Janyaa’s first visits to our 2009 project schools were an opportunity for us to identify potential challenges for our programs.  We made a comprehensive assessment of all potential challenges to the creation of an ideal learning environment.  We recognize that we cannot immediately address all challenges and that the solutions to many may fall outside the scope of our program.  However, we also believe that being aware of all such challenges will allow us to plan the best and most relevant program for our students.  After identifying challenges, we examined the expectations of the program’s stakeholders.  By synthesizing our observations with others’ expectations, we restructured some aspects of our program in an effort to make it more relevant and successful.

 The following is a description of four  major problem areas we identified and a description and details of each.

Space:  In all four project schools, at least 50-60 students must sit in open areas rather than classrooms because of space limitations.  There are not enough rooms to have dedicated “staff rooms” or a library.  The classrooms are often ill equipped, lacking benches, notice boards and functioning black boards.   Spaces are sometimes under-utilized, especially wall spaces that are left empty rather than used for teaching materials. (Janyaa provided 20 benches to each school in 2009. We will continue with infrastructure facilities in coming years)

Hygiene:  The schools do not provide a sanitary environment for the students and teachers.  Dustbins overflow with rubbish and leftover food.  Children wash in and drink the same water.  There are open kitchens in the classroom corridors and food is served on the dusty ground. (Janyaa is looking at working with partners to take care of these issues)

English Comprehension: Students’ English comprehension was well below what it should be.  Out of 10 randomly selected students from sixth and seventh grades (English Medium Level), nine could not read, let alone comprehend, a simple English sentence from their textbook. (Janyaa is introducing a new 30-day program in 2010 to improve their Math and language capabilities)

Lack of Teaching Staff:  There is a chronic lack of teaching staff in these schools.  Teachers are sometimes expected to conduct two classes in the same class period.  This results in a surfeit of free time for the students.  At the sixth and seventh grade levels, approximately 50% of the students’ time is spent without a teacher.  (Janyaa is hiring it's own teachers and will be working with volunteers to complement the lack of support staff during our activities)

Expectations of Stakeholders:

Principals and Teachers of Schools:  The principals and teachers of the schools we work with have certain expectations for Janyaa’s programs.  Firstly, they expect program results to show in higher pass percentages on Tenth Level exams.  This is especially important to school administrators as incentives for schools are dependent on students’ performance on these exams.  They also hope for an increase in student enrollment and retention rates.  Besides these results-oriented expectations, they ask Janyaa to consider and help with the school’s needs beyond the programs we provide.  Their requests exhibit an awareness of the same challenges Janyaa identified on our school visits.  These include additional manpower, more classrooms and furniture, science labs, flooring, aesthetic improvements like paint of the walls, and training support for teachers.

Parents: Most of the parents of students who participate in Janyaa’s programs are daily wage laborers (construction, vegetable/fruit vendors, auto or rickshaw drivers, etc).  These parents have limited resources and want the most for their money.  When they see the poor state of these schools, they go away without enrolling their children.  An increase in the quality of the schools’ infrastructure and facilities, along with higher caliber educational programs, would encourage more parents to enroll their children in these schools.