Moulovibazar Project

Building a Secondary School and Hostel for the Tea Gardens Workers’ Children in Moulovibazar (Bangladesh)



1.      Summary of the Project
DATE OF APPLICATION: DD/MM/YY
1.1.         Title of the project
Building a Secondary School and Hostel for the tea workers’ children in Moulovibazar (Bangladesh)
1.2.         Brief description of the project
The tea workers are one of the most deprived social groups in Bangladesh. They live under infrahuman socioeconomic conditions. At the moment they earn less than a dollar a day. Only 25% of the children of this community reach an acceptable level of literacy. In collaboration with the Catholic Diocese of Sylhet, the Marist Brothers plan to build a high school, with incorporated boarding school, to improve this situation. This high school would also be opened to children from other social groups (Muslims and Hindus) as a means to socialize the children of the plantations by putting them in mutual contact; also the affluence of young of other groups would make economically sustainable the school in the future.
1.3.         Project location
Place: Gyasnogor / District: Moulovibazar / Province (Division): Sylhet / Country: Bangladesh
1.4.         Duration of the project construction:
18 months
1.5.         Total Cost of the Project:            
37,523,382 Bangladeshi Taka
               
1.6.         Amount requested:       
To be discussed according to the financial possibilities of your organization.
1.7.         Applicant Organization:
Marist District of Asia (MDA)
1.8.         Responsible for the project within applicant organization
Name:                                  Eugenio R. Sanz Sanchez


2.         Details of the applicant organization
2.1.         Name of the applicant organization:     
Marist District of Asia (MDA)

2.2.         Institutional information:
Date of Foundation and date of the beginning of activities: September 1st, 2006
Legal status:  No. It is an Administrative dependent Unit of the General Council of the Marist Brothers (FMS)
Inscription in the corresponding country registry: No
Main objectives and activities:
§  Formal Education
§  No-formal education
§  Dialogue inter-religious and intercultural
§  Promotion of the rights of the children
http://maristmoulovibazar.blogspot.com
Geographic coverage:  India (West Bengal), Bangladesh, Thailand, Cambodia, Vietnam
2.3.         Mailing Addresses and contact details
Main address
Name: Marist Brothers- Marist District of Asia (MDA)
Postal Address: P.O. Box 1109, Silom Post Office, Bangkok. 
Physical Address:  58/54 Naradhiwat Rd, Soi 6 - Soi Pichai 2, St. Louis 3. Southern Sathorn, Yannawa, Sathorn. Bangkok 1012
E-mail: juancale@hotmail.com

2.4.         Person responsible for the project
Name: Eugenio R. Sanz Sanchez

Position carried out in the organization
District Councilor, District Projects Coordinator Officer, District Fund-raising Officer, Moulovibazar Project Coordinator
Brief curriculum:
Degree in General Education (Universidad de Alcala de Henares - Madrid)
Degree in Religious and Catechetics (Pontifical University of Salamanca)
Chemistry Studies (University of Alcala de Henares – Madrid)
Educator in Congo (former Zaire) 1979-1984; in Rwanda 1995-2005; in Bangladesh from 2008.
Responsible for the formation of young Marists of 1984-1994, in Alcalá de Henares (Spain).

Projects carried out:
Projects with SED:
Save, Rwanda: Twinning and scholarship programme
Byimana, Rwanda: construction of latrines, providing with drinking water the “Ecole des Sciences Byimana”, equipment for Chemistry lab, equipment for Computer lab
Project with FMSI:
Pirgacha, Bangladesh: Sewing Machines Workshop
Project with Montecanal Ltd.:
Pirgacha, Bangladesh: Computer Lab

2.5.         Information on the coherence of the project
2.5.1.     Projects or initiatives carried out by the organization in the last years
From 2009 to 2013, MDA has developed two projects in Pirgacha (Bangladesh) to benefit young people from the Garo tribal community: equipment of a computer room and equipment and development of dressmaking room. The last one was funded by FMSI Onlus (Rome) and the first by Montecanal Ltd. and private donations.

2.5.2.     Details as to the local counterpart implication and participation in the project
In both projects, the local counterpart contributed with the rooms (physical space) and technical maintenance of the equipment.
2.5.3.     Other Projects or parallel initiatives to the present project carried out in the area by other organizations
- The Catholic Parish in Sreemongol run a hostel and a junior secondary school for boys and girls in Sremongol, a small town situated 7 km away from the place of our Project.
- This same congregation, together with Caritas and the participation of Marists Brothers carries out a program of accompaniment of the small multiple primary schools in the tea plantations. We consider this activity as part of our project in the future, so that we could organize formation sessions for the teachers in our school.
3.         Information of the project
3.1.         Geographic localization and area of intervention of the project
The project will be located at Gyasnogor, in Moulovibazar District, Sylhet Division, 10 km away from Moulovibazar, capital of the district. 90 out of the 163 tea plantations in Bangladesh are located in the Moulovibazar District. The three biggest tea plantations of the world (for surface and production) are located in this area. The parish of Sreemongol is located 9 km away of the place of the project; from there the priests coordinate a net of 36 primary schools distributed in different communities inside the tea plantations.

3.2.         Description of the area of intervention
3.2.1.     Socio cultural aspects
The Tea Workers are one of the most disadvantaged social groups in Bangladesh.  They belong to 9 different ethnic groups, each one with their own language: Garo, Kashia, Bengali, Munda, Santal, Kondo, Uria, Tripura and Anglo. They deserve special attention from the Government, but unfortunately, they remain socially excluded, receiving unfair wages, overwhelmingly no-alphabetized, neglected and isolated. Most of them have lost, or they are about to lose, their original languages, their culture, history, education, knowledge and sense of belonging. In the houses inside the plantations they seem to live in islands, isolated from the rest of the citizens that often treat them as “untouchables”. Due to the lack of education, they have lost part of their dignity. These are the perfect conditions for being continuously exploited by the speculators of the industry. Neglected, exploited and alienated, most of the workers of the tea plantations live an inhuman life.

3.2.2.     Socio-political aspects
People from the parish affirm that families inside the tea plantations suffer from different kinds of discrimination. They belong to minority groups and the Government has been for longtime ignoring the official existence of different ethnic groups in the country; they speak languages different from bengali; they belong to a social class with very low wages (around 69 Takas a day, that is to say, 69 cent of Euro), and they are socially unprotected for lack of an education of quality. The industry of tea depends on the low wages of its workers, and a person without education it is easily manipulated.

3.2.3.     Socio-economic aspects
The poor conditions of the houses in the tea plantations, the low wages, the long working hours, the social discrimination and the restriction of free movement deprive the workers and their families of many basic needs that a human being should be entitled for his/her personal and social development. These conditions assure that the children of the tea workers don't have other alternative but becoming a tea worker in the future.

3.2.4.     Environmental aspects
The living conditions of these communities are remarkably meager due to the lack of proper facilities, especially in water supply and sanitation sectors. A study was conducted at Lakkatura and Ali Bahar Tea Estates to assess the deteriorated sanitation condition of the garden workers community and to determine the constraints for the improvement of their condition. It was found that the existing sanitary condition of the garden slums is very poor because of the topographical condition and socio-economic and cultural status of the dwellers. About 50 to 60% garden workers still have to defecate in open places causing various diseases, and don’t wash their hands after defecation. Lack of knowledge and awareness about health and hygiene, unwillingness, poverty, superstitions, etc. are responsible for the deteriorated condition of the sanitation system

3.2.5.     Context of the project
After finishing Primary School (Grade 5) most of the children from the schools located in the Tea Gardens are unable to continue education. Drop out, falling to national exams, lack of secondary schools in the communities, long distances to the places where secondary schools, and lack of economical resources are among the difficulties that prevent them to continue further studies. With limited access to secondary education they have no chances to find better conditions of life, in or outside the tea plantations
According to the parish staff and our personal experience in the parish, those children from Tea Garden communities who are able to continue education face a certain number of disadvantages in educational settings due to discrimination in four areas: language (their mother tongue is not Bangla), ethnic origin (they belong to different tribes –Garo, Santal, Orao, etc-), economic background (they come from very poor families) and education (the level of education in rural schools is lower than those in the urban areas).

3.3.         Adaptation of the project to the local problems
In our work with the Parish and in dialogue with the Parish Priest and the people also involved in the work with the Primary Schools, we are convinced that education is the key to break the vicious poverty circle in the Tea plantations. Through access to secondary education and, in a future, high school, technical formation or university studies, the situation of those children can be improved and they could be protagonist of a different story for the sake of their lives and their families.
If nothing is done, many boys and girls of the plantations will have no opportunity to detach themselves from their isolation and exploitation from the owners and the Bengali society in general.

3.4.         Main problems that the project seeks to solve
3.4.1.     General objective
To provide education of quality to the communities of the tea plantations in Moulovibazar area (Bangladesh)

3.4.2.     Specific objective
To build a secondary school with hostel for children of tea workers’ families in Moulovibazar (Bangladesh)

3.4.3.     Programming of results, indicators and verification sources and activities
3.4.3.1. Indicators Objectively Verifiable (IOV)
- The school and a hostel for girls are built and functioning
- 50 boys / girls from the tea plantations join every year our school
- Students not belonging to the tea communities join our school as well
- The self-esteem of the boys / girls coming from the plantations increases
- The students coming from the tea plantations are able to pass the exams and to be promoted to the next level.
3.4.3.2. Sources of Verification of the Indicators
- The buildings provide the service for which they were built
- Registry of inscriptions of the school
- Statistics reports
- Interviews and personal contacts with students and families
- School reports, school archives
3.4.3.3. Expected results (ER)
ER1- The school is built and functioning
ER2 - The boarding school for girls is built and functioning
ER3 - 50 students from the tea plantations and tribal communities have joined the school every year
ER4 – Bengali students join the school
ER5 - The students of the tea plantations are able to pass the exams and to be promoted to the next level
                3.4.3.4. Planned activities (A)
A1- Construction works of the school
A2 - Construction works of the boarding for girls
A3 – Recruitment of students in the primary schools inside the tea plantations and tribal communities
A4 - Admission of students coming from primary schools of the area outside the plantations
A5 - Recruitment and pedagogic and Marist formation of the staff
A6 - The classes are given with normality according to the educational plans of the Government of Bangladesh
3.4.3.5. Risks for the project and foreseen measures (R)
R1 - The political uncertainty that prevails in the country can delay or stop the development of the works momentarily // There are no foreseen measures against this.
R2 – We do not get the necessary funds for the construction of the school and the hostel. // If the funds are not found, the project will be necessarily delayed.
R3- Defects in the buildings. Use of materials of inferior quality to the ones specified in the budget // Supervision of works and materials by Mr. Bijoy Costa and engineers from Caritas-Sylhet
R4 - Some families desist of sending their children due to economic necessities at home // We will undertake a follow up and campaign to raise awareness among the families
R5 - Pressure from the Bengali community to admit their children in the school in detriment of the tea workers’ children.  // To state clearly our priority to serve the poor to the civil and religious authorities
R6 - The students coming from the plantations are not able to pass or feel inferiority complex in front of their Bengali classmates. // We will implement extra time special programs and we will even suggest them to study Class 6 before being integrated in that same grade with the Bengali students.
3.4.4.     Human resources and material resources
3.4.4.1. Human resources
- Two Marist Brothers at full time: Coordinator and Administrator
- Sylhet’s Diocese, will provide legal support in front of civil and ecclesiastic authorities
- Holy Cross Priests from Sreemangal Parish will facilitate the contacts with the communities inside the tea plantations.
- Local leaders and catechists from the communities will help to raise awareness among the families.
- Architect and Constructor for building works

3.4.4.2. Material resources
- Office equipped with computer, telephone line and internet.
- Rented apartment in Sreemangal (for the Marist Brothers) during the building works.
- A vehicle would be convenient to visit to the communities inside the tea plantations and to the working place. As an alternative, public transportation will be used.

4.         Logic of the Intervention

General Objective (OG)    
To provide quality of education to the communities of the tea plantations in Moulovibazar area (Bangladesh)

Description
Indicators (Objectively Verifiable)
Verification Sources
Risks // Preventive measures to be taken
Specific Objectives
To build a secondary school with hostel for children of tea worker´s families in Moulovibazar (Bangladesh)
- The school and a hostel for girls are built and functioning
The buildings provide the service for that they were built
R1 - The political uncertainty that prevails in the country can delay or stop the development of the works momentarily. // There are no measures foreseen against this.

R2 - Do not get the necessary funds for the construction of the school and the hostel. //  If the funds are not found, the project will be necessarily delayed.
Expected Results
ER1- The school is built and functioning
               
ER2 - The Hostel is built and functioning
               





ER3 - 50 students from the tea plantations are enrolled in the school each year






ER4 - Students Bengali register in the school











ER5 – The students from the tea plantations are able to pass the exams and get promoted to the next level
- The school and a hostel for girls are built and functioning








- 50 boys / girls from the tea plantations are studying incorporate every year in the school






- Students not belonging to the tea plantations also register you in the school









- The self-esteem of the boys / girls coming from the plantations increases
- The students coming from the plantations are able to pass the exams and to promote to the next level

The buildings provide the service for that they were built







- Registration of inscriptions of the school
- Statistical reports
- Interviews and personal contacts with the students and their families
- School reports, school files.

- Registration of inscriptions of the school
- Statistical reports

R3- Defects in the buildings. Use of materials of inferior quality to the one specified. // Supervision of the works and the materials for Mr. Costa and engineers of Caritas-Sylhet
               
R4 - That some families desist of sending their children due to economic necessities in the home. // We will undertake a follow up to the families.


R5 - Pressure on the part of the population Bengali to admit their children in the school in detriment of the children's of the tea workers.  // To make clear our priorities to the civil and religious authorities
               
               
R6 - The students coming from the plantations are not able to approve or they feel restrained before their Bengali classmates. // We will implement special programs in extra time and we will ask them to study Class 6 before being integrated in that same grade with the Bengali students.
Activities (A)



A1 - Works of construction of the high school




A2 - Works of construction of a Hostel for girls





















A3 – Recruitment of Students in the primary schools inside the plantations






A4 - Admission of students coming from primary schools of the area outside of the plantations









A5 - Recruitment and pedagogic formation for the Marist’s Staff


A6 - The classes are imparted with normality according to the educational plans of the Government from Bangladesh

RESOURCES      


Architect, engineer, bricklayers, external supervisors, Marist Brothers on the ground.

Architect, engineer, bricklayers, external supervisors, Marist Brothers on the land





















Marist Brothers on the ground, catechists and lead of the communities. Vehicle of transport





Marist Brothers on the ground. I dispatch ad hoc in the school











Marist Brothers on the ground, TTC St. Joseph in Dhaka.



Marist Brothers on the ground and Teachers that will be recruited and formed. Classrooms and facilities of the school 





R1 - The political uncertainty that prevails in the country can delay or stop the development of the works momentarily. // There are no measures foreseen against this.

R2 – We do not get the necessary funds for the construction of the school and the hostel. //  If the funds are not found, the project will be necessarily delayed.

R3- Defects in the buildings. Use of materials of inferior quality to the one specified. // Supervision of the works and the materials for Mr. Costa and engineers of Caritas-Sylhet
               
R4 - That some families desist of sending their children due to economic necessities in the home. // We will undertake a follow up to the families.

R5 - Pressure on the part of the population Bengali to admit their children in the school in detritment of the children's of the tea workers.  // To make very clear our priorities to the civil and religious authorities
               






               
R6 - The students coming from the plantations are not able to approve or they feel restrained before their Bengali classmates. // We will implement special programs in extra time and we will ask them to study Class 6 before being integrated in that same grade with the Bengali students.


Activities that it includes the project and foreseen calendar (chronogram of activities)
ACTIVITIES
MONTH
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
A1
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X






A2
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X






A3















X
X
X






A4

















X






A5






X
X
X
X
X
X
X
X
X
X
X
X






A6


















X
X
X
X
X
X

5.         Beneficiaries (Target groups)
5.1.         Direct beneficiaries (target group)
Number:              10,358
Description:        People living in tea plantations in the area covered by Sreemangal´s Catholic parish.
5.2.         Indirect beneficiaries (target group)
Number:              25,000 (estimated)
Description:        People living the area between Sreemangal and Moulovibazar for whom the school will be open
5.3.         Criteria for Selection target beneficiaries
To belong to the tea worker´s communities in the tea plantations
To belong to the Kashia tribal minority
The remaining places in the school will be granted to Bengali families. A test will be needed
5.4.         Participation of the direct beneficiaries in the different phases of the project (detailed)
Conception: A sondage was done to the catechists and teachers about the educational needs of their children.
 Execution: Catechists and community leaders participate actively in raising awareness of the families (direct action)
Execution: The families contribute in kind for the children in the Hostel, according to their capabilities.

5.5.         Non-beneficiaries and others that will be harmed by the project
We do not find any sector of the population that could been harmed by this project 

6.         Viability of the project
6.1.         Economic resources that guarantee the viability of the project
Once our school is operational, we will request from the Government to pay for the teachers’ salaries (subsidized school). The students also pay for registration, monthly classes and exams fees. We believe that with their contributions the school will be self-sufficient in the midterm.

The subsidization is usually requested once the school this operational. In Bangladesh, Government grants the approval and subsides to the schools after having been working during a number of years. 

6.2.         Policies that support the project
The National Tea Board has programs oriented to support the tea workers and their families. In this regard, we will make the pertinent arrangements during the year 2014.

6.3.         Coherence of the Project with the socio-cultural context
According to what was pointed out in 2.3.1. (Socio-cultural aspects), it is easily understood that our project is perfectly coherent with the socio-cultural context. Education is what the people need to get out of their marginalized situation. Access to secondary education can open doors to a different kind of life outside of the plantations to get better work conditions, better remunerated and dignifying. In addition to this, those children could reach University level, which is something that is rarely seen inside the tea communities.

6.4.         Coherence of the technologies used with the intervention context
The development of the project will include the use of the local technology during the construction process. When the school will be functioning, we will put a special accent in English learning and computer science training. For this we will use the available resources in the country. This means that the technical maintenance and spare parts will be taken in the area of intervention.

6.5.         Gender approach
Our project has no discrimination regarding gender. It will be opened to boys and girls equally. We intend that the percentage of girls in the school be equal to the one of the boys. In fact, in the first phase of the project (for which we are collecting funds, the construction of a boarding school it is contemplated for girls; we assume that the boys will use the school facilities as bedroom, dining room and study room during at least three years, while the girls will have their own building.

6.6.         Human rights approach
According to what has been said so far, we understand that our Project is to promote human rights in general, and children rights in particular. Our action will develop in a special way the following rights:
- The right to equal and satisfactory work conditions
- The right to education
- The right of not being subject to torture or cruel, inhuman or degrading treatments;
- The right of not being subject to slavery

Our Marist District of Asia (MDA) has also adopted a policy with respect to the Protection of the Children Rights (see annexes).

6.7.         Environmental impact of the project
For building works it will be necessary to cut a certain number of trees in the property. We are studying the way to cause the smallest damage to the area. We also commit ourselves to plant a new tree for each tree that has to be cut.
Apart from this, the establishment of our project won't have negative major implication in the environment in which it is located.


 8.        Evaluation and follow up
8.1.         Evaluation and follow up foreseen for the project
8.2.1.     Intermediate reports every six months (activities, economic memory, photos) to the Sponsors and Donors
8.2.2.     Final report (activities, economic memory, photos) to the Sponsors and Donors

9. Statement
I declare that due to the size of the project, this same project has been submitted to different NGO or agencies in order for them to contribute according to their possibilities

1 comment:

  1. A project worth of attention! Let's raise funds for it.

    ReplyDelete