TATA INSTITUTE OF

SOCIAL SCIENCES

Name: Stalin Ram Nayak Class: M.A.S.W-I

Roll No: 72 Submited to: Prof. Rohit Jain

ASTHA,UDAIPUR

Acknowledgment:

Acknowledgment is hereby given to Mr. Bhanwar Singh, Mr. Hariom soni, Mr. Bansilal

Meena and Mr.Rohit jain sir to provide their continous support and guidance to our team.

Before starting of the fieldwork and in between the fieldwork, whenever some problems and

confusions cropped up, we got immense support and guidance from them.

Acknowledgment is hereby given to Sir. Rohit Jain to give us the opportunity to work and

gain knowledge about social advocacy by facilitating us to education unit of Aastha. They

gave us the opportunity to be a part of process of PIL making against Govt. of Rajasthan for

wrong implementation of RTE.

Acknowledgment is given to Wagad mazdoor kisan sangathan of Dungarpur for their Support

and help at every stage of work.

Acknowledgment is hereby given to all the people of the village, the gram panchayats

members, sarpanch for their immense support at every stage of our work through giving their

valuable time, love, faith and providing us the facility without which it was not possible to

complete the work.

Last, but not least the acknowledgment are given to the people who have helped us by giving

support, to make us understand the Wagadi

1 | P a g e

Content:

Sl. no. Content

1 Introduction

2 About Organisation

3 About Education unit

4 Brief report on our particular task:

1.Introduction of RTE

2.About PIL Against RTE

3.Objectives

4.Methodology

5.Findings

6.Observations

7.Side Observations

5 Reflection and intervention

about the challenges they faced. 6 (a)-Learning and Challenges

(b)-Advocacy Skills

7 Conclusion

8 Annexure

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Introduction:

In our vibrant course of MSW with specialization in rural development,the fieldwork has

greatest charm. Among the module of three fielworks,The Second filed is to learn social

advocacy. This gives us opportunity to explore and struggle in the domain of activism. This

fieldwork facilitates us on fighting against lacuna of policies and to bring any amendments. It

even involves us on bringing new policy for development of people from people’s perspective.

This fieldwork teaches us on empowering community for monitoring and evaluation of any

Govt. plans,policies,programmes. It is a gateway to strengthen community at grassroot level

against a very powerful state for their rights at every step.

As part of our Second fieldwork, we are placed in Astha Sansthan. This is rights based NGO

having head quarter situated in Udaipur. They are working in different rights based

activism. We are attached to education unit. This unit is striving hard to give justice related

to education to every section of society. The head of education unit Mt Hariom Soni gave us

an induction about our period of internship. We are involved in the process of filing PIL

against Govt. Of Rajasthan for worse implementation of RTE

In our second fieldwork, we got the opportunity to live with people in the village. We got a

huge rural exposure,both geographicaaly and socially. As Rajasthan is a land of diversified

culture, it gave us immense scopes to nurture various social dimensions of it. Dungarpur,our

fieldwork area is completely a tribal district. WE got a great horizon of rich tribal

culture,tradition and heritage. As the whole district is on hillocks, the lifestyle of different

community was really an exemplary for us.

This report is an outcome of my understanding, observation, learning and Reflection about the

provision of education for marginalized and backwards in remotest area. This is all about the

struggle of community for their rights. I have tried to describe different tools of social

advocacy, by which struggle can be done strategically. I have described the overall learning and

reflection by putting practical learning of this field work thru critical analysis.

About Organisation-Astha:

Astha is a Hindi word, and means “Faith”. We have Faith in the people, in their abilities,

strengths and knowledge. Astha believes that these capabilities are being suppressed by the

dominant forces, and the result is that people themselves don’t recognize their inherent

capabilities. With this “deep faith” and “conviction” in the strength of the people and their

capacities, Astha was formed in 1986 and was registered as a Society, under Society Registration

Act.

The founder members have 10 to 15 years working experience in the field of adult education,

rural development, organizing women’s group, drought management and agriculture

development.

The work area of Astha has been primarily Rajasthan, but the national issues and larger forces and

policies affect the conditions in Rajasthan, and at the local level.

Astha always has made an attempt to ensure the Right to Justice, Peace, Development, no caste,

class, gender based discrimination; we have worked for a society in which the poor have control

on their natural as well as livelihood resources, people co-exist with nature, equality prevails in

the society, and the citizens of India have strong moral values.

The Astha feels that the role of the NGO is to strengthen the citizens to become aware of their

rights, their responsibilities and the government’s responsibilities, and together, to make the mass

resources of the government available to the masses. Awareness about and use of laws is also a

role of NGOs. Of course, there are other legitimate NGO roles, in relation to social development

and social change – caste and community customs are often expensive and/or cruel, counselling

and mediation in problem-solving situations is often needed, people’s leadership development,

and special interventions at times of crises (drought, flood, disaster).

1. An Organizational Approach – we help those living under economic marginalization,

feudal traditions, gender stereotypes and inequalities, environmental degradation, etc. to

get organized into community and issue-oriented groups and networks, and to support

those already formed. Unorganized, nothing will happen.

2. A Rights Based Approach – we work with the people to claim, and re-claim, their

human rights i.e. right to life, to work, to a life with dignity, to food, to land and

livelihood.

3. An Educational Approach – in which “praxis” (action-reflection-action), learning

from experience, learning from analysis, learning from each other, training events,

awareness raising camps/ exposure visits and tours, learning from “people’s knowledge”.

4. A Developmental Approach – in which we attempt to initiate processes, make

linkages, set in motion problem solving actions…and yet an approach which questions the

dominant paradigm of “Development”. We, with The People, are in search of a new

definition of “Development” which would respect and take seriously sustainable lifestyles

for sustainable development, indigenous people’s social and survival patterns, people’s

knowledge, and so on.

Education Rights Resource Unit of Astha

Astha started the work of "People's Education" with the crash, condensed, residential courses in

literacy for the leaders of People's Groups and Organizations. A special condensed course design

was evolved by the Literacy Team to help illiterate women elected representatives to Panchayati

Raj Institutions, to acquire functional literacy skills to help them to fulfil their roles and

responsibilities well. Another activity which the Unit is taking seven month crash condensed

residential course for tribal girls ages 9-14 who had never gone to school. These girls' education

efforts effectively prepare the girls to enter class 6 in the government school system.

When the mass awareness efforts started around the National Rural Employment Guarantee

Scheme (NREGA), there was need felt for trained cultural teams to promote awareness about the

causes through song, street theatre, puppetry, slogans and other cultural means. The Resource

Unit, from time to time, is arranging training camps for the preparation of cultural teams.

Intro on RTE The 86th Amendment in Article 45 in directive principles of state policy, a new Article 21A was

added in Part I of the Constitution of India to make free and compulsory elementary education a

fundamental right for children. This act of Govt. of India is broadly known as “Right to

Education”. In RTE,

1)-Free education states that no child, other than one who has been admitted by his or her parents

to a school which is not supported by the appropriate government, shall be liable to pay anykind

of fee or charges or expenses which may prevent him or her from pursuing and completing

elementary education

2)- ‘Compulsory education’ casts an obligation on the appropriate government and local

authorities to provide and ensure admission, attendance and completion of elementary education

by all children in the age group of 6–14 years.

3)- It refines sensitivities and perceptions that contribute to national cohesion, a scientific temper

and independence of mind and spirit — thus furthering the goals of socialism, secularism and

democracy enshrined in our Constitution.

4)- The main provisions in the RTE Act include the responsibilities of appropriate government

and local authorities towards establishing neighbourhood schools; sharing of financial and other

responsibilities between the central and state governments; prohibition of capitation fee and

screening procedure for admission; prohibition of detention, expulsion and corporal punishment;

specification of norms and standards for schools including those related to the infrastructure and

teachers; laying down of teacher qualifications and their duties; prohibition of deployment of

teachers for non-educational purposes; and ensuring that curriculum and evaluation is in

accordance with the Constitution of India and as per child-centred principles and values.

About PIL against RTE

While initially our Govt. has brought “Sarva Siksha Abhiyan” scheme to achieve universal

education in India, its implementation conveyed:-

3)-The number of children particularly those from disadvantaged groups and weaker section who

drop out of school before completing upper primary education remains high.

4)- The quality of learning achievement is not always entirely satisfactory even in the case of

children who complete elementary education.

Keeping these all in view, to address the short comings with SSA for

achieving universality of education, the RTE has been introduced to directly counter the problems

of illiteracy, poor quality infrastructure and learning level in the elementary education sector.

a)-As per the RTE Act, 2009, every child has the right to full-time elementary education of

satisfactory and equitable quality in a formal school that satisfies certain essential norms and

standards.

b)- The need to address inadequacies in retention, residual access, particularly of un-reached

children,

and the questions of quality are the most compelling reasons for the addition of Article 21A in the

Constitution of India.

But, how far the RTE has met its objective in respective states is a big question in current context.

In every year, Govt. is spending thousands of crores on RTE. We tried to analyze the viability of

spending and achievement of universal education. No doubt, the schools in aware guardians circle

in urbanized developed areas are somehow performing better, but the Govt.’s whole process of

inclusion of backward groups in dignified life structure thru a vertical mobility by education is

really a great question mark for the whole country. In particularly Udaipur district of Rajasthan,

the data from District education website says the percentage of pass rate in board exam is nearly

10%. Astha calculated whole expenditure behind each student keeping the final result into view. It

showed Govt. is spending around 2.5 lacs per student for a student successfully passing board

exam. This amount is more than that of the spending in any expensive coaching centers for IIT-

JEE by a higher class parents. All of these circumstance indicates towards peculiar outcome of

RTE.

Astha started testing condition of RTE in tribal prone districts of Rajasthan thru

various tools. Now it is doing data analysis and compiling all of them. They have already started

the process of filing a pil against Govt. of Rajasthan in Jodhpur court. They will be filling the

final draft by the month of June. Similarly their partner organizations across India are even doing

the same proceedings thru a network of activist organisations

Objectives :

The renowned activist organization Astha had started to research on standard of implementation of RTE in major

districts of Rajasthan. Astha is operating thru various branch agencies working in different fields in all most all districts

of Rajasthan. Its education unit comprising of many foot soldiers headed by Mr. hariom Soni had been getting

knowhow of education standard in the villages of their area of operation. They could feel the education

condition in Govt. schools in rural area is highly vulnerable. Immediately after coordinating with

multiple advocacy organizations across india,they planned to file a pil against Govt. of Rajasthan

for weakest implementation of RTE. They focused on Govt. schools in far flung areas of tribal

abundant districts of Rajasthan. As the developing and developed society can provide better

education to their descendants, but the issue of providing education to the children of deprived

and marginalized communities is really very critical in our country. Though Govt is trying to

make best policies for the welfare of the people, but there are lot of lacunas within them making

those extremely fragile. As a watchdog of the policy makings of India, Astha tried to trace out

various shortcomings within RTE and its implementation. Then they have started to fight to bring

justice for all in terms of providing real education atleast in elementary level.

Methodology :

We are being sent to Dungarpur district from Udaipur main office of Astha Sansthan. Dungarpur

district is divided into 3 blocks;Dungarpur block,Sagwada block and Bichiwada block. In every

block, under every panchayat we took three schools and its periphery community for survey.

This way we surveyed total three schools. For survey,we have a proper format of survey. It has

questionnaire on School functioning,mid day meals status,SMC meeting status,Teachers strength

and their quantity of teaching. This survey form,we used to fill it in school itself with teachers in

1st hour. In afternoon,we used to conduct a meeting of SMC in the community and write down

the proceedings in plain paer duly signed by them. In the evening hour and early morning hour,

We used to interact with students within the community. We used to make them write answers of

simple questions like their name,school name,fathers name on post card to test the quality of

education. We gathered all of the data as evidences. Then by compiling and analyzing them,we

are moving to Hon. Court for filing PIL.

Observations during survey: Our research in the fieldwork revealed below mentioned observations:-

School locations: The area, we were doing our fieldwork is Dungarpur district in Rajasthan. This

district is tribal major district coming under tribal sub plan(TSP). The geographical location of this

district is really very critical. Most of the areas are on the hills. Some of the villages are on the

other side of reservoir separated from main stream only connected by boat transportation facility.

Mostly,the schools are situated within the hamlets. Our Govt. has tried to construct schools as

much as possible with shortest distance from community. Our school and community mapping

says that except few areas, the location and distance are not making hindrances for better

education.

Infrastructure of Schools: We have taken pictures of every school, we surveyed. Around 95%

schools are standing with good infrastructure. Most of the schools are running with their own

building. No doubt,every school needs some repair for better shelter in rainy days. We found

some school having unprotected broken roof,which is really a danger signal for students.Some

of the schools are wall painted with idealistic and informative knowledge,which all college

should try to follow.

Toilets in the school and Mid day meal shed: Except 1% schools,most of the schools donot

have a usable toilet. They are almost abandoned. Some pictures say that they cant be opened ever

for over jamming. In some girls school,somehow toilets are maintained in good condition. The

students are not inducted with the mentality of keeping good sanitation and hygiene by using

toilets from school. Many evidences say how they are defecating just infront of constructed

toilet.

In rare schools, we find separate toilets for boys and girls except upper one. None of the schools

has water provision inside toilet.

Most of the schools witnessed devastated mid day meal shed. Around 5% schools have MDM shed

constructed yet. This abandoned MDM shed can bring risk on the safety of food for children.

Teachers at a glance:

Govt. has posted teachers in every school. In Dungarpur district, the remotest area are

surrounded by hills and hillocks. It is a saying between education sector that the punishment

posting after suspension are posted in Dungarpur district schools. They find it very difficult

to reach schools. Most of the day,they try to take holidays. Most of the teachers stay in

Dungarpur town. Everyday they come late and leave early. Hardly there are some

schools,where teachers come at right time. In our rigorous survey 30 schools,we found only 1

schools has subject specialised teachers. Most of the teachers are working as B.L.O in small

hamlets based schools. They all expressed their inability of providing 4 to 4.5 hrs of

education everyday. Regular mid day meal stock keeping is again a burden on it.

School management committe:

Every school has its SMC framed. None of the schools is found with regular meeting in the

interval of three months with general assembly. Some of the schools could show us only on the

record of conducting meeting of SMC organizing committee in every month. When we interacted

with community,it came to the picture that none of the school teachers are conducting meeting

even in 6 months. The members have not been selected through a democratic process. Tokenism

has only been followed in SMC organizing committee by teachers. Very few members have been

sent for smc induction programme. Some of the members expressed that they are only given a cup

of tea in the meeting. No important matters are discussed. Most of our survey reveals that the

expenditure is not being expressed before SMC committee. Only 2 out of 30 schools has School

development plan framed by SMC and they are kept in school premise.

Quality education and other accessories:

Within our whole survey,one school has only been implemented with CCE. Though Govt. of

Rajasthan has enacted CCE in every school since 1 year,but most of the schools have been applied

with. In most of the schools except 1% have provided books to their pupils. The books are very

old and they have not been replaced yet. Though RTE is free and compulsory education with zero

interruption, but no assisatance in giving accessories like pen,pencil,notebooks etc are creating

many obstacles in getting quality education for highly poor and marginalized students.

Attendance and DROP-OUT rate of the school:-

In elementary level, the drop out rate is very very less. Across the gender,the drop out rate is

negligible. In every remote school, we find hardly any student going school regularly. Among all

of the reasons like distance of school,punishment by teachers,bad quality of mid day meal,no

winter garments,any social discrimination, the reason of inferior teaching quality plays a vital role

behind irregularity of the students. We met some of girls carrying firewoods on hills. We asked

them the reason of their discontinuation of school. They explained us the bad quality of teaching

reduced interest behind education,which led to drop out. The drop out rate is very high in

secondary level because of kuccha foundation in elementary level.

Situation Analysis and Reflections: When we analysed the whole situation of implementation of RTE in the southern most tribal

districts of Dungarpur, the followings are the reflection-

No doubt Govt. has tried its level best to construct schools in closest proximity areas for easy

availability,but the quality of education is moving in the pace of the hare. Dungarpur is a tribal

abundant district. Its land structure is very critical. As it name says, dungar means small hills and

most of the areas of Dungarpur comprise of small hills. Unlike other parts of India, here the

residents don’t stay getting concentrated at one place. If one family stays in one small hill, then

other family stays in another one. The roads go up and down making them difficult for

transportation. This creates some problems for children of small age group to reach school.

We tried to do the mapping of location of schools and distance of hamlets from it. We

could find except few locations in Dungarpur block, most of the schools are easily

approachable. Atleast schools providing elementary education are in the close vicinity of

villages, but the high schools lie in bit far areas from remotest areas. We inquired whether

the poor students are getting any assistance for transportation as per Govt. of India norms.

We couldnot find a single school providing this assistance.

In Dungarpur, there is a many reservoirs attached with mini and large dams. The villages

in the other side of river unconnected to main road are facing difficulties in context of

education. Most of the villages in other side of river are not connected with bridge to the

main land. The only mode of conveyance is boat or ferry. After a long days of struggle,

the legislators have tried to make schools in last few years by transporting building

materials by boats only. As soon as those village students complete one phase of their

schooling, for the next step towards completion of elementary education become

extremely difficult due to unavailability of schools in local area. They need to cross the

river and traverse a long way to read. Due to this reasons the drop out student rate is very

high in those villages.

We could find some of the school buildings are in good conditions. Even though building

is not in good condition, it doesnot have much impact on drop out or poor quality of

education. In most of the schools, the condition of mid day meal shed is terrific rather than

class rooms. There are two schools in Bichiwada gram panchayat, where the student

strength is so high that it is unable to fit them into class rooms. This rush is due to its

location in road side market area. Most of the schools in Dungarpur area are situated on

hills. Except few schools,most of the schools doesnot have boundary. This scenario is very

dangerous for small chidren.

We have surveyed extensively on toilets in the schools. The survey by “National university of

education and planning” revealed that half of the elementary schools in India donot have separate

toilets for girls. Though we could find separate toilets in all most all schools, but most of them are in

abandoned condition. None of the toilets, we could find having water supply within that. The

students are not inducted by teachers to use toilets. In some schools, we have taken pictures of

students going toilet just infront of toilets. The sanitation and hygiene have not been inculcated within

the mindset of students.

As we tried to survey the schools in remotest area, more than one teacher are hardly found

in most of the schools. Due to difficult location, only teachers after renewal of job post

suspension and punishment are given posting in those area. Most of them don’t come

regularly. Many of them are on deputation from other schools. They just come for the sake

of completing their duty,not to really educate the students. We found some teachers who

have taken long holidays not to come schools unless they are transferred from those

critical areas. Many schools, women teacher population is very high. Thru our sting

operation, we have caught many pictures of teachers coming two three hours late

everyday. The official timing of closing of schools according to RTE is 4.30 pm. One day

in one gram panchayat,exactly at 3.30 we started visiting 6 schools. All of the six schools

have been closed by that time. We met some of teachers on the way and inquired about the

matter. They convinced us their early departure being the reason of far distance of their

house from the school, which takes a long time to reach. This way in most of the days after

1st half, they send their students to go to the field for games and teachers start leaving.

RTE norms is saying a teacher must atleast devote 4 to 4.5 hours in imparting qualitative

education in the school. As our survey says hardly some teachers are able to give

requisite time to build career of students due to additional important assignment like

B.L.O, midday meal maintenance,census,vaccination,election duty etc. In most of the

schools, while visiting we could find teachers getting engaged in some file work

simultaneously with teaching. While interacting with them on these issues, we could

easily smell the affected quality of teaching.

The school management committee is the most important player in bringing qualitative

education for children. Every developmental activity says, i)-enactment of legislation for

any particular goal (ii)-proper implementation with all transparency by high standard iec

(iii)- bringing smallest of small problems arousing out of it in a particular area (iv)-solving

those problems with the help of local community. This is a best model of proper

implementation of any policy. School management committee comes under this model. It

can be understood even as a part of panchayati raj system for decentralization in rural

India. This is a way of monitoring by empowering local community. Our survey says that

least efforts in IEC for smc within the guardians is one of the leading failure behind

continous evaluation and monitoring of this flagship policy. The adamant of teachers is

another reason. The education authorities as well as panchayat leaders are not giving any

stress on it. In villages, the smc committee heads, school teachers and panchayat leaders

are having a hyper convergence with each other. They all combinely keep all other

guardians in the shadow of the functioning of smc.

The quality of education is really very pathetic. Although infrastructure, basic amenities,

proper nutrition are very important parameters, but the most important factor is quality of

education. The top most objective of RTE is the best education to students. Nowdays after

6th

pay commission, the salary of teachers is hiked to an attractive level. Even after such a

huge investment on the salary of teachers,the standard of education within children is very

low. They are very backward in language level.This is the reason behind few drop out post

elementary level and high failure rate post secondary level because of weak foundation at

ab initio period. This leads them to go for migration to Ahmedabad for any industrial

work. It has started a frustration among them as the education is not able to bring any shift

in their life by giving any job later. Hardly the villagers can foresee any sustainable

development out of education in long run due to high failures among students in higher

school level.

Learnings and challenges:

Most of the NGOs in India are working in developmental

activities because of easy availability of funds by corporate donors, international funding agencies

as well as Govt. There is lot of difficulties in getting funds and support from any of the above

mentioned agencies. In such particular work, we need to stand against many top officials. They

may be political or bureaucratic one. How to handle them is really a difficult task. Basically to get

information from school within a Govt. atmosphere is a risky job. Nowadays the education

department Govt. officials have given them training not to entertain any NGO worker at any cost.

Thatswhy it was really a matter of great learning to tune ourself to such a way,by which we could

get the coveted information required to file pil.

As the funds for the whole project is marginal. In this situation,

how to create numerous foot soldiers and make them work dedicatedly after a strong capacity

building is really a challenging task. How to keep the volunteers for survey intact in the whole

process was another dimension of challenge. The volunteers are molded in such a way that they

were working with utmost sincerity and dedication even if with a nominal stipend. The

organization had maintained their transparency in a very high level, which was making every

work smooth and sound.

Advocacy Skills:

One of the main objective of our field work was to learn various advocacy skills. What I could

learn about advocacy is that it is a skill by which we fight to restore our rights. It is a set of tools

which empowers any person to get justice from the concerned authority. No doubt there are lot of

provisions to protect the citizen of a country under arms of law. Sometimes, the law protector as

well as executor donot give justice to the people. Another sect of the problem arouses when the

state is not able to meet the expectation of citizens in the context of any development policy,rights

or justice. These all bring common man into the fold of activism to do social advocacy. They may

not be professionally qualified law practitioner, but through their enthusiasm and unity, they fight

for their justice and socio-economic development by the means of social advocacy. Advocacy

boosts a common man to stand against very powerful state and its functionaries. This can even

bring lots of changes in constitution if required. Social advocacy can bring any revolution for any

socio-economic development. Today it may be FRA, or MGNREGA,Food security, they all are

the fruits of rigorous social advocacy. Accordingly, we started doing social advocacy of

implementation of RTE. Though our Govt. has made RTE an enacted legislation, but its norms

and conditions are not getting implemented. The result of the objective set up by Govt. behind

RTE is highly negligible. We started doing advocacy for proper implemenatation of norms

and condition of RTE.

If there are lots of weakness found in implementation of RTE,Then what can be the provision

in the act itself for safeguarding its norms. we organised the data, analysed it and prepared

reports. Then we could know different angles of advocacy:

COMMUNITY BASED ADVOCACY

Our first advocacy was with the community itself.As per the provision,there needs to be a

School management committee in every school. By default, all of the guardian of children

reading in the school are the members of SMC. The organizing committee of SMC is

formed by an election process in a general meeting. There is a provision of a meeting to

be conducted in every 3 months and with organizing committee in every month. In this

meeting, the school authority needs to report every tit-bit of school functionings. It

includes student’s education status,mid day meal status,any infrastructural development

status,any incoming fund status,all expenditure of the school etc. We used to gather the

whole smc organizing committee members and some other general members in a

meeting. There we start discussing regarding all of the norms and guidelines for smc

functions. Most of the meeting brought the dysfunction of SMC into the picture. Then we

used to assemble them and make them proceed to school directly. There starts a direct

confrontation between the community and teachers. There only the community starts

clarifying for all of their rights enshrined under RTE. The community is only given space

to talk on Jan 26 and August 15. Our awareness programme of RTE within the

community starts bringing further commitment of SMC meeting from teachers with

sustainability in nature. They are immediately asked to give all the expenditure details.

The bigger discussion lies around any infrastructural development in the school. The

community in wholesome starts pushing teachers into the implementation of every

guidelines of RTE. It may be mid day meal or quality of education. Our advocacy’s main

goal was to empower community and SMC on school authorities for safeguarding of RTE

by IEC.

We interacted with the panchayatiraj institution. Up-sarpanch is the ex-officio member of

SMC. Panchayatiraj institutions are one of the powerful entity in the mechanism of

monitoring and evaluation. We made them aware of all the facilities under RTE. WE had a

meeting with panchayat officials on how to strengthen the functioning of schools. The

community is also made awaken to take the panchayat with them on any issues related to

school. Usually Up-sarpanch is being used as rubber stamp in SMC. When they started

knowing about their roles and responsibilities in SMC,they got highly excited. This was

one of the best experience of our whole advocacy process. Immediately, they started

counter attacking teachers for keeping them in shadow. They went on investing different

files and folders. They promised community to take regular meeting for monitoring of

schools. After community, our social advocacy started strengthening PRI to stand for

RTE.

We discussed about mid day meal quality with the students in another meeting along with

their parents within community. It came to picture that they get very inferior qualities of

food and insufficient nutritious food. No one gets full apple on Wednesday. This all

statements were recorded and taken to school authority infront of community. It was

really a very adventurious moment of social advocacy. We could find mothers to be

highly aggressive in this matter. They wanted the reply behind this irregularity of food

serving, when Govt. is spending so much.

We have collected lots of samples of quality of education given to students in a post card

through a simple questionnaire format. We showed to their parents. Their parents could

know about the dark future of their children. The quality of teaching is really very very

inferior. We explained the parents that it was the high time,when they should stand united

for better education of their children. Govt. is spending lakhs of rupees per month on

teacher’s salary. After sixth pay commission, teachers are paid a very high salary. They

are given this handsome amount only to educate their children properly in this remotest

location. No doubt,the children of teachers are getting good education in city schools, but

what about the education of the children of villagers in remotest area inspite of huge

investment of Govt. Even after Govt. policy and programmes, what is going to be future

of those innocent children due to the insincerity of teacher in teaching. Will it result in

making them as a migrant labourer or a officer. It is a big question. The community

neither want to repeat the same history as they do have,nor Govt.How to strengthen

education quality is a biggest challenge? The community participation can be a biggest

role player in that.We explained all about this to the community. Now how can the

community take the responsibility of better education for a bright future of their children

was designed among themselves. Time to time monitoring and evaluation of the standard

of their children will be done with teachers with the help of SMC. Our social advocacy

empowered community to get the rights of qualitative education fixed by Govt. in grass

root level. This tool of advocacy made us learn how to empower the community for their

rights.

There is a provision of Grievance redressal system for RTE in ever school. There is block

level and state level appellate authority for violation of RTE. No where their name and

contact number is printed on school buildings. We strictly inquired of not giving the

information of grievance redressal authority information to the community. We briefed

villagers regarding all the information regarding this cell and how to complain during

their needs. They can get the justice directly from higher authorities. It was one of the

pivotal social advocacy.

JUDICIARY BASED ADVOCACY

We collected lots of samples of post card showing standard of education in remotest

schools, images revealing violation of RTE, letters written by SMC members regarding

the improper function and irreguralities of school authorities. These all became evidences

of RTE malfunction. These all informations are analysed properly and have been

assembled up in one PIL. This pil is the tool of our ultimate social advocacy against Govt.

of Rajasthan. This pil is filed in Jodhpur High court against Govt. of Rajasthan. We are

going to show the originality of RTE from the grassroot reality. We demand before state

to give justice on the violation of rights of our tomorrow’s nation builder.

Conclusion

RTE is a very important act in Indian legislation. Our country is rapid developing country. Again

the growth is getting concentrated within stipulated mass. The sustainable development of our

country can only be achieved by inclusive growth. Better education is the only key to inclusive

growth. It can bring justice to all and prosperousness for all segments of the society. Education is

not for getting job or high salary. It is for creating somebody’s awareness to live with all dignity

in the society. Education Not only empowers someone financially, but also socially. It can break

the chain of any social discrimination. Our govt made education as a fundamental right for

empowerment of all. Inspite of huge investment on giving elementary education,our future are

not provided with proper education to stand in this highly competitive world aginst a well built

group. Social advocacy is one of the greatest tools to get justice for all marginalized. Initial steps

of advocacy will make the community aware of safeguarding their right. Then they can fight in

various ways to bring justice for all of them. This was the whole theme of our fieldwork. Finally

according to great hero Dr. B.R Ambedkar,

“Educate, Organise Agitate”