Draft Proposal and Academic Assignment

Letter of Inquiry

March 27, 2022

Smt. Smriti Zubin Irani

Cabinet Minister

Ministry of Women & Child Development

Shastri Bhawan, New Delhi-110001

Dear Ms. Irani:

Recently, I had a conversation with your personal assistant Mr. Balram Kumar and as a follow

up I am gratified to put up this letter of inquiry for “Save the Girl Child” for your reflection.

Courteously, we are soliciting an aid of 50,000 for our project “Let’s go to School” addressing

the issue of education of girls and spreading the awareness regarding the issue. Save the Girl

Child will appoint 10 major members and 100 volunteers to run the awareness campaigns with

the motto of ‘Educate Girl Child & Save the girl Child’ in the Chabri, Haryana.

We thank Ministry of Women & Child Development inviting Save the Girl Child to submit this

letter of inquiry. We hope the ministry will sponsor a full grant of 50,000 for one-year time to

reinforce the operating of Save the Girl Child to create a society where protection and education

of girl child is monitored for a better future. In case of any queries, please feel free to contact me

at (121)-333-111.

Sincerely,

Deepanshu Yadav

Executive Director
Proposal Summary

The proposal seeks funding to conduct girl child education venture in Chabri village by

establishing five community-based institutes. This village have extremely low literacy rate. The

project's mission is to empower these girls with a high-quality elementary education before fully

integrating them into upper primary education. Our aim is to help females from these areas

overcome the cycle of illiteracy. This is accomplished through community-based Learning

Centers, where children receive relevant and engaging instruction and are steered into formal

schooling. All of this will be accomplished with the help of parents and community members. A

significant number of girls, particularly those from SC, ST, and other backward areas who do not

receive their share in primary school education, will get benefits.

Organization Background

The Let's Go to School project was founded by IIT Ahmedabad 2016 batch alumni. We

identified rural out-of-school girls in ten distinct locations of Haryana's district Jind with poor

female involvement in education as part of our research. Our exclusive focus is on offering high-

quality basic education to out-of-school girls in remote areas. We identified issues affecting girls'

basic education in India and created a methodology to address these issues. In areas with a high

population of out-of-school females in the 6 -14-year age bracket, we will create single-teacher

basic Learning Centers using this approach. The learning center method will assist these girls

because it is close to their homes. As a result, we bring the school to their doorstep. The

Learning Centers will hire female instructors from the community to deliver high-quality

education using play-based methodologies. The Learning Centers also serve as a gathering spot

for the local rural society as they understand about the value of girls' education and how to tear

down barriers to it.

Problem Statement

Education is for everyone. It is every child's fundamental human right to get a basic education,

whether he or she is a male or a girl, able or unable. As a result, there should be no distinction

between those who attend school and those who do not, and education should recognize and

assist in the development of each child's potential. The educational and economic divide

between men and women is expanding as a result of low female enrollment in school.

Considering not just rural people' misunderstanding of the significance of education, but also the

demeaning practice of keeping girls out of school, addressing the difficulties and challenges of

girl-child education has become important.

Goals

Our goal is to promote females' educational accessibility and quality, educating and developing

the skills of girls and women to empower them and raising awareness about abuse, healthcare,

literacy, development, and other topics that are important for women's individual and communal

empowerment.

Objectives

1. Enhance access to basic primary education and promote enrolment for all female

children who are not in school through community mobilization.

2. Learning environments providing high-quality, meaningful instruction.

3. Help each girl become an original thinker and self-learner by encouraging and

empowering her.

4. Make learning pleasurable.

5. Assist in the transformation of the community.

Strategies

Tasks and Subtasks Person(s) Resources Needed Start and Finish

Responsible Dates

1.Recognition of Surveillance team The data will be 1st April 2022 to 1st

area for survey: So manager. validated by May 2022

that no out-of-school surveillance teams,

girl is left behind who might rule out

and each prospective any beneficiary

beneficiary is overlap with other

identified, regions program in the

are designated. operational region.

2.Training of Teacher community Course material, 14th May 2022 to

teachers. manager required readings, 26th June 2022

online/offline session

Session for girls

3.Learning Community project where they are 30th June 2022 to

space/centers manager encouraged to speak 15th July 2022

functioning about their talents

and be vocal
4.Involvement of Marketing head Every parent and 25th July 2022 to 1st

Parents member of the September 2022

community will

officially join the

Center Management

Committees/Village

Learning and

Training

Committees, which

are proactive and

meet once a month.

5. Support for Executive Director Each mainstreamed 3rd September 2022

further education beneficiary girl is to 5th December

beyond school followed up until she 2022

completes her formal

education. Support

for long-term

achievement of the

children's goals

through family

support sponsorships

and other measures.

Evaluation

1.What questions will the organization’s evaluation activities seek to answer?

 Assuring quality education for girls

 Recognizing the value of education for the girls.

 Acknowledging that the girls are assets, not liabilities.

2.What are the specific evaluation plans and time frames?

a. What kinds of data will be collected?

Survey forms will be distributed by the surveillance team to the families. Apart from this,

through previous years population data number of girl child in the family will be identified

and out of the how many are going to school will be identified by the local school records

b. At what points?

Family perspective, girl child perspective, community perspective

c. Using what strategies or instruments?

Survey forms, population records, school records.

d. Using what comparison group or baseline, if any?

The data will be compared from the earlier literacy rate of the village according to the gender

populace.

3.If the intention is to study a sample of participants, how will this sample be constructed?

4.What procedures will be used to determine whether the program was implemented

as planned?
Monthly inspection will be done by the authorities to check the progress of the girl child

education

5.Who will conduct the evaluation?

The evaluation will be conducted by the monitoring teams.

6.Who will receive the results?

All the results will then be sent to the executive director of the project.

7.How is success being defined for this program or project?

Successfully providing excellent basic education to 100 out-of-school girls identified in the

community.

Sustainability statement

Girls' lifetime earnings will increase, national growth rates will rise, child marriage rates will

drop, child death rates will begin to decline, maternal mortality rates will dwindle, and girl

child ratio will be balanced which will create a sustainable effect on the community.
 The critical issues around achieving systemic change in community development projects

New initiatives that are well-conceived and implemented are critical to the improvement

of communities. Typically, such ideas are undertaken as initiatives with little finance and

manpower. When money is no longer available, most of what has been created vanishes. This is

justified in some cases, such as when what was produced turns out to be ineffective or irrelevant.

At other situations, the defeat is a setback for a large number of stakeholders. In such

circumstances, the question is how long the invention can be perpetuated. Ideally, sustainability

should be a priority from the start of a project. Our focus on systemic change has developed

through time, first in the context of attempting to maintain experimental programs, and later in

the context of large-scale replication attempts(Adelman & Taylor, 1999).

The goal of market system development initiatives is to bring about systemic change.

Market systems communities, on the other hand, have fought to determine what constitutes

systemic change and how to attain it. There is a widespread belief that the manner existing

market system development programs design their operations reflects a lack of knowledge of

how market systems operate and how economic and interrelated systems change. Even while the

goals of political commitments are fundamentally different from systemic change, where

principle has been employed to promote competing points of view, almost all community

programs accept sustainable development. For economics, environmentalists, lawyers, and

philosophers, sustainability can signify a variety of things, some of which are contradictory. As a

result, it appears that there is no consensus among individuals who hold opposing

viewpoints(Mokhtar, 2005).

Many business reports urge organizations to 'scale up' their impacts, with systemic

transformation being viewed as a route to both scale and impact. However, there is a crucial
distinction to be made between systemic change and scale-up attempts(Humphrey, 2014). It's all

about the numbers when it comes to scale. Working with huge organizations with a broad reach,

forming alliances, or reproducing and multiplying outcomes are all ways to expand the size,

volume, or scope of a company and development method. Systemic change refers to changes in

a system's structure, dynamics, and interactions(Humphrey, 2014). When business and

development initiatives aim for systemic change, this entails looking beyond immediate

problems or symptoms and addressing underlying causes in order to deliver tangible and long-

term benefits that have a significant impact on the material circumstances or attitudes of a large

number of people, far beyond those involved directly. The absence of a clear understanding of

what makes systemic change and how change occurs in systems has a detrimental impact on

how programs are funded and planned, as well as making programs inspections and evaluation

more difficult.

The cultural, historical, legal, and philanthropic aspects of each location influence the

difficulty of resolving systemic racialization. Nonetheless, slow-moving attempts to turn

philanthropy toward racial justice can make tremendous progress right now. With more backing,

burgeoning endeavors can likewise thrive. Digital organizing has aided in the growth of

constituencies among people of color. Struggles over right to vote, adoption, stereotyped sports

mascots, and environmental destruction brought Native American groups and causes to the

forefront(Sen & Villarosa, 2020). Racial fairness is now openly addressed in the messaging and

programming of a record number of foundations and philanthropic infrastructure organizations.

In the last decade, philanthropy has bolstered its racial equity muscle. Funders have expressed

real interest in expanding their portfolios to include projects on racial fairness and justice.
 Because systemic change is hard to achieve deliberately, the focus of operation is on

the 'niche innovations' programs and activities that promote distinctive features and deviate from

current systems in one or more dimensions, often pioneered by business owners or other relative

external stakeholders to the system. Niche innovations set the stage for systemic change, but they

are inadequate to catalyze change on their own. Disruptions that can destabilize the system and

break negative feedback loops and path dependency are required (Unruh 2000). Changes in the

macro environment impose pressure on the existing system and windows of opportunity for

specialized innovations to take hold, resulting in destabilizing occurrences. However, not all

specialized developments pose a danger to the system(Freeman & Perez, 1988). Some

innovations are merely incremental enhancements to processes and products that may or may not

be a driving factor for systemic change. Incremental innovation relies on incremental increases in

quality, effectiveness, and scalability, whereas radical innovation is abrupt and entails changes to

various areas of a product, process, or institution.

There are a variety of measures that organizations and their partners may use to improve

and stabilize innovations, indicating that they are more poised to break through more widely.

Developing common agreement, forming new organizations, raising awareness and knowledge

among those engaged in or targeted by the innovation, establishing and providing access to new

information about the innovation, social policy involvement and influence, building a large

community of supporters, trying to address missing public goods, and addressing power relations

are just a few examples. These tactics, however, can also be found in programs that aren't aimed

at systemic change. The argument here isn't that these tactics are exclusive to systemic change,

but rather that they might be useful strategies for bolstering specialized inventions that can pave

the way for systemic change.

 Appendices

Worksheet 5.1a

Tasks and Subtasks Person(s) Resources Needed Start and Finish

Responsible Dates

1.Recognition of Surveillance team The data will be 1st April 2022 to 1st

area for survey: So manager. validated by May 2022

that no out-of-school surveillance teams,

girl is left behind who might rule out

and each prospective any beneficiary

beneficiary is overlap with other

identified, regions program in the

are designated. operational region.

2.Training of Teacher community Course material, 14th May 2022 to

teachers. manager required readings, 26th June 2022

online/offline session

Session for girls

3.Learning Community project where they are 30th June 2022 to

space/centers manager encouraged to speak 15th July 2022

functioning about their talents

and be vocal
4.Involvement of Marketing head Every parent and 25th July 2022 to 1st

Parents member of the September 2022

community will

officially join the

Center Management

Committees/Village

Learning and

Training

Committees, which

are proactive and

meet once a month.

5. Support for Executive Director Each mainstreamed 3rd September 2022

further education beneficiary girl is to 5th December

beyond school followed up until she 2022

completes her formal

education. Support

for long-term

achievement of the

children's goals

through family

support sponsorships

and other measures.

Worksheet 6.1a

1.What questions will the organization’s evaluation activities seek to answer?

 Assuring quality education for girls

 Recognizing the value of education for the girls.

 Acknowledging that the girls are assets, not liabilities.

2.What are the specific evaluation plans and time frames?

a. What kinds of data will be collected?

Survey forms will be distributed by the surveillance team to the families. Apart from this,

through previous years population data number of girl child in the family will be identified

and out of the how many are going to school will be identified by the local school records

b. At what points?

Family perspective, girl child perspective, community perspective

c. Using what strategies or instruments?

Survey forms, population records, school records.

d. Using what comparison group or baseline, if any?

The data will be compared from the earlier literacy rate of the village according to the gender

populace.

3.If the intention is to study a sample of participants, how will this sample be constructed?

4.What procedures will be used to determine whether the program was implemented

as planned?
 Monthly inspection will be done by the authorities to check the progress of the girl child

education

5.Who will conduct the evaluation?

The evaluation will be conducted by the monitoring teams.

6.Who will receive the results?

All the results will then be sent to the executive director of the project.

7.How is success being defined for this program or project?

Successfully providing excellent basic education to 100 out-of-school girls identified in the

community.

Logic Model

Output Outcomes
Needs Inputs Activities
a)500 Short: Educated households
a)Educate girl Money a)Awareness households covered Medium: No female feticide
child Staf workshops 8 awareness workshops Long: Gender equality
9 education campaigns
b)Protect girl b)Education
c) Teachers
child campaigns
and educators
c) Free
elementary education
 References

Freeman, C. and Perez, C. (1988) Structural Crises of Adjustment, Business Cycles and

Investment Behaviour

Howard S Adelman and Linda Taylor (2003). On Sustainability of Project

Innovations as Systemic Change

Humphrey, J.; Spratt, S.; Thorpe, J. and Henson, S. (2014) Understanding and Enhancing

the Role of Business in International Development: A Conceptual Framework and

Agenda for Research, IDS Working Paper 440, Brighton: IDS

Lakhal Mokhtar (2005). Dictionary of political science, editions L'harmattan, Paris.

Rinku Sen and Lori Villarosa (2020) Grantmaking with a Racial Justice Lens

Unruh, G.C. (2000) ‘Understanding Carbon Lock-in’, Energy Policy 28.12: 817–30