Background

In 2006, the United Nations estimated that India had the largest population of HIV/AIDS in the world. While more recent estimates have nearly halved the original numbers, India and organizations such as Rakshana, are still taking steps to decrease the spread of the disease as well as the stigma that comes along with it.

Rakshana takes a community approach to broader national issues. For example, Rakshana convened a village Committee on Child Labor (“VCCL”) to discuss educational programs and an employment scheme for families affected with HIV/AIDS. The members of the committee – village elders, farmers, parents – debated ways to increase the effectiveness and the accessibility of the supplementary education schools. The VCCL also focused on raising wages for low-income HIV-positive families, so that their children did not have to work to support the family.

Established in 1993, Rakshana has rallied the Chirala community for almost two decades on issues of child labor, education, HIV/AIDS and women’s development. Currently, Rakshana, with a staff of 75 members, operates ten VCCLs, over 120 women’s self-help groups (SHGs), 20 evening supplementary schools, and over 90 Balasabhas in 140 villages in various districts of Andhra Pradesh.

Although a geologist by profession, Shiv Shankar Ji realizes the importance of children in an Indian household. He believes any development plan should have holistic growth of children at the core of its strategy. Thus, Rakshana was founded with a child-centric development approach in mind. Shiv Shankar Ji also brings technical skills and learnings from his time with development organizations such as Water Development Society, PROGRESS, ASSIST, Village Reconstruction Society and PREPARE.

Rakshana has four focus areas:

Village Committee on Child Labor (VCCL):
Rakshana has built a network of ten VCCLs. These community groups identify school dropouts and the reasons for interruption in their education. Some examples of reasons include economic condition of families, HIV/AIDS, and low motivation of parents to send their children to school. VCCLs organize meetings, approach influential people in villages, access SHGs and involve concerned government agencies to find solutions for child labor and support children’s education. VCCL’s support the efforts of other Rakshana groups to implement programs focusing on children, such as improving local school facilities, implementing teacher-training programs and organizing events and competitions in sports, arts and dance.

Self-help Groups (SHGs):
Rakshana has mobilized over 120 SHGs with over a thousand members in approximately 20 villages over the past decade. The SHGs are comprised of groups of 15-20 women each who combine efforts to promote savings, help one another in income generating programs, discuss village issues, and support Rakshana programs. Rakshana has connected SHGs with cooperatives and national banks. In 2008, SHGs mobilized Rs. 1.9 million for income generation activities such as rice processing, embroidery works, waste paper collection, petty shops, milk production and fish marketing. The demand for the seed money has grown so much that Rakshana SHGs are now taking loans at market rates if they do not get loans at subsidized rates.

SHGs also play an important role in HIV/AIDS education and community awareness. SHG members assist in caring for HIV/AIDs affected person(s) and facilitate HIV/AIDs counseling. SHG members also support Rakshana-run schools by recruiting teachers and overall administration.

Balasabhas:
Rakshana organizes local children in over 90 village-level children’s groups called Balasabhas. These balasabhas bring together children from all backgrounds (including those affected by HIV/AIDs, and dropouts) through sports, cultural programs, competitions and creative activities. Rakshana encourages the children to identify issues and find their own solutions. Recently, a Balasabha from one village raised funds for a playground fence and school books for children at a nearby government school. As positive peer groups, the Balasabhas also encourage school attendance and performance.

Supplementary Evening Schools:
Rakshana, via its SHG members, runs evening supplementary schools for elementary students. Currently, there are 20 evening schools with a total enrollment of 1,060 children. Since members of the SHGs come from the same villages as the students, they are aware of children’s backgrounds and can engage parents on a personal level to raise children’s performance. The SHG members are also interested in the children’s development because of the hometown connections. These supplementary schools especially welcome girls who might not otherwise attend school.

Rakshana mobilizes its village level network to bring together all stakeholders including teachers, parents, community members, and children to create a positive environment for education. Rakshana cooperates with the government’s department of education to train teachers and provide learning materials to schools. Rakshana’s efforts have manifested in a higher literacy rate of 80 percent in Chirala as compared to 60 percent in the state.

Rakshana conducts competitions on various subjects, such as essay writing, sports, singing and dancing to enhance the children’s education. Children are assisted through referrals to hostels, residential bridge centers and orphanages as a part of supplementary school activities. Rakshana has also developed rural libraries to create a culture of reading in villages. Counseling meetings to motivate parents on enrollment and retention of children in schools are regular feature of the Rakshana’s calendar. In addition, children from HIV/AIDS affected families receive special counseling and encouragement to stay in school. Rakhana also encourages all of the children to participate in the Balasabhas.

Need for Project:
There are 20 supplementary learning centers for primary-school children in ten villages in the district. These schools hold classes in the evening and include children from local rural communities. Currently, teachers recruited from local villages use traditional lecture styles to teach five subjects: mathematics, science, social studies, English and Telegu. Most of the teachers are from non-teaching backgrounds with no formal training in education.

Rakshana seeks to improve the curriculum by incorporating effective teaching techniques: interactive learning styles such as hands-on experiments, multimedia resources, games-based education, and other methodologies. Rakshana would like to develop a teachers-training program that would take into account both the skills of current teachers and the needs of the students at Chirala. Rakshana also wants to further its efforts on interschool activities such as academic and sports competitions, field trips, and preparatory examinations that will strengthen the community’s shared vision of a holistic, meaningful education process. Rakshana’s long term goals include opening more supplementary schools for children in classes one to five and starting schools for children in classes six to ten.