Food-Assisted Education in India

CATHOLIC RELIEF SERVICES

March 22, 2004

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

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

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)

Increase opportunities for disadvantaged children, especially girls, to participate in quality primary education

CRS/India Education Objective:

Sub-Objective & Interventions

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-Objectives& Interventions

Improve educational quality

Train education providers in child-centered, multi-grade methodologies

Initiate school clusters to improve support structure for teachers

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

RESULTS

Category Effectiveness

Access 93% enrollment rates in formal schools & bridge courses in villages in program areas in AP

Quality 51% of trained teachers effectively using child-centered teaching methods in first year

Community Management Broad community involvement beyond just parents: youth, employers, teachers, gov’t

Overall Program Effectiveness Evolution of the program from exclusive school-feeding to holistic education program

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)

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

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?