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

Background of the Project:

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 partner’s education centers in Uttar Pradesh. From the years of 2004 to 2010 ERS worked with CRY partners on the issue of education. During these phases the team has conducted various studies on dropout, condition of government schools, mid-day meal etc. The organization has created its identity as an 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. The CRY partnership as an implementing organization was started in 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 is focusing on education themes.

Problem Statement:

Shankargarh is one of the blocks of Allahabad, famous for its Silica 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. The status of education in Shankargarh is highly critical. There are only 5 primary schools in 10 intervention villages and these villages do not have any upper primary school for classes 6th to 8th. The rocky terrain makes it difficult for children to walk up to other villages for education. This physical challenge makes girls further marginalized and deprived from education. The majority of the population belongs to the Kol tribe. The ERS intervention areas are also inhabited by other communities like Dharkar, Mushar, Chamar, and Jagwa are either landless laborers or survive by working in mines or big farmer’s farm fields. A lot of children from most of the families belonging to these social groups are active child labors who contribute to family income. The children from these communities are the first generation learners. However, given the distance challenge, a lot of such children prefer to drop out after completing lower primary school teaching up to 5th standard. The three issues identified by the project in the area of operation are as follows:
* Lack of quality of education in ICDS centers and schools, * Inadequate school infrastructure and insufficient number of teachers, * Cultural barriers and protection issue of girls students from going.

Throughout the years ERS has been able to bring certain changes in the status of children through its continuous effort of intervention. The organization has developed language and arithmetic tools for children till class 3 and has taken the test of children based on conceptual learning. The ERS team has done evaluation of the children's progress at Community Action Center (CAC) and learning corners wherein every child's competency level is mapped right from the beginning. The success of the program also depends on the interest shown by parents and the community in general. The team has identified children through child to child tracking followed by persuasion with parents and children for re-enrolment in schools. Once few children were convinced to join or re-join school the project was complemented with educational aid in the project villages. Also the teachers are persuaded to take these children into schools. ERS is also doing advocacy for linking dropout girls to Kasturba Gandhi Balika Vidyalaya (KGBV).

Achievements & Impact

Program Activities Planned Achievements / Outcomes
Key Result Area: Educationally empowering out of school and slow learning children

* Tracking & identifying of children who are out of school or are in need of academic support.
* Bringing in normalization in gender relationships between boys and girls in interventional areas through life skill training.
* Regular engagement of both boys and girls in sports to bring in team spirit, leadership and confidence

* Tracking has been done regularly in the operational area. There are 1953 children in the schooling age of 6-18 years. Among them, 1,449 are in schools, 433 are dropped outs and 71 have never-been-to-school.
* Total 87 children are enrolled in the learning corner. Among them, 32 children have been enrolled in government schools, 20 in lower primary school and 12 in upper primary school.
* ERS shared the details of 133 children (116-dropouts and 17 never been to school children) and requested the special training coordinator at Sarva Siksha Abhiyan (SSA) office to conduct special classes for them under RTE (Right to Free and Compulsory Education) Act.
* 14 training sessions on child center module has been organized in this period. 500 people participated in these sessions in which 77 adolescent girls, 21 parents, 92 children from children’s groups, 310 children from three schools participated. The session was organized on the topic of emotional intelligence and communication skills.
* Sports in education have been introduced as part of regular curriculum at the CAC center and learning corners. Sport activities like Kho-Kho, Running and Cricket were conducted among children.

Program Activities Planned Achievements / Outcomes
Key Result Area:Empowerment of communities in villages on quality education issues to strengthen the demands.

* Commencement of school enrolment drive in the villages and enrolment of children in schools.
* Initiate community led advocacy initiatives at the village, block and district level.
* Sensitization meetings with parents, teachers and Baal Samuh (children collectives).
* ERS staff orienting CBO, SMC (School Management Committee), Parents, PRI (Panchayati Raj Institution) elected representatives on ECCE (Early Childhood Care and Education), RMSA (Rashtriya Madhyamik Siksha Abhiyan) and RTE (Right to Free and Compulsory Education) Act, with amendments in series of meeting and with specific outcomes at village level.
* Continuing the follow of community led advocacy on existed educational issues like AWC & school demand, gaps regarding PTR, infrastructure etc. and other issues of community need at the village, block and district level by strengthening CBOs.

* Enrolment drive was organized in 7 intervention villages during the period, which resulted in 57 of age 6-14 years getting enrolled in government schools.
* Demands were raised for infrastructural needs of the operational area. Community raised the demand for school in the village Ganne Dera through IGRS (Integrated Grievances redress system).
* 29 meetings were held wherein community based organizers/ school management committees/ parents and Panchayati Raj Institution (PRI) members were oriented on the ECCE/RMSA and RTE amendments based on state rules to have a better understanding on the existing provisions.
* There were 17 follow-up meetings covering 8 villages on previously initiated advocacy initiatives around functioning and services in ICDS Anganwadis for nutritional security, access to clean drinking water, access to services as per norms of Right to Education Act, and other welfare schemes of govt. These were attended by 369 community and CBO members.

Program Activities Planned Achievements / Outcomes
Key Result Area:Ensuring retention, attendance and quality of education improved in the project area.

* Conduct Baal sabha (Children’s Assembly), theatre, and puppet show in schools.
* Measuring children at various stage of learning through learning outcome study based on conceptual line of learning (with entry level assessment)

* Total of 5 Bal Sabha was organized, which included two puppet shows, one each of Origami, Theatre and art & craft. These were attended by 287 children who included 140 girls.
* A learning assessment for children was conducted covering 87 children in 1 CAC (Child Activity Center) and 3 Learning Corners spread in four villages. The achievement levels among the children are:
* Letter Level : 32 children(M-22, F-10)
* Word Level: 43 Children (M-23,F-20)
* Sentence Level: 12Children (M-16,F-7)

Program Activities Planned Achievements / Outcomes
Key Result Area: Advocacy with the education duty bearers at multiple level for the improvement in infrastructure, human resource deployment, Mid-day Meals (MDM) and Quality education

* Liaising and interface with education department like District Magistrate (DM), BSA (Block Education Officer), Special Training Coordinator, DIOS (District Inspector of Schools) and DIET (District Institute of Education and Training) to share the reports, case studies, and also sharing reports and tools on our Learning Corners. Also inviting these duty bearers for visits to project’s Learning Corners, ICDS Anganwadi Centers (AWC), Villages and Schools.
* Networking with DIET for the students’ engagement for about 40 days for the improvement in school learning assessments.

* Regular follow-up was done with District Panchayati Raj (Institution) Officer regarding conducting Social audit in schools. The permission letter was issued by DPRO on 11th November and was shared with other District and Block education authorities. Post this the social audit was conducted and a report has been shared.
* Letter regarding engagement of DIET students in the schools of intervention area was submitted to DIET principal in the month of October 2019. The Principal mentioned that the year’s session will start from November and will consider this. DIET Principal has also invited ERS for a one day workshop with teachers on using TLMs for conducting a teaching-learning process with students.


Key Result Areas Program Activities Planned

Educationally empowering children through Community Action Centers (CAC) / learning corners, who are dropped out or never been to school or are in need of academic support by providing age appropriate competencies via sports in education, life skills and remedial education.

* Monitor all children in the age-group of 6-14 year who are out of school or are in need of academic support for ensuring re-enrolment and extending need based support.
* Enrol 20% of 224 out of school children in the 3 learning corners and 1 Community Action Centers (CAC) and mainstreaming aged children at age-appropriate level.
* Conduct one learning level assessment every quarter and conduct concept based learning classes addressing individual learning needs.
* Liaison with DIET (District Institute of Education & Training) for the trainee’s engagement for improving school learning assessment tools.
* Conduct life skills training and mixed group sports activities involving 30 girls to remove gender stereotypes and bring in team spirit, leadership and confidence.
* Develop a small library, provide books to children, and conduct varied activities around books to enhance reading habits amongst children.

Key Result Areas Program Activities Planned

Empowerment of communities (and 6 SMC and 10 CBOs) in project villages on quality education issues to strengthen the demands for educational services

* Conduct orientation of project staff on making teaching plan and management of the activity centers including transaction of pedagogy.
* Sensitising stakeholders including PRIs & CBOs for up-gradation of new secondary and upper-secondary schools as per findings of RMSA study and address other issues in the educational services such as establish additional AWC, schools & class rooms, teacher recruitment to address high pupil-teacher ratio, support infrastructures etc.
* Facilitate bi-monthly meeting of the SMCs.


Key Result Areas Program Activities Planned

Ensuring enrolment, retention, 90% regularity and quality of education improved in the 10 villages of Allahabad district for children in the age group of 3-18 years.

* Conduct school enrollment drive in the project villages to secure 100% enrolment of children.
* Conduct detailed child tracking to ensure at least 80% retention & transition, and 90% regularity in classes.
* Conduct study on out-of-school children to strengthen programming.
* Transact life skill module for adolescent children.
* Develop customized Participatory Learning & Action (PLA) tools on education based on PLA exercise undertaken through Ekjut.
* Train school teachers on the issue of quality education and PLA.

Financial Summary: January to December 2020

Budget Breakup 2020







Total Grant Approved