs of children Appropriate Teacher Training Activities Slide 5 Undertake in partnership with NGOs or by Clubs themselves Providing scholarships to meritorious students from these groups as well as other socio- economically disadvantaged sections. Activities Slide 6 Children at Risk like : children of convicts, juvenile offenders, children of sex workers, children of migrant workers, Target Groups Slide 7 victims of child labour practices, HIV positive children, children of HIV positive parents, orphans, homeless children, etc., Target Groups Slide 8 Differently-abled children like vision/hearing impaired, etc., and Other Vulnerable children (though not at risk as above) who have never been to school or have dropped out, or are on school rolls for namesake. Target Groups Slide 9 Identifying Children For Clubs doing a CDP on their own: Club members or Volunteers survey identify an area for identification of children For Survey use Survey Form for Child Development Project Form No. C1 available at Resources Download Forms on the website Slide 10 Identifying Children For Clubs working through NGOS: NGOs entrusted with identifying children of the target groups Assist NGOs with Survey Form for Child Development Project Form No. C1 to conduct the survey Obtain baseline survey data from NGOs Slide 11 Club itself may do a CDP Club may partner with NGOs and enter into an MoU to do a CDP Clubs partner with NGOs in other RIDs to do an extensive CDP. The DG of the other RIDs must be involved in this. Different Ways to take up a CDP Slide 12 Enter into positive dialogues with stakeholders (parents, teachers, community leaders) about issues of child education Advocacy with school authorities for school admission of children undergoing non-formal education/ supplemental teaching Advocacy Slide 13 Dialogues with the School Management Committees (SMCs) on RTE provisions Workshops on teacher sensitization NGO initiated advocacy on above issues Advocacy Slide 14 Estimated annual cost of sending a child to school is Rs. 2100 Club funds or corporates /philanthropic individuals Financing a CDP Slide 15 While children are undergoing supplemental teaching in a centre Health indicators such as height and weight of the child and number of days absent due to illness. Grades of the child in the assessments conducted in the centre. Track with baseline survey, at quarterly intervals and at end of project term Impact Assessment Slide 16 Assessing NGOs efforts at a CDP: How many children have been admitted to school of the ones supported with non-formal education/supplemental teaching? How many children have continued in school after 6 months and 1 year of enrolment into the school by the NGO/Club? Impact Assessment Slide 17 1.Attend Level-II Training Program 2.Understand the modalities of the CDP 3.Set goals for Clubs 4.Discuss proposed projects at the Club Responsibilities of CP/CLCC Slide 18 5.Select NGO for a CDP or plan to do it through a Club 6.Ensure baseline survey is conducted for target group identification 7.Engage in advocacy to support children right to education Responsibilities of CP/CLCC Slide 19 8.Recruit and train volunteers for CDP activities 9.Upload completed CDPs through Project Upload tab on www.rotaryteach.orgwww.rotaryteach.org Responsibilities of CP/CLCC