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Quality education for children  

Through this project Aide et Action International South Asia (AEAI-SA) aims to provide accessible and quality education to children from marginalised and deprived communities.The project covers 2,300 children from marginalised communities from 15 villages (total populate of 18,000 people) in the Naraini block of the Banda district of Uttar Pradesh. The major objectives of this project are:

  • To ensure enrollment and retention of students in school and create opportunities for inclusive educational growth and development.
  • To ensure basic infrastructure and a child-friendly school environment is available.
  • To ensure quality education in government primary schools through improvement in classroom processes and community participation.


Drought is a recurring phenomenon in the Naraini block of the Banda district of Uttar Pradesh and people have no alternative options for livelihood to survive. Death by starvation and cases of farmers’ suicides have become prevalent in the area. Due to a food crisis, there is a massive exodus of youths and men to cities seeking employment. Amidst this, there is rampant caste discrimination and some people have much less or no access to basic amenities like education, drinking water, the Public Distribution System (PDS) and Primary Health Care (PHC).

The project area has a population of 17,860, of which, during the last three years, 2,800 people have migrated. The literacy rate is 54% and 29% amongst males and females respectively. The community has almost no access to basic health facilities. There is only one primary health centre for 25 villages and it is 10 to 15 kilometres away. The local self-governance system is dysfunctional and ruled by feudal families. The poor and the marginalised are almost non-entities and are ruled in a feudal manner. Women and female children are invisible in these communities. AEAI-SA has initiated this project to engage with the poor, marginalised and discriminated communities so they may access their rights and entitlements.

This project is implemented by AEAI-SA in partnership with Vidya Dham Samit, an organisation established in 2001 which is committed to working for the betterment of poverty-stricken peoples

Some of the activies carried out under this project with the aim of accomplishing the above-mentioned objectives are:

  • Conducting a baseline survey.
  • Establishing village-level awareness camps to motivate parents to enroll their children in school.
  • Preparing plans for village school development and infrastructure requirements.
  • Conducting workshop with Panchayati Raj Institutions (PRIs), community leaders and district education deptartments and Anganwadi workers.
  • Promoting an inclusive education strategy for the inclusion of persons such as dalits, girls, persons with disabilities and minorities.
  • Conducting social audits of the schools.
  • Promoting school enrollment campaigns including public wall paintings and street drama.
  • Increasing awareness on gender issues to improve gender sensitivity.
  • Activating and strengthening village education committees and school management committees to facilitate parent-teacher meetings.
  • Capacity building of teachers and school administration. 

With the implementation of Umang -- Accessible and Quality Education to Marginalized Children, Aide et Action International anticipates the following outcomes:

  • All school-aged children, both boys and girls, will be identified and enrolled in school.
  • Support approximately 500 children between the ages of 3 to 6 years by regular functioning of PRIs, teachers and Integrated Child Development Scheme (ICDS) centres in the project villages.
  • Reduced differences in enrollment, dropout rates and learning achievement among gender and social groups
  • Appointment of the required number of teachers and basic facilities such as classrooms, TLMs, washrooms, etc.
  • Opportunities for child-led activities and improved participation.
  • Improved health and hygiene status of the children and positive behavioural changes.
  • Participation of self-help groups (SHGs), community-based organisations (CBOs) and local self-governance in improving the education system.


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