1. KIGS Brick Lane Classroom Project Proposal
Kumarappa Institute of Gram Swaraj (KIGS)
April 19, 2017
The basics. The general flow of slides is as follows.
First, try to give an overall picture of the organization.
Second, describe how Asha, Seattle fits into the organization.
Third, give the yearly update.

2. Project Vision:
Provide education aid (in the form of classroom in on-site schools) for the children of migrant brick workers who are excluded from mainstream education in Chaksu, outside of Jaipur.
Construct classroom to enable brick workers to support their children’s full participation in education.
A comprehensive check list -- where each item applies to all projects -- is impossible to create. But be sure to cover the included checklist as it is pretty basic. Add more slides for to customize it to a specific project.

3. Project Need:
Need:
10 On site Brick Schools are currently operational in the Chaksu region - 60 km south of Jaipur
12 Brick Kilns are covered in 10 on-site Bricks School.
500 Students aged between 6-12 are studying in these schools.
2 Groups are made – (1) beginner (2) learned. At present we have only one shed (classroom) for the whole class. Both the groups sit at the same place.
20 Teachers are appointed to teach these students 2 teachers per school).
Every school has an average of 50 students in the class.
Separate classrooms are needed for two separate groups for smooth learning.
A comprehensive check list -- where each item applies to all projects -- is impossible to create. But be sure to cover the included checklist as it is pretty basic. Add more slides for to customize it to a specific project.

4. Project Activity:
KIGS with the financial support from ASHA Seattle Chapter is running Bricks School in Chaksu area for last two years. The purpose of this school is give education to the children of migrant brick kiln workers who come here in search of livelihood. This school generally operate for about 8 months in a year i.e. between November – June. As a result most of the infrastructure at brick kiln sites are of temporary nature. KIGS from its own resources have set up one classroom at all the schools. We have two types of students i.e. beginner and learned. The teacher for these groups are also different but they all sit at the same place. As a result there is lot of inconvenience for the students in the class. We propose to set up one more classroom (size 20 x 15 feet) for the students so that both the classes are conducted in separate classroom for a quick and smooth learning.
A comprehensive check list -- where each item applies to all projects -- is impossible to create. But be sure to cover the included checklist as it is pretty basic. Add more slides for to customize it to a specific project.

5. School locations – students
The Brick Lane Project is located in Chaksu, Rajasthan (a rural area approximately one hour outside of Jaipur City)
School locations – students
1. RNB Brick Kiln, Garudwasi - 60
2. Aman Brick Kiln, Thikariya Meenan – 42
3. LBT/LBU Brick Kiln, Thikariya Gujaran - 58
4. IBC Brick Kiln, Thikariya Gujaran – 37
5. Mahadev Brick Kiln, Thikariya Gujaran - 19
6. Kamal Brick Kiln, Badh Murlipura - 50
7. RBK Brick Kiln, Badh Murlipura, Garudwasi - 47
8. LBC Brick Kiln, Badh Murlipura– 37
9. Taj Brick Kiln, Dharampuri Road, Thikariya – 32
10. Rama/Mata Brick Kiln, Badhrajpura – 61
Location, Location, Location

6. Asha, Seattle Involvement
Sl. No.
Item 1
KIGS’s main objective is empowering those who are underprivileged and disadvantaged. The support of Asha will assist us greatly in fulfilling this; in this way our objective and Asha’s support of KIGS are fundamental to each other. 2
The Asha supported Classroom Project will run from May 2017 to November 2017. 3
There are or were no other Asha chapters involved in the project. 4
Dr. Amit Kumar will be the key project contact. He is the project coordinator of the Bricks School education initiative, is a member of the governing board of KIGS and is the 2nd most senior authority in the organization.
Second set of slides focus on Asha Seattle’s involvement.

7. Asha, Seattle Involvement Contd.
Checklist contd.
Sl. No.
Item 5
Asha should support the organisation’s project location in Chaksu, Jaipur. 6
This is the only project supported by Asha. 7
The Bricks School education initiative places itself firmly within KIGS’s objectives; that is, to provide sustainable methods of empowerment to disadvantaged groups - in particular women and children. 8
Approx. 500 children from ages 6 – 12 are directly supported by Asha’s assistance. 9
Annual budget of Rs. 12,50,000/- is submitted to Asha, Seattle for approval. 10
20% of the total budget comes from Asha.

8. Updates for Asha, Seattle supported activities
Total no. of school opened: 5
Total no. of brick kilns covered: 7
Total no. of students enrolled: 258
Total no. of boys: 150, girls: 108, teachers: 10
The name of brick kilns where the schools were opened are as follows:
Rama/Mata Brick Kiln
LBT and LBU Brick Kilns
RNB Brick Kilns
Aman Brick Kiln
IBC Brick Kiln
The school timing: 10 am to 3 pm.
Asha, Seattle specific updates.

9. Updates for Asha, Seattle supported activities
Success Story
Two positive things are visible (a) the children are very enthusiastic as well as intelligent (b) the teachers are dedicated and are doing their job with missionary spirit.
Most of the schools have an average strength of 45 students, Rama/Mata has about 60 students.
All the schools have 4-5 super smart students, who need special mentoring and guidance.
There has been increased awareness among parents to send their children to school. Most of them don’t want their children to work but because of poverty they don’t have any options.
Every student is unique in this group and has different levels of learning skills; therefore all students’ learning skills have to be mapped in order for us to evaluate them.
Asha, Seattle specific updates.

10. Updates for Asha, Seattle supported activities
What went well, what didn’t go as expected, what could have been done differently.
Presently we were working with two group of students (i) illiterate children and (ii) literate children. But now according to PRATHAM four categories of students are emerging at our Brick Kilns (i) children between 3-6 years i.e. aaganwadi students (ii) children between 6-8 years, who do not know how to read and write and (iii) children above 8 years, who are illiterate and have problems in reading and writing (iv) children who know reading and writing and are studying in some class i.e. class 2, 3, 4, 5….
Owing to lack of resources and space we cannot cater the needs of all the children. Young children come with elder children as there is no one in the house to look after them. We are looking for the answer to this problem.
Asha, Seattle specific updates.

11. Updates for Asha, Seattle supported activities
What went well, what didn’t go as expected, what could have been done differently.
There are lots of thing that can be done but owing to the temporary nature of the project (i.e. the school runs for only 8 months in a year) not much investments can be made.
Shelter for class is a very big issue, there is no shelter at the brick kilns even the residing place for workers is so small that you cannot stand.
Irregular attendance is a major issue. Children take breaks from the class if their parents’ work load has increased or some one falls sick at home. For parents, earning their livelihood is the priority and not education. Awareness and regular persuasion is the only solution to this problem.
Asha, Seattle specific updates.

12. Asha, Seattle Budget Item
Amount Current Fiscal Year (Rs) May 2017 to November 2017
(for 10 schools)
Amount Previous Fiscal Year (Rs)
(a) Capital Cost - Shelter infrastructure – Classroom for students – 10 tin shed /classroom 1,00,000/- per structure , size 20 x 15 feet
10,00,000
Material Cost – Rs. 75,000
Labor Cost – Rs. 25,000
Total – Rs. 1,00,000 for one shed/classroom
(b) Monitoring and Follow Up , Travel, etc.
1,00,000
(c) Accountant (Part time)
40,000
(d) Administrative Overheads
1,10,000
Total
12,50,000
Line items of the budget. Note the comparison between the two years. Also, note that it’s the fiscal year. Fiscal year can vary from project to project. Some examples of fiscal years are Jan – Dec, April – March, June – May,…

13. Site Visit Report Audit Report Survey Results
Go over the latest site visit report.
Audit Report
Indian law requires all partners to have an audit report every year. Highlights from last years audit report (Form 10B). A sample audit report, from a project, can be found at
Survey Results
Not applicable as this was the first year of the project.
Place holder for site visit report. Add more slides if necessary.

14. Process Checks Item Status Approved Budget <Rs. 12,50,000>
Approval Type
One-time
Amount(s) disbursed last fiscal year
<Rs. >
Amount Utilized by the project last fiscal year
<Amount>
Last Site Visit
<year and date>
Current Primary Steward
<name of the steward>
Current Secondary Stewards
<names of the secondary steward>
Status of the web page
Up to Date / Not updated
Status of the yahoo databases
Up to Date / Not up to date
Final check list.

15. Pictures
Some pictures from site visit reports, new papers, etc.

16. Pictures
Some pictures from site visit reports, new papers, etc.

17. School under tree shade (Rama/Mata Brick Kiln)
Some pictures from site visit reports, new papers, etc.

18. Resources

19. Kumarappa Institute of Gram Swaraj – an Introduction
KIGS was founded on January 4, 1967 (75th birthday of J. C. Kumarappa).
Guided by economics of peace & permanence - influenced by the social transformation of leaders like Gandhi and Kumarappa.
For the last 45 years, KIGS primarily focused on socio-economic research in rural areas and has completed more than 50 research studies on various issues.
KIGS has also worked intensively on strengthening local self governance by building capacity of Gram Panchayats and organizing gram / ward sabha.
In 2014, KIGS launched the Brick Lane Project, an educational initiative establishing schools for the children of migrant workers of Brick Kilns in the Chaksu area of Jaipur.
How it was formed, how it grew

20. Activities
Socio-economic Research on Rural Problems - to date more than 50 research studies have been completed by the organization.
Rural Development Projects - Natural Resource Management: construction of new ponds, check dams, rooftop rainwater harvesting, contour bunding, land leveling, vermi and earthen compost pits, etc.
Income Generating Activities - dairy, goat rearing, organic vegetable production, plantation, computer and vocational training, etc.
Institutional Development - women’s cooperative society with approx members.
Housing and Sanitation for Poor Families - library, fans and furniture in schools, solar lights, special schools for migrant workers children, etc.
Give a good picture of organization’s activities.

21. Finances Payments FY 2015-2016 - Rs. 3,765,239/-
Receipts FY Rs. 5,735,058/-
Savings in FD - Rs. 5.5 Lakhs
Details of Donors for FY
ASHA for Education, Seattle Chapter Rs. 11,27,000
LetzDream Foundation (LDF) Rs. 10,00,000
The Restoring Force Rs. 4,39,171
Rajmeru Rs. 2,50,600
National University of Educational Planning and Administration (NUEPA) Rs. 2,44,200
Indian Council of Social Science Research (ICSSR) Rs. 2,00,000
Church’s Auxiliary for Social Action (CASA) Rs. 80,000
Other donations from friends Rs. 5,00,000
Expect questions on biggest sources of income, how much they contribute, bank balances,.. Audit report is a good place where you can get some information. But speak to the partner to fill in the blanks.

22. General Partner Updates – KIGS for FY 2015-2016
KIGS has completed two research studies “Problems and Prospects of Dairy Enterprises in the Desert Area” for ICSSR and “Education among migrant children- a study of brick kiln workers children in Chaksu block of Jaipur district”, with funding support from NUEPA.
KIGS has also set up an organic vegetable farming initiative with members of a women cooperative society, assisting with the marketing support of the vegetables in Jaipur City.
Other projects include well recharge structure, a water harvesting system in Tonk district of Rajasthan and a month long campaign on “Gender Violence”.
Overall updates first.

23. FAQs Some FAQs at Asha, Seattle meetings.
How many rs are we spending per kid per year?
We are spending Rs. 3435/- per kid per year.
Where exactly is the partner located? (especially for remote projects. Be ready to locate the project area on a map)
Partner is located in Jaipur city which is capital of Rajasthan but the field area is 50 kms. south of Jaipur city in the rural area.
What is the graduation rate of the school?
It’s a non-formal part time school running 5 hours per day for about 8 months. It operates as a bridge course and not formal school, therefore pupils do not traditionally ‘graduate’ as they would in other schools.
What is the student to teacher ratio in class rooms?
The student teacher ratio is 25:1 in class room
Some FAQs to help in your preparation.

24. FAQs Some FAQs at Asha, Seattle meetings.
What is the girl to boy ratio in the school?
Girl: 108, boy: 150; ratio is approx. 1:1.3
What are the line items in the budget?
Please refer to slide 12.
Why is the partner asking for more funding for line item N? (You will be asked this if there are changes in the budget line items)
More funding is needed for construction of one more classroom at the school.
Community opinion of the project.
The community is very happy about the initiative and they feel good that someone is taking care of the education of the children of migrant workers.
Some FAQs to help in your preparation.

25. FAQs Some FAQs at Asha, Seattle meetings.
What went well, what didn’t go as expected, what can be done differently.
Everything went the way it was planned except some teachers left in between sessions. Also, some families returned home earlier than expected. Irregular attendance of the students was an issue. The children didn’t come on time.
The good thing was that the majority of the students were very keen to learn and they were the ones to come on time. The children complained to us during our visits about the children who were not regularly coming to the class. According to teachers, the migrant children had a better grasping power than local, government school students.
Some FAQs to help in your preparation.