The challenge
Dalit and Tribal children in Tamil Nadu face caste-based discrimination and poverty, which often leads to early school dropout and limited opportunities for higher education. Many children lack resources at home, such as books, stationery, and lighting, to support their studies. Parents, often illiterate and working long hours, are unable to assist with homework or provide adequate after-school care. This project, a continuation of the 2014–2017 initiative, aimed to further address these challenges by expanding access to education and fostering a supportive learning environment for over 600 children.
Objectives
- Operate thirteen supplementary evening education centres.
- Ensure between 610 and 660 children regularly attend the centres.
- Encourage more Dalit and Tribal children to pursue higher education.
Why this matters
Dalit and Tribal workers, members of unions and cooperatives organised by UnionAID, have high hopes for their children’s futures. They want their children to have opportunities to choose their own paths, free from caste-based occupations and poverty. This project built on the success of the 2014–2017 initiative, continuing to break the cycle of disadvantage by providing educational support, fostering a positive attitude towards learning, and empowering children to achieve their full potential.
Activities
Building on the foundation of the 2014–2017 project, the Tamil Nadu Labour Union (TNLU) expanded the network of evening education centres. Four new centres were established in early 2018, bringing the total to thirteen. By the end of the project, three additional centres were added through TNLU staff, member donations, and volunteer efforts, resulting in sixteen operational centres.
The centres provided homework support, lessons on Dalit and Tribal history and culture, and arts and cultural activities. Special trips to historical sites and eco-parks enriched children’s learning experiences. A new initiative, the annual ‘Lok Sabha’ or mock Parliament, engaged older children in discussions on issues like child labour and civic rights. In 2019, 59 children participated in the Lok Sabha, with some advocating for better school infrastructure at local village governance meetings.
In March 2020, the centres were temporarily closed due to COVID-19. TNLU provided reading materials to children during the lockdown and plans to reopen the centres once public schools resume normal operations.
Outcomes
- Increased enrolment: The project exceeded its target, with 790 children regularly attending the centres by the end of the three-year period.
- Higher education: The number of children pursuing higher education increased from 42 in the first year to 76 in the third year.
- School progression: School progression rates were high, with 97% of children advancing to the next year level in the first year and 98% in the second year.
Impact
The project promoted gender equality, with girls making up 53% of attendees. Both boys and girls benefited equally from the curriculum and activities, as evidenced by the nearly equal rates of higher education enrolment. The project also addressed caste-based discrimination by teaching Dalit and Tribal history and culture, fostering pride and resilience among the children. By providing a supportive learning environment, the project empowered children to break the cycle of poverty and discrimination, leaving a lasting impact on their lives and communities.
Challenges
Tutors faced challenges in keeping up with changes to the public school curriculum, particularly as older students increasingly relied on computer technology, which the centres lacked. The COVID-19 pandemic forced the closure of the centres for the final three months of the project, disrupting learning and delaying the new academic year.
Conclusion
The Dalit Children’s Evening Education Project successfully expanded access to education for over 600 Dalit and Tribal children in Tamil Nadu. By building on the achievements of the 2014–2017 initiative, the project provided a supportive learning environment, fostered pride in their heritage, and encouraged higher education.
