Evaluation of the project in

SBMA
D. Lakshmi Rani
Atiqur Rahman
 Introduction & Method
• Uttarkashi district is one of the two districts covered by SBMA , under this
project

• Visited 4 primary schools & 1 inter college

• Structured interview schedules for teachers, FGD discussion points for

VECs, Children & Class room observation were used

• Records of the school such as attendance, minutes of the VEC meetings

and other stocks and inventory were also studied.
 Organogram of the Project at SBMA
Spread
• 170 villages
• 18 clusters
• 3 sectors

Human resource
12 people are responsible( 1 resource person, 1 focal person, 5 other people
looking after 8 subjects
14 grant facilitaors
SBMA-PLAN PU ORGANOGRAM
 Meetings and monitoring& coordination

• Monthly- sector and cluster coordinators, project manager and subject focal
points

• Quarterly- sector and cluster coordinators, project manager and subject

focal points

• Half yearly- all the project staff participate in it

31 model schools and 25 balwadies( in non ICDS ares) are being conducted
through this intervention
 Efforts so far

• Relationship with SSA- discussions were held in the beginning with all
layers up to VECs, MOU is being thought of, three officials have been
transferred so far in the last one year
• Advocacy efforts-
• With Children are weak in Maths and Science- working on it, corporal
punishment, through the campaign, promoting child participation, child
friendly class rooms
• Civil society- VECs are defunct because of new committees after elections
held recently
• Worksheet – feedback they are far from adequate in content and method
• Non model and model schools – there is difference
• Children’s clubs- not rights based. They are school parliaments that look
after discipline, homework, news reading, conduct of prayer, etc.,
 Current status of processes and Indicators
• Ensure quality education in schools through improved learning
levels:
a) Making available class wise competency levels for children at local level
b) The indicator of increasing average attendance by 40% is an
inappropriate
c) The indicator of increasing average attendance by 40% is an
inappropriate

d) Students are able to complete worksheets for learning outcome

• Align partners existing policy more closely with CCCD
a) Modified Strategy of PU/Partner to focus on education
b) Strategy to access of government schemes is visible and on the
ground( strength of the project)
• Empowered and active VEC
a) VEC active and understand roles and responsibilities contribute actively
to ECCD, schools
b) Active Children Club:
 Current status of processes and Indicators

• Active Schools

• WES facilities
• Mid-day meal delivery
• proper waste disposal
• Incidence of corporal Punishment reduced in schools and homes
• Effective Networks created for advocacy.
• Encouraging enrollment and completion
• Each school is accountable to the children and the community.
 Conclusions

• Need to know the SSA in totality. The provisions in terms of resources,

capacity building efforts
• Grant facilitators, project officer and others are not better informed than the
teachers
• Worksheets are a tokenistic effort
• Corporal punishment and involvement of children in teaching/ learning
• Link to preschool education
• Quality of education- definition, understanding and processes to achieve it,
link to government definitions and efforts
• Baseline and visioning exercise, participation of VEC in school management
 Recommendations
• All the personnel involved in the project go through an orientation
course in SSA.
• need to develop a MoU and sign it between SSA and SBMA Plan. SSA
training needs to be seen and role carved for Plan.
• Corporal punishment and community participation can be
strengthened in that program
• All the front line staff of this project go through a capacity building
exercise. It is also essential for them to know the contents of the
school text books of all classes from I to V .
• The worksheets of SSA program are looked at and compared with
SBMA effort and SSA initiatives are strengthened rather than start
something anew. It is better to make worksheets for every quarter and
use separate sheets for practice and assessing competencies, for
every quarter.
 recommendations

• Look at “learning without fear” and take stock of where they have
reached and what more needs to be done, at each of the levels.
• Somewhere in it should feature influencing the state government to
punish the teacher who has been found to be beating up children and
has sought transfer to another district.
• The present methods are mapped and assessed for their efficacy and
the most appropriate method practiced so that it can be standardized
for a ‘model school’.
• The anganwadi workers and balwadi teachers are enrolled into this
effort by preparing them for class I curriculum so that they work
backwards and plan their preschool curriculum. This has to happen
first at balwadi level and then advocate with ICDS program officials.
VECs and PTAs should facilitate this process with common members
in both the CBOs.
 Recommendations

• Some brainstorming sessions with SSA team and study of the SSA program
be undertaken and standardize the ‘quality of education’ in model schools.
• A meeting with all the other organizations that are supporting these schools
such as the ones mentioned above are met along with SSA officials so that
each organization carves out a domain for itself and complements one
another’s effort and avoid duplication of efforts.
• The inputs provided such as Teaching Learning Material and educational toys
are in sufficient quantities and replenished at regular intervals to ensure
maintenance of ‘quality’ in the schools.
• The SBMA Plan team re-look to at the method adopted to arrive at that plan, in
order to see why VECs do not involve themselves in the implementation of
that plan.
• To make the VECs broad based and then orient them to their roles as
instruments of change in the school improvement. Advocate this with the
government to do so.
• ICO to relook at the structure to monitor
the program with inputs from Tech team.