RATIONAL

It is estimated that about 16% of the children of CMC's rural BPL beneficiaries pass the Class 10th Board Examination, as compared to the national average of 33%. That means that around 84% of the children of the poor are unlikely to get suitable employment opportunity and may simply replace their parents in the rural poverty group. Tuition is necessary to increase the pass rate, but many of the parents cannot regularly afford the individual tuition that is available, although a surprising number try, despite the questionable quality of the tuition available in the rural areas. CMC's Group Tuition is designed to be of high quality and affordable by the rural poor.

As CMC is exclusively work for BPL families with aim of holistic poverty reduction of its rural BPL beneficiaries. An internal survey conducted by CMC among its beneficiaries reveals:

 National average age of child for enrolment in school is approx. 5 years but in our rural BPL beneficiaries’ children case it is poorer than the national average which is approximately 6.5 to 7 years.

 National school enrolment is 97% but it is 96% in our rural BPL beneficiaries’ children case.

 Poor subject knowledge, lack of elementary quality education in govt run schools is the main hurdle due to which children are not able to connect themselves with the curriculum. Finding says that children in a class 4th and 5th are not able to read simple para of Hindi and English nor do simple arithmetic calculations even, resultantly, they discontinue their education.

 It is found that due to poor educational quality and lack of confidence, dropout ratio is higher in boys than the girls enrolled in schools after primary class.

 Dropout rate seems higher in girls after upper primary schools, primarily due to social security factors and apart from its financial aspect and early girl marriage also play a key role in girls’ school dropout.

 Awareness towards importance of education is very poor among BPL spheres.

 Enrolment of children in late age leads to early dropout due to low confidence and unable to match up with academic syllabus.

 Poor or unavailability of support classes / tuition classes after school is a factor contributing to dropouts among clients’ children.

Program Objectives

Objective of our Education services program is to help at least one child from our each of BPL beneficiary borrowers with school-aged children, to pass the Class 10 Board Examination, so as to make these children become eligible for salaried employment either by pursuing suitable further education or by getting subsequent vocational skill training. Such employment breaks the inter-generational transfer of poverty that still, is widespread in the rural areas, despite the access to micro finance that we together with the Bank, are providing to rural BPL households through their women members. To do so, we hire a place at suitable locations in villages falling under our micro finance Branch operating area and set up a low cost ‘CASHPOR Education center (CEC)’ where our supplementary tuition classes are run before and after school timing in different batches. There are two types of such education centers, first ‘Primary CEC’ catering to needs of children in classes 1 to 5 and ‘Secondary CEC’ catering to needs of quality tuition required for students of classes 6th to 10th). Primary CECs are generally opened in the villages where we have sufficient number of such school going children among our microfinance beneficiary families or Senior CEC’s are opened near to our branches keeping into consideration availability of good interested tutors, minimum number of children required for such a CEC, availability of other required infrastructure and requirement of close supervision and monitoring. Tutors are in these CECs are hired on a part time basis by CASHPOR and basic orientation and training is also provided to such tutors by our Education services team. Currently our 41.08% Tutors are Intermediate (all of them at Jr. CEC), 49.20% are Graduate and 9.72% Tutors are Post Graduate.

Core objectives of CASHPOR group tuition program are:

 To aid children in improving their academic knowledge and skill through supplementary education (group tuition).

 Ensuring children’s retention in school and minimizing their drop out from School.

 Creating awareness among clients towards importance of education for their children.

Program Intervention

Aligned to company’s vision and as briefed above, the company has two interventions in its tuition classes to serve its BPL micro finance borrowers’ children in their subject knowledge and skill. The interventions are based on niche approach to counter the root cause. Interventions are:

1. Junior CEC:

1. Village-based CEC for the children of primary classes (class 1st to 5th)
2. Subjects taught at the junior CEC are mainly, English, Math’s and Hindi subjects
3. Tutors at Junior CEC are minimum 12th pass or having higher qualification.
4. We aim to cater 35 to 40 children at CEC in batches of two with 20 children in each batch.
5. Cost to operate a new junior CEC Rs. 44,450/- per annum (including infrastructure cost) and to operate existing CEC Rs. 33,500- annum.

Initially when CASHPOR Started its supplementary education services a well-Known NGO “Pratham” assisted us in designing curriculum, program monitoring, providing basic teaching contents and conducting training of tutors to provide support classes.

2. Senior CEC:

1. Senior CECs are mainly situated adjacent or near to our microfinance branches.
2. Senior CECs run support tuition classes by Expert tutors for children studying in upper primary (6th to 8th) and secondary classes (9th and 10th).
3. Emphasis is given on children studying in 9th and 10th classes, as 9th class is likely a foundation class for board exam and 10th is the class where children have to face their first Board examination.
4. Subjects taught at the senior CEC are mainly, Science, Mathematics and English.
5. Tutors at Senior CEC are minimum Graduate or appeared in graduation or having higher qualification.
6. We aim to cater 25 to 30 children through a senior CEC in batch of two with 15 children in each batch.
7. Annual Cost to set up and operate a new senior CEC is approximately Rs. 67,000/- in first year (which includes initial one time set up cost and annual operating cost) and in subsequent years annual operating cost for an existing CEC comes about Rs. 43,000/- per annum.

Establishment of Cashpor Education Centre (Process)

✔ Village Survey which includes BPL household survey, children survey.
✔ Room Selection.
✔ Tutor Selection according to Type of CEC.

Functioning Model

Coverage Through Program (Operational Areas)

Since CMC operates in five states of India which are Uttar Pradesh, Bihar, Jharkhand, Chhattisgarh and Madhya Pradesh. The Education program through “CASHPOR Education Centers” has been running across the company’s operational area at selected places in all five states. Details are depicted in the table:

Operational Expenses of Education Services:

Details of Expenses occurred on CMC Group tuition program funded by CMC is as below:

Last 3 Year Expenses on Education Services:

CEC Class 10th Result Analysis:

Below table represents year- wise passing percentage of our CEC children appeared in Class 10th Board Examination.

Student Assessment:

To assess and measure the impact of our Supplementary tuition classes, we have been carrying out periodical assessment tests of these children at these centres and measure the improvement in their grades.

The latest methodology of children’s assessment tests has been made common across our primary and senior CEC and more appropriate to monitor / cross check the quality of tuition. Introduced from this year, each quarterly assessment either at junior or senior CEC will now be performed on a test copy. Total mark for test will be 20. Subject wise obtained mark will be converted into percentage and remark will be assigned to child for each subject. There is total five remarks (grades) according to percentage. Which are as follows:

Monitoring Mechanism:

Under integrated approach CMC has built a robust cadre of field officers and supervisors to look after all its health, education and microfinance programs and ensure proper functioning of it at the field level. The remedial education program through “CASHPOR Education Centres (CEC)” is monitored not only by the dedicated Education department through its team of Health and Education Services Managers (HESM), but also by the team of Microfinance officers and managers. The multilayered monitoring and supervision channel at various levels ensures proper functioning and an effectiveness of the program.

Under integrated approach there is dedicated team of 92 Health and Education Services manager who monitor the program as below:

During CEC Visit:

1. All HESM will ensure daily one CEC visit and make sure all CECs must be visited in month.
2. Marking GPS on CEC app and filling up CEC Visit checklist during each CEC visit.
3. Check the GPS location it should be matched, in case of any differences should get it corrected with immediate effect with help of HO team.
4. CEC timing must be matched in CEC app with physical CEC session.
5. Tutor marking his/her attendance with children attendance on CEC app and CEC register.
6. Student enrollment in CEC app and Enrollment register with physical present children must be matched and reconciled during visit.
7. Tutor taking session at CEC timely with following class syllabus.
8. Timetable must be updated at CEC.
9. Tutor taking quarterly test and updating the same in app and register.
10. Tutor collecting fees properly and updating same on fees register, CEC app and Student I card.
11. Providing Training to Tutors on CEC operational procedure and CEC applications used by Tutor.
12. HESM will ensure No. of student at CEC are matched with CEC database in CEC app.
13. To make sure all CEC stuff must be in good and working condition.

Other than this core team 4272 Staffs of Operation team supervise the program at different intervals so that objective of program can be fulfilled.

M.I.S Intervention in Education Program:

To strengthen the monitoring mechanism and make it more genuine and live. The in-house IT department has developed and deployed to Education department an online platform to store all the relevant data of the program on day-to-day basis such as:

1. Details of Children Enrollment.
2. Tutor Profile details and Landlord Details.
3. Children Assessment Report.
4. Payment Preparation to tutors and landlords.
5. Daily online attendance of tutors and children.

Scholarship:

Program has been running since 2006, where CASHPOR provides incentive to the children of its beneficiaries in order to encourage the children to remain in school and amount can be utilised for fulfilling basic study material cost.

In FY 2021-22, we have distributed scholarship to 16 Children. From the inception of program Rs 1,29,08,900 distributed as scholarship among children of our beneficiaries.

Vocational Skill Development Program:

CASHPOR works on holistic development of its beneficiary’s children to break the intergenerational poverty cycle. Under this, through the Education program we are providing support to increase the reading and writing skill of children so that they can attain the expected knowledge up to the class in which they are enrolled and ultimately pass the class 10th examination.

Children who are passed class 10th examination CASHPOR offer them opportunity to enhance their skill in different skill development program such as-(Micro-Finance Officer, Tailoring and Parlor, DCA, Driving) as per their interest and also give them opportunity to work with CASHPOR and other relevant organization as per their training program.

Program Achievement:

Under the skill Development program, total 2513 beneficiaries enrolled in various skill training and of them 1478 completed their training and of them 798 were placed in different organisations.

Program wise achievement is depicted below: