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10 villages of Sankargarh Block in Allahabad Dist., Uttar Pradesh
Thematic Intervention: Education


Education Resource Society (ERS) is a resource group of education experts that was launched and facilitated by CRY with the aim to provide capacity building support, technical support as well as hand holding on ‘education and child right issues’ to CRY partners and other grass root level organizations in Uttar Pradesh. It was formed in 2001 and was working under the guidance of Vikramshila Education Resource Society (VERS), Kolkata. In 2004, the group was registered as Education Resource Society (ERS) in Allahabad under the Society Registration Act 1860. The primary task of the society was to impart training to the non-formal education (NFE) teachers and direct inputting in the UP partner’s education centers. From the years of 2004 to 2010 ERS worked with CRY partners on the issue of education. During these phases the team has taken up and conducted various studies on dropout, condition of Government schools, mid day meal etc. The organization has created its identity as education expert. It was in 2010 that the Governing Body of the ERS decided to go for the direct intervention. Mr. Kamlesh Chandra is one of the founding members and general secretary of ERS and the project holder (chair) for CRY partnership project. The partnership with CRY as an implementing organization was started from April 2010. During the last 7 years, ERS has gained experience of working directly on the ground and with the people on the issue of education, health and nutrition. From the year 2017-18, the organization will be focusing on education theme.

Problem Statement:

Shankargarh block in Allahabad, Uttar Pradesh, is famous for its Silica and sand mines. Though there is a ban on mining but still illegal mining operation is going on. This makes the people living around the mining areas more vulnerable to health problems including tuberculosis, more specifically children and women as they stay in the locality through the year. The majority of the population belongs to Kol tribe. The ERS intervention areas is also inhabited by other communities like Dharkar, Mushar, Chamar and Jagwa, who are either landless laborers or survive by working in mines or big farmers fields. Communities of these groups not only engage in the works but also directly or indirectly their children plays a vital role in these kinds of activities. Here, stone quarrying is done as a household activity wherein children are also involved to supplement their parents work. This has affected education among children from target communities immensely.

The schooling is mostly restricted to primary schools as the 10 project villages have only 5 primary (standard I – V) schools and there are no upper primary schools (standard VI – VIII) in these villages. While most of the children from these communities are the first generation learners, nearly 20% of the children in 6-14 years age group are out of school. Amongst them, nearly 50% children were reported to be not attending school regularly as they do not have in education for varieties of reasons such as poor quality of education delivery, teacher absentees, poor infrastructure and the lack of enabling environment. Another 25% children were not attending school regularly as they are mostly engaged in household chores, labor in mines, cattle rearing and such other activities. The rest were not attending school regularly due to protection issues, inhabitable condition, lack of school in the village, and there are roads which poses a risk and are not suitable for walking because of sand mines and big ditches in between. The education among girls is affected even more due to these issues. The situation among the children in the age-group of 15-18 years is even more severe as nearly 60% of children from target community are out of school, unregistered, with similar ratio for attendance regularity. WASH issues is a serious barrier for senior children, especially girls. There are also issues of children (10-18 years age) involved in substance abuse. And, the poor availability of drinking water due to arsenic and fluoride poisoning in already low groundwater table is also another problem area for the community in the project area.

Considering the situation, this partnership has identified three gap areas to be addressed through this project intervention. These are:

* Lack of quality of education in ICDS centers (preschool education) and schools.
* Inadequate school infrastructure and insufficient number of teachers.
* Cultural barriers and protection issue of girls students from going.

Over the last few years, ERS has been able to work on few significant initiatives such as development of language and arithmetic tools till class 3, conduct test of children based on the concepts, enroll out of school children in Child Activity Center (CAC) and Learning Corners and regularly assess them for mapping their age appropriate learning achievements, re-enrolment of children in schools including into residential Kasturba Gandhi Balika Vidyalaya (KGBV), teacher’s are engagement in community mobilization for enrolment and attendance regularization.

Key Result Area: Educationally Empowering Marginal children through CAC and Learning Centers

* Identifying and monitoring children (6-18 Years) who are out of school or are in need of academic support (Target 200).
* Measuring learning outcome among children at various stage of learning through periodic concept based assessments (Target 200 children).
* Conduct series of life skill training with 30 girl children in phase-I to normalize gender stereotypes between boys and girls in the intervention areas.
* Facilitate regular engagement of both boys and girls in sports to bring in team spirit, leadership and confidence.
* Mainstream children to formal schooling once they acquired academic competencies (40 Children) from the Dadda Ka Purwa School.

Key Result Area: Empower communities in villages on quality education issues to strengthen demands

* Orient project staff on provisions of Early Childhood Care and Education (ECCE) / Rastriya Madhyamik Sikshaya Abhiyan (RMSA) and RTE amendments. Further, staffs orient CBO, PRI, SMC, Parents & community on this.
* Publish & disseminate IEC materials on ECCE, RMSA, & RTE.
* Orient SMC on school development plans (SDP) and facilitate in preparing of SDP.
* Organize school enrolment drive in the villages and enroll children in schools.
* Orient PRI members on educational issues and use of Gram Sabha for educational purposes (6 Gram Sabha).
* Map migrant and mining families, establish contact and orient them on existing social protection schemes in the village.


Key Result Area: Improved enrollment (100%), retention (80%), regularity (90%) and quality of education for all children (3-18 years) in the 10 project villages

* Mapping of all ICDS centers to check on the implementation of ECCE in the village and facilitate in implementing the ECCE by training the caregivers.
* Develop and rollout module for child care in line with state ECCE curriculum.
* Compile data on never enrolled, dropped out and attendance of children in school along with social identity to strengthen project intervention.
* Develop / Identify child led indicators for monitoring activation of / improvements in the schools (5 Primary School).
* Organize interface of Children group representatives with duty bearers at the district level to understand gaps & challenges and find solutions.
* Provide academic support to children after school hours in each of the villages.

Key Result Area: Interface with the education duty bearers at multiple level for improving infrastructure, human resource, MDM and quality education

Use mediums such as block level interface meetings, public hearings, CM portal, and petition to education officials to share assessments and address issues such as PTR (Pupil Teacher Ratio), boundary wall, school population wise class rooms, kitchen shed, TLM etc.
* Community Based Organizations (CBOs) and School Management Committees (SMCs) strengthened to raise the issue of teacher attendance, quality delivery of education at the school level.
* Conduct assessments on RTE Act parameters and share findings with the Directorate of Education, National Commission for Protection of Child Rights (NCPCR), National Human Rights Commission (NHRC) and National Commission for Scheduled Castes (NCSC).
* Conduct study on Mid Day Meal services in all the schools in the project area and share findings with Zila Parishad and district administration.

Financial Summary: January to December 2019

Budget Breakup 2019







Total Grant Approved