CONCEPT – Education & Beyond-Community Excellence Centres (Breeze of Change)
Rural education in the schools is very important as majority of people live in villages in Jammu and Kashmir. According to a survey conducted by Annual Status of Education Report (ASER) 2014, a number of issues in Government Schools exist. People living in rural areas do realize the importance of education but poverty does not allow them to send their children to private schools and hence they are left with no choice but to remain dependant on Government run schools. With 72.62 percent of people living in these areas, the literacy rate is 63.18 percent which is lesser in comparison to the Urban Areas.
To address the problems faced by the children of these areas, it has been a continuous endeavour of many Non-Government Organizations dealing with Education to provide education and coaching facilities mostly to the underprivileged students so that they can come at par with the educational standards of the Urban Areas.
Post floods 2014, Ehsaas Trust International after proper survey identified certain downtrodden villages in four districts namely Baramulla, Budgam, Srinagar and Bandipora which needed attention establishing Coaching Centres at these villages with emphasis on working for base level of children particularly from Nursery to 10th Standard. Local Auqaf properties and Government school buildings are being used for the purpose. Besides, logistical support in the form of matting, white boards, markers, stationery and minimum honorarium for the teachers is provided. Most of these Centres are run by Local Volunteers of the concerned areas who work for the development of their villages. Volunteers are teaching students during their free time, after finishing their daily chores with the zeal to contribute to the society.
August 2019 political turmoil followed by Covid-19 Lockdown has created further need of these Centres as the schools remain shut and children suffer. The situation has not only led to closure of Educational Institutions but also created unemployment for the local youth. Volunteers who contributed towards Coaching Centres have lost their jobs or have not been paid salaries by their respective employers or have been forced to shut down their small businesses. They are too disturbed emotionally and financially, which has downgraded their enthusiasm towards working for the social cause in general and teaching in particular. Furthermore, it seems impractical and illogical to have any person volunteer all the time with same zest. Moreover volunteers cannot be made accountable for outcomes and measurable results while as the same can be much well done if personnel are hired on payment/remuneration basis especially when the concept has to be long term.
A BRIEF REPORT DISCUSSING EHSAAS INTERNATIONAL’S EDUCATIONAL INITIATIVE FROM 2014 ACROSS FOUR DISTRICTS OF THE UNION TERRITORY OF JAMMU & KASHMIR
Ehsaas Trust since August 2014 has established base level tuitions for students of lower primary level belonging to underprivileged sections of the society and having no access to better educational facilities. 27 Coaching Centres have been set up at different locations in four major Districts viz Baramulla, Budgam, Srinagar and Bandipora reaching out to 3000 students with help of 105 teachers who are paid a minimum monthly remuneration as a token of gratitude. This is in place to mention that these teachers themselves belong to poor families and have joined hands with us to shape of future generations for better.
OBJECTIVES
Set of goals devised for efficient and effective functioning of these Centres
- To give better education to the underprivileged so as to make them competent.
- To catch them young as to have a strong foundation to build their career enabling them to crack various competitive exams and avail scholarships based on merit.
- Hand holding and career guidance which is outcome based.
- Over all personality development to enrolled kids to bring them at par with those who avail better facilities being economically sound.
- Instilling the concept and importance to extracurricular activities which are important viz-a-viz education for holistic development.
- Awareness programs related to environment and personal hygiene.
- Facilitating and training teachers as per standards.
OBSERVATIONS
- The students are coming in full strength to the Centers.
- The teachers & center coordinators are involved in different activities in addition to curriculum studies.
- The community members are supportive.
- Timetable charts were found in some centers indicating a systematic functioning.
- The student testimonials reiterate the success that these centers have been experiencing.
- Teachers & community members are participative
IMPACT
These Centres have successfully equipped students with different ways of improving skill sets that has helped them in their studies and in achieving long term goals. Students feel confident and are introduced to new ways and techniques in which they are able to manage their course of action effectively.
When asked to give feedback, students came forward and shared their experiences of how the content was useful to them and how it all started to makes sense, and carrying forward the interaction when asked about their learning from the session, the outcome was particularly positive as students pledged that they shall start working on those traits and will take corrective measures wherever it be required.
It was also realized that Coaching Centre Programme has been successful to an extent. Considerable change in the personalities of the kids which has been a priority since the outset has been observed. Small kids communicating in English language besides showing interest in activity based learning added jewels to the purpose. In short period, the kids have responded very positively giving more hopes to us. The need to have these centres working at different locations draws our attention towards the fact that it should continue to serve the community and upgrade their social, cultural, educational and economic status throughout the year this time with a much effective and efficient procedure.
METHODOLOGY
With the aim of imparting quality education to those sections of the society, Ehsaas Trust endeavours to reach out to a point where we are collectively able to achieve what we desire of, i. e, development and upgradation of economically weaker sections of the Society particularly the downtrodden areas.
A set of methods applied in these Centres are discussed as under:
Innovative Teaching Modules (Modernized Teaching Material) : Comprehensible and well defined activity based teaching material from Scholastic Teaching Resources, a product of American multinational publishing, education and Media Company that publishes and distributes comics, books and educational materials for schools, parents and children. The idea targets communication be it reading, writing, speaking or listening, comprehension and activity based learning for the students so that they find an interest in gaining education.
Religious Teachings : Theology Classes for the students enrolled in these Centres where Quranic knowledge and religious teachings are imparted by well trained staff.
Teacher Training Sessions: Continuous Teacher Training Sessions and Workshops both online and offline organised for teachers. These sessions are being conducted by national award winners and expert trainers from Focus Schools, Hyderabad. Exposure visits for the teachers to get trainings at Specific Centres all over the Country.
Mentorship: Mentorship for the orphans where they get special care and emotional support from associated mentors.
Awareness Campaigns: Awareness campaigns highlighting issues like Women Health and Hygiene, Child Abuse, Good and Bad Touch, Mental Health etc. with the help of expert teams from various renowned organisations dealing with the same.
Environmental Understanding: Educational help to the students for creating an understanding about current affairs, concerns that impact the world with special focus on Environmental Sustainability that has been of primary importance to us. For the purpose, we have nominated GREEN EMBASSADORS from these centres as manifestations for creation of a healthy environment.
Extra Curricular Activities: Extra-curricular activities for the students with focus on overall personality development and interpersonal skills that helps build confidence among the students to compete with the outer world.
Activity Based Learning: Competitions and exposure visits for the students at regular intervals. Indoor and outdoor sports activities and active participation in cultural events, debates, etc. at an Inter-State level. This is a way forward to expose these kids to the surroundings by exploring their hidden talent and introducing them to the outer world. Also it creates a curiosity among the students to compete with others and come forward.
Exposure Visits and Event Participation: With the aim of building confidence and creating curiosity among the students. One day tours to places like SAAG ECO VILLAGE, TAGORE HALL, etc. as a training methodology to enable participants from a different setting to interact with and learn from the surroundings, allowing them to view practical situations and learn from their experiences.
Cultural Literacy: Understanding of traditions and customs of our region through participation in various cultural programmes, laying focus on our mother tongue e.g. our students bagged 12 prizes out of 15 at Tagore Hall on World Mother Tongue Day.
Right to Education Philosophy: For maximum participation of students, we do take care of their educational needs like free stationery kits distribution, free coaching facilities and in whatever ways we can deliver only to ensure that no-one stays behind.
Skill Development and Women Empowerment: Workshops for sustenance, imparting Art and Craft Skills to girl students empowering them for future. We in collaboration with Taleem o Tarbiyat Foundation, Gujrat organized many workshops on Macrame Craft.
Sports Activities: For a healthy, active life, we engage students in sports activities . This also helps them increase confidence, build character, acquire leadership skills and improve goal setting capabilities.
INFRASTRUCTURE
Currently we have centres operating in Local Auqaf Buildings, and Community Halls but there exists a need for establishing proper centres that can be hired on rent basis and used exclusively for teaching purposes with all the required facilities like White Boards, Flooring and Stationery items.
COMMUNITY EXCELLENCE CENTRES (CEC) STATISTICAL DATA (2020-2021)
| No. of centres | villages covered | Districts covered | Students Enrolled | Total | ||
| Male | Female | Students Enrolled | Teachers Engaged | |||
| 21 | 50 | 04 | 1442 | 1258 | 2700 | 105 |
NAME OF CEC/CENTRE-WISE MALE/FEMALE RATIO
| S No. | Name of the CEC | District | Students Enrolled | Total | |
| Male | Female | ||||
| 1. | Andkhaloo | Bandipora | 60 | 90 | 150 |
| 2. | Shiganpora | Bandipora | 40 | 40 | 80 |
| 3. | Shilvath | Bandipora | 55 | 35 | 90 |
| 4. | Rakhi Asham | Bandipora | 42 | 60 | 102 |
| 5. | Rakhi Mohalla | Bandipora | 78 | 68 | 146 |
| 6. | Checki Ganasthan | Bandipora | 63 | 57 | 120 |
| 7. | Goom Ahmadpora | Baramulla | 77 | 50 | 127 |
| 8. | Zalpora | Bandipora | 65 | 44 | 109 |
| 9. | Nowgam | Bandipora | 50 | 50 | 100 |
| 10. | Trikolbal | Baramulla | 78 | 92 | 170 |
| 11. | Mundyari Pattan | Baramulla | 32 | 60 | 92 |
| 12. | Inderkoot | Bandipora | 26 | 27 | 53 |
| 13. | Chainabal | Baramulla | 88 | 50 | 138 |
| 14. | Burn Pattan | Baramulla | 33 | 30 | 63 |
| 15. | Hanjivera | Baramulla | 200 | 154 | 354 |
| 16. | Arampora | Baramulla | 67 | 35 | 102 |
| 17. | Tularzoo | Bandipora | 47 | 48 | 95 |
| 18. | Batapora | Budgam | 45 | 45 | 90 |
| 19. | Talapora | Budgam | 63 | 58 | 121 |
| 20. | Gunchipora | Bandipora | 69 | 57 | 126 |
| 21. | Mir Behri Dal | Srinagar | 164 | 108 | 272 |
| TOTAL | 1442 | 1258 | 2700 | ||
HUMAN RESOURCE
Hakeem Mohammad Ilyas General Secretary
Sadaf Firdous Chief Coordinator, Community Excellence Centres
Professor Iqbal Hussain Coordinator, Community Excellence Centres
Ghulam Hussain Coordinator, Community Excellence Centres
HUMAN RESOURCE MANAGEMENT
List of Officials/volunteers Involved for running Community Excellence Centres Spread across 4 districts of Srinagar, Bandipora, Baramulla and Budgam.
| S n | Name | Designation | Place | Contact no. |
| 1. | Shafat Ahmad | Astt. Coordinator | Bandipora/ Baramulla | 6005956659 |
| 2. | Nasir Hussain | Astt. Coordinator | Srinagar | 9419469496 |
| 3. | Firdous Ahmad Khan | Centre Head | Budgam | 7006695377 |
| 4. | Mohd Isaq Dar | Centre Head | Gonchipora | 6982109787 |
| 5. | Mudasir Ali Wani | Centre Head | Ankhallo A | 7006839485 |
| 6. | Mohd Hussain Rather | Centre Head | Shiganpora | 6005918372 |
| 7. | Karar Ahmad Mallah | Centre Head | shilvat | 7006841982 |
| 8. | Syed Hilal shah | Centre Head | Rakhi Asham | 6005673385 |
| 9. | Aijaz Ahmad Dar | Centre Head | Rakhi Mohalla | 7006843301 |
| 10. | Waheed Ahmad Shah | Centre Head | Check Ganastan | 9797965570 |
| 11. | Syed Ali Asgar | Centre Head | Goom Ahamadpora | 6005746076 |
| 12. | Irshad Ahmad | Centre Head | Zalpora | 7006177845 |
| 13. | Syed Athar | Centre Head | Nowgam | 7006488244 |
| 14. | Basharat Haneed | Centre Head | Mundiyari pattan | 6006475725 |
| 15. | Mohd Maqbool | Centre Head | Inderkote | 7006557022 |
| 16. | Muzamil Hussain Dar | Centre Head | Chinabal | 7889810641 |
| 17. | Nazira | Centre Head | Burn pattan | 9797735846 |
| 18. | Abid mustifa | Centre Head | Hanjivera | 8803098765 |
| 19. | Merajdin Dar | Centre Head | Arampora | 8491928046 |
| 20. | Syed Sarfaraz | Centre Head | Tularzoo | 7006582776 |
| 21. | Umer Hameed | Centre Head | Trikolbal | 6005143492 |
Teaching Staff
Properly trained and well educated locally based teaching staff to run the Centres.
Our Support Organisations
- IMRC – Sahayata Trust Hyderabad
- Imamia Education and Welfare Trust, Bangalore
- Kashmir Eco Watch
- Earth Day Network
- J&K Academy of Art, Culture and Languages
- J&K Youth Sports Council
- Legal Service Authority
- UNICEF
- Neuroacostic Research Centre
Financial Assistance
The expenditure incurred on running these Community Excellence Centres includes monthly salaries of teachers, transportation cost for the management staff to monitor and examine these centres at regular basis, a nominal rental, stationery items, white boards and other miscellaneous charges.