PROJECT PROPOSAL ON

SUSTAINABLE EDUCATION ENHANCEMENT

FOR THE POOR CHILDREN IN REMOTE RURAL VILLAGES
OF TARYA HARKESH AND GAURAHA MUSTAKIL IN
KUSHINAGAR DISTRICT, UTTAR PRADESH

Submitted by

SANNKALP EDUCARE FOUNDATION

C/O. PRAMILA DEVI, PART B
BUDHBIHAR, TARAMANDAL
DISTRICT- GORAKHPUR, STATE- UP
PIN CODE- 273001

E-mail: admin@sannkalp.com
Website: www.sannkalp.com
Mobile No: +91 95549 91042
General Information
1 Project title SUSTAINABLE EDUCATION ENHANCEMENT
FOR THE POOR CHILDREN IN REMOTE
RURAL VILLAGES OF TARYA HARKESH
AND GAURAHA MUSTAKIL IN
KUSHINAGAR DISTRICT, UTTAR PRADESH

2 Implementing SANNKALP EDUCARE FOUNDATION

organization (SEF)
3 Correspondence C/O. PRAMILA DEVI, PART B
address BUDHBIHAR, TARAMANDAL
DISTRICT- GORAKHPUR, STATE- UP
PIN CODE- 273001
4 Legal status of the Reg. No.: U85300UP2020NPL138120
implementing 12A: ABECS9146DE20219
organization 80G: ABECS9146DF20217
5 Name of the chief Mr. Vikas Kumar
functionary
6 Target area 2 Villages of Kushinagar district
7 Target group Rural poor, SC & ST population
8 Project duration 3 years
9 Total budget of INR: 1483900
the project Fourteen Lakhs Eighty Three Thousand
Nine Hundred.
10 Banking details State Bank of India:-
Saving Account No. :
IFSC :
Branch Address :
1. IMPLEMENTATION ORGANISATION PROFILE:
1.1 About the organisation:
“SANNKALP” is the ‘determination’ of Being-able to help and serve the Society as
per needed, according to the situation to reduce their sufferings and miseries. This is
the “SANNKALP” to create happy faces all around the area where our team works
and progressively to large scale areas, where we could outreach our Generous Help.
The NGO – “SANNKALP” is now Budding along with the Bunch of young, energetic
youth from various domains – MBBS students, Engineers, Innovative Entreprenuers,
cyclists, travellers, etc. – But have a common motto of working for the marginalized
to provide them with Social and Economical rights. We started with helping labours
and poor wage peoples during epidemic and now we are helping rural areas with
enhanced education reach, availability of clean water and youth empowerment
through skill development, entrepreneurship and education. Our other field of concern
apart from uplifting of the lower strata of the society is “ENVIRONMENT” and we
are working for developing ‘sustainable environment and eco-tourism.’ Clean-up
campaign’s in Himalayas, pollution free rivers, waste free tourist destination,
plantation drives, reducing effects of global warming are the other important issues on
which we are focused. Being from various domains academically, socially and
economically – brings us more advantage as we have good strong hold on ground
level work as well as are aware of ground reality of upcoming future technology. We
with our knowledge, team work and social participation along with their co-ordination
are determined to bring joy and satisfaction by our work. This is our ultimate
“SANNKALP”!!!

1.2 Vision: Build a world in which every child has the right to survival, protection,
development, and participation.

1.3 Mission: To inspire break-throughs in the way the world treats children, and to
achieve immediate, and lasting change in their lives.

1.4 Legal status:

• SEF is registered under Section 8 of the companies act 2013 dated 18 November,
2020
• Registered under section 12AA(2) of Income Tax Act 1961 vide unique registration
number ABECS9146DE20219 dated 14 October 2021 and permanent account
number ABECS9146D
• Registered under section 80G of Income Tax Act vide unique registration number
ABECS9146DF20217 dated 14 October 2021
1.5 Activities Done by the Organization:

 Ration distribution during lockdown: The situation faced by the people in and
around the villages made us realise the misery faced by the people country wide.
Examining the situation near us and understanding the basic requirements of a
family, we decided to make packets comprising dry ration, and sanitization
products. As students we did everything that was possible from our side and the
problems of funds were solved by seeking for fund-raising through internal
contacts. Through this fund we were able to help 140 families in a village named
Hafua Balram. The food packets had a quantity which could last for around 10
days. The food items included were potatoes, onions, rice, wheat flour, pulses,
edible oil, soya bean, salts, turmeric and biscuits. Apart from giving food items
we also distributed soaps, hand sanitizers and masks and also made the people
aware of social distancing and by following some simple rules and having
awareness we can give a tough fight to Coronavirus. Due to people’s awareness
and support we were able to collect 1 Lakh INR through funding. This time our
distribution also had statistical studies about the families, their earning members
etc. We increased the distribution range and went to 12 villages in the radius of
10 km. The distribution consisted of rice, wheat flour, edible oil, pulses, turmeric,
salt, soya bean, biscuits, soap, detergent, hand sanitizers and masks to 400
families. We not only helped the villagers but also the workers who were
migrating from Delhi to Bihar by keeping provisions for them like biscuits and
water.
 Bihar & Uttar Pradesh During Flood : As we all are aware of Bihar floods and
the massive destruction it brought to man and the environment. The state had to
encounter two problems simultaneously that is the flood and the pandemic. This
misfortune greatly affected the daily wagers. Their livelihood got disturbed due to
flood and agriculture also got affected. Small farmers and labourers were facing
 financial problem with lack of basic amenities. Our team and volunteers worked
tirelessly to serve to the nation-men in every possible way. Our team had
distributed around 400 food relief packages in worst hit flood affected areas of
Uttar Pradesh and Bihar.
 Cleanliness Campaign at Gomti River Front, Lucknow: We have organized a
cleanliness campaign at Gomti river front, Lucknow. It was the time between
Dussehra and Diwali and due to immersion of statues in the river it got very much
polluted, so we decided to clean it as much as we can. With the help of local
citizens, we were able to clean a lot of areas. We ran this campaign for seven
days and after that due to some unfortunate circumstances we had to stop this
campaign. But due to this initiative the locals get to know the importance of
cleanliness and we also teach them about consequences of not being clean.
 Cricket Competition: We have organized a cricket competition in collaboration
with RNC cricket club in 2nd week of January 2021. In this competition total 16
teams participated from U.P and Bihar. We had some very exciting rewards and
trophies for winner of competition. Final was played between Salemgarh U.P and
Sasamusa Bihar and Sasamusa Bihar won the trophy. More than four thousand
people came to see the finals. The main motto of this competition was to identify
the top talents from rural area and help them in achieving something big and help
them in making our country proud.
 Road Safety Awareness: Our Sannkalp team organized a Road awareness rally
at NH-28 in Gopalganj, Bihar. We stood there at chowk and whoever that is not
wearing helmet while driving two wheeler, we greeted them nicely and gave a
flower of rose. After that we told them about benefits of wearing helmet and also
consequences of not wearing helmet. After that people promised that, they will
always wear helmet as well as create awareness about it among their friends and
families.

1.6 Our On going Projects

 Sannkalp Free Pathshala

The main objective of this Pathshala is to promote rural education and efforts are
being made to bring children who are deprived of education due to family’s economic
situation to the mainstream of society. The students pursuing graduation and locals
come here voluntarily in the evening for 1.5 hour and teach the children who currently
can’t afford to go to school. Along with teaching we also motivate them to go to
school and distribute copies, pens and other basic stationery. Even in this era there are
some parents who don't send their child to school. Our team regularly visits them and
makes them understand the importance of education and how it will benefit their
whole next generations. Apart from academic activities every Sunday we play various
games with these children. We are also planning to organize an annual cultural fest
for them where they can show their talents and can become free from stage fear and
express themselves. An annual technical fest is also being planned where children can
make some projects on their own(volunteers will guide them) and present them to
teachers and some other prominent guests. So we are focusing on overall development
of children from academic to fitness for implementing the knowledge through
technical fest and showcasing their talents through cultural fest.

 Free Sannkalp Library

We have opened a library in Vill-Hafua Balram, Dist-Kushinagar. It is inaugurated on

21st February. Here we have huge collections of books for each age groups which we
have collected from our friends, seniors, teachers and many more supporters. At this
time almost 200+ children of different age groups are enrolled in this library and they
take one book of their choice on Sunday and can read it for one week and return it on
next Sunday and issue another book. In case one is not able to read book in one week
then he/she can reissue the same book on next Sunday. We also ask them about what
they studied and learnt from the book at the time of returning the book. We also
provide text books to financially weak students for whole year. Like one is in class 9
and he/she is not able to buy text books then we issue him/her text books for whole
year and he/she have to return it next year so that other can get benefits of it. The
whole library is free of cost. The main changes we are observing after opening of
library that an environment is forming where everyone wants to learn something new
every day and to improve him/her self with each passing day. Now, instead of wasting
their whole day doing nothing productive, children's are studying in their free times
and learning something new. We are also planning to identify some brilliant minds by
conducting some quiz/competition and sponsor them for their future studies.
1.7 Strategy:
 SEF strives to improve the quality of life of the rural poor by strengthening their
existing educational programs, initiative new activities to diversify and increase
the quality of life among students, their families and communities at large.
 To develop community ownership and managed educational institutions to
sustain the education activities
 To develop well trained and highly capable local teachers who can provide timely
support to the students
 To develop community based models for imbibing education in order to protect
and use the educational resources for future development
 To work in collaboration with the government and the industry along with non
government domestic and international development organizations
2. PROJECT DESCRIPTION:
2.1 Background of the Project:

2.1.1 History of Kushinagar: The present Kushinagar is identified with Kusavati (in
the pre-Buddha period) and Kushinara (in the post-Buddha period). Kushinara was the
capital of Mallas which was one of the sixteen mahajanpads of the 6th Century BCE.
Since then, it remained an integral part of the erstwhile empires of Maurya, Shunga,
Kushana, Gupta, Harsha, and Pala dynasties.

In the medieval period, Kushinagar had passed under the suzerainty of Kultury Kings.
Kushinara continued to be a living city till the 12th century CE and was thereafter lost
into oblivion. Padrauna is believed to be ruled over by a Rajput adventurer, Madan
Singh, in the 15th century CE.

Conjectural reconstruction of the main gate of Kusinagara circa 500 BCE adapted
from this relief at Sanchi. However, modern Kushinagar came into prominence in the
19th century with archeological excavations carried out by Alexander Cunningham,
the first Archeological Surveyor of India and later followed by C.L. Carlleyle who
exposed the main stupa and also discovered a 6.10 meters long statue of reclining
Buddha in 1876. Excavations continued in the early twentieth century under J. Ph.
Vogel. He conducted archaeological campaigns in 1904-5, 1905-6 and 1906-7,
uncovering a wealth of Buddhist materials.

Chandra Swami, a Burmese monk, came to India in 1903 and made Mahaparinirvana
Temple into a living shrine.

After independence, Kushinagar remained part of the district of Deoria. On 13 May

1994, it came into being as a new district of Uttar Pradesh.

2.1.2 Demography: An official Census 2011 detail of Kushinagar, a district of Uttar

Pradesh has been released by Directorate of Census Operations in Uttar Pradesh.
Enumeration of key persons was also done by census officials in Kushinagar District
of Uttar Pradesh.
In 2011, Kushinagar had population of 3,564,544 of which male and female were
1,818,055 and 1,746,489 respectively. In 2001 census, Kushinagar had a population
of 2,893,196 of which males were 1,473,637 and remaining 1,419,559 were females.
Kushinagar District population constituted 1.78 percent of total Maharashtra
population. In 2001 census, this figure for Kushinagar District was at 1.74 percent of
Maharashtra population.

There was change of 23.20 percent in the population compared to population as per
2001. In the previous census of India 2001, Kushinagar District recorded increase of
28.23 percent to its population compared to 1991.

2.1.3 Gauraha Mustakil: Gauraha Mustakil is a large village located in Tamkuhi Raj
Tehsil of Kushinagar district, Uttar Pradesh with total 602 families residing. The
Gauraha Mustakil village has population of 3860 of which 2022 are males while 1838
are females as per Population Census 2011.
In Gauraha Mustakil village population of children with age 0-6 is 627 which makes
up 16.24 % of total population of village. Average Sex Ratio of Gauraha Mustakil
village is 909 which is lower than Uttar Pradesh state average of 912. Child Sex Ratio
for the Gauraha Mustakil as per census is 1029, higher than Uttar Pradesh average of
902.
Gauraha Mustakil village has lower literacy rate compared to Uttar Pradesh. In 2011,
literacy rate of Gauraha Mustakil village was 49.95 % compared to 67.68 % of Uttar
Pradesh. In Gauraha Mustakil Male literacy stands at 65.85 % while female literacy
rate was 32.04 %.
As per constitution of India and Panchyati Raaj Act, Gauraha Mustakil village is
administrated by Sarpanch (Head of Village) who is elected representative of village.
Our website, don't have information about schools and hospital in Gauraha Mustakil
village.

In Gauraha Mustakil village out of total population, 1302 were engaged in work
activities. 20.97 % of workers describe their work as Main Work (Employment or
Earning more than 6 Months) while 79.03 % were involved in Marginal activity
providing livelihood for less than 6 months. Of 1302 workers engaged in Main Work,
63 were cultivators (owner or co-owner) while 129 were Agricultural labourer.
2.1.4 Taryaharkesh: Taryaharkesh is a medium size village located in Tamkuhi Raj
Tehsil of Kushinagar district, Uttar Pradesh with total 232 families residing. The
Taryaharkesh village has population of 1429 of which 727 are males while 702 are
females as per Population Census 2011.
In Taryaharkesh village population of children with age 0-6 is 211 which makes up
14.77 % of total population of village. Average Sex Ratio of Taryaharkesh village is
966 which is higher than Uttar Pradesh state average of 912. Child Sex Ratio for the
Taryaharkesh as per census is 851, lower than Uttar Pradesh average of 902.
Taryaharkesh village has higher literacy rate compared to Uttar Pradesh. In 2011,
literacy rate of Taryaharkesh village was 72.74 % compared to 67.68 % of Uttar
Pradesh. In Taryaharkesh Male literacy stands at 84.01 % while female literacy rate
was 61.32 %.
As per constitution of India and Panchyati Raaj Act, Taryaharkesh village is
administrated by Sarpanch (Head of Village) who is elected representative of village.
Our website, don't have information about schools and hospital in Taryaharkesh
village.

In Taryaharkesh village out of total population, 350 were engaged in work activities.
96.57 % of workers describe their work as Main Work (Employment or Earning more
than 6 Months) while 3.43 % were involved in Marginal activity providing livelihood
for less than 6 months. Of 350 workers engaged in Main Work, 70 were cultivators
(owner or co-owner) while 238 were Agricultural labourer.

2.2. Situation analysis :

The project area is backward in every respect, most. Of the total population about
80% are under below poverty line. The literacy of men is 35% and women 15%.
People by and large depend on agricultural products, daily labourers and allied
activities. Animal husbandry and petty business are one of the sources of livelihood
for these people. The health status of the stake holders is in havoc. There is a high rate
of Infant Mortality Rate (IMR) and Maternal Mortality Rate (MMR) due to
malnutrition severe anaemia and large number of the delivery are carried out at home
by the untrained dhais. Malaria and diarrhoea are the killer diseases in these areas as
well. The system of education in these areas is not up to the mark. Out of total
enrolment the dropout rate is alarmingly due to unorganised education system,
inadequate infrastructure, irregularity of teachers in the class rooms, non involvement
of the parents etc. lead to high percent of dropout at school level. Ultimately it leads
the younger generation to utter frustration and disappointment as a result they take the
shelter of alcoholism and other bad habits. Although, people are politically aware of,
but they are still under the clutches of village touts who mislead and misguide the
target community. The elected office bearers try to keep people in the darkness
without informing them about the various government schemes, plans and programs
available for them at GP level. Though the community has a rich cultural background,
it is degraded, looked down and discouraged by the upper caste people. It is really in a
deplorable situation. The status of the women in the community is very low. About
80% of the women are unskilled and agricultural labourers. They are illiterate,
unorganised and in unhealthy situation. The women torture is more in the society. The
women are discriminated in getting wages. They are treated as the second citizens.
Their manpower and potentials are not given due importance. The existing formal
cooperative society movement is a total failure due to nonfunctioning and high
handedness of government personnel. The marketing system is fully controlled by the
middlemen. Although the people produce crops but because of poor marketing system,
exploitative nature of middle men, lack of propoor policy, and lack of communication
and above all the people have no bargaining power; they get no profit out of the
venture. The land holding pattern of the community ranges from .5 acre to 1.5 acre.
The yielding capacity of agricultural land is very low due to lack of irrigation facility,
soil erosion, lack of water and no proper use of modern technology.
There are various factors influencing directly and indirectly the development
process of Kushinagar district.
a. Political Factors : The govt. have launched numerous rural development
activities to alleviate and eradicate poverty, illiteracy and health hazard from the rural
areas, these programs have not in any way changed and affected the living standards
of the people of this area. Majority of the people still cannot read and write, they do
not get a single meal a day, cannot get treatment when they are sick. It is all due to the
inertia and all kinds of corruption by the governance system. In this area people are
disorganized they are not aware of political system very few people participate in the
political system.
People are dominated and exploited by the politicians. Very rarely get Government
support through the political party. By seeing, the people simplicity the elite political
group takes advantage and in the name of this people, the political leaders get benefit.
b. Socio-economic Factors : Illiteracy, ignorance, insufficient awareness and
lack of organized effort appear to be the root course of the major problems of socio-
economic, educational, and health backwardness of these people. Though the Literacy
rate of Kushinagar District is comparatively high, but the level of knowledge and
awareness is way too low. Female literacy rate is much lower. Govt. has provision to
look after to the educational aspect of the people by establishing schools and collages
but it is not implementing and functioning well. According to the government role and
system in each village, the establishment of primary school is necessary. However,
the schools in the district are in dilapidated conditions. Even if the villages complain
this matter to the authority but their efforts turn up into fiasco. This kind of recharged
problem is continued to the educational department. This scenario presently exists in
the area. People are thus greatly frustrated and variously deprived of educational
facilities.
Government health support is not reaching to the people. A serious patient invites
death when they are carried to the hospitals or to dispensary. Due to financial problem
many do not go to hospital, they are treated at the village by the quacks or herbal
medicines, which is not sure of healing. Many children suffer from malnutrition and
chronic diseases. Vaccination is very rare. As a result, infant and maternal mortality
rate is high. There are government health workers but they too rarely visit these
villages due to distance, no communication facilities. Malaria is the very common and
dangerous fever in this area. Many people die of malaria. During monsoon season, it
is extremely difficult for the people to come down to the hospital. It is noted that most
of the people depend upon stream and rivulets for drinking water. The government
health worker rarely visits these villages. Thus, health and sanitation is much
neglected. The major diseases are related to protein and caloric deficiency and
contamination of water viz. Anemia, scabies, diarrhea; deice try, and tuberculosis.
In this remote, interior area, there are no bus services, electricity and telephone
services too. There are no proper road facilities. Since there is no marketing facility
near by, they are compelled to sell the goods at low prices. Ignorance of the people,
negligence of Government authorities and interference of middleman are causing the
miserable life of the people.
2.3 Problems Identification :
The committed staff members of the organisation identified various problems in
association with community based organisation by using various participatory tools,
survey mentioned below :
 Absenteeism of teachers in these schools is very high.
 Low levels of literacy in the rural communities
 60% of the people are under below poverty line
 Area is located in interiors
 Livelihood insecurity and motivation for education upliftment
 Majority of the population are landless and daily laborer
 Rural to urban and intrastate migration of male populations
 Ineffective local administration leads to inaccessibility of service delivery system
 Poor participation in governance
To identify and prioritise the problems, SEF conducted a need assessment survey
among the beneficiaries and school management committee (SMC). Discussions have
also been conducted among the SMC members, Parents and Students.
Government is implementing anti-poverty programs, elimination of hunger schemes,
Employment Assurance Scheme (EAS), Public Distribution System (PDS), Integrated
Child Development Scheme (ICDS) and Mid-day Meal Scheme, just few to mention.
All the above schemes are aimed at improving the living conditions of the poor by
directly involving the appropriate target groups. Still education is the major problem
for rural India.
The problem was identified on the target area at three levels People Level, Process
Level and Policy & Institutions level;
A. People Level:
 Traditional norms and values discriminate against the participation of women
in decision making in family and community.
 Women in rural villages have low levels of education and the division of
labour discriminates against women.
 Education is among the lesser priority among the community.
 Workload of women in rural areas has increased and forced many women to
discontinue their education and take up other unskilled employment in
addition to their already heavy workload.
B. Process level:
 Lack of awareness among the rural population about education
 Insufficient number of teachers in the schools makes teaching learning process
rather insignificant .
 Poor infrastructure of school
 Lack of motivation among school staff, with regard to education
 Lack of knowledge with regard to the smart room usages
C. Policy and Institutional Level:
 Lack of access to government educational entitlements and poor
implementation of government schemes at grassroots level.
 Poor women participation in Panchayat Raj System (PRI) and other
governance systems.
 Due to lack of awareness there is a difficulty in accessing the resources
because they lack voice, confidence, basic administrative skills and capacity
and capability in negotiating with, and accessing support from agencies.
 Substantial numbers of poorer households are outside the beneficiary lists.
 Lack of capacity building activities among teachers in the field of vocational
training.
 Lack of strong community based institutions
3. PROJECT DESIGN:
3.1 Introduction:
India is a rapidly changing country in which inclusive, high-quality education is of
utmost importance for its future prosperity. The country is currently in a youth bulge
phase. It has the largest youth population in the world, a veritable army of 600 million
young people under the age of 25. If India manages to modernize and expand its
education system, raise educational attainment levels, and provide skills to its youth,
it could gain a significant competitive advantage over other developed countries.
At the same time, India is still a developing country of massive scale and home to the
largest number of poor people in the world next to Nigeria. Consider that some 40
percent of India’s roads are still unpaved, while the country accounts for more than a
quarter of all new tuberculosis infections worldwide—the disease kills more than
435,000 Indians each year. India also has one of the highest mortality rates among
children under the age of five worldwide. However, India still has about a quarter of
the world’s extreme poor, and social inequalities in the country are not only rampant
but rising. If current trends continue, India will be in danger of disintegrating into
parallel societies with economic realities of elites in economic centers like Mumbai or
Bangalore looking exceedingly different from those of the impoverished masses in
underdeveloped states like Uttar Pradesh or Bihar.
As of now, India struggles to educate and employ its growing population: More
than 27 percent of the country’s youth are excluded from education, employment, or
training, while the overwhelming majority of working Indians are employed in the
informal sector, many of them in agriculture, often in precarious engagements lacking
any form of job security or labor protections.
India’s higher education system, meanwhile, does not have the capacity to achieve
enrollment ratios anywhere close to those of other middle-income economies. The
country’s tertiary gross enrollment rate is growing fast, but remains more than 20
percentage points below that of China or Brazil, despite the creation of large numbers
of higher education institutions (HEIs) in recent years.
India’s social problems will magnify if the country does not provide more quality jobs,
increase social mobility, and expand and improve its overburdened education system,
which is weakened by inadequate funding and infrastructure, absenteeism among
underpaid and poorly qualified teachers, high student-to-teacher ratios, academic
corruption, and mounting problems of quality, particularly in India’s rapidly growing
private higher education sector.
3.2 Our Model:

3.3 Process: The project gives a holistic approach with a sustainable solution to
education problems in rural India. The students are identified from the group of
children we are already working with and these children will be trained and prepared
for main stream schools. The students we are working with have the talent but their
families are not motivated enough or are not in a position to finance their studies and
therefore, education takes a back seat between other priorities. The project will focus
on the students and the other factors that are required to make education for the
students possible. The major focus of the project will be Students and Teachers, apart
from them the project will also focus on the behavioral change among parents,
communities and school management.
3.4 Objectives:
 To help in enhancing the Quality Education in Rural Schools by enriching and
supplementing the regular curriculum.
 To help enhance the general academic performance of children by making
learning meaningful and enjoyable.
 To help children bring together what they learn in school and what they learn
outside.
 To build skills of thinking, analyzing and making choices, and to encourage
children to listen to different opinions while forming and expressing their own.
 To provide stimulating reading materials that will help develop children's reading
skills and foster values that promote harmony and celebrate diversity.
 To impact the community behaviour towards education and draw their attention
towards the strong community development.
 To provide nutritious food that will compliment the experience of learning.
 To provide health check-ups, so that the students stay healthy and nourished.
3.5 Activities:
 Identifying 200 students for 2 pathshalas: 100 students per pathshala will be
selected from the students we are already working with. All these students are
from the marginalized communities and therefore, even after having the talent
they land doing unskilled works.
 Provide quality education: Our trained teachers are well qualified in teaching
students and bridge gap at a faster pace. The students will receive overall
development with extra curricular activities and one on one mentoring.
 Provide life skills: The students will receive basic life skills focusing on skills
that would help them make informed decisions, solve problems, think critically
and creatively, communicate effectively, build healthy relationships, empathize
with others, and cope with and manage their lives in a healthy and productive
manner.
 Help beneficiaries getting government facilities: Through students the parents
and communities will be strengthened and aware of the schemes that the
government has for the marginalized. This in turn will help in overall
development of the village.
 Provide nutritional food: If students get nutritious food along with the
intellectual food they will be in a better position to imbibe and intake knowledge.
 Health check-ups facilities: Students will be having a monthly health check-up
and first aid facility for any unforeseen eventualities.
 Impact Evaluation: A bi-annual evaluation will be conducted in order to track
the success and challenges of the project and to guage to what extend the project
has achieved the said objectives.
 Connecting students with the main stream: The major outcome of the project
is to make these students capable enough to be part of the main stream, and to
ensure that they are receiving education after enrollment in the school.
3.7 Training Centers:
The training centers will be rented space in the villages named Tarya Harkesh and
Gauraha Mustakil in Kushinagar District of Uttar Pradesh, which will be also the
target area of the project.
4. Project Details
4.1 Log Frame
Project Narration Variable Indicators Means of Verification
Overall Objectives:
Improve the education and awareness status of Rural villages named Tarya Harkesh and Gauraha Mustakil of Kushinagar
District in Uttar Pradesh by end of three years.
Purpose :  200 students will be trained and  Attendance registers
to provide sustainable education ready for the mainstream education  Designed training curriculum for
opportunities for Rural Village students in the target communities. students
from Tarya Harkesh and Gauraha  These students will not just be  Baseline survey and activity report
Mustakil of Kushinagar District in Uttar better in the academics but also in  Project final evaluation report
Pradesh through promotion of holistic the life skills.
education project.  Educating children will also help in
enriching the community
engagement
Result 1 - Students are able to  200 students are able to read as well  Training registers
understand the concepts and get better as write by the end of the project  Project progress report
in the reading as well as the writing  200 students are trained to an
skills. extend that they are ready to attend
the regular schooling by the end of
the project.
Result 2 - Overall participation and  Developed awareness regarding  Training ToRs and curriculum
community development of the entire education by the end of the project  Training reports
village  Active participation of the  Monthly progress reports
community in education  Monitoring and Evaluation reports
development
 Increased awareness regarding the
government facilities and policies
Activities:
1. Identifying 200 students for 2 pathshalasFormation & orientation on FPOs
2. Provide quality education
3. Provide life skills
4. Help beneficiaries getting government facilities
5. Provide nutritional food
6. Health check-ups facilities
7. Impact Evaluation
8. Connecting students with the main stream
4.2 Target Area:
Tarya Harkesh and Gauraha Mustakil in Kushinagar District of Uttar
Pradesh.
4.3 Target People:
The direct beneficiaries of the project will be 200 students of 2 villages
named Tarya Harkesh and Gauraha Mustakil in Kushinagar District. The
indirect beneficiaries will be more than 1000 individuals.
4.4 Project Duration:
Estimated duration of the project is 3 years.
4.5 Project Activity Schedule:
Sl. Activity Year 1 Year 2 Year 3
No. Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4 Q1 Q2 Q3 Q4

Activities related to setting

up the project
1. Recruitment of project staff
and students
2. Setting up of project space

3. Procurement of office
equipments, computer and
printer
4. Inception workshop for
project staff to understand
and clarify the project
Core Project Activities

1. Conducting village level

assessment including
baseline survey of the target
community
2. Provide quality education
3. Provide life skills

4. Training on leadership
development
5. Provide nutritional food

6. Health check-ups facilities

7. Connecting students with

the main stream
Monitoring and Evaluation
activities
1. Half yearly project reviews

2. End of the project

evaluation
Reporting Activities

1. Monthly project narrative

and financial reports
2. Interim report to the
partners
3. Final report to the partners
5. BUDGET
Sl. No Particulars No. of Cost per Year 1 Year 2 Year 3 Grand
units Unit Total
A. Fixed Costs
1 Computers & Printers 1 75000 75000 0 0 75000
2 Rent 12 5000 60000 60000 60000 180000
3 Projector 1 20000 20000 0 0 20000
SUB TOTAL A 155000 60000 60000 275000
B. Recurring Costs
1 Stationary (Rs.25 per student, per month) 200 300 60000 60000 60000 180000
2 Teaching Learning materials (Rs. 20 per student, per 200 240 48000 48000 48000 144000
month)
3 Health Check-up Camps (Rs. 10 per student, per 200 120 24000 24000 24000 72000
month)
4 Training for volunteers 2 5000 10000 10000 10000 30000
5 Volunteer Stipend (Rs. 3000 per volunteer, per month) 6 36000 216000 216000 216000 648000
SUB TOTAL B 358000 358000 358000 1074000
C. Administrative Cost
1 10% of the total cost 1 51300 41800 41800 134900
SUB TOTAL C 51300 41800 41800 134900
GRANT TOTAL A+B+C 564300 459800 459800 1483900
6. PROJECT SUSTAINABILITY:
The project aims to bring positive changes in the education practices of local
communities through promotion of communities. The skill building measures are
planned to improve the effectiveness of existing educational practices. The project will
not impose any practice that is locally unviable. The behavioral and attitudinal changes
brought in by the project among the community will empower them to actively
participate in decision making processes at the community level. The socio-cultural
changes brought in by the project, in terms of educational practices, will have lasting
impact on the target beneficiaries even beyond the project period. The project will
significantly affect the lives of rural students in their overall growth, It will strengthen
the target rural communities’ income generation opportunities through tools and
capacity building support. It is expected that the beneficiaries will continue the
education practices, which directly contribute to better standards of living. Further, the
groups will continue to access resources from financial and government agencies
through the linkages created under the project. SEF plans to continue the project from
support received from government programmes and other agencies. SEF will continue
to play an active role to facilitate the growth of our students.