MONITORING REPORT

OF
PROJECT
QUALITY EDUCATION TO DALIT, UNDER PRIVILEGED
AND MINORITY CHILDREN

IMPLEMENTED BY
Peoples Vigilance Committee on Human Rights, Jan
Mitra Nyas

FUNDED BY
Sir Dorabji Tata Trust
DECEMBER 2009
 CONTENTS

Introduction 1

Background of the project 1

Rationale of the project 1

Specific Objectives of the project

2

Problems identified before commencement of the project

2

Strategies employed to address the identified problems

3

Programmes initiated
4

Fact sheet of achievements

7

Quality of the Project Design

8

Effectiveness till date

9

Impact 10

Potential Sustainability 11

Suggestive inputs 12

Annexture-1 : Abbreviations
13
Introduction:

The project titled, Quality Education to Dalit, Backward and Minority

Children is funded to Peoples Vigilance Committee on Human Rights
(PVCHR) by Sir Dorabji Tata Trust (SDTT), Mumbai. The project was
initiated in April 2009 with the aim of providing quality education to out
of the school children of weavers, wage earners, below poverty line
families in urban slums and resettlement colonies and villages of
Varanasi district. The project is also geared up for preparing and
mainstreaming these children for formal schooling.

Dr. Mohanlal Panda, as an external, has conducted this monitoring

study of the project for the period between April, 09 to December, 09.
The main objectives of this exercise are to find out (a) whether the
initiative has followed its direction; (b) suggestions for attaining
multiplying effects from this initiative and corrective measures, in
case, there is any deviation.

Background of the project:

Education is one of the crucial indicators of human development. India.

Both the governments at the centre and at the state have made
immense efforts, since Independence, to improve the dismal situation
on education. The National Policy on Education (1986; Revised 1992)
has talked about special initiatives to impart education in the deprived
sections of the population with innovation, tailor-made components to
meet the specific requirements of the disadvantaged groups. The
above said project by SDTT-JMN, implemented in the 49 residential
colonies, slums and villages has rooted its vision in the National Policy
on Education.

Rationale of the project:

Poverty and illiteracy go hand in hand and create a vicious cycle of

ignorance, incompetence and destitution. In the below poverty line
families, children often help parents in earning to make both hands
meet. At times, children working as child labour, are the sole bread-
earners in the family. With 86th Constitutional amendment Education
became a Fundamental Right for children aged 6-14 years. However,
translating this Right into the lives of lakhs of children deprived of
education is indeed not easy.

There are 40 villages and 9 urban slums in the Varanasi district where
more than half of the population live below poverty line. The literacy
rate is nearly ten percent. Most children have either dropped out or
never enrolled. Many of them work as labourers and are earning
members of their family. Girl children have to take care of their
younger siblings and do not go to school. For families below poverty
line arranging sufficient resources for subsistence is such an uphill task
that they hardly take interest in the educational and developmental
needs of their kids.

Schools have their own set of problems. Issues like rigid curricula,
uninteresting and monotonous teaching not linked to daily life, de-
motivated teachers and first generation learners pose serious
challenges to meet demands of formal education system. Both the
government and the civil society groups face a serious challenge to;

a) create the demand for child education among the community

people ;
b) make the adults understand that children should be in school
rather than earning for their family or being responsible for
caring the young siblings;
c) develop and use creative and innovative pedagogy;
d) make education as an instrument of empowerment;
e) develop a sense of responsibility towards every childs education
among community people;
f) prepare out of school children for formal schooling;
g) create awareness among community people regarding schemes
and services initiated by the state for ameliorating their socio-
economic status;
h) using education as a means to fight against gender
discrimination, female feticides, domestic violence, sexual
violence, child abuse, etc.; and
i) peoples advocacy for policy change.

Specific Objectives of the project:

To support the children between 3-5 years of age group through

15 pre-primary centres (PPCs).
To ensure 100 percent enrollment in Baghawanala through
establishment of full time centres (FTCs).
 To initiate the concept of Duniyawi talim in Maqtab/Madarsa
through support of teachers and capacity building.
To establish peoples campaign for education rights in villages
through fellowship programme.
To enroll children in primary schools.
To form and sustain childrens groups for child rights in general
and Right to Education in particular.
To activate village education committee of panchayat.
To link the project with present resources groups and set up one
such group for the organization.
To advocate for the realization of Right to Education at
grassroots level through folk school, infrastructural support, and
peoples tribunal process.

Problems identified before commencement of the project:

Lack of facilities for quality education among Dalits, Minorities
and people belonging to backward classes.
High proportion of out-of school children due to:
a) High drop out rate: most children are first-generation learners,
with inadequate education environment at home and non-
conducive school atmosphere, many children fail to cope with
the demands of the school system and hence drop out.
b) Enrolment: many children are not enrolled in schools at
appropriate age because
(i) for most parents in the bastis and villages under
the project area, education for their children is
not a felt need and hence they do not think that
education can do any good to their children;
(ii) child labour is a serious impediment as, many
times, in poverty stricken households mouths
are fed only due to earnings of the children;
(iii) girl children, in a patriarchal social structure, are
hardly given their due in terms of education and
other opportunities for development. With both
parents working, girl children are required to
take care of their younger siblings and therefore
are unable to attend to the strict school timings.
(iv) as such Government does not build school in the
area of the marginalized such as Baghwanala
etc.

Strategies employed to address the identified problems:

Child participation and empowerment through bal-panchayats
 Developing a perspective among community people on quality
education, common school system and initiate a movement to
realize education as their Fundamental Right.
Involvement of elected representatives of local self governance,
that is, panchayat especially members of panchayat siksha
samiti.
Networking and advocacy.

Programmes initiated:

Pre-primary centers (PPC): There is one PPC for every group of 25-
30 children in the age-group of 3-6 years who are out of school. These
centres that aims to groom children for formal schooling. There are 15
such centres. Detail information about them are as follows:
Block Villages Distanc Total Total Total number of
covered e from no. no. of children
office of teacher
PPC s
Mal Femal Total
 e e
Baragaon Belwa (nat 30-40 7 7 85 94 179
basti, patel km
Basti),
barai,
hamirapur,
dallipur,
bachaura
Baraikala
Harahua Nonari 2 2 35 19 54
(Puwari
Khurd)
Bhatpurwa
(Mushar
Basti)
Pindra Ramaipur, 2 2 24 19 43
Marashah
Takia
Chiraigao Rajapur 1 1 14 13 27
n
Nagar Sarang 3 3 61 47 108
nigam Talab
Doshipura
Dharkar
Basti
(Hukulganj
)
Total 15 15 411

Strategies :

Use of play-way method of teaching-learning as against the

traditional rote learning.
Focus on integrated physical, mental and social development of
children rather than traditional over-emphasis on mugging up
curricula.
Functional education and not mere bookish knowledge.
Innovative, creative methods of teaching.

Full Time Centre:

One Full Time Centre (FTC) named Raja Suhel Dev Janmitra Shikshan
Kendra, was established in Malin Basti of Nagar Nigam ward with the
aim of 100 percent enrollment of children. The educational scenario of
the population in this area was quite dismal.

Activities and strategies:

Savitri Ba Phule Mahila Baithak: Meetings were held to

make women aware of the importance of education and taking
responsibility to send their wards to schools especially, the girl
children. This also helped in assessing and advocating against
child marriages.
Kishori Baithak: These meetings with adolescent girls aim at
inculcating need and importance of education. Discussions were
held on differential needs of adolescent girls and their
challenges like child marriage, sexual abuse and ways to
overcome them.
Parents Meetings: These are held with the objectives to
motivate the parents and realize that regular attendance in the
school is the key to the development of their child through
education. The teachers also take the opportunity to inform the
parents about the academic progress of their children.
Community Meeting: These meetings were held with the
community people to appraise about the progress of the project
and also seek support in finding ways to make critical
intervention through community participation. In one instance,
the community decided to build a school in place of a temple at
Badepur, Belwa.
Bal Sabha: The meeting held every Saturday, is aimed to
provide a platform for personality development and honing of
leadership qualities among the children.
Bal Panchayat: Discussions were held among the children on
Child Rights and their responsibilities. As an advocacy strategy,
a letter was sent to the President of India for employment of
their parents so that poverty does not remain as an hindrance
to their efforts in attaining education.
Bal Sammelan: This was organized in Chunar where members
of Bal Panchayat of 11 villages assembled and enjoyed Nikukad
Nataks (street plays) among other activities..
Street Plays: In order to generate the demand for education,
street plays were conducted. Main among them were Kaam
nahin Kalam (education instead of child labour) and Anpad Biwi
(illiterate wife). These street plays were the platforms when the
children realized the characters and expressed through
intensity.
Strategies employed that made the difference:

Focus on meeting the specific needs and problems of adolescent

girls with culture sensitivity.
Creating the demand for education and supplying a student-
friendly education system rather than thrusting education on the
community, which has never worked.
Making education as a path of empowerment rather than merely
winning a certificate.
Linking education with everyday life and inculcating skills to fight
against injustice and discrimination in the living environment.

Fellowship programme for education campaign:

Six fellows are working in thirty villages for creating awareness on

Right of Education as fundamental right, mid-day meal scheme,
anganwadi, gram shiksha samiti, MTA, PTA, removing gender
discrimination in education and the like.

Initiative for Duniabi Talim in Maqtab/Madarsas

In the areas of Muslim dominated weavers community, with literacy

rate of merely 10 percent, there were no primary schools and madarsa
would provide only Deen Talim, unsuited to meet the contemporary
educational needs of children. Therefore, PVCHR/JMN insisted on
Duniabi Talim and trained five teachers for the purpose who are
deployed in three centres like; (Maqtab Madarsa) Alahmad Shiksha
Kendra Bajardiha, Islahul Mominin Lohata and Usmania Ahale Sunnat
Jamat Bajardiha to change the life of 544 children of weavers.

Achievements:

Children of weavers community were linked to basic

education.
Independence Day was celebrated for the first time in
Madarsas where In-charge of Police chowki of Bajardiha was
present.
 Community awareness was created on Sacchar Committee
Report.

Monitoring and evaluation/quality control mechanisms:

Elaborate and meticulous selection process in appointing

teachers and coordinators of the project.
Rigorous induction training of the staff.
Survey done by teachers and fellow to enlist children deprived
of quality education.
Monthly staff meeting on the first week of every month for
follow up and developing future plans and strategies.
Frequent invigilation visits to PPCs, FTCs and Maktab Madarsas.
Each month internal evaluation.
Per child performance assessment by the teacher.
Half yearly evaluation by the management committee.

Fact sheet of achievements:

411 children are benefited in fifteen PPCs

98.81% children are enrolled at Bagwanala and FTC of project is
providing the education to 94 children.
544 children are benefited in three madarsas and one centre for
Muslim child labour through support of five teachers.
Initiated the peoples campaign for education rights in 30 villages
through six fellows.
121 children enrolled in primary school by PVCHR/JMN teachers.
Formed three children groups for theaters.
30 village education committees of panchayat were activated .
PVCHR/JMN established a link with resource groups as Nalanda,
ERS and provided the 15 day training to teachers and staff.
Started the formation of resource group at PVCHR/JMN level.
Seven folk schools were organized which initiated the discussion
on the need to bridge demands of marginalized community and
the initiatives undertaken by the policy makers.
Started the debates on educational status of Muslim and
recommendation of Sachar Committee.

Other achievements:

Twenty girls got the Rajdulari Balika scholarship from Raj Dulari
Foundation, Sweden and were enrolled in Sudhakar Mahila Inter-
College with efforts from PVCHR.
 ANALYSIS :

Quality of the Project Design:

This project on education supported by SDTT and implemented by

JMN/PVCHR is an unique experiment by the implementing organization
in alignment with the challenges identified under the National
Education Policy to strengthen formal education in India. This project is
solidly based on the need for calculated intervention; aptly could have
been done only by a local NGO which has experienced working under
the shadow of the caste dynamics prevalent in the eastern region of
Uttar Pradesh. Intervention of this kind could not have been possible
but for the reach of the organisations network and constant footfall of
its volunteers among the marginalised communities who form the end
beneficiaries. The advantage to succeed in this project perhaps lies in
simple design detailing which helped every staff and volunteers to
internalise the objective and individual task assigned to them. The
project staffs have, very importantly understood that they are not just
doing a job, but trying to bring social transformation in the life of the
people living in the periphery of the society through imparting and
ensuring quality education on the one hand, and on the other
contributing to the larger national goal Education for All. The real
relevance of the project lies in its action- reaching out to the children
and enrolling them in the centres to its strength. The enrolment
percentage varies between highest in the month of October and lowest
in April. PVCHR/JMN had experienced and confronted several small but
serious problems predating the project, which the organization
underestimated at the time of project formulation. The powerful grand
coalition of the upper caste leaders, land mafias and the local
politicians became more active and made every move to deny the
dalits, other backward caste and the minority an opportunity i.e.,
access to education. Several conflicts have taken place between the
host organisation and the local powerfuls without denting the spirit of
the action and loss of any physical infrastructure. However, these
conflicts have resulted in an environment affecting the relation
between the government school staff and the project staff. The former
consider the later as outsiders and possible trouble makers as they
belong to a human rights organization. A careful understanding of the
project design shows that the activities are geared towards achieving
both physical and larger political objectives. While the former one looks
achievable, the later one seems to be on the road of a slow but a
steady process. Factors like the communal tension which are outside
the control of the organisation will seemingly affect the time line but
not the core objective of the project. The centers opened under the
project are approachable to the community children and their parents.
The infrastructural support and the manpower trainings are done on
time with the participation of experienced trainers and involvement of
professional institution. The availability of two internal reports and an
internal assessment of the programmes document (with indicators)
prepared by the staff themselves points towards serious monitoring
and the absolute control of PVCHR/JMN in the pace of the project
development. As of now, it could be said with reasonable degree of
confidence that the project purpose will be achievable within the
project period.

Effectiveness till date:

Ask Dr Lenin about the project, he will simply quote, Robert Kennedy,
(1966), We all struggle to transcend the cruelties and the follies of
mankind. That struggle will not be won by standing aloof and pointing
a finger; it will be won by action, by those who commit their very
resource of mind and body to the education and improvement and help
of their fellow persons. PVCHR has gained immensely from several
initiatives it has undertaken in the form of grassroots campaign,
peoples advocacy both at the local and global level. It has successfully
created a model villages based on active democratic participation and
free from all kinds of torture. This project has brought almost all the
children within the age group of 3-6 to the PPC of the project areas.
The teachers have also made effort to take the children above six
years to the schools ensuring almost zero drop out. Both the drop out
and child labour are brought into the mainstream school system.
PVCHR/JMN has also helped the local girls to join the nearby Inter
College. 411 children from the age group of 3-6 belonging to the dalits
and adivasis have been enrolled in the 15 PPC against the target of
375. Beneficiaries include 544 children from 3 Madrasas. One centre is
entirely dedicated to focus on the Muslim child labours engaged in the
weaving industry. Six fellows have been engaged in thirty villages to
raise the bar of consciousness among the community members by
focusing on range of issues or facilities like the right to education, Mid
Day meal, Anganwadi, functioning of the village education committee.
The folk school initiative has broken cycle of censorship among the
marginalized. They later have realized that the difference between
suffering for generation and break free from the shackles of bondage is
the willingness to speak for ones right. Now, they are visiting the
school and demanding regular teaching and health facilities in the
village. They have also taken up issues like ration card, job card under
NREGA with the concerned authorities. For the first time, the Madrasas
under the project celebrated the Independence Day, indicating the
acceptance of liberal education and mainstreaming of the minority
community through this project intervention. Taking this favourable
environment, the project representatives have started discussing the
salient features of the Sachar Committee Report and the 15 Point
Programme of the Prime Minister for the betterment of minority
community. During interaction with some parents and teachers
representing the minority community, it was found that some parents,
against their traditional beliefs have started favouring education for
their girl child, believing that she might just be able to do something in
life. The biggest challenge for the teachers attached to the centers is
to organize parents-teachers meeting during the week-end. It is
advised that the teachers should not meet more than 4/5 parents and
tell them about the development about the child and more
enthusiastically about the girl child. This would bring huge
psychological impact on the whole family. What is also observed
among the teachers was lack of techniques in building personalized
relationship. The complex social relationship prevailing in the project
areas is always weighing on them. They are more concerned about the
fall out in case of any mistake/misunderstanding, which perhaps are
also affecting their creativity and desisting them to be self starter.

Importantly, the understanding of the girl students in particular about

child rights and the responsibilities of the government and parents in
protecting it has grown leaps and bounds. The children through their
own panchayats and assembly have articulated their oppositions to
gender based discrimination, and issues like child marriage and child
labour. The children have even submitted their memorandum to the
relevant authorities demanding facilities for their development.

Impact:
The project, within six months of its inception has become an
instrument of desirable and positive social change. To contextualize
the problem, there was no facility of education for weavers
community, pre-dominantly, Muslims with only one literate in ten. Most
children were out of school; girls taking care of younger siblings and
boys engaged in child labour. Even there was bleak awareness about
education being a Fundamental Right for children aged 6-14 years.
Abject poverty and marginalization had hardly allowed parents to think
about the education of their children. The school system also had
many push factors like teacher-absenteeism, lack of quality education,
de-motivation of teachers to make education as interesting and
enjoyable process.

The strategy that made the difference were creating a demand for
education through Mahila Baithak, Kishori Baithak, Abhibhavak
Baithak, Bal Sabha, Bal Panchayat, etc., before the supply of
educational facilities. Active participation led to awareness and later
assertion for own rights.

Educationists and child development professionals have emphasized

the importance of Early Childhood Care and Education (ECCE) with one
important component being preparation of the child for formal
schooling. Empirical evidences have shown that one of the reasons of
school drop out among children is the failure to cope with demands of
school system. In this regard, important component of the project was
making out of the school children accustomed to formal school
environment and developing interest for books and learning. In the
project, PPCs and strategies to play way learning are the steps in this
direction.

The National Policy on Education, 1986 (revised 1992) maintains that

education is a path to empowerment. However, most often schools
focus on rote leaning, mugging up concepts of syllabi which are hardly
related to everyday life. This type of teaching strategy fails to sustain
the interest of most children and education does not lead to
personality development, creative expressions of self and
empowerment. Another noteworthy initiative of the project was to
begin a campaign for creating awareness about Child Rights in general
and Right to Education in particular. Education was made more
functional and related to the lives of the community people. They could
see the relevance of the knowledge gained in their daily life.
Alongside, education equipped them to resolve their everyday
challenges, thereby making it a road to empowerment.
The BRAC (Bangladesh Rural Advancement Committee) Model of
education has gained a prominent place in the world as a success story
for education and empowerment. The crux of the BRAC model was
peoples participation, that is, active involvement of community people
in planning, implementing and monitoring the initiatives for education.

The PVCHR/JMN has well institutionalized peoples participation. The

stakeholders (children, adolescent girls, women and community
people) churned their thoughts in various structured groups like
Baithak, Sabha, and Panchayat, to identify causes of their problems
and probable solutions, voiced the felt need of education, and are
playing active role in the functioning of education system. This
participation gives sense of ownership as against traditional
behaviours of being only the passive receptors of benefits offered by
the State, in whichever form it comes.

Paulo Fierier in his famous work, Pedagogy of the Oppressed has

shown usage of education as a tool for advocacy and empowerment of
those who are marginalized and oppressed. The word education is
derived from latin meaning to lead or draw out the potential we all
posses; to stimulate awareness of what we really are: Being with
limitless, capacity for courage, wisdom compassion and bliss; being
who are inter-woven with all others and yet completely individual;
who, as the jewels in the myths of indras net, both reflect all others
within themselves yet also create them. We need a method of
education to liberates us from servitude to the market and all its
wares, and free us to fulfill our potential.(from PVCHRs strategy paper
on education)

The PVCHR/JMN, through the project has done exceptional task of

voicing the needs and problems of voiceless, disadvantaged
communities like weavers, wage earners, people living below the
poverty line and away from the mainstream development at the local,
national and international level, while standing firm in front of the
challenges offered by the upper caste, feudal and perpetrator of
violence present in every form. PVCHR/JMN created awareness about
the Fundamental Right to Education for 6-14 years and above the age
of 14 up to 18 years and also highlighted the problems of sidelined
children below 6 years of age. They also raised concerns about Sachar
Committee Report and did commendable efforts to draw the attention
of policy makers and social planners towards the need of quality
education for marginalized sections of population in Varanasi district.

One of the noteworthy aspects of the PVCHR/JMN is the cost

effectiveness of the project. With a grant of Rs.24,94,600 for year one,
number of direct beneficiaries are 25209 (and 20,000 indirect
beneficiaries). This means that cost per person per year is merely
Rs.98.9. In terms of the benefits, many individual cases have shown
how children have started voicing their opinions and concerns about
their own education and even started taking a stand on social issues
and doing their bit of advocacy (like writing a letter to President of
India for expending employment options for their parents).

Potential Sustainability:

Too early and too soon to talk about it. But, looking at the commitment
of the organisation and the community response, it is unlikely to
happen that this initiative would not be sustainable. The gradual
(perhaps forced) involvement of the state apparatus in this project
might consider it to support and at the same time showcase as an
example. The other scenario could be the willingness of the
organisation itself taking over the continuation of the initiative in case
they do not get sponsorship, precisely due to its long time involvement
for the empowerment of the dalits, other backward caste people,
minorities which has been internationally recognized. If the fund
disappears, which should not happen in this case, the high
motivational drive of the project holders will lead to a continued
activity but at a significantly lower level. The advocacy and the
empowerment work may not suffer at all but the function of the
centers may slip back to a very unstructured volunteer support
resulting in unequal progress among the centers. Given the progress
the project is making there are every reasons to believe that the
actions will remain sustainable. PVCHR/JMN filed a Public Interest
Litigation (PIL) in the Honorable High Court, Allahabad for opening the
primary school at Baghwanala. It also helped in constructing a school
building on the community with sponsorship from Remscheid through
Ms. Helma Ritscher, Chairperson, Indo- German Society of Remscheid,
Germany. The present initiative has mobilized the community to
demand ICDS centres from the government. Opening of one ICDS
centre in one part of Doshipur slum has motivated the project staff to
shift the PPC to another part of the same slum area so that more
children benefit.

Whenever an NGO comes to an area to work with the community, the

creates ripples among all sections of the people. The powerful groups
fear for change in the status quo, they react and try to destabilize the
initiative by maligning the NGO. This also happened in this project.
However, what perhaps worked in favour of the organization in getting
acceptability(as expressed by every section of people in the project
area) are the factors like (1) funding for the project comes from a
secular organization; (2) Dr Lenin, himself, a person born in an upper
caste hindu family, rebelled against the caste structure perpetuated by
many including his own and then converts himself to a minority group
and dedicates for the cause of the dalits and minorities- this does not
happen very often. It has generated lots of trust among the
marginalized who see Dr Lenin as a savior and certainly it works
towards the process of caste reconciliation.

Suggestive inputs:

Though within six month since its inception, the project has succeeded
in its endeavors, some suggestions may be delineated as below:

The PVCHR/JMN should keep telling the beneficiaries that this is

not an one off project and the organization is not going to leave
the community from hand holding come what may.
Unfortunately, some of the important persons in the community
feel that the whole good initiative might collapse once the fund
dries up.
Developing linkages with existing systems like youth clubs,
Nehru Yuva Kendra would ensure human resource and cost
effectiveness.
Employing scientific techniques of social marketing would be
effective in mass mobilization and advocacy for education.
For the holistic development of children, the JMN may also look
into the health needs of students especially screening them for
early detection of many deficiency disorders and malnutrition.
For this, convergence of services by involving state machinery
(Anganwadi, Balwadi, PHCs) and civil society organizations
working in the area may be thought of.
The PVCHR/JMN may make use of teaching aids and materials
developed by organizations like UNICEF, Katha, National Book
Trust of India, Jagori and the like.
The PVCHR/JMN needs to look into the seasonal cycle of
employment of parents (agricultural, weaving), especially the
Mushahars and may come up with flexible timings of the
schools so as to ensure that children do not miss out school due
to work pressure at home.
Though the staff of PVCHR/JMN are highly motivated, creative
and dedicated, maintaining the level of motivation for three
years may be difficult and can be done through
a) Regular refresher courses
b) Suitable recognitions and rewards to field staff
c) Employment of MBO (Management by Objectives)
techniques.
d) Recreational and counseling facility for the staff to deal
with burn-out issues.
 The PVCHR/JMN may join hands with other organizations
working in the field of education so that realization of Right to
Education to children can become a national movement. In this
regard, publishing success stories and disseminating
information to wider circle of professionals and workers would
be relevant.

Annex-1

Abbreviations

PVCHR Peoples Vigilance Committee on Human Rights

JMN Jan Mitra Nyas
SDTT Sir Dorabji Tata Trust
PPC Pre-primary centers
PIL Public Interest Litigation
FTC Full Time Centre
MTA Mother Teacher Association
PTA Parents Teacher Association
ERS Education Resource Society