The document provides information about the Cohesion Foundation's Learning and Migration Program (LAMP) in Gujarat, India. The objectives of LAMP are to support access to education, education quality, and advocacy for vulnerable groups. Key interventions include: 1) The Learning Enrichment Program (LEP) which provides remedial classes to students in grades 3-5 who are behind, with over 3,500 students covered. Endline assessments show significant learning gains. 2) Seasonal hostels which accommodate 80 migrant children to support education continuity. 3) Right to Education work including community meetings, teacher trainings, and ensuring enrollment and retention of migrant and irregular children. Over 30

1. Cohesion Foundation
Trust
Learning and Migration Program
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2. OUR OBJECTIVES WITH LAMPS
SUPPORT
Focus aspects in education
 Access to formal education, leading to 100% UEE of 6-14yrs. children,
going to school regularly.
 Quality of education, so as to overcome learning deficit
 Advocacy for vulnerable & girls
Focus areas in Education (Our intervention with LAMP)
 Learning Enrichment Program
 Seasonal Hostel
 Right To Education
Implementing Area
State: Gujarat District: Kutch and Patan
Coverage of villages: 150, including 28 LEP class
Target community: migration affected, exploited, economic and
socially backward without bias of caste & creed.
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3. LEARNING ENRICHMENT PROGRAM
(LEP)
Level 1- (Deficit student of std 3,4,5) has been completed in 28
classes and 1680 students
Level 2- Running from 15thfeb
On wards
Total coverage
3464 students
Objective:
To enhance students capacity to understand std 1 and 2 course and
remove their deficits of reading, writing and counting
To enhance students capacity to learn and understand their academic
books of concern standards
Support class: 15 covered class vi-viii 589 students covering 220 girls
and 369 boys and class ix-x covered 386 students covering 128 girls
and 258 boys
Computer class : 37 students teach 809 students covering 347 girls and
462boys
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4. LEARNING ENRICHMENT PROGRAM
(LEP)
Pedagogy
 Base line test was taken in 28 schools and covered all students of std
III,IV and V
 Trainings delivered to the tutors on pedagogy, content making and
refresher
 Course completed as per plan
 End line test was taken in last week of january2014
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5. LEARNING ENRICHMENT PROGRAM (LEP)
SUMMERY STATISTICS OF END LINE ASSESSMENT
No. of children 1681
Girls 750 Boys 931
Class III Class IV Class V
Avg. Score
(Baseline, Max. 50)
Avg. Score
(Endline, Max. 50)
Increase
Language 16.4 32.3 15.9
Maths 21.6 38.1 16.5
• 3572 students appeared base line test
• 1680 students were selected for LEP class
• 1663 students appeared end line test
• In language 1014 students found in D group after base line, after end line 78 students
are in D group
• In mathematic 556 students found in D group after end line and 13 students found in
D group after end line

6. LEARNING ENRICHMENT PROGRAM
CHALLENGES
Major challenges:
 Distance one to another village
 Lacking of transportation facilities
 Not getting qualified tutors for LEP class and local staff from this area
 Crime zone area, problem occurred during field work e.g. gagodar, badarpar,
palassva
 Few schools don’t support our program
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7. SEASONAL HOSTEL- YEAR 2013-2014
Migration scenario: There are three types of migration in Kutch District
Salt pans: Within kuch
Charcoal: Jamnagar, Rajkot, Kheda, Bhavanagar
Pastoral: Surat, Navsari, Maharastra, Madhya pradesh and Rajsthan
During September and October series of meeting held with community
and SMC, took their signature and thumb for hostel demand
At present 3 seasonal hostel have been started from January 14, 80
students are in Seasonal hostel
Constrain faced in SH activity
 Migration depends on rain fall
 Uncertain decision
 Complexity with government department
 Occupation wise migration seasons are different
 Difficulty to get proper no of students due to various reason
 Migration in agricultural work for uncertain days

8. RIGHT TO EDUCATION - WORK DONE UNDER RTE
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Line Items Delivera
bles
(Nos)
Achiev
ed till
Feb. 14
% achieved
till Feb. 14
Hyperlink
Balmelas 60 65 108% Balmela photos.docx
Campaigns 150 150 100% Campaign photos.docx
SMC trainings &
meetings
1260 1483 118% SMC meeting
photos.docx
PRI training 300 129 43%
Volunteers training 570 525 92% VV trg.photos.docx
SHG members
meeting (all females)
771
SDP Submitted 150 153 102% SDP submission
photos.docx
Total Coverage
(Females)
12508
Total Coverage
(Males)
18397

9. RIGHT TO EDUCATION - INTERVENTION’S
OUTCOME
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Area of intervention Boys Girls Total Hyperlink
Regularized
children:
Chitrod Cluster 83 55 188 Irregular
children.xlsx
Adesar Cluster 305 297 602 Irregular
children-
adesar.jpg
Varahi Cluster 6 1 7
Total 89 56 145
Migration retention Migrating Retained % retention Hostel
retention.xlsx
Chitrod Cluster 880 709 81%
Adesar Cluster 136 115 85%
Total 1016 824 81%

10. RIGHT TO EDUCATION-PROCESS PART
 Orientation of all CFT staff done about the program & its outcome
to be achieved through community’s involvement & ownership
 Village Profile format developed and data collection along with
village maps for all 150 villages is going on as per schools catchment
area
 Focusing on girls education, by keeping one special agenda of girls
education in all our forums
 Connecting with larger Network-CFT isCFT is now closely working
with taluka level local NGO network called “Nagrik Pahel-Vagad”
covering larger issues like education, social security, Health etc.,
Networking-Nagrik pahel.jpg & actively participating in the events
conducted by other NGOs at rapar, working in the field of education
viz., CRY, BAAG, GSS etc., Networking-CRY,BAAG,GSS,CASP
etc.,.jpg
 Case Studies (CS):
a) Successful Case study – Shivlakha tutor, VV & SMCs work
Case study- Shivlakha.doc
b) Unsuccessful Case study – Palassava LEP class. Palassava
case study.docx
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11. NETWORKING
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12. VISION FOR NEXT YEAR 3 YEARS
 Vision (impact of our interventions in next 3 years) :
 LEP : We would like to train school teachers of Std., 1&2 so that
deficit is curbed, to large extent their itself, leaving little scope for
remedial classes of 3,4,5.
 Would also like to have some concrete plan for Support classes too!
 We would like to have some monitoring tool to track a student’s
progress from std., 1st
to 10th
(would need AIF inputs in this!)
 HOSTEL : To reduce migration to minimal, by accomodating
migrating children either to govt. hostels or care takers.
 RTE : In next three years we would definitely like to see the
empowered SMCs, communities, parents, teachers, tutors to the level
that they themselves are successfully carrying out the responsibility
entrusted to bring up the level of education, by ensuring that their
village is 100% UEE not merely in terms of enrollment but also no
child of their village is drop out. Migrating or irregular. Similarly,
SMC should also be actively taking part in the management of school
affairs like preparing & implementing SDP, monitoring MDM etc.,
 Block level federation would further provide back up support to
cluster level SMCs in execution of their roles.

13. PLAN FOR NEXT YEAR -2013-14
 In LEP : Increase coverage to 40 LEP classes
 In RTE : We would like to continue with 150 villages, but in a more
focused manner, by sharing data of our target group children of all
150 villages with the resp. SMCs, village communities, parents & all
other stake holders and will jointly evolve strategies to streamline
the irregular,drop-out,migrating children.
 Also, we are almost done with our gradation exercise, hence would
plan a strategy to bring D,C,B villages to C,B,A resp. so that these
villages are working on its own even after CFT leaves the
village/change its role.

14. TEAM MEMBERS
Volunteers , Teachers and Supervisors
Thank you very much
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