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Government of the People's Republic of Bangladesh
Directorate of Non-formal Education
Non formal Education Project-3(Hard to Reach)
Mid-term Evaluation Report
Eusuf and Associates
in association with
Center on Social Research and Human Development
September 2002
&
Government of the People's Republic of Bangladesh
Directorate of Non-formal Education
Non formal Education Project-3(Hard to Reach)
Mid-term Evaluation Report
&
Eusuf and Associates
in association with
Center on Social Research and Human Development
September 2002
^
—«ss="H=r;;:-r™Duration: May - September 2002
Research Teairc -
Professor Dr. Kazi Saleh Ahn^-Te^Leader^ ^
Professor Dr. ^^^al Education SpecialistProfessor M. NazmuUtoq _^ SpedalistDr. Mohammed Eusu^Al Mam ent SpeciahstMr. M. Awlad Hossain i j
^frlid-lerm Evaluation ^Program
Executive Summary
1. The Non-formal Education Project 3 (Hard to Reach) started in 1997 as part of theGovernment obligations to the "Education For AH" and it is due to close in December 2003.The Project target beneficiaries are the hard to reach children between 5-14 years who aredisadvantaged constrained by lack of opportunities of formal education and forced toundertaking employment at the childhood. The Project offers a 24 months course on literacyand numercay and skill development for the working children of six divisional cities in twocycles of 12 months each. The Project is'funded jointly by the Government of Bangladesh,United Nations Infant Children Fund (UNICEF), Department of International Development(DFID), and the Swedish International Development Agency (SIDA). The objectives of theProject are to, (i) imparting non-formal education to the poor and under privileged children ofsix divisional cities; (ii) developing data base on working children; (iii) developing andproviding need based learning-teaching materials; (iv) formulating national policy andstrategy on education of urban working children; and (v) promoting research and innovativeactivities.
2. The project provided provision of a Mid-term Evaluation to assess progress andtentative benefits and to identify problems and constraints that might hinder physicalprogress and also achieving targeted benefit and suggest necessary changes andimprovement to overcome the problems and constraints. The main objectives of the mid-termevaluation was to make an assessment of the progress achieved in terms of effectiveness,impact, relevance and sustainability of the project with particular emphasis on the benefits ofprogram to different groups, particularly target children. The Project accordingly, engaged aconsulting firm (Eusuf and Associates) in mid 2003 to undertake the evaluation. A team ofexperts of Eusuf and Associates consisting of Prof. Dr. Kazi Saleh Ahmed (Team Leader),Prof.Dr.Quamrunnesa Begum (Education Specialist), Prof.Nazmul Haque (Non-formalEducation Specialist, Dr.Mohammed Eusuf Ali (Evaluation Specialist), and Mr.Awlad Hossain(Project Management Specialist) carried out the study when the second cycle was underway.
3. The study adopted a combination of several methods not limiting to but includingreview of secondary materials; discussions with concerned professionals; field visit anddiscussions with participating NGOs, learners, parents, teachers, supervisors, coordinators;conducting survey and achievement tests (to determine the level of literacy, life skills and useof the skills) of the learners. The survey tools were developed in consultation with theconcerned officers of the project and the UNICEF and were field-tested. The study covereddifferent sampling units such as centers (238), teachers (238), supervisors (46), NGOrepresentatives (46), community leaders (43), DNFE officials (8) and learners (4,772interviewed and 2,108 tested), illiterate children (120) as control group, CMC members (227)and, employers (46) of working learners.
4. The study findings were discussed in detailed with the concerned professionals of theProject and the UNICEF and in a workshop (held on 12 January 2003) that was attended byrepresentatives of UNICEF, DFID, SIDA; senior officials of the DNFE and the Project; andrelevant professionals from the concerned NGOs. The suggestions from the participantswere further analyzed and incorporated in the final report. The Project and consultant teamappreciated very much the contributions of the participants (list attached) particularly theprofessional support from the representatives of the UNICEF, DFID and the SIDA. The majorfindings are summarized in the following paragraphs.
^on-formal'Education ''Projed - 3 Page i
<J*llJ-lerm QaaluaHon Program
Physical Progress
5 The Project has made significant physical progress as it met the target of establishingrouters and enrolling learners before the Mid-term evaluation with the help of participatingN<)Os. The NGOs recruited teachers and supervisors who were trained by the Project asnooded. The Project recruited all staff that include Project Director, Assistant ProjectDirectors, Accounts Offer, Monitors, and necessary support staff. Except frequent changes ofII io Project Director and late recruitment of monitors and lack of provisions for accountingsi.ill of the Project itself (instead of getting accounting services from the DNFE) the physicalpiotjress of the project especially in establishing centers, contracting NGOs, recruiting andti: lining sufficient number of teachers and supervisors have been satisfactory.
Contracting NGOs and their Performance
0. Performances of the NGOs as proactive service providers were generally satisfactory.Although it was not possible to assess performance of individual NGOs using a commonpoiformance indicators due to time and resource constraint the study noted that whileporformance of large number of the NGOs were laudably good fewer could not makesignificant contributions with necessary high quality services as needed. This is perhaps dueIo ihe institutional and financial capability of some of the NGOs as all NGOs were not of theuniform capability standard. Since the study did not investigate whether or not the Projectstrictly followed the criteria for selection of NGOs yet were was enough room to attach stillhigher importance to the quality of services requiring contracting NGOs of proven tracklocord of institutional and financial capability. The study reviewed the NGO selection criterionadopted by the Project and the consultants have reasons to believe that had the prudentr.iiterion been properly and uniformly applied in selecting the NGOs the wide variations of thecapability and performance could have been minimized. The study team was reported thatIhe Project contracted large number of NGOs to accommodate small local NGOs to attainprater outreach and devoted service delivery. The weakness of the NGOs seem greater inareas of financial capability to support the program under the lengthy re-imbursement systemIn vogue and monitoring and supervision of the performance of the teachers and supervisorsalfecting management of the centers and quality of the learners. This partly contributed to theloss effective monitoring system of the Project. The study team was also reported thatcontracting large number of NGOs resulted to insufficient turnover below break-even of someof the NGOs especially the medium and larger NGOs having higher overhead costs. Thestudy however could not undertake detailed financial analysis of the workability of thecontract size of individual NGOs.
,'. The study suggest that while selecting NGOs in future several things should beconsidered such as, (i) number of NGOs should be less so that each NGO gets largernumber of centers, (ii) only experienced NGOs having sufficient institutional andadministrative and financial strength should be selected, (iii) the applications should beevaluated and ranked and only required number of NGOs should be selected from top of themerit list, (iv) NGO should preferably be allocated area where they have existing set up.
^on-formal Education ^Project - 3 Page ii
^id-term Evaluation Program
Financial and Fund Management
8. The financial management of the Project is not simple and straight rather complexand involves too many steps contributing to delays at all stages and steps and the studysuggests simplification to significantly reducing the delays. However, the Project with thecooperation of the DNFE and UNICEF has made payment to NGOs simpler and faster thanbefore. The study noted that the Project lack necessary staff for finance and account tomaking prompt payments. The Project also lacked sufficient monitoring staff to monitor theactivities of the NGOs. The study suggests to strengthening the Project with manpower forfinance and monitoring and allowing the Project to making payments to the NGOs directlywithout sending the bills to the DNFE and UNICEF. For that necessary funds have to beplaced at the disposal of the Project Director for making payments to the NGOs. The Projectmay adjust the advance with UNICEF in a suitable arrangement to be agreed. Neverthelessboth UNICEF and DNFE may institute close supervision and regular auditing of physicalprogress and financial management.
9. As some NGOs have institutional and financial weakness the Project may arrangespecific training program for capability building especially on financial management includingpreparation of Statement of Expenditure (SOE). NGOs may be encouraged to recruitqualified administrative and financial managers and sending them for training in professionalinstitutions. The study noted that the fees provided per center is not enough for hiring goodaccommodation for the center, recruiting good teachers with necessary interest andcommitment, maintenance of the center, and to cover the administrative overhead, let alonethe net surplus for the growth of the NGO. The study suggests to considering enhancementof center fees.
10. The salary of the teachers and supervisors is less attractive as a result manyteachers accept the job under desperation having no employment elsewhere and continueuntil getting a better opportunity. The study team observed that most of the teachers acceptthe employment with the hope that their employment might be permanent that is not true.Eventually, the teachers remain less serious and committed. The study suggests toconsidering higher salary equivalent to the salary of the primary school teachers asequitable.
Access to Education
11. The study noted that the socioeconomic conditions of most of the learners are poorthat constrained their access to education as they had to accept employment at theirchildhood for survival. Without the opportunity to getting access to education through theProject probably all learners might remain illiterates in their lives. They might not learn how toread and write and communicate and calculate. The study also noted that while all learnersare from the poor families but all are not the poorest. The school aged working children of thehardcore poor families could not be provided access as they needed yet still attractiveopportunities. The study suggests that the children of the hardcore poor families needincome substitutions or wage compensation as effective motivational tool. Strongermotivation and community participation allowing the poorest children by their employers andparents to attend centers and stipend to compensate loss of income due to learning could betried.
^on-formd Education '•Project - 3 Page iii
tylld-term Evaluation ^Program
Teachers and Supervisors and Training
\ 2 The minimum requisite educational qualification of the teachers and supervisors wereVise and Bachelor respectively. Without fewer exceptions the minimum qualificationstandard was followed. However the study team noted that had the recruitment been basedstrictly on merit the overall quality of the teachers and supervisors might be even better.Almost none of the teachers and supervisors had any previous experience and training ofluaching. Since the students and curriculum and teaching methods in non-formal educationare quite different from formal system the teachers and supervisors should be morerigorously trained. Duration of training may be increased further and refreshers' trainingshould be introduced. The study also reviewed the contents of the training and observed thatil needs to be further upgraded and made more comprehensive. The study further noted thatUNICEF has already started special training of the supervisors. The study suggestscontinuation of the training for the supervisors and also to initiating special training for theteachers.
13. The teachers and the supervisors play very important role in the non-formal educationsystem. The study team was reported that the very temporary employment and too lowsalary (generally paid irregularly) is deterrent to full devotion and commitment from theteachers. Consequent upon the unattractive benefit package the turnover of teachers andsupervisors is also high that negatively affects the uninterrupted teaching learning and qualityof education. Given the need for better services from the teachers and the supervisors theyhave to be more committed and devoted and motivated and for that attractive andcompensatory. benefits have to be offered. Government may consider permanentemployment for the teachers of the non-formal education system.
Community Participation
14. Social mobilization is key to the success of hard to reach program. The study notedthat the levels of awareness and motivation of the learners, parents and employers are quitesatisfactory as achieved by the NGOs and the Project through direct contact and rallies.Social mobilization may further increase upon greater participation of the communityespecially the Center Management Committee (CMC) and the employers and local people.
15. The study suggests that the NGOs should establish greater understanding andcommunication with the local community to enhance their participation. Increasedparticipation of the community will improve management of center and quality of teachinglearning process. The study noted that the employers are not that involved with the program.In order to increase their involvement the NGOs should motivate the employers to lake alook in to the learning outcome of the children. The employers should enquire if the childrenare learning reading and writing and whether they need any assistance. These will also helpto brining the dropped out learners back to the centers.
16. The CMC and community leaders should be involved directly in implementing theproject and in guiding and helping teachers in management of the centers. They should beinvolved to monitor attendance and performance of the teachers and the learners and overallmanagement and environment of the centers. The study also noted that the consultationprocess among the teachers and parents is less effective than needed. The study suggestsincreased consultation and regular teacher-parent and teacher-employer meet.
^on-formal Education project - 3 Bage iv
^id-term QnaluaHon ^Program
Center Management
17. Although the Project has covered significant areas of the four cities yet only about50% children could be covered justifying the need for continuation of the program till allilliterate children are enrolled. The study found that more than 78% centers run for doubleshift to teach two batches of 30 learners while 88% teachers teach in only one center. Thestudy found that in some centers learners come form quite long distances. The study alsonoted that the learners who come form distant places are often irregular. The study foundthat in 98% centers the contact time is less than 120 minutes.
18. The average enrolment per center is 30 children (13 boys and 17 girls) andattendance on the day of visit is 24 (11 boys and 13 girls) indicating 78% averageattendance. As most of the learners work to earn their meals and or to help the parents theyoften remain absent. Nevertheless, the absenteeism is not chronic. The study obtainedopinion of the local community about the punctuality and regularity of the teachers and theyhad reported that 95% teachers attend centers 6 days a week, and they are generallypunctual. The study estimated an average drop out rate of 10% (3 per center) that indeedvaried with minimum in Khulna and maximum in Dhaka.
19. Environment of learning centers in all four cities is more or less the same but thecondition of the centers of Dhaka was comparatively bad. About 80% centers fall within 10-18 square kilometers and the centers are considerably small for 30 learners. The NGOsreported and the study team appreciated that it was not possible to get betteraccommodation with the small budget for hiring center. Except few, most of the centers haveenough light and air and were clean. The study found that structures of about 12% centersare dilapidated and poised to risk as these may collapse. The study also noted that generallythe environments of the surrounding areas of the centers are even worse than theenvironment inside the centers.
Student Performance
20. The study found that the achievement of the learners after completion of first cycle inreading, writing and numeracy was quite satisfactory that indicated a highly satisfactorylearning outcome after completion of one full cycle of 24 months. The performance of thelearners in life skill was found exceedingly better compared to literacy and numeracy skills asthe working children have greater exposure to the real life situation. In gender dimension thegirls performed better.
21. The study finds a correlation of urge to learn with higher student performance andhigh rate of enrolment and attendance and low dropout rates as the working children learnedto believe that learning enhances skills and income.
Monitoring
22. The study observed that supervision of the NGOs on the center management,performance of the teachers including attendance and quality of teaching, performance of thestudents regarding attendance and academic attainment, and social mobilization andcommunity participation are weak requiring improvement. On the other side of the scale, themonitoring and supervision from the project is also inadequate. The success of Project in
^on-formal SJucalion Project - 3 Page v
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9#/<y~/er77z Qoalualion Program
terms of quality largely depends on the supervision and monitoring from both NGOs and theProject. While the NGOs will supervise and monitor the activities of their staff andperformance of the students and center, the project will supervise and monitor theperformance of center, teachers, supervisors, students, and also the overall management ofthe NGOs. Project has to play stronger role in the supervision and monitoring. The studyrecommends that the Project should engage more monitoring staff for monitoring theperformance of the centers and the NGOs as the present level of monitoring and supervisionis not enough due to lack of manpower. The study also recommends that the Project maythink of engaging local elite such as primary school teachers, Imams of the mosques, seniorcitizens who are known as reputed social workers, etc. to supervise performance of thecenters and report to the local NFE staff in a very simple reporting format as a honorarysocial service.
23. The study also noted that supervision from the higher authority and the CMC are notregular and effective enough to bring the enrolled learners to center. Effective mechanismmay be developed for supervision of activities of the centers on regular basis to improve theperformance of teachers and supervisors and to brining all the learners to the centersregularly and punctually. Better supervision is needed for better teaching learning and for thisdirect communication with local people is essential so that they can take care whetherchildren/teachers are attending the centers regularly and how they perform.
Curriculum
24. The study reviewed the existing curriculum and found it quite satisfactory. However,the curriculum may be revised incorporating poverty alleviation with more focus ofmarketable skill development and training. The curriculum need be more activity based andwork oriented and the book reading and other learning activities should be associated withreal life situations. The Government may link financial support system with the successfulcompleters of the Project so that they can start independent income generating activities.The implementation of the existing curriculum at the field level through teaching learningneeds careful and objective attention using necessary teaching aids as appropriate. Theteaching learning methods adopted under the Project should be more attractive and thecurrent contact hours need be increased to adequately cover the contents.
25. The study appreciates very much the interests of the DNFE, UNICEF, DFID and SIDAto the objectives and purpose of the Mid-term Evaluation and recognizes the sincere helpand assistance extended during the study and in the workshop that has contributed tosuccessful completion of the study and to finalizing the report. The study team felt obliged toexpress special gratitude to Mr. M. Saifuzzaman (DG, DNFE), Mr. Mir Shahabuddin (ProjectDirector), Mr.Abdul Gafer Khan (Director, DNFE), Mr. Fazlur Rahman (Director, DNFE), Mr.Mir Shahab Uddin (Director, DNFE), Mr. James Jennings (UNICEF), Ms Ruby O Noble(UNICEF), Ms Monika Malakar (SIDA), Dr. Rokeya Khanam (DFID), and Mr. Abu YousufChowdhury (P1ACT) whose laudable contributions deserve special appreciations.
Conclusions and Recommendations
26. In spite of some implementation weaknesses the overall physical progress of theProject is quite satisfactory. In terms of quality while the Project and the participating NGOsin general lacked in proper supervision and monitoring and evaluation, social mobilization
^on-formal Gducation ^Project - 3 Page vi
9%/-/e/777 Evaluation Program
and community participation yet the learners made significant progress of literacy andnumercay and skill in even less than one half of the course duration.
27. Conceptually, the Project presents an innovative model in meeting the fundamentalrights of working children. The study findings highlighting the achievements andshortcomings and strengths and weaknesses will hopefully be useful to the Project forevolving appropriate measures to remove the weaknesses and strengthen of the program.
28. As the Project will close in December 2003 the Mid-term evaluation should have beenconducted earlier so that the findings could be used to improving the performance of theproject. Nevertheless, the findings may be used for planning and designing andimplementing future similar programs.
Follow Up Actions
29. Although the Project will close in December 2003 yet the study suggest the followingfollow-up actions to further improve implementation and operational performance of theProject.
O Likewise the special training for the supervisors already started by UNICEF theProject may offer special training course for the NGO staff on financial managementand supervision to enhance management capability of the NGOs especially thoseneeding such assistance.
O The Project may take stock of teachers and supervisors lacking necessaryqualification and training and offer special course particularly those replaced thetrained teachers and supervisors but did not receive any training.
o The Project should emphasis on teacher-parent and teacher-employer meetfrequently to increase community participation.
O The Project should emphasize upon enrolment of the learners of the poorest who arethe hardest to reach and most disadvantaged.
O DNFE may take steps to brining improvements on the existing curriculum (not for theremaining period of the Project) as suggested for future similar programs.
o The Project should emphasize on strict monitoring of the activities of the centres bythe NGOs and the performance of the NGOs by the Project staff.
O DNFE and the Project should further simplify the existing fund management systemincluding the payment of the fees and costs to the NGOs.
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Abbreviations
BEHITR Basic Education for Hard to ReachBEHTRUC Basic Education for Hard to Reach Urban ChildrenCBA Center Based ApproachCMC Center Management CommitteeDCOs District CoordinatorsDFID Department for International DevelopmentDNFE Directorate of Non-formal EducationDPE Directorate of Primary EducationEFA Education for AllFREPD Foundation for Research in Education Planning and DevelopmentHSC Higher Secondary CertificateHTR Hard to ReachLAT Literacy Achievement TestINFER Integrated Non-formal Education ProgramMAs Monitoring AssistantsMIS Management Information SystemNCTB National Curriculum and Textbook BoardNFE Non-formal EducationNGO Non-governmental OrganizationNORAD Norwegian Assistance to DevelopmentPLCE Post Literacy and Continuing EducationPMED Primary and Mass Education DepartmentTLM Total Literacy and Continuing EducationTOR Terms of ReferenceSIDA Swedish International Development AssistanceSOE Statement of ExpenditureSSC Secondary School CertificateUNICEF United Nation International Children Emergency Fund
^on-formal Gducatton '•Project - 3 Page viii
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^id-term Goaluafion Program
List of Tables
Text Tables Page
Table 3.1: Factors considered in selecting NGOs 16Table 3.2: Average availability of core staff per NGO 17Table 3.3: Income-expenditure per center in 10 months 18
Table 5.1: Distribution of centers by area 34Table 5.2: Seating arrangement 35Table 5.3: Availability of seating place 35Table 5.4: Opinion distribution on light and air facility 36Table 5.5. Number of centers with number of windows 36Table 5.6: Distribution of centers according to condition of houses 37Table 5.7: Cleanliness inside the center 37Table 5.8: Centers having electricity 37Table 5.9: Centers having fan 38Table 5.10: Environment outside the room 38
Table 6.1: Distribution of learning centers by area of the center (square meter) 41Table 6.2: Percentage of child labour (HTR) attending the program as reported
by teachers, supervisors, CMC and others 43Table 6.3: Distribution of centers by size of enrolment 44Table 6.4: Average enrolment boys, girls and combined for the four cities 44Table 6.5: Distribution by centers by visit 45Table 6.6: Reasons for absence 45Table 6.7: Maximum dropout and average dropout by cities 46Table 6.8: Percent distribution of centers by number of dropouts, boys and
girls, cities 47Table 6.9: Percentage of respondents by reason for dropouts 47
Table 7.1: Causes of absenteeism in the learning center as indicated by theteachers and supervisors. 50
Table 7.2: Supervisor's monitoring strategy in the school 51Table 7.3: Supervisor's evaluating strategy in the school 52
Table 8.1: Distribution of learners able to identify alphabets 54Table 8.2: Distribution of learners able to read the given words in the test 54Table 8.3: Distribution of learners able to read the given sentences with
comprehension 55Table 8.4: Distribution of learners able to comprehend a given paragraph 55Table 8.5: Distribution of learners in terms of dictation taken ability 56Table 8.6: Distribution of learners who could identify numbers 57Table 8.7: Distribution of learners by their arithmetic score 57Table 8.8: Distribution of learners according to score on life skills 57Table 8.9: Gender wise distribution of life skill scores (in percent) 58Table 8.10: Distribution of learners in terms of their personal achievement through
schooling . 58
^on-formal Gducah'on ^Project - 3 Page ix
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'^Mid-term Evaluation ^Program
Table 9.1: Distribution of teachers according to total number of training daysTable 9.2: Teachers opinion on whether the training was adequate or notTable 9.3: Average days of training neededTable 9.4: Results of achievement test average score (in percentage) obtained
by learnerTable 9.5: Distribution of respondents opinion how family benefited because of
children to go to center for studyTable 9.6: Percentage distribution of respondents how the local people were
benefited because of got to centerTable 9.7: Distribution of respondents opinion how the children used which they
learnedTable 9.8: Guardian's opinion about development of self respect of children as a
result of attending learning centersTable 9.9: Percentage distribution of respondent the program for bring social
awarenessTable 9.10: Guardians opinion about benefits received by familyTable 9.11: Percentage distribution of respondents on assessment of benefit of
people of areaTable 9.12: Teachers' and supervisor's opinion about effectiveness of the program
Appendix Tables
Distribution of NGOs Centers and Learners since Inception of the ProjectList of Indicators along with data source and methods of data collectionList of 238 Centres Surveyed under the Study
Table A3.1: Opinion about the Observance of NGO Selection Criteria inSelecting NGOs
Table A3.2: Opinion about the Adequacy of Ability of NGOs for Implementingthe Project
Table A3.3: Manpower Strength of the NGOs under HTR ProjectTable A3.4: Opinion of NGOs about Additional Manpower for Efficient
and Project ImplementationTable A3.5: Potential Scope of Income from Each Center under HRT ProjectTable A3.6: Actual Income per CenterTable A3.7: Actual Expenditure per CenterTable A3.8: Difficulty of Project Implementation due to Delayed Payment to NGOsTable A3.9: Number of Items of Teaching Aids each NGO is Expected to ReceiveTable A3.10: Number of Hems of Teaching Aids each NGO is actually receivedTable A3.11: Problems Encountered by NGOs if they do not get Teaching AidsTable A3.12: Sources of Teaching Aids for the NGOsTable A3.13: Problems of Collecting Teaching AidsTable A3.14: Collection of Teaching Aids by the NGOsTable A3.15: Delays in Distribution of Teaching AidsTable A3.16: Quality of Teaching AidsTable A3.17: Sufficiency of Teaching Aids per Student per Center in GeneralTable A3.18: Sufficiency of Selected Major Teaching Aids per Student per CenterTable A3.19: Insufficiency of Teaching Aid per Center for Selected Major ItemsTable A3.20: Management of Information by the NGOsTable A3.21: Monitoring Arrangement for Management of the CentersTable A3.22: Mechanisms of Gathering Information about Attendance of Learners
616262
62
63
64
64
65
6566
6667
7879
116
118
118118
119119119119120120120120121121121121122122122123123123124
^on-formal Education Project - 3 Page x
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Table A3.23: Assessment of the Progress of Teaching of the Centers 124Table A3.24: Reports Produced by the Teachers 124Table A3.25: Reports Produced by Supervisors 124Table A3.26: Reports Produced by the NCOs 125Table A3.27: Distribution of respondent about finance management 125Table A3.28: Number of Supervisors Deployed for Supervisor of Centers 125Table A3.29: Guidelines for Implementation of Projects 125Table A3.30: Compliance of the Guidelines 125Table A3.31: Procedures Followed to Selecting the Centers 126Table A3.32: Percentage of Total Learners of the Area Attend the Center 126Table A3.33: Areas of Close Cooperation between HRT Project and Centers 126Table A3.34: Advantages of Working with DNFE 127Table A3.35: Problems of Working with DNFE (HRT Project) 127Table A3.36: Social Mobilization Activities of the NGOs under HRT Project 128Table A3.37: Response of the Activities of Social Mobilization 128Table A3.38: Employers Opinion about the HTR program 128Table A3.39: Consultation with the Employers about HTR program 128Table A3.40: What Issues of HRT Program were Consulted with the Employers 129Table A3.41: Opinion of the Employers about the Courses offered by the
HRT Program ' 129Table A3.42: Employers' Opinion about How the Child Labor of Different Professions
can be Involved in HRT Program 129Table A3.43: Opinion of the Employers as to how the Society can benefit from
Education of child labor 130Table A3.44: Opinion of the Employers about how they can benefit from education
of the working children 130Table A3.45: Opinion of the Employers about the Improvement on child labor who
attend centers 130Table A3.46: Opinion of the Employers about the child labor who do not
attend centers 131Table A3.47: Employers' Opinion about the difference of salary of learning and not
learning child labor 131Table A3.48: Distribution of the salary difference of child labor who attend center and
who do not attend 131Table A3.49: Opinion of the Employers about the weakness of the HTR Program 131Table A3.50: Suggestions from the Employers 132Table A3.51: Employers' Opinion about the benefits provided by them to the
child labor 132Table A3.52: Opinion of the Employers if they deduct wage due to loss of work time
for attending center 132
Table A4.1: Distribution of boy learners by age 133Table A4.2: Distribution of girl learners by age 133Table A4.3: Distribution of learners (respondents) by gender and city corporation 133Table A4.4: Distribution of respondents' opinion about study time 134Table A4.5: Problem of learners in attending center 134Table A4.6: Distribution of learners (respondent) by their occupation (boys) 135Table A4.7: Distribution of learners (respondent) by their occupation (girls) 135Table A4.8 Monthly income of learners 136Table A4.9: Learners fathers'education level 136Table A4.10: Learners mothers'education level 136
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Wld-lerm &oaluation Program
Table A4.11:Table A9.12:Table A9.13:Table A4.14:Table A4.15Table A9.16:Table A4.17:Table A4.18:Table A4.19:Table A4.20:Table A4.21:Table A4.22:Table A4.23:Table A4.24:Table A4.25:Table A4.26:Table A4.27:Table A4.28:Table A4.29:Table A4.30:Table A4.31:Table A4.32:Table A4.33:Table A4.34:Table A4.35:Table A4.36:Table A4.37Table A4.38Table A4.39
Learners g^^-'^^^amers'education levelSKSrpSrn^^-educaUontove,
Learners fathers' occupation
^SSS'SSU- occupyControlled group children mothers' occupationHousing conditions of learnersHousing conditions of controlled groupSleeping place of learnersWays of teeth washing of lear^rs monthly income
Deduct salary for coming to centerExpectations of learners from the center
• Age distribution of teachers'• Distribution of teachers by div,s,on and gender': Distribution by level of education• Duration of training received by the teachers• Distribution of teachers by marital status
Distribution of teachers by occupation
S^S^entia, condition
as^si ^rS-™Gender preference for recruiting teachers
= of =S f" to motivate ,he guardian
and children
136137137137138138139139139139140140140140141141141141142142142142142143143143143143
144
TableTableTableTableTableTableTableTableTableTableTableTableTableTableTableTable
A4.40:A4.41:A4.42A4.43:A4.44:A4.45:A4.46:A4.47:A4.48:A4.49:A4.50:A4.51:A4.52:A4.53:A4.54:A4.55
r uTcf teachers' opinion about benefit for project implementation 1M. • _ _ i __ . ,* i-QocnnQ fnr nrooouis . .,.
Table A5.1:Table A5.2:Table A5.3:Table A5.4:
UlStriDUUOn Ul leaoi.c.- «,-....-. ,ronn.ltQ
Teachers opinion about reasons for dropoutsAqe Distribution of supervisors nonriPrDistribution of supervisors by division and genderDistribution of supervisors by level of educationSon of training received by the SupervisorsDistribution of Supervisor by Marital StatusDistribution of supervisor by occupationExperience of supervisors
Distribution of supervisors by monthly family incomeProcess of recruitment of supervisors
^otC^S«ness of Proiect ,mp,emen,a«,on
Distribution of Centers by area
^X^^^^^^^^CeOpinion about Distribution on Light and Air Facility
145145145145146146146146146147147147147148148
149149149149
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'JXlid-term Soaluation Program
Table A5.5. Number of Centers with Number of Widows 150Table A5.6: Distribution of Centers According to Condition of Houses 150Table A5.7: Cleanliness of inside of the Center 150Table A5.8: Centers having Electricity 150Table A5.9: Centers having Fan 150Table A5.10: Outside Environment of the Room 150Table A5.11: Changing of the Learners after Phase I Evaluation 151Table A5.12: Distribution of Changed Learners 151
Table A6.1: Centers Selection Procedure 152Table A6.2: Number of Shifts Operated in a Center Room 152Table A6.3: Distribution of Centers by Starting and Closing Hours 152Table A6.4: Number of Shifts Taught by a Teacher 153Table A6.5: Percentage of Child Labours Enrolled in Learning Centers 153Table A6.6: Distribution of Centers by Enrollment 153Table A6.7: Distribution by Centers by Attendance 153Table A6.8: Distribution by Centers by Visit 153Table A6.9: Reasons for not Attending in the Center Regularly 154Table A6.10: Percentage of Teachers Present on the Day of Visit 154Table A6.11: Dropouts by Centers 154Table A6.12: Reasons for Dropouts 154Table A6.13: Activities Undertaken to Motivating guardians and children 155Table A6.14: Teachers' Involvement to Motivating Guardian and Children 155Table A6.15: Persons Involved in Project Implementation 155Table A6.16: Teachers Opinion about Benefit of Project Implementation 156Table A6.17: Opinion of Guardians about Functions of CMC Members 156Table A6.18: Guardians Opinion about their Benefit of Project Implementation 156Table A6.19: Guardians Opinion about Benefit of the People for Project
Implementation 157Table A6.20: Utilization of Knowledge Acquired by the Learners 157Table A6.21: Guardians Opinion about Punctuality of Teachers 157Table A6.22: Guardians Opinion about Attendance of Teachers 157Table A6.23: Guardians Opinion about Alternative Arrangement in case
of Teachers'Absence 158Table A6.24: Guardians Opinion about Mechanism of Knowing Progress of Children 158Table A6.25: Guardians Opinion about Evaluation of Children by Local People 158Table A6.26: Guardians Opinion on Evaluation of Local People about
Non-participants Children 159Table A6.27: Guardians Opinion about Awareness of Children Regarding
Benefit of Education in the Center 159Table A6.28: Guardians Understanding about Development of Self-awareness
among the Learners 159Table A6.29: Guardians Opinion about Functions of CMC Members 159Table A6.30: Guardians Opinion about the Program of CMC for Raising
Social Avvareness in the Locality 160Table A6.31: Guardians Opinion about the Program of NGOs for Raising
Social Awareness in the Locality 160Table A6.32: Guardians Suggestions for Raising Social Awareness in the Locality 160
Table A7.1: Supervisors Mechanisms to Know Teachers Attendance in the Center 161Table A7.2: Teachers Attended in the Center Timely 161
^on-formal GducaHon ^Project - 3 Page xiii
<3Xlid-lerm Evaluation Program
Table A7.3:Table A7.4:
Table 8.1:
Table 8.2:Table 8.3:
Table 8.4:Table 8.5:Table 8.6:Table 8.7:Table 8.8:Table 8.9:Table 8.10:
Table A9.1:Table A9.2:
Table A9.3:Table A9.4:Table A9.5:Table A9.6:
Table A9.7:
Table A9.8:
Table A9.9:
Table A9.10
Table A9.11
Table A9.12:Table A9.13:Table A9.14:
Table A9.15:
Table A9.16:
Table A9.17:
Table A9.18:
Table A9.19
srss=r^=^rDistribution of learners able to identify alphabets
Distribution of learners able to read the given words in the testDistribution o, learners able to read the given sentences «,th
through schooling
SSSS of 0^on« Sn, Members and CommunityLeaders about Formation of CMC
rcXS&MC ties
M^ rSSSSS'*1'"1"1SS^SSTSSK Colltv Leaders about
^&c3S£squ '~80d>1
S?«;~E5£-~^?5Ssss2srffls---B««-Learners Family
161162
163
163163163163163164164164164
164
165
165165165166
166
166
167
167
168V^IJJII IIUI I wi ^ ' - .—
Op1*enSof CMC' and Commun.ty Leaders about Benef,, of Local People 168" - _ . -I CQ
Opinion of CMC and Community LeadersOpinion of CMC and Community LeadersOpinion of CMC and Community Leadersof the Area Supposed to go to CenterOpinion of CMC and Community Leaders
O^o! CMC and Community Leaders
O^nTcMC and Community LeadersDropout from each CenterOpinion of CMC and Community LeadersDropout from each CenterOpinion of CMC and Community LeadersDropout
about Running of Center 168about Attendance of Teachers 168about Number of Children
about Percentage of Boys
about Percentage of Girls
about Number of Boys
about Number of Girls
about Major Causes of
169
169
169
169
169
170
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^id-term Evaluation Program
Table A9.20: Opinion of CMC and Community Leaders about Major Causes ofIrregularity of Learners 170
Table A9.21: Opinion of Community Leaders about Role of CMC 171Table A9.22: Suggestions of Community Leaders to Make CMC More Effective 171Table A9.23: Opinion of CMC about Participation of Community Leaders in
Implementation of the Project 172Table A9.24: Suggestions of CMC to Make Participation of Community Leaders
More Effective 172Table A9.25: Opinion of CMC and Community Leaders about Performance of CMC 172Table A9.26: Opinion of CMC and Community Leaders about Social Awareness
on Child Labor Undertaken by NGO 173Table A9.27: Opinion of CMC and Community Leaders about Social Awareness
on Child Labor Undertaken by CMC 173
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9%/-/e/777 Evaluation ''Program
Table of Contents
Executive summary..........................................................................................................i - viiList of abbreviations ............................................................................................................viiiList of Tables..................................................................................................................'! x- xv
Chapter 1: Background and Introduction..........................................................................1 -7
1.0 Non-Formal Edcation in Bangladesh ........................................................ 11.1 Non-Formal Education Project-3 (NFE Project 3)..................................... 11.2 Rationale for Mid-Term Evaluation ...........................................................31.3 The Objectives of the Mid-Term Evaluation of NFEP-3.............................41.4 Scope of Work Specified in the TOR........................................................51.5 Some Observations on the TOR...............................................................71.6 Organization of the Report .......................................................................7
Chapter 2: Methodology.................................................................................................8 -15
2.0 Introduction ..............................................................................................82.1 Review of Literatures................................................................................92.2 Discussions with the Project Director, UNICEF Representative & Other
Relevant Officers of DNFE .......................................................................92.3 Reconnaissance of the Field Work.........................................................102.4 Data Requirements, Respondents and Methods of Data Collection........ 102.5 Sampling Design..................................................................................... 12
Chapters: Performance of the NGOs ..........................................................................16 -23
3.0 Introduction ............................................................................................ 163.1 Criteria for Selecting NGOs and Recruitment of NGOs........................... 163.2 Management Capability of the NGOs .....................................................173.3 Utilization of Funds and Supplies ...........................................................183.4 Procurement and Supply of Teaching and Learning Materials................ 183.5 Center Management and Record Keeping and Reporting ...................... 193.6 Financial Management...........................................................................203.7 Supervision Mechanism of the NGOs.....................................................203.8 Selection of Centers by NGOs................................................................203.9 Community Participation..................................................................:...... 213.10 Physical Progress Made as of Mid-term Evaluation................................23
Chapter 4: Profiles of Learners, Teachers and Supervisors .........................................24 - 33
4.0 Total Learners, Teachers and Supervisors in the Mid Term Evaluation ..244.1 Profiles of Learners ................................................................................244.2 Education of Parents ..............................................................................264.3 Profile of teachers ..................................................................................294.4 Profile of Supervisors .............................................................................31
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^Mld-lerm Qoaluafton ^Program
Chapter 5: Environment of Learning Centers and Social Mobilization ..........................34-40
5.0 Introduction ............................................................................................345.1 Area of Centers......................................................................................345.2 Seating Arrangement........:.....................................................,..............355.3 General Conditions in and Around the Centers ......................................355.4 Social Mobilization..................................................................................39
Chapter 6: Internal Efficiency .......................................................................................41 -48
6.0 Introduction .... . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .416.1 Area of the Learning Centers..................................................................416.2 Seating Arrangement .............................................................................426.3 Seating Place .........................................................................................426.4 Use of a Learning Center .......................................................................426.5 Number of Batches Taught by one Teacher ...........................................426.6 Duration of Learning Centers..................................................................436.7 Coverage of HTR Children by the Project...............................................436.8 Enrolment............................................................................................... 446.9 Attendance of Learners in Learning Sessions ........................................446.10 Reasons for Absence .............................................................................456.11 How Regularly Teachers Came to the Center ........................................466.12 Dropouts ................................................................................................466.13 reasons for Dropouts..............................................................................476.14 Measures taken to Increasing Enrolment, Attendance and Reduce
Dropouts ................................................................................................486.15 Replacement Ratio.................................................................................48
Chapter 7: Training and Performance of Facilitators and Supervisors..........................49 - 52
7.0 Introduction ............................................................................................497.1 Duration of Training................................................................................497.2 Content of Training.................................................................................497.3 Performance of Facilitator ......................................................................507.4 Performance of Supervisors ...................................................................517.5 Effectveness of Monitoring and Evaluation.............................................51
Chapter 8: Learners Performance, Awareness, Use of their Skill.................................53 - 59
8.0 Introduction ............................................................................................538.1 Conceptual Framework ..........................................................................538.2 Methods of Assessment .........................................................................538.3 Achievement in Literacy .........................................................................548.4 Life Skills................................................................................................578.5 Self Awareness and other Correlates of Literacy....................................58
Chapter 9: Curriculum for HTR and Benefits of the Program........................................60 -67
9.0 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .609.1 Curriculum.............................................................................................. 609.2 Implementation of the Curriculum...........................................................619.3 Effectiveness of the Curriculum..............................................................629.4 Benefits of the Program..........................................................................63
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^id-term Qoaluahon Program
Chapter 10: Financial Management .............................................................................68 - 72
10.0 Introduction ............................................................................................6810.1 Disbursement Mechanism......................................................................6810.2 Financial Management of NGOs ............................................................6910.3 Problems Faced by Different Stakeholers...............................................70
Chapter 11: Recommendations....................................................................................73 - 77
Appendixes
Appendix 1:
Appendix 2:Appendix 3:Appendix 4:Appendix 5:Appendix 6:Appendix 7:Appendix 8:Appendix 9:Appendix 10:
Distribution of NGOs Centers and Learners Since Inceptionof Project......................................................................................78Indcators along with Data Source & Methods of Data Collection ..79Survey Questionnaires ................................................................81Life Skills Test Instruments......................................................... 112List of 238 Centers Suveryed under the Study ........................... 116Suveryed and Findings............................................................... 118List of Persons Met..................................................................... 174NGO Selection Criteria............................................................... 176Participants of the Workshop...................................................... 177Basic Data.................................................................................. 178
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'Jtfid-term Soa/uaHon '•Program
Chapter - 1
Background and Introduction
1.0 Non-Formal Education in Bangladesh
Bangladesh is one of the poorest countries in the world. The key factor contributing topoverty is the smallness of the literate population base, especially among women. There isnow a worldwide realization that the formal education alone is inadequate to providefunctional literacy for all in the developing countries. Committed to the "Education For All"(EFA) goal, the Government of Bangladesh assigned high priority to both formal and non-formal education playing complementary roles in achieving this goal.
Currently, Non-formal Education (NFE) is an important Subsector of the Education Sector inBangladesh. NFE consist of a series of projects under the direct control of DNFE. Accordingto PMED, the NFE system caters to: "Those children who can not or do not get enrolled inprimary schools, those who dropout from schools, the adolescents who relapse into illiteracyor those young and adult people who have never benefited from any schooling".
The recently approved National Educational Policy 2000 articulates a number of statementsthat can be developed into a coherent framework for NFE. It states that "the aims of NFE areto offer people the skills of literacy, reading, writing, numeracy, to inspire them with humanvirtues and to raise awareness in them about health and environment. NFE is complementto formal education. Through this, the children outside schools and dropouts will haveaccess to basic education. They will also receive some practical skills, which they can applyin real life situation as and when necessary. NFE graduates can be enrolled in appropriateclasses of the formal schools".
In line with the government programs, the DNFE has been implementing four main projects:NFEP-1, NFEP-2, NFEP-3, and NFEP-4, their combined target population is large - over34.5 million of illiterates or some 26.3 percent of the country's estimated population of 131.2million in 2002. All four projects making up the NFE program in Bangladesh share acommon objective: to ensure the achievement of basic literacy by all target populations. Allfour projects also impart life skills to help the participants to enhance their level ofawareness and through this bring about a meaningful change in their living standard and lifestyle.
NFEP-1, NFEP-2, and NFEP-4 covers the illiterate population of age 11-45 years, while theNFEP-3 has been exclusively for hard to reach urban working children of 6 divisional cities.
1.1 Non-Formal Education Project - 3 (NFE Project 3)
Recent studies revealed that urban children living in the slums could not avail the benefit ofboth formal and non-formal educational opportunities. The poor children of urban slums
^on-formal SJucaHon cProJecf - 3 Page 1
^
9$</~/e/77Z Soaluation ''Program
have to work for earning their own livelihood and have been engaged in various hazardousprofession. Consequently, they fail to avail educational opportunities available near theslums.
Thus, in order to supplement the government commitment of providing basic education to all(which includes urban slum children popularly known as hard to reach children HTR) as wellas help the HTR children, the NFEP-3 has been developed, launched and implemented.
Thus, the NFEP-3 is one of the four projects of DNFE. The project is also known as BasicEducation for Hard to Reach Urban Children (BEHTRUC Project). This project is exclusivelyfor hard to reach urban working children of 6 divisional cities, namely: Dhaka, Chittagong,Rajshahi, Khulna, Sylhet and Barisal. The DNFE, UNICEF, DFID and SIDA agreed to jointlyimplement the project. The salient features of the project are given below.
The BEHTRUC project has been developed to provide non-formal education to urbanworking children. It runs a 24 months course, divided into three cycles of eight monthsduration each. The DNFE developed "Kajer Fakey Pari", primers, 6 in numbers. These areBangla and Arithmetic first phase, Bangla and Arithmetic second phase and Bangla andArithmetic third phase. The primers cover the whole course in graded manner. The primersprovide information on health, hygienic, environment and society apart from imparting skillsin reading, writing and Arithmetic.
The Basic Education for Hard to Reach Urban Working Children Manual published byDNFE, April 2000, provides a full description of the implementation of interventionscomponents and process of implementation. The DNFE is committed to implement theproject through the selected NGOs. Initially 151 NGOs: 125 national and 26 regional or localNGOs have been selected to implement the project. The basic features of the project are:
Cities
CentersTeachersSupervisorsAge groupChildren (urban working)FemaleCategory of childrenPreferenceCourse durationDuration of the projectNGO working as partners
Six cities (Dhaka, Chittagong, Rajshahi, Khulna, Sylhet andBarisal)11700 (11550 centers revised)11700 (11550 revised)780 (767 revised)8-14 years of age351000 (346500 revised)More than 175500Working childrenChildren working in hazardous work would be given preference2years, in three cycles of 8 months duration each5 years151
The program started in October 1997 in Dhaka City, August 1998 in Chittagong, July 1999in Rajshahi, August 1999 in Khulna, April 2000 in Barisal and Sylhet.
(^(on~formal Education Project - 3 Page 2
ytfid-term Evaluation '•Program
1.1.1 Objectives of NFEP-3
The major objectives are:
(a) impart non-formal education to the poor and under privileged children of sixdivisional cities
(b) develop data base on working children
(c) need based learning-teaching materials
(d) national policy and strategy on education of urban working children
(e) promote research and innovative activities.
The project is expected to contribute to human resources development and increasenational productivity as the working children become literate.
1.1.2 Implementation of NFEP-3
The program covers six cities of six divisions. The distribution of NGOs, centers andlearners for the six cities are shown in Appendix - 1. Appendix - 1 also gives implementationmonth by phases.
The Center Based Approach (CBA) is being adopted in implementing the program. Eachlearning center is comprised 30 learners, managed by a teacher. One supervisor is attachedto supervise 15 centers.
Minimum qualification for teacher is HSC and that for supervisor is bachelor degreegraduates to be recruited from the locality.
Duration of the course is 24 months, divided into 3 phases of 8 months duration each. Forlearners there are one primer for Bangla, one for Arithmetic in each phase, and thus 6primers in all for the 3 phases. For teachers there are teaching manuals. BEHTRUWCmanual provides all relevant information of the project.
A Center Management Committee (CMC) is responsible for the management. The CMC isformed with the community leaders, parents, and employers of the learners with teacher asthe member secretary.
Teachers are given training for 12 days and supervisors for 12 days. The program is beingimplemented by NGOs and NGOs are selected through a set of selection criteria.
1.2 Rationale for Mid-Term Evaluation
From appendix - 1 it is clear that the project has been implemented by phases cycles. Thefirst cycle of the project has been completed, and the second cycle is now beingimplemented.
^on-formal' GducaHon Project - 3 Page 3
"•^•Wflwfii'r' - '
<Mid~krm QooluQHon Program_/««U—»»"" ^"-———— -
r s::: ^^^^^:;r! _ . — — ___t«^O
(a)(b)(c)(d)(e)(f)
TO wha« extent *. P^^^ST"To what extent have the: objectives b desjred resu|ts?
rrs^rib^r^isr^^^--^(f) is tne piuyia'" •"""•=>'_ iss.es are ve, ^^^-^^rrpSsrr-ssrr^r^«^
- . _ A :_- ^f MCTPPUtVUWi *~ ,^ - _
The Objectives of the Mid-Term Evaluation of NFEP-31 3 The Objectives ui me •«•- • - gs
The ma, o^ves - *^£^^2S^£«&»achieved in terms of effectweness, mpact,epecific objectives of this eva.uation are to.
Assess the, eve, of achievement o, the .earners, terms
I Sftwareness and selfjespe^ indoors ^^ cen(ers
. children's wei, bemg and me reo.oy^^^ know|edge/perception and funotionai
fi-jSrr^JS-- - =- |eamef a,so „„ meir income.Assess the impact of the program on the I ^
Assess the effectiveness " " in terms of ta.et p.anned inAssess the achievement made so \<»the PP and implementation status. ^ community in programAssess the performance and roleimplementation. of tne learners and make aExamine the nature of and reasonsassessment of dropout rate. mpchanismr:=r^ ;~e_are, . d dS^^£=»--wffi----«=re^X^^^^^^rsrr^r^s—*- -— - —aiE 'oence and attitudes the of NGOs towards HTR Pro9ram.
^on-formalSducation^rojed - 2
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^Id-lerm Evaluation Program
1.4 Scope of Work Specified in the TOR
Scope of the work under the assignment includes the following:
Review of NGO performanceAttendanceLearners background and assessment of their performanceSocial MobilizationProfile of Teachers and SupervisorsTraining and performanceEffectiveness of curriculumFinancial management and routines
A. Review of NGO performance
Review of criteria for NGO selection to assess how effective it is in recruiting NGOswith adequate capacity to implement the project.Management capability (both NGO and project authority)Utilization of funds/ suppliesProcurement of suppliesSupply of teaching and learning materials in terms of quality, timeliness, adequacyRecord keepingSupervision and monitoring of the program areaReporting systemFinancial ManagementPresence of NGO personals at the working area of supervisionCompliance of implementation guidelinesSelection of centers by NGOs in smooth implementation of the projectAssessment of the GOB-NGO collaboration areas of strength and weakness andhow to address problematic areas, if any.
B. Attendance
Regularity of the learners as well as teachers.Analysis of situation that led to learners as well as teachers absenteeism/ dropout.Comparison between boy child and girls child learners.
C. Learners background and assessment of their performance
agegenderoccupationSocial statusFamily incomeIdentification of awareness level of the learners.
'•fton-formalCducahon cProjecf - 3 Page 5
Wid-lerm Evaluation Program
Assess whether the learners have attained knowledge/ perception and functionalskills needed in the improvement of quality of life.Need for follow up program for further improvement.
D. Social mobilization
Concerted efforts in social mobilization of the community including motivatingdifferent cross section of people.Local Government and Community participation in the project implementation.Performance of Center Management Committee in smooth operation of centerPerception and realization of community on Hard to Reach program.
E. Profile of teachers and supervisors
agegendereducational qualificationmarital statusoccupation and experienceincomefamily sizesocial statusfamily incomeselection criteriamethod of recruitmentgender and locality in terms of selectionstrengths and weakness of project implementation identified by teachers andsupervisors.
»
F. Training and performance
Effectiveness of training of teaches and supervisorsPerformance of teachers and supervisorsEffectiveness of supervision/ monitoring/ evaluation.
G. Effectiveness of curriculum
Effectiveness of curriculum in terms of learning outcomeAppropriateness of the curriculum in terms of level of the learners and the teachers
Needs of further improvement of the curriculum and teacher guides
^on-formal Education'•Project - 3 Page 6
^id-term Goaluation ^Program
H. Financial management and routines
Establishment of the financial management system as suggested by the projectAppropriateness of the financial management system for project management andthe center managementSuitability of the financial management system for adaptability and maintenanceAccuracy of the financial management system for project management and thecenter managementNeeds for further improvement of the financial management system
1.5 Some Observations on the TOR
The TOR provided by the DNFE gives an excellent description of the tasks to be performedby the consulting firm. The Appendix-1 shows that the starting dates of second cycle aredifferent for different division. Some centers started in August 2001 and while few centersstarted in April 2000. Keeping in view that the program is of 24 months duration, the mid-term evaluation would be too early for those centers started after August 2001.
The curricula is for 2 years. For the reasons stated above, the mid-term evaluation would notbe able to make a full assessment of the effectiveness of the curricula.
Similarly it is too early to assess the impact of the program on the improvement of quality oflife of learners. However, only an attempt would be made to assess the perceptions of thelearners and the other stakeholders of the effectiveness of the program to make a change inthe life style of the learners during the course period and after the completion of theprogram.
Our overall observation is'that the TOR has been prepared in line with the objectives of themid-term evaluation of the program.
1.6 Organization of the Report
The report consists of the executive summary including recommendations and 11 chapters.The background, objectives and scope of evaluation are given in chapter 1, chapter 2contains the methodologies. Findings of the study are presented in chapter 3 -10, andchapter 11 provided lessons learned and conclusions.
^on-formal'Education Project - 3 Page 7
^id-hrm Evaluation ^Program
Chapter - 2Methodology
2.0 IntroductionThe TOR of the mid-term evaluation of project 3 provided a set of tasks and indicators forthe evaluation of the project achieved during first cycle i.e. after the completion of at least 8months of 24 months period. During the period, the project envisaged to achieve progressas outlined in the PP in terms of literacy, life skill, teaching learning process, change ofbehavior, change in awareness and social consciousness on the part of the learners andeffectiveness on the part of program management.
The main task was to find out appropriate methodology to evaluate how effectively the firstcycle has been implemented and also whether the achievements in all areas specified in thePP were at par with the planned achievement. The comparison to be made is shown in
figure 1.
Implementation:
Planned
NGO selection,CMC, SocialmobilizationSupply ofmaterialsResourcemobilization
Inputs:' learners
TeachersTrainingSupervisions
, Training
Process:Teachinglearningprocess
' monitoring,RecordKeeping
I Reporting
FinancialManagementpayment
I System
i Output:Performance:Learners,TeachesSupervisors,MAS, CMC,Community
Actualachievement
Figureevaluati
j
Contrast
I .jContrast
NGO selection,CMC socialmobilizationsupply ofmaterialresourcemobilization
IJ
Contrast
Inputs:learnersteachers,trainingsupervisorstraining
| ______ M ————— r-11 —— i
Contrast Contrastr ._ ____ _ ————
Process:TeachinglearningprocessMonitoringRecordKeepingReporting
FinancialManagementPaymentSystem
Output:Performance:Learner,TeachesSupervisors,MAS, CMC,Community
'
'
r
Effective-ness ofcurricula
1: provided the concept mode, of me system orientation
on.
cl/iHEffect a™..,occupationincome,livingcondition
of the mid-term
Page
^on-fomolGducaHon^roJect - 3
*4tiySW'' " t • ' • "r
^lid-term QoaluaHon Program
2.1 Review of Literatures
TOR for the Mid-term Evaluation ^^^. aCel ng sTudy ' datathe consulting firm. For a clear ^derstand.ng o P ^ ^ ^ d ^ andcollecting and competency ach.eyement teste^ ^ firrr,Thereports relevant to the project w o u l c b m e rnost ^^ apd rev,ewed the
Eusuf and Associates already collecteadocuments.
These are:• t _ l DNFE PMED, 1996
Project concept paper, project J, - JRVC UN,CEF) 1999^:^^^° - -——•NFE proiect^rZ, «« -" Ba* a. ,-*, e h ———— ta ,ree p.ses,
nNFE PMED 1998, 1998
«-r-1'ssrir««>-The Mid-term Rev.ew of NORAD ga|eh Ahme(J Ig9?
s^^S^ r -"--1"The Evaluation of TLM in Bhola, (DNFE), Dr ^^
The Mid-terms Evaluation of Project 2, (SIDA
Ahmed, 2001 iNFSCCn FREPD, 2000
T^.E-^-^T^'^^o" ——— °' «" s^sr-n^ssr •Chetana, Book, ^,2,l, DNFE Ahmed| 2001
The Eva,ua,ioo of Pilot PLCE Programme of DNFE, Dr.
These iiteratures and doouments werever, ^^^ roptUtod,instruments and comparing the resu, s of ***** .^^ necessary for est.mation,
jarrjsa?-^** - -* ** - preparednd other
22 DiscUsstons - *. Prfct «, UNlCEF Represent an,Relevant Officers of DNFE ^
5=rS55SS£5S5SsPage 9
^on-formal Education Project - 3
^id-term Evaluation Program
.issues related to the mid-term evaluation. In view of the above, the study team had severaldiscussion meetings. The proceedings of the meetings were very useful.
2.3 Reconnaissance of the Field Work
Prior to developing the study design, study instruments the study team made areconnaissance of the fieldwork. The team visited 10 centers located in Dhaka to see forthem selves:
(a) Where the centers were located and the environment in and around the center(b) Gender and age composition of learners(c) Teaching - learning process(d) The progress the learners made(e) Problems of the centers, learners and the teachers.
The field visits to some centers were very useful in preparing study design particularlypreparing the survey instruments.
2.4 Data Requirements, the Respondents and the Methods of Data Collection
For evaluating the NFEP-3, it was necessary to identify the data requirements. The TORprovided the specific objectives and scope of work. Based on these the study team identifiedthe indicators/variables, data source and methods of data collection. These steps are shownin Appendix- 2.
The TOR provided an outline of data requirements and sources of data for the evaluation.The review of TOR and the documents, discussion with project personnel andreconnaissance of fieldwork helped the study team to identify the respondent units of theevaluation.
The respondent units identified by the study team were:
Respondent UnitLearning centersTeachers (Facilitators)SupervisorsLearnersGuardians of learnersIlliterate Hard to reach childrenNGO and NGO RepresentativeCommunity leadersCMC membersEmployersProject and DNFE officials
Methods of Data CollectionChecklist/observationsInterview scheduleInterview scheduleInterview schedule, Literacy and life skill testInterview schedule/discussionInterviewQuestionnaireDiscussionQuestionnaire, Focus group discussionInterviewQuestionnaire, discussions
^on-formal'Education Project - 3 Page 10
^Jid-lerm Evaluation Program
2.4.1 Data Collection Instruments
The right columns of the aforesaid table show the method of data collection type ofinstruments used in the evaluation. The instruments prepared for the study were pretestedin Dhaka City where the learners, teachers, supervisors, CMC members and guardians werecovered.
These instruments were modified on the basis of the pre-test results. The instruments werethen sent to the Project Director for the approval. The PD then convened a meeting todiscuss on the instruments. The meeting was attended by the PD, Senior Staff member ofproject office, UNICEF representative and the members of the evaluation team. The meetingreviewed thoroughly each instrument. Some modifications were suggested.
The study team made necessary modifications and sent the final set to the PD for approval.The approved final set is given in Appendix-3. The approved instruments were used in thedata collection.
2.4.2 Literacy, Functional and Life Skills and Test Instruments
For learners literacy level, skill and life skills tests were conducted to assess the level ofliteracy skills, functional work skill and life skills acquired and are being practically used. Thetests instruments were:
Literacy: Reading, writing, numeraceySkills: Working skill related to his occupationLife skills: Knowledge relating to health, hygienic, nutrition, better livingAwareness: Self respect, self awareness
There were marks for each skill. The total marks would be 113. The distribution would be asfollows:
(a) reading literacy 54(b) writing literacy 14(c) numeracy literacy 30(d) functional skill related to work 15
The instruments for each skill are prepared consulting the lessons of first phases of thepremiers "Kajer Fakey Pah". These are, although tentative" are Appendix - 4.
The learners would be classified in the following 5 grades:
_ ___[Marks range_____________________| Grades| A_=_Exc_elJent|~B~= Good "i_C__=_AyerageI D = PoorrE = Worst
80% marks or more_^^______....
750% -59%.__£____
0-39%
^on-formal&ducation'~Project - 3 Page 11
Wid-term Evaluation Program ———————————————————————————————
2.5 Sampling Design
The main purpose was the mid-term evaluation of centers of on going cycle (2nd cycle)under project 3. It was desired designed that the estimates were reliable and valid andwould provide a realistic picture of implementation process. The estimates should bestatistically valid. Given the cost constraint the sample size should be large enough toprovide estimates with standard errors within acceptable limit for 95% (conventional)confidence level. It was therefore, expected that the standard error should be as small aspossible. This issue had been given due consideration while allocating sample to differentstrata.
TOR provided some guidelines to be considered while developing the sampling design.These guidelines are:
5 per cent literacy centers of on going cycle covering the four divisional citiesAll the teachers and supervisors of the selected centers should be taken into consideration30 learners (all learners) of the selected centersAll the NGOs should be covered.
The TOR specified some other resource constraints:
time available to complete the study is only 90 daysfund constraints maximum of taka 8 lacsthe sample must represent all the six citiesliteracy achievement, working skill and life skill test.
Keeping the above conditions/constraints in view the sample size and allocation to fourcities have been worked out. As per TOR, the total on going centers are 4785. The 5 percent of 4785 is 240 centers.
The margin of error of the estimates for the fixed sample size of 240 centers, and 7200(240 x 30) learners came out as follows:
The margin of error d was determined by using standard statistical formula
d = Square root of (1.962 (0.5) (.05))n = 7200
= .012 in case of estimates based on learners.
If n is the sample size for the centers then the margin of error
d = Square root of (1.96)2 (0.5) (.5)n = 240
= .063.
^on-formal &ducaHon ^Project - 3 Page 12
:•%£&$!&;*
*:Mid-lerm Soa/uaffon ^Program
Thus the TOR suggested sample size of 7200 learners would provide estimates with marginof error .012 per cent, little higher than 1.2% for estimates based on learners and 6.3% forestimates based on centers.
2.5.1 Allocation of Sample Size to Four Cities
Initially the evaluation was planned to cover the six cities: Barisal, Chittagong, Dhaka,Khulna, Rajshahi and Sylhet. Since the second cycle in Barisal and Sylhet started very late,later than August 2001, these centers did not complete the first cycle duration of 8 months.In view of the above Barisal and Sylhet were dropped from the evaluation.
The mid-term evaluation, as per TOR and subsequent decision to drop Barisal and Sylhet,was planned to cover the four cities: Chittagong, Dhaka, Khulna and Rajshahi. At the time ofselection of sample center a total of 4785 centers were being implemented in 4 cities. Thedistribution was as shown in Table 3.1.
Table 3.1: Distribution of centers, learners and the NGOs by cities
CityCentersLearnersNGOs
Chittagong585
1755031
Dhaka3150
94500125
Khulna690
2070036
Rajshahi360
1080024
Total4785
143550216*
*Some National NGOs work in more than one city* Names of the NGOs selected for the study in given in Appendix 5
The allocation of 240 centers to the four cities was carried out following proportionalscheme. The sample size for /th city was n, and was determined using the formula
•••••• £'-*»•<& '(Where A//=no. of centers in the /th city)
The estimated sample size for the four cities was given the Table 3.2
Table 3.2: Sample centers and learners of four cities
CityCentersLearners
Chittagong30
870
Dhaka158
4710
Khulna34
1020
Rajshahi18
540
2.5.2 Selection of NGOs
The study team selected a total of 46 NGOs for the study. The name of the selected NGOsare given in the Appendix - 5. (List of NGOs)
^on-formal SJucaHon ''Project - 3 Page 13
'JXlid-farm Evaluation Program
li*a
2.5.3 Selection of Centers by NGOs
Out of 240 NGOs, the information for 2 NGOs were not available. The distribution of 238centers by NGOs and by cities is given in Appendix - 5.
2.5.4 Field Survey
The fieldwork started on 24 June 2002 and was completed on 22 July 2002.
2.5.5 Total Units Covered in the Study
The study covered different sampling units. The sample sizes for other categories, otherthan centers, teachers, supervisors, were determined keeping the constraints in mind. Table3.3 gives an account of different units covered in the evaluation.
Table 3.3: Sample units by category covered in the evaluation
SI. # Category Units Sl.# Category
1 Centers2 Teachers3 Supervisors4 NGO representative5 Community leaders6 DNFE officials
Total units covered: 5972
Unitscovered
238238464443
7 Learners (interviewer)Learners (tested)
8 Illiterates9 CMC10 Employers11 Guardians
Unitscovered
4722210812022746240
It was planned to cover 240 centers, 240 teachers and 7200 learners information for 2centers could not be collected. Learners, 4722 who were present on the days of visits of thecenters were interviewed. Only 2108 learners, who were present on the day test wasperformed, were tested for this study.
2.5.6 Limitations of the Evaluation
The evaluation was carried out as per the design developed following the TOR to ensurestatistically reliable and valid data.. It would have been excellent if we could cover all theNGOs involved in the implementation of the NFEP-3.
The sample sizes for learners, centers, teachers and supervisors were large enough toensure reliable estimates, but for other categories the sample sizes were small, less thanthe desired number. Given this, the findings drawn from these categories should be takencontinuously.
Although it was planned to start all centers of the second cycle on 1st August 2001, it wasnot possible to keep the schedule. As a result the sample included centers having different
^on-formal' Education''Project -3 Page 14
Wid-lerm Soaluation ^Program-J>llU-W" —————— ~ ,
starting dates. The study maMy dfP;"?etrup^%re1nf ^Vptv?dhed't™£{erSa
nrr—————"-'hOUS6S' , niv Hence the achievement and failure
be said that the findings/observations are 9
picture.
Page 15
yton-formBlSducatianVrojed - 2
9%/-/e/77? Evaluation ^Program
Chapter - 3
Performance of the NGOs
3.0 Introduction
The participating NGOs are playing a very vital role in the implementation of the Non-formalEducation Project 3. The NGOs take great responsibilities of delivery of all essentialservices including selection of centers, learners building, social awareness, operatingcenters, recruiting teachers/supervisors, arranging teaching aids for the learners from theproject, teaching the learners by the teachers, conducting monitoring and evaluation, andreporting to project, etc. The service delivery under the project is thus highly relied on thecapability of the participating NGOs. Physical progress, quality of beneficiary, and impact ofthe project is dependable on the performance of the NGOs. The study included assessmentof the role and performance of NGOs and experience and attitudes of the participatingNGOs towards HTR program. The evaluation also included assessment of the participationof the community in the implementation of the program and is analyzed in the followingparagraphs.
3.1 Criteria for Selecting NGOs and Recruitment of NGOs
The NGO selection criteria as used by DNFE is annexed to the report. The selection ofNGOs emphasized among other things the NGOs' experience in education particularly inNFE, financial solvency, manpower, age of the NGO, logistic facilities and existinginfrastructure in the project areas. The factors are arranged in order of weightage attachedto each at table 3.1.
Table 3.1: Factors considered in selecting NGOs
Indicator(s)Experience in educationFinancial solvencyManpowerAge of the NGOLogistic facilitiesExisting infrastructure in the project areas
Weiqhtaqe (%)97.781.879.550.036.422.7
Study noted that the indicators of selection of NGOs included important factors of capabilityof an NGO for effective delivery of educational service. Though it is difficult to assess thecommitment of the NGOs is an important factor that ensures quality of services. Generally,the profile of the promoters and directors and age of the NGOs, and past performance insimilar programs are other important criteria to assess capability of NGOs. In future, suchcriteria may be included to the existing criteria.
ySon-formol&JucaHon'•Project - 3 Page 16
<:Mid"term Soaluation Program
3.2 Management Capability of the NGOs
The study observed that though most of the NGOs are new in terms of experience andoperational volume carried out, yet 93.2 percent were found capable in management of theallocated tasks and about 7 percent were found facing problems in the management. Whenphysical progress is taken as an indicator of capability almost all NGOs qualify. The qualityof services including the quality of the students produced the performance of many NGOsseem to have failed to meet our expectation. The poor quality of services and outputs arelargely responsible for their dependence on donor or external authority. Other than a fewlarge NGOs no one can sustain on the basis of their own fund or expertise.
It is difficult to generalize the adequacy of manpower of NGOs engaged specifically to theHTR project. Study noted that some teachers attend more than one batch in the samecenter held at different times of the day. The supervisors entrusted for HTR project are ofteninvolved in activities of other programs. However, the core staffs such as the teachers andsupervisors are in most cases sufficient in number (table 3.2) without regard to individualexperience and ability and length of service in the particular NGO let alone in the HTRprogram. In fact, adequacy in term of merely the number of staff is less important. Ratherindividual ability and time spent and devotion are more important. Given the benefit of theemployment for the HTR program these qualities are rare being too expensive. Moreimportantly, the study observed that there is high turn over of all type of NGO staff as aresult, continuity and sustainability and retention of the experience is hardly ensured.
Table 3.2: Average availability of core staff per NGO
Staff TypeTeacherSupervisorOfficerSupport StaffAccountantField Staff
Average Number per NGQ42.6610.002.662.551.391.52
The study noted that about 40 percent NGOs consider that there is need to increasestrength of teachers and supervisors. The NGO representatives however, emphasized onhaving statisticians and coordinating staff for center evaluation, program evaluation and forcoordinating among the Kendra, NGO and project (Table A3.4).
This study involved large number of NGOs including very small size ones. Generallymanagement capability in relatively smaller organizations are difficult to measure because inmost of the cases organizations differ to a great extent. Thus measure of core staff perNGO, as indicated here, describes the extent of management. The above table somehowshows that the office strength or the permanent setup of the involved organizations was notvery encouraging. As the NGOs have greater dependency on the availability of fund suchinfrastructure development became secondary and in this case remained weak forever.
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Wid-term Evaluation Program
3.3 Utilization of Funds and Supplies
The survey revealed that each NGO on an average has a total receivable per enter forTk.19,370 in 10 months and received Tk.15,726 from the project and spent an amount ofTk.16,396. This indicates that the NGOs on an average had received 84 percent of thereceivable. The study also noted that though the overall payment is satisfactory but thepayment is irregular as the fund flow is not smooth and the payment system is not simple.The average monthly gross income and expenditure per center is therefore Tk. 1,937 andTk.1,640 respectively that leaves a gross surplus to meet overhead cost of the NGO Tk.300per center per month. The income and expenditure per center is at (Table 3.3).
Table 3.3: Income-expenditure per center in 10 months
FeesReceivableFees receivedMoney spentAmount due to project as percent of receivableMoney spent as percent of receivable
Amount (Taka)19,369.8015,725.7516,396.50
18.8184.65
The study gathered long list of problems of NGOs caused due to irregular payment of fees.Major difficulties include eroding attentiveness of the teachers and supervisors, payment ofcenter rents, increased staff turn over. Mostly the smaller NGOs had to face a big hurdle dueto non-receipt of fund in due time. The teachers and supervisors did not receive theirhonoraria in due time that affected their performance in the field. Moreover, late payment toNGOs also generated malpractice in the system. Most difficulties generated from insufficientfund provision including eroding attentiveness of the teachers and supervisors, payment ofcenter rents, increased staff turn over.
3.4 Procurement and Supply of Teaching and Learning Materials
The survey noted that the NGOs did collect most of the teaching and learning materials forall four cities. The survey also noted that three out of four NGOs received teaching aids ontime. However, the survey gathered that in 93.2 percent cases the delivery of materials waslate by only less than a month. Late receipt on whatever reasons be caused severalproblems affecting the program implementation such as late start of program, difficulty tocomplete courses, less effective education of the student, learners lost interest and left theprogram, teachers and supervisors got frustrated and some left the job.
As about two thirds of the centers are located at Dhaka, NGOs collected materials from theproject while the NGOs who work only on the cities other than Dhaka had to get thematerials from local DNFE office. One third of the NGOs said that they did not face anyproblem in collecting materials. But the rest reported several problems notably that allmaterials could not be delivered at a time, collecting materials is quite expensive, andstorage problem at the centers. Regarding quality of materials the survey received a mixedreaction - 65.9 percent reported that the quality was good and another 34.1 percent said
^on-formal&duco.Hon'~Projed - 3 Page 18
BMSaSii*^ '
fflid-ferm Soa/uation Program
that the quality was somewhat good and none opined that the materials were of poor quality.About sufficiency of teaching aids two out of three NGOs said that there were sufficientmaterials as needed and the rest said that it was not sufficient. When specifically asked toreport sufficiency of essential items the response was similar - two thirds opined that theessential materials were also sufficient. However, of the one-third respondents whoconsidered the supply of teaching aids insufficient listed chalk, khata, and mat having beensupplied in insufficient quantity. Only few reported that primers and pencils were insufficient.
3.5 Center Management and Record Keeping and Reporting
Keeping records of center management or learner attendance has been a great problemwith the NGOs. There is no provision for MIS in the organization rather some selectedmonitoring formats supplied by DNFE are used by them for continuous monitoring andsupervision. Some NGOs maintain record only to satisfy the donor organization rather thangiving due importance to the issue.
NGO offices seemed to be generally organized in record keeping. About 65.9% NGOs keeprecords by separate cell for NFE 3 project and 61.4% keep subject-wise. Only 65.9% NGOskeep records following NFE guidelines. Regarding monitoring of the operation of the centersthe survey obtained a combination of several approaches followed by the NGOs. Generallythe supervisors collect information through field visits and also from other sources and reportto NGO head office through coordinator. The monitoring of the operation of the centersseemed weak requiring improvement through frequent visits by the supervisors andcoordinators and senior staff from NGO head office. After all, the monitoring might be moreeffective if staff from NFE-3 and the head office of the respective NGOs frequently visit thecenters at random. The monitoring of student attendance, timely attendance, duration ofstay by the NGOs should be more rigorous so that attendance and learning can beimproved further through more intensive social mobilization and frequent interactions withthe parents, and making learning process more attractive.
The monitoring of educational performance of the centers appeared inefficient and lesseffective although the local NGO staff reported that they regularly inform their respectivehead quarters, often evaluate student performance, and collect specific information aboutthe teaching-learning. In fact, the evaluation of teaching by the teachers and learning by thestudents are the function of supervisors and the evaluation staff of the NGOs. The studynoted that the teachers and the supervisors send several reports per month and per year tothe NGO about the student and center performance and the NGOs in turn have to submitseveral reports to the project. The study noted that effective supervision and monitoring ofthe operation of the centers, teaching by the teachers and, attendance and learning by thestudents are far less effective than needed. Only increased attention by the project on directsupervision and monitoring and conduct of tracer study on quality can improve performanceof the center, teachers and, the students. The Project may also establish more rigoroussupervision and monitoring and performance evaluation jointly with the NGOs.
yton~formal SJucaHon ^Project - 3 Page 19
^id-term Evaluation 9/r#Tarn
3.6 Financial Management
Study noted that in most cases (88.6%) the NGOs meet expenses after getting paymentsfrom the project. Indeed, some NGOs (68.2%) meet some expenses from its own fund orcommon funds of all of their projects. In general, most of the participating NGOs arefinancially weak, small and less experienced. The study gathered that smaller NGOs havingfewer centers earn inadequate amount from the project and if they do not have income fromsome other projects find difficulty to cover overhead costs as a result, they often faceliquidity problems. On the other hands, if such smaller NGOs are entrusted with largenumber of centers they might find difficulty to manage due to insufficient manpower andmanagement capability. On the contrary, large NGOs often do not allocate enough time andattention to the Government projects as they give priority to their own programs funded byexternal donors. Nevertheless, sufficient number of centers should be allocated to one NGOto ensure economy of scale and to earn adequate revenue for sustainability of the NGO.
3.7 Supervision Mechanism of the NGOs to Supervise the Center Activities
Supervision and monitoring is the most neglected area in the NGOs. In existence most ofthe NGOs have supervisor but they have very little competence in doing that effectively.Supervisors routinely visit school or center but can provide little academic support to theteachers. Their actions are more fault finding rather than supportive. Such a situation largelygenerates weak type of supervision and affects quality of provision.
It is observed that each NGO maintains one supervisor to supervising 15 centers each asrequired by the project. The study noted that the problem is not with the number ofsupervisors but with the frequency of visits and efforts made by each supervisor. It is difficultto check if the supervisors are exclusively devoted to NFE 3 project or work for various otheractivities of the NGO. CMC and local people do not oversee the supervision of supervisors.
The study noted that the project had developed number of guidelines and NGOs followthem. In addition, the NGOs prepare some guidelines based on the guidelines provided bythe project and the activities as specified to guide their filed staff. The study noted that thereis need for close monitoring of compliance of the guidelines. The study attempted to assessthe extent to which the guidelines are followed by the NGOs and found that most of theNGOs follow the guidelines - question again remains how closely and effectively theguidelines are followed. The study also noted that 72.7% NGOs have its own guidelines.
3.8 Selection of Centers by NGOs
The study noted that selection of centers in a locality is predominantly influenced by theexisting number of learners (95.5%) followed by available level of cooperation from the localpeople. The survey indicated that maximum of 43.2% of the existing learners could becovered from 80-100 percent center areas. Still lower percent of coverage was indeedreported. The study considered that coverage is higher in Rajshahi (50%) and Khulna (50%)compared to Dhaka (44.8%) and Chittagong (20%). The field visits and discussions withconcerned people it is gathered that the population of working children in Dhaka and
5h'on-formal'SJucaHon ''Proj'ed - 3 Page 20
^id-term Qoaluation ^Program
Chittagong is quite large and the existing number of centers are not enough. Albeit, it wasreported that NGOs in some centers did not get sufficient number of learners. The fact isthere is both need for intensive social mobilization and to adopting more innovativeapproaches to attract the working children. In the survey 77.3% NGOs reported that NGO-Project joint efforts was more effective in motivating the people and 75% NGOs said thatraising awareness of the people for education of the children was successful.
Some NGOs reported various advantages they enjoyed working with project. The majoradvantages included are, (i) supply of good quality teaching aids, (ii) reviewingdisbursements quarterly, (iii) congenial relationship between NGO and Project staff, (iv)increased public support as the projects belongs to Government, (v) useful training facility,(vi) provision of monthly meeting, etc. The NGOs reported some difficulties of working withthe project such as, (i) irregular payments, (ii) lack of interest and initiatives of some DNFEofficers, (iii) too much time needed to getting bills, (iv) high cost of business development,(v) too much efforts needed to pursue any work in the DNFE, etc.
3.9 Community Participation
The study noted that most effective tools for social mobilization were area-based meetings,direct contact with guardians and employers, and communicating with local elite. Lesseffective means were motivation through teachers and supervisors. The study confirmedthat motivation through community leaders, guardians and employers is most effective thanconventional indirect motivation through teachers of local schools and leaflets and posters.The launching of centers after adequate motivation was effective than launching of centersbefore motivation.
Community participation in the program has never been very effective for some reasons.The main hurdle in this relationship is embedded in the nature of urban community wherethe bond is by nature very weak. Another problem with HTR project lies with its selectionprocedure of NGOs. As most of the NGOs were selected objectively and assigned their fieldon random basis, they could not have any root in the community. All the NGOs except thebigger ones do not have any long-term social work, which may gain social confidence onthem. On the other hand the employers of the working children have the fear of loosingworker if they are educated. Thus all the issues create a very complex situation against theparticipation of community. In order to create social awareness in favor of working childrenother services related to health, income generation, legal support etc. should be created firstprior to provide education to them.
The study noted that about 87% for details see table A4.6 and A4.7 of the learners wereemployed and 13% were unemployed. The success of the HTR program depends partly onthe appreciation of the employers for the need of literacy of the children working in theirhome, office or factory. The HTR program and similar other approaches have dented thenegative attitudes of unkindness of the masters towards their employees for literacy. Unlikein the past, the employers reluctantly allow their employees to attend the centers for sometime. This has been possible due to hard labor of the NGO workers and HTR program staffto socially mobilizing the employers. Nevertheless, there is need for continuous motivationalefforts in this respect to bring more working children to the centers and for educating them.
^on-formal Education ^Project - 3 Page 21
Wid-term GoaluaHon Program
Present participation of the working children partly indicates the level of social mobilizationwith the employers.
When asked about the opinion of the employers about the HTR program 74-80% employersappreciated that this is a good effort of the government, it is very helpful to the poor workingchildren, and this effort should continue. The study observed that about 76 % of therespondent employers were contacted by the NGO staff and or HTR program staff thatmeans the remaining 24% employers were self motivated and sent their employees orallowed their employees to attend the center. The study also noted that among therespondent employers none deduct any money from the salary for attending the center.They also reported that they were informed of the program timing and attendance of thechildren without affecting their normal work, benefits of the program, etc. The employerswere found however less aware of what courses are taught. They also opined that eventhough the children come from different professional skills yet they are benefited literacy,understand what is good for them, increase their awareness that ultimately increase overallsocial conditions as they constitute a considerable part of the society. The employersappreciated that the working children have benefited from the HTR program. Their capabilityfor understanding enhanced, general awareness and sense of responsibility has increased,and skills for accounting improved.
They also appreciate the benefits of the HTR program as they can easily see changes in thelearner works. They distinguish them as the learners are more aware, can do bettercounting, can take greater responsibility, try to wear better dress, became more polite andgentle, and they significantly look different from those who did not attend centers. Therespondent employers said that their employee learners get higher salary than those whohave not attended the centers meaning that the literacy has enhanced income. The increasehowever is highly skewed as the skill types and levels are variable.
The respondent employers observed that environment of two thirds of the centers are notgood. While half of them said that the teachers need enough training and the contact hours(2 hours) is not enough 37% felt that there is need for good monitoring of the HTR program.They offered interesting and useful suggestions for improvement of the program. Theyemphasized on increasing salary of the teachers, improve environment of the centers,extensive training of the teachers, increasing contact hours, instituting intensive monitoring,and increasing social mobilization for literacy of the working children. The study noted thatthough half of the learner working children easily get time from the employers to attendcenters less than half get special concessions for better dress, fare, books and paper, andfood. Very few get salary incentives while learning.
In general the study noted that the employers have of their own and with social mobilizationof the HTR program and other similar efforts of the NGOs and the Government appreciationfor the literacy of the working children. Nonetheless, the number of employers who aresomewhat mobilized and the overall level of awareness and sympathy is yet still less thanneeded leaving enough scope for further social mobilization. The interests and enthusiasmof the employers towards allowing the working learners to the centers accepting some lossof work time is indeed an indication of the community participation.
^on-formal'Education cPrvjecf - 3 Page 22
^Mid-ferm Evaluation '-Program
3.10 Physical Progress Made as of the Mid-term Evaluation (June 2002)
The tram reviewed the implementation of the Project and noted that significant physicalprogress has been made as of the Mid-term Evaluation (June 2002). The Project covered allsix divisional cities as planned and established all centers as targeted, enrolled about 98.7percent of the target learners and utilized 69 percent allocated funds. Given the timeelapsed since launching (9 October 1997) and closing by December 2003 the physicalprogress as of Mid-term evaluation (June 2002) appeared quite satisfactory. The majorperformance indicators as shown hereunder and the detailed basic data of the physicalprogress (Appendix 10) provide an impressive feedback about the implementationperformance.
Major Performance Indicator(s)
Launching the program in all 6divisional cities
Establishing centers
Learners enrolled
Fund utilized
Time elapsedTotal time availableTime elapsed as of June 2002Time utilized
Target
6 cities
11,700
351,000
805.513 million
Achievements
6 cities
11,550 (total)6,735 (completed)4,815 (current)
346,500 (total)202,050 (graduated)144,450 (current)
557.059 millions
2,272 days (Between launching and closing)1,721 days (Between launching &June 200276%
^on-formal Sducation '"Project - 3 Page 23
Wid-lerm Evaluation ^Program
Chapter - 4
Profiles of Learners, Teachers and Supervisors
4.0 Total Learners, Teachers and Supervisors in the Mid Term Evaluation
The Basic Education for Hard to Reach Urban Children (BEHTRUC) Project started inOctober 1997 in Dhaka city, August 1998 in Chittagong, July 1999 in Rajshahi, August 1999in Khulna, April 2000 in Barisal and Sylhet with a to view to providing basic education to 8-14 age group working children this study. A sample of 4722 learners, 238 teachers and 46supervisors were interviewed for the mid-term evaluation. The samples were drawn from allthe 4 divisional cities. In addition to above samples, 240 guardians and 120 illiterate childrenof the same age group who do not go to school of any category were selected.
4.1 Profiles of Learners
This study was conducted in Dhaka, Chittagong, Rajshahi and Khuina City Corporations andcovered 4722 learners (2069 boys and 2653 girls). The age, gender, occupation, socialstatus and family income of the learners are discussed in this section. Most of the (95%)learners (94% boys and 95% girls) had no previous educational background. The detailedprofile of the learners is presented in the following paragraphs.
4.1.1 Age
The Hard to Reach Project was designed to teach 8-14 age group children followingcoeducation system. The study found that about 98 percent learners falling within the agerange of 8-14 years. The age distribution is shown in figure 4.1 and 4.2. About one third ofthe boys were 10 years old and about one fourth of the girls were 10 years.
%
on•>-j\joz _,
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10 11 12
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Figure 4.1: Age distribution of boy learners
Vfon-formal Education ^Project - 3 Page 24
^id-term Qvaluation ^-Program
4.1.2 Gender
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20 -•IK .1 O
10 -5 -0 -
<6 7
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Figure 4.2: Age distribution of girl learners
The study covered 4722 children. Among them 2069 (44%) were boys and 2653 (56%) weregirls. The gender distribution was different among the cities (Figure 4.3)
% % % % %Dhaka Chittagong Rajshahi Khulna Average
Figure 4.3: Distribution of learners by gender and city corporation
4.1.3 Study Time
The evaluation reveals that time available for attending in the center was uniformlydistributed throughout the day from 8 AM to 6 PM. Only a very few centers worked at 7-8PM. The most convenient slot is 8-11 o'clock (41%) in the morning followed by 2-5 o'clock(37%) in the after noon, (Figure 4.4 and table A4.4). For all the divisional cities timingpattern was almost similar. It was found that about 62 percent of the learners had problemsin attending the centers but the rest (38%) had no problems. Nature of the problems were:sickness (49%), engaged in livelihood activities (62%), helping parents' work (21%). Somelearners had more than one difficulty in going to centers. Other kinds of problems werefamily barrier, poor environment of the center, unpleasant behavior of teachers and shamein attending in the center.
tyon-formal Education ^Project - 3 Page 25
9*lfd-term Evaluation '-Program
25 -,
20 -
15 -
10 -5 -g
1'4?:;
%
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IK
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8-9 9-10 10-11 11-12 12-13 13-14 14-15 15-16 16-17 17-18 18-19 19-20 20-21
Figure 4.4: Learners' time for attending in the center
4.1.4 Occupation and Income
Learners were involved in various kinds of activities such as service, business, day labor,servant, tempo helper, shopkeeper, street children, auto staff, brick breaking, welding,chores, cottage industries, hawker, wastage collection, waiter, waitress, workshop worker,porter, rickshaw mechanic and others. Occupations of boys were distinctly different fromthose of girls. More than one fifth of the boys were engaged as shopkeeper while more thantwo-fifth of girls are engaged as maids. Pattern of employment in all the city corporation wassimilar. Among the learners 12 percent boys and 14 percent girls were unemployed. Thismeans 87% children were working. Monthly average income of boys varies from Tk.178 toTk.280 and that of girls from Tk. 170 to Tk.383 (table A4.8).
4.1.5 Social Status
Social status of learners largely depends on that of their parents. Parents' education,occupation, dwelling house, living condition and income are the major indicators of thesocial status of the learners. Learners' decision making ability, working environment andincome are also indicators of social status of the learners. The study has examinedsocioeconomic condition of parents and guardians of the learners. Information of 4419fathers, 4667 mothers and 147 guardians other than parents were collected. In addition,information of 120 parents of non-learners working children were also collected. The socialstatus of illiterate children is shown in the appendices.
4.2 Education of Parents
The evaluation recorded that 30 percent fathers, 52 percent mothers and 31 percentguardians of the learners could not sign and on the other hand 48 percent fathers and 72percent mothers of the controlled group could not sign. 34 percent fathers 32 percentmothers and 33 percent guardians could only put their signatures. It appears from theinformation that about two-third of fathers and more than fourth-fifth of the mothers were
<:fton~fon7ial&ducation'~Project - 3 Page 26
*.-rrw» --•'* -,=^gS-<r«^
(Mid~hrm Qoaluation ^Program
functionally illiterate (table A4.9, A4.10 and A4.11). 27 percent fathers and 22 percentmothers of controlled group could put their signatures only and could say that three-fourth ofthe fathers and nine-tenth of mothers are functionally illiterate. The rest of fathers, mothersand guardians had primary education.
80706050403020100
IPas,
i —. :;. ^t
n%
— I _
tern r-v^
n%n%D%D%
Illiterate and cannot sign
Can sign Grade I -V Grade VI - X Grade XI-XII Graduate
Figure 4.5: Rate of literacy of parents of learners and control group
4.2.1 Occupation of Parents
About one third of fathers are engaged in rickshaw pulling and this was the highest in all thefour cities. The next highest number was day laboring (17%) followed by small business(14%). Father of the rest learners were engaged in service, farming, blacksmith, barber,potter, servant, tempo driver, rickshaw mechanic, workshop worker, brick-breaking,household worker, handicraft maker, etc. Occupations of father of the control group werefarming (28%), tempo/baby taxi drivers (21%), service (18%) and other occupations weremore or less similar to the occupations of learners fathers. Mothers were engaged mostly ashousehold worker (69%). Occupations of some of them were service (7%). The rest wereengaged in business, farming, day labor, pottery, brick breaking, handicraft making, etc. Onthe other hand majority (76%) of mothers of the control group were engaged as householdworker. Occupations of rest of them are similar to those of mothers of learners.
4.2.2 Housing Condition
About 53 percent households of learners were kacha and 28 percent were low chapra, 14percent were semi-pucca followed by pucca (4%). The corresponding statistics for controlgroup were 52, 34, 14 and 0 percent respectively. Most of the learners (80%) sleep withtheir parents while about 12 percent sleep in the employers' house, four percent in the workplace, three percent with neighbors and the rest with friends and have no specific place forsleeping. They had on average three to four sets of dresses.
Majority of learners used to wash their teeth by coal and ash (43%) followed by powder(35%), brush and paste (20%) and the rest by oil and salt, branch of trees and others.
^on-formal SJucaHon Project - 3 Page 27
Wid-lerm Evaluation Program
4.2.3 Income
Family income of learners was very low and about (27%) had average income up to taka2,000 per month. About 39 percent parents' income was between Tk.2001 and 3000, and 31percent had between Tk.3001 and 5000 and only three percent families had income wasmore than Tk.5000 (Figure 4.6). Income of about 32 percent learners was less than Tk.200,Tk.201-500 for 35 percent, between Tk.501 and Tk.1000 of 31 percent. Only two percentlearners have income more than Tk.1000 (Figure 4.7).
%
50 -, -- ————————————————————— — - _ — ----- ----- - ----- — -
40 -
30 -
20 -
10 -
0 -<600 601-1,000 1.001-2,000
. . "... • . . . .
2,001-3,000
- - -.'• ' ':
3,001-5,000..5,000 +
g % |
Figure 4.6: Income distribution of learners family
40 -,
o u
20 -
10 -
0 -
:,-../• >•••> i^'U-•*':: ;.:!•"?•;.•.•-•.'•
'^&<f'}SiKA
T'' •'•''^••••'~J'?*$
<200
'..<i -.:-.. -. - - - '-•
*'«t-. •'• • " • - • ' * •:'.-' • :.-r
• 'X'f^..f:^~'-."^•v?;%;~ ':."\ .-:»:;.
••'j°:^:.£ro 'V^UJ''
201-500
%
501-1 ,000
I ———————— 1 ———————— I
1 ,001 -2 ,000 2 ,001 +
D%
Figure 4.7: Income distribution of learners
4.2.4 Environment of Employment
Most of the learners got some kinds of advantages or facilities from their employers such asleave (76%), dress (7%), pen and pencil (5%), extra money (4%) and food (4%). Almostcent percent learners replied that no employer deducted any amount from their salary forgoing to the center.
4.2.5 Benefit of Learning
Learners reported that they were benefited from the learning in the centers. The majorbenefits were: could keep accounts (92%), could understand good or bad (55%), couldmake own decision (34%), knowledge about health and awareness (28%), could help theparents to their work (28%).
^on-formalSducaKon'~Projecl - 3 Page 28
<:Mid~term GoaluaHon ^Program
4.3 Profile of Teachers
The study covered a total of 238 teachers of different centers managed by 46 NGOs inDhaka, Chittagong, Rajshahi and Khulna city corporations. The age, gender, educationalqualification, marital status, occupation and experience, family size, income, social status,family income, selection criteria, method of recruitment, gender and locality in terms ofselection, strengths and weaknesses of project implementation are discussed in sections tofollow:
4.3.1 Age
It is found that majority of teachers (55%) were at the age group of 20-24 years followed by25-29 age group (18%), 15-19 age group (13%), 30-34 age group (9%) and the rest fivepercent were above 35 years. The regional variation in the pattern was small.
4.3.2 Gender
About 91 percent teachers were female while only nine percent male. Regional variationwas small (Figure 4.8).
%Average
Figure 4.8: Distribution of teachers by city corporation and gender
4.3.3 Educational Qualification
Nearly half of the teachers did not have requisite educational qualification. There was widevariation of teachers' qualifications. HSC is the minimum set qualification requirement to bea teacher of a center. It was found that: 39% had HSC, 15% had graduation, 42% had SSC,4% had below SSC. Regional variation of qualification of teachers was in significant. Almostcent percent teachers received training under this program and duration of training wasabout two weeks. About 62 percent teachers opined that duration of training was adequatewhile the rest (38%) opined inadequate (table A4.30).
4.3.4 Marital Status
Majority of the teachers (52%) of the centers were married while 47 percent were unmarriedand one percent was widow. The division wise distribution is shown in table A4.31.
(^ion~formal SducaHon Project - 3 Page 29
^Id-term Evaluation Program -—————————————————————————————
4.3.5 Occupation and Experience
Occupations of the teachers varied widely and majority of them (35%) were private tutorswhile 27percent were students, 19 percent involved in household work and 11 percent hadother occupations. Occupations of rest of the teachers were business, handicraft andservices. Occupations of teachers varies widely from one City Corporation to another (tableA4.32). Most of the teachers had more than five months teaching experience in the center.Besides teaching in the centers most of them had no past teaching experience.
4.3.6 Family Size
The average family size of teachers was worked out at average number of members ofteachers' 5.6. Regional variations was small. Average family size was in Dhaka, Chittagong,Rajshahi and Khulna City Corporations was 5.6, 5.7, 5.4 and 5.8 respectively.
4.3.7 Social Status
Majority of the teachers (59%) were living in brick built houses while 30 percent in semi-pucca houses and the rest (10%) in kacha houses and one percent lives in slums. Howeverno teacher in Chittagong, Rajshahi and Khulna City Corporations was living in slum. About91 percent teachers were from middle class family while eight percent were poor and onepercent was very poor.
4.3.8 Family Income
Family income of majority teachers (54%) was between Tk.3,001 and Tk.7,000 per month.Family income of 10 percent teachers was below Tk.3,000 and that of rest (36%) of theteachers was above Tk.7,000. Teachers of Dhaka City Corporation cover both the minimumand maximum income range. Average family income of teachers' of Chttagong was(Tk.9,421) followed by Dhaka (Tk.8,079), Rajshahi (Tk. 6,478) and Khulna (Tk.5,717) CityCorporations (table A4.36).
4.3.9 Selection Criteria
Minimum educational qualification was one of the requirements for the teachers. There wasan unwritten preference for female teachers. About 95 percent respondents opined thatgender preference was given in selecting teachers (Table A4.37).
4.3.10 Method of Recruitment
All the concerned organizations were involved in recruitment of teachers but involvementlevel was different. Involvement of NGOs was highest (94%) followed by local elite (5%) andDNFE and other (1%). Most of the teachers ((97%) were satisfied with the method ofselection of teachers while three percent were dissatisfied (table A4.38).
ylon~formalEducation ^Project - 3 Page 30
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*:Mid~lerm Evaluation Program
4.3.11 Strengths and Weaknesses of Project Implementation
There were several strengths and weaknesses in implementation of HTR project. Manypoints identified by the teachers as strengths in implementation of the project. The strengthswere increased social awareness among the community members, directly communicatingwith the guardians (88%), inspiring guardians and children (76%). Teachers were directlyinvolved in performing motivational activities. All the concerned organizations were involvedjointly in implementation of the project. The teachers opined that DNFE Officers (50%), NGOworkers (79%), local elite (54%), teachers (65%) and CMC members (47%) were involved inthe implementation of project activities. Benefits of the project was extra ordinary as lessfortunate children got the opportunity for learning, status of children has enlightened,awareness of the children about health, food and nutrition (table A4.39 and A4.40).Increased manifolds.
4.3.12 Weaknesses
Supervision from the higher authority was minimal and not effective. There was nomechanism to bring the enrolled learners in the center. Learners were irregular inattendance. Reasons of absence were illness of learners (25%), help parents work (43%),difficult to manage leave from employers (100%), lack of awareness (22%), family barrier(12%) and there were several other reasons (table A4.41).
4.4 Profile of Supervisors
The evaluation team has interviewed a total of 46 supervisors from different centersmanaged by 46 NGOs in Dhaka, Chittagong, Rajshahi and Khulna City Corporations. Thedistribution was 30, 5, 4 and 7 supervisors from Dhaka, Chittagong, Rajshahi and KhulnaCity Corporations respectively. The age, gender, educational qualification, marital status,occupation and experience, family size, social status, family income, selection criteria,method of recruitment, gender and locality in terms of selection, strengths and weaknessesof project implementation identified by the supervisors are presented below.
4.4.1 Age
It was found that majority of supervisors (70%) were at the age group of 20-29 yearsfollowed by 30-34 age group (17%) and the rest 13 percent were above 35 years. Therewere some regional variation (table A4.42).
4.4.2 Gender
It is found from midterm evaluation survey that about 78 percent supervisors were malewhile 22 percent were female. Regional variation was not very significant, 77 percent maleand 23 percent female in Dhaka, 80 percent male and 20 percent female in Chittagong,male and female ratio in Rajshahi City Corporation is same as Chittagong while percentageof male in Khulna was the highest (86%).
^on-formalSiducaKon^rojed - 3 Page 31
^id-term QoaluaHon ^Program
4.4.3 Educational Qualification
It has been noticed from the evaluation that about 24 percent supervisors did not haverequisite educational qualification. There was wide variation of supervisors' educationalqualifications. About one-fourth supervisors in Dhaka, one-fifth in Chittagong and Rajhahiand one-third in Khulna did not have minimum requisite educational qualification. Minimumrequirement of educational qualification for supervisors is Bachelor degree. Somesupervisors (2%) have even SSC degree. Almost cent percent supervisors received trainingunder this program and duration of training was about two weeks. About 52 percentsupervisors opined that duration of training was adequate while the rest (48%) opinedinadequate (table A4.45).
4.4.4 Marital Status of Supervisors
Most of the supervisors (65%) of the centers were unmarried and 35 percent were married.There was no widow supervisor. In Dhaka and Chittagong City Corporations 60 percentwere unmarried and 40 percent were married while cent percent supervisors of RajshahiCity Corporation were unmarried and 71 percent supervisors of Khulna City Corporationwere unmarried.
4.4.5 Occupation and Experience
According to the evaluation occupations of the supervisors varied widely. About one-third ofthem were involved in chores, one-fifth are students, the other occupations (50%) werebusiness, handcraft, service and unemployed. Occupation of supervisors varied widelyamong City Corporation (table A4.47).
4.4.6 Family Size
Average number of members of supervisors' family were 5.9. Regional variations weresignificant. Average supervisors' family members were 5.9, 6.6, 6.5 and 5.3 respectively inDhaka, Chittagong, Rajshahi and Khulna City Corporations (table A4.49).
4.4.7 Social Status
Most of the supervisors (57%) had brick built houses while 41 percent lived in semi-puccahouses and the rest (2%) lived in kacha houses. About 98 percent supervisors belonged tomiddle class family while only two percent were poor (table A4.51).
4.4.8 Family Income
Family income of majority supervisors (54%) was more than Tk.7,000 per month. Familyincome of four percent supervisors was below Tk.3,000 and that of rest (42%) of- thesupervisors was between Tk.3,001 and Tk.7,000. Average family income of supervisors ofDhaka, Chittagong, Rajshahi and Khulna City Corporations were Tk.9,287, Tk.20,400,
^on-formal Sducalion Project - 3 Page 32
'Jtfid-ierm Evaluation '-Program
Tk.7,625 and Tk.7,571 respectively. Supervisors of Chittagong City Corporation had thehighest average family income.
4.4.9 Selection Criteria
Minimum educational qualification was bachelors' degree for the supervisors. There was anunwritten preference for male supervisors. About 91 percent respondents opined thatgender preference was given in selecting supervisors.
4.4.10 Method of Recruitment
All the concerned organizations were not involved in recruitment of supervisors. Involvementof NGOs was highest (98%) followed by local community (2%). Most of the supervisors((96%) are satisfied with the method of selection of supervisors while four percent weredissatisfied.
4.4.11 Strengths and Weaknesses of Project Implementation
There are several strengths and weaknesses of HTR project. The strengths as identified aresocial awareness, inspiring guardians and children (72%), giving idea about benefit of thelearning to local elite (41%). All the concerned organizations were involved jointly inimplementation of the project. The supervisors opined that DNFE Officers (50%), NGOworkers (91%), local elite (57%), teachers (63%) and CMC members (41%) were involved inimplementation of project activities. Benefits of the project were many such as less fortunatechildren got opportunity for learning, status of children has enlightened, awareness of thechildren has increased, acquired knowledge about food and nutrition.
4.4.12 Weaknesses
Supervision from the higher authority was not regular and effective. There was nomechanism to bring the enrolled learners in the center. Learners were irregular inattendance. Reasons of absence were illness of learners (35%), helped parents work(50%), involvement in income generating activities (72%), scarcity of time (41%) and therewere several other reasons (table A4.55). Some teachers were also irregular in attendance.
^on-formal Education '•Project - 3 Page 33
9*lid~term Goaluation ^Program
Chapter - 5Environment of Learning Centers and Social Mobilization
5.0 Introduction
An attempt has been made to find out the condition of environment of 238 learning centersselected for the study in Dhaka, Chittagong, Rajshahi, and Khulna divisions. In thisconnection different aspects like location, space allocated for the learning center, seatingarrangement for children, light and air facility, environment inside and outside the room,attractiveness, etc. of the learning centers have been examined. Data collected in thisregard have been complied and presented in different tables.
5.1 Area of Centers
It is found that centers were of various sizes ranging from 6 square meter to 22 squaremeter (Table 5.1).
Table 5.1: Distribution of centers by area
Area in SquareMeter Dhaka
<=67-910-13-16-19-22 +
12151821
No.67
493539157
%3.84.4
31.022.224.7
9.54.4
Number of CentersChittagong RajshahiNo.
00
153811
%00
53.610.728.6
3.63.6
No.0018414
%00
5.644.422.25.6
22.2
KhulnaNo.
1185
1711
%2.92.9
23.514.750.02.92.9
TotalNo.
78
7351681813
%2.93.4
30.721.428.6
7.65.5
An analysis of the information given in the table shows that on the whole on an averagemost (about 80%) learning centers have an area of 10-18 sq. meters. Further analysisreveals that 28.6% learning centers have an area of 16-18 square meters and only 2.9%centers have an area of 6 sq. meters. If 25 sq meters space is needed per 30 students thenthe situation seem to be very poor.
Division wise analysis shows that Dhaka and Khulna have some (about 6% - 8%) very small(6-9 sq. meters) learning centers. Maximum number (22.2%) of learning centers having anarea of 22+ sq. meters were found in Rajshahi Division.
(~fion~formol SducaKon Project - 3 Page 34
li I
^id-term Qoaluation Program
5.2 Seating Arrangement
Three arrangements were observed (Table 5.2).
Table 5.2: Seating arrangement
ArrangementDhaka
No.Mat/ChatBenchFloorTotal
1
1
39109
58
%88.0
6.35.7100
Number of CentersChittagong RajshahiNo.
2710
28
%96.4
3.60
100
No.17
1. 018
%94.4
5.60
100
KhulnaNo.
3301
34
%97.1
02.9100
TotalNo.
2161210
238
%90.8
5.04.2100
Data presented in table show that on the whole most (91%) learning centers have mat/chatfor learners' sitting. In Dhaka division some learning centers (6.3%) have benches for sitting.Khulna has no learning centers having benches for sitting purpose. Flooring is not common.In a very few learning centers (4.2%) learners are to sit on the floor.
Table 5.3: Availability of seating place
Seating Place
<=910-15-20-25-30 +Total
14192429
DhakaNo.
0119
29118158
%0
0.60.65.7
18.474.7100
Number of CentersChittagong RajshahiNo.
00110
2628
%00
3.63.6
092.8100
No.00000
1818
%00000
100100
KhulnaNo.
00142
2734
%00
2.911.8
5.979.4100
TotalNo.
013
1431
189238
%0
0.41.35.9
13.079.4100
Data presented in table 5.3 shows that, taking all the divisions together, on an average,most (79.4%) of the learning centers have got 30+ seats for 30 learners. This arrangement,as observed, refers to very close seating having no scope for moving.
Division wise analysis shows that in Rajshahi 100% leaning centers have 30+ seats, inChittagong 92.8% learning centers have 30+ seats, in Khulna 79.4% learning centers have30+ seats, and in Dhaka 74.7% learning centers have 30+ seats. This shows Dhaka'scondition is poor in comparison to other divisions. In Dhaka even there are some (1.2%)learning centers having 10-19 sets only.
5.3 General Conditions in and Around the Centers
Apart from space and seating arrangements, the evaluation investigated the other issuesrelated to congenial environment on and around the centers.
^Son~formaJ Education '"Project - 3 Page 35
Wid-lerm Soaluation ^Program • •--———————————————————————
5.3.1 Light and Air Facility
Qualitative data - whether the center has adequate light and air facility were collected(Table 5.4).
Table 5.4: Opinion distribution on light and air facility
Quality Number ofDhaka
Very goodGoodAverageBadVery badTotal
No.285557162
158
%17.734.836.110.1
1.3100
ChittagongNo.
2101222
28
%7.1
35.842.9
7.17.1100
CentersRajshahi
No.48600
18
%22.244.433.4
00
100
KhulnaNo.
816901
34
%23.547.026.6
02.9100
TotalNo.
428984185
238
%17.637.435.3
7.62.1100
Data presented in table 5.4 shows that with reference to availability of light and air facilities,on the whole, in all the divisions together it was satisfactory to a certain extent in 55% of thelearning centers. Furthermore, it shows that in 17.6% of the cases the condition is verygood, in 37.4% cases it is good, in 35.3% cases it is average and in 10% cases it is notsatisfactory at all. The center management should take steps to hire houses having light andair facility.
Table 5.5. Number of centers with number of windows
Number ofWindows
01234 +Total
Number ofDhaka
No.38535593
158
%24.133.534.8
5.71.9
100
ChittagongNo.
139510
28
%46.432.117.93.6
0100
CentersRajshahi
No.44622
18
%22.222.233.411.111.1100
KhulnaNo.
1413511
34
%41.238.314.72.92.9100
TotalNo.
697971136
238
%29.033.229.8
5.52.5100
Table shows that, on the whole, taking all the divisions together, there is no window at all in29% of the learning centers. There is only one window per learning center in 33.2% of thecases, two windows in 29.8% cases, three windows in 5.5% and 4+ windows in 2.5% cases.The overall situation was alarming, particularly in summer and in centers where there wasno fan.
The situation is more unsatisfactory in Dhaka and best in Rajshahi.
«i1
tySon~formol SducaKon project - 3 Page 36
^id-term Soaluafion Program
5 3.2 Housing Condition
The physical structure of the houses where center,.are housed class,ed into twocategories: risky and not risky. The distribution ,s shown ,n Table 5.6.
Table 5.6: Distribution of centers according to condition of houses
ConditionDhaka
Number of CentersChittagong_ __Rajshahi_ Khulna Total
RiskyNoUisky____
No.20138
%1287
.7
.3
No.226
%7.192.9
No.1
17
%5.694.4- —————— -
No.628
%17.682.4
No.29209
%12.287.8
Findings presented in table show that in about 12% of the learning centers the condition isrisky whereas in 88% cases it is not risky. The centers should not be in risky buildings toavoid total consequences.
Table 5.7: Cleanliness inside the center
—— ——— - —— —Cleanliness
__ ___ __ _ ___ . — — — ——————— • ——— Number of
Dhaka
—— ——— ———Very goodGoodAverageBadVery badTotal———— —— • ——
No.28~6065
50
158—————— — — ————— —
_%__17.738.041.1
3.20
_J_00_
ChittagongNo.
—— — ————— -
2151001
28_ ———— - —— —
%——— . —— • —— —
7.153.635.7
03.6100
_ —— - —— - ——
CentersRajshahi
No._. ———— — ——
411300
18_ ——— ————— • —
%22.261.116.7
00
100
. —————— — ——————— - —————
KhulnaNo.
_ ————— - ———
7141102
34—— —————— —
_% __20.641.232.3
05.9100
—— , ——— - ———
———— —— • —— -
TotalNo. __
4110089
53
238—— — ———— —— •
%——— - — • ——
17.242.037.42.11.3
_jlOO
Data presented in the table shows that on the whole, taking all the divisions together, only59 percent centers had satisfactory level of cleanliness while nearly 5 percent centers hadvery cleanliness. The situation was better in Rajshahi and not satisfactory in Dhaka.
5.3.3 Electricity and Fan
Table 5.8: Centers having electricity
PresentDhaka
Number of CentersChittagong_ __Rajshahi_ Khulna Total
Connection withelectricityNo connection
No.140
18
%88
11
.6
.4
No.22
6
%78.6
21.4— —————
No.15
3,_ ——— ——— -
%83.3
16.7— —— — ——— • ——
No.12
22—— ———— • ———
%35.3
64.7
No.189
49——— — • —— —
%79.4
20.6
^ton-formal SducaHon Project - 3 Page 37
^id-ierm Goaluation tyrogi'ram
On the whole, all divisions taken together, about 79% learning centers have connection withelectricity and 21% have no electricity.
Division wise analysis shows that the situation is worse in Khulna where in 64.7% learningcenters have no electricity. In Dhaka most (88.6%), Chittagong 78.6%, and in Rajshahi83.3% learning centers have connection with electricity. From table 5.9 shows that 60percent of centers having electricity did not have fans.
Table 5.9: Centers having fan
Present
Having fanNo fan
DhakaNo.
8771
%5545
.0
.0
Number of CentersChittagong RajshahiNo.
1018
%35.764.3
No. %3 16
15 83.7.3
KhulnaNo.
529
%14.785.3
TotalNo.
104133
%43.756.3
Most (56.3%) learning centers have no fan. In Dhaka 55%, in Chittagong 35.7%, in Rajshahi6.7% and in Khulna 14.7% learning centers have the facility of having electrical fan.
5.3.4 Environment Outside the Room
Table 5.10: Environment outside the room
Environment Number ofDhaka
Harmful odorousNoisyGarbageQuiteOther
No.265726
10115
%11.625.311.644.9
6.7
ChittagongNo.
659
180
%15.813.223.747.4
0
CentersRajshahi
No.111
180
%4.84.84.8
85.70
KhulnaNo.
276
210
%5.6
19.416.758.3
0
TotalNo.
357042
15815
%10.921.913.149.4
4.7
In a significant number of cases the condition outside the learning centers was notsatisfactory. It was in harmful odorous in case of 10.9%, and noisy for 21.9% learningcenters. As high as 13.1 centers have garbage condition around the centers. In more than50 percent of all centers, the environment were not that quite necessary for study. Alsogarbages outside the room were found in case of 13.1% learning centers. These are harmfulto health and not at all congenial for learning atmosphere. Not a single learning centershoild be in such a place.
Division wise information from the table shows that environment outside the center is best inRajshahi in most (85.7%) cases and worst in Dhaka where outside environment of nearly50% learning centers are harmful and not for good learning.
•?!
III11
«
znot-formal SJucalion Project — 3 Page 38
9%/-/e/777 Qoaluation ''Program
5.4 Social Mobilization
The working children living in the slums constitute the most disadvantaged section of theurban society. They continuously fight for their survival and consequently can not avail theeducational, heath and other social opportunities available to them. They are not consciousand also not socially aware of the benefits of education. In order to make them consciousand socially aware, motivation campaign is urgently required.
The success of the program for HTR children depend, to a great extent, on the extent andcoverage of social mobilization programs, undertaken in the urban slum community whereHTR children live. This chapter discusses some issues related to social mobilizationprograms undertaken by community and management towards making the HTR children,their parents and the community socially aware of the importance of NFEP-3 programs andthe benefits the participating HTR children, guardian and the community would derive fromthe successful implementation of the program.
5.4.1 Social Mobilization Programs and Implementations
The teachers covered in the study reported that the following programs were implemented.The programs, in order of number of teachers mentioning the program, were: (one teachercould mention more than one)
(a) visiting the guardians
(b) holding meeting in the locality
(c) making the HTR children conscious andsocially aware of the benefits of NFE
(d) informing the community leaders of thebenefits of the program
5.4.2 Implementation of the Programs
88 percent teachers mentioned thisprogram
87 percent teachers mentioned thisprogram
77 percent teachers mentioned this
39 percent teacher mentioning this
The teachers were asked to mention the persons involved in the implementation of theprograms. The persons involved in the implementation were:
(a) NGO worker,(b) Teachers and supervisors,(c) Local community people,(d) DNFE officers,(e) CMC chairman and members,(f) Ward commissioner
^on-formal SducaHon '•Project - 3 Page 39
$W-/e/777 Evaluation Program
The teachers reported that the teachers, supervisors and the NGO workers were the keypersons among those who were involved.
The involvement of teachers and supervisors was crucial. They moved from house to houseto convince the HTR children and guardians to enroll them in the learning centers. Theteachers being local people, got the support of local elite and CMC to get positive responsefrom the guardians.
Informal discussion with teachers, supervisors, community leaders, CMC guardians on thesocial awareness program revealed that the most important program was:
Visiting the guardians having target children to let them understand the benefit of theprogram and convince them to send their children to the center.
The CMC members and chairman and the local guardians were involved only when theteachers failed to convince the guardians. However, the role of CMC was found minimumnot only in social mobilization but also in other activities. There are scope to involve themand get better result in return.
If
<r'f II• i f i! * J bim
^on-formal Sducalion '•Project - 3 Page 40
^Mid-term Soa/uafion '-Program
Chapter - 6Internal Efficiency
6.0 introduction
The sustainability of a system depends on its efficiency, and this is true for education aswell. There are two dimensions: internal and external. Internal efficiency deals with thesystem itself while the external efficiency looks at the impact of the system on broader socialgoals.
This chapter highlights some basic parameters related to internal efficiency of non-formaleducation for hard to reach target population. These include total area of learning center,seating arrangement, seating facility, teaching learning arrangement, duration of contacthours, coverage of the HTR population, enrolment, attendance of learners and teachers,factors associated with irregular attendance, drop-outs and reasons for dropouts, etc.Information on these indicators were collected through the surveys described in the chapteron methodology.
6.1 Area of the Learning Centers
The investigators measured and recorded the area of the centers used for imparting lessonsarea was measured in square meter.
Little over 6 percent centers were very small (with area less than 9 square meter), nearly 80percent centers were found with area between 10 to 18 square meter, and the remaining 13percent centers were large with area more than 19 square meters.
Considering the fact that 30 learners study in the room, a minimum of 18 square meter wasnecessary for accommodating the 30 learners. Viewed from this as high as 87 percentcenters do not meet this minimum requirement (table 6.1).
Table 6.1: Distribution of learning centers by area of the center (square meter)
Area 0-9No of centers 15Percent of centers 6.3
10- 18192
80.7
19 and above31
13.0
Total238
100.0
The variation among the cities was examined: The average area of learning centers for thefour cities was found as:
Chittagong : 13.79 square meter Khulna:Dhaka : 14.13 square meter Rajshahi:Four cities combined : 14.39 square meter
14.74 square meter16.83 square meter
It is seen that the variation in the area of centers among the cities was small.
^on-formal Education '-Project - 3 ———-——————————————————————————————————— Page 41
v\
'iMid-lQrm Evaluation ''Program
Most centers have the area not enough for accommodating 30 learners. NGOs may beadvised to provided accommodation of not less than 18 square meter.
6.2 Seating Arrangement
The field staff observed that mat/chat were being used in more than 90 percent (90.8%)centers, bench in only 5.0 percent centers and in the remaining 4.2 percent centers learnerswere sitting on the floor. The scenario was more or less same in all the four cities.
It is recommended that NGO should provide at least mat for all learners.
6.3 Seating Place
The study team found that most centers do not have adequate space to provide minimumspace for sitting. The way they sat was not congenial for learning. In most centers, thelearners sat so close that they could not move freely.
As reported by the teachers, in about 79 percent centers there were sitting space for 30learners, in about 13 percent centers, there was space for about 25-29 learners, and inabout 8 percent centers, the centers had provision for only 20 or less learners.
6.4 Use of a Learning Center
Generally one center was used for a batch of 30 learners. However, it was observed thatsome centers were used for more than one batch.
The general picture was: 22 percent centers were being used for only one batch, 34 percentcenters, were being used for two batches, 29 percent centers, were being used for threebatches and 11 percent centers, were used for four batches.
Use of a center for many batches has two aspects. The economy aspect and social aspect.NGO derives financial benefits if one center is used many times, but this arrangementcreates problems for learner's living far from the center. It is quite obvious that manylearners has to walk a long distance to attend classes. If the center was housed near theirresidence, they would have been benefited.
Our suggestion is that one center should not be used for more than two batches of learners.Use of a center for more than two batches was observed in Dhaka city. In Dhaka city 40percent centers were used for at best two batches while 60 percent centers were used formore than two batches. In other cities almost all centers were used for not more than twobatches.
6.5 Number of Batches taught by one Teacher
Ideally one teacher should teach only one batch of learners. The survey revealed that therewere teachers who had been teaching more than one batch.
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Wid-lom GoaluaHon Program
Nearly 12 percent teachers in all the four cities (18 percent in Dhaka, 3 percent in Khulna,none in Chittagong and Rajshahi) had been teaching two batches.
DNFE should one policy and NGOs should adhere to government policy.
6.6 Duration of Learning Centers
The duration of a center has been fixed at 120 minutes by the government. The surveyreveals that for only 2 percent centers the duration had been 120 minutes or more and for98 percent centers duration had been less than 120 minutes.
The NGOs should take steps to ensure that the center duration is more than 120 minutes.Considering the fact that significant learners are always late in attending the classes, theeffective duration, from learners point of view, particularly of late comers, had been muchless than 120 minutes. The management should take positive steps to ensure that theeffective duration is not less than 120 minutes.
6.7 Coverage of HTR Children by the Project
It was intended to know what percentage of HTR children of a locality where the programwas on going were covered by the program. The teachers, supervisors, CMC member, localcommunity leaders were asked "what percentage of HTR boys/girls have been attending theprogram"? The responses are collated in table 6.2.
Table 6.2: percentage of child labour (HTR) attending the program as reported by teachers,supervisors, CMC and others
City
Teachers/Supervisors
CMC memberscommunityleaders
Boys
43
50
Dhaka
Girls
46
52
Chittaqonq
Total
45
51
Boys
49
52
Girls
54
49
Total
51
50
RajshahiBoys Girls
77 86
82 80
Total
81
81
Khulna
Boys
38
38
Girls
44
45
Total
41
42
4jcjti§s
Boys
46
51
Girls
50
52
Total
48
52
Estimates based on teachers' and supervisors data do not differ much from the estimatesprovided by CMC and community leaders. The difference is largely due to sampling error.
The estimates show that in the 3 big cities namely Dhaka, Chittagong and Khulna, theprogram could cover only nearly 50 percent boys and equal percentage of girls of thelocality where the program was being run. In Rajshahi, the coverage was, however, higher,nearly 80 percent of HTR children. The findings reveal that:
(a) As high as 50% of children are left out by one phase of 2 years in those locality whereit was being implemented
(b) The program is required to be continued for the second phase to cover the left outHTR children by the project.
;!ll|Hm
^on-fomaJ' Education cProjed - 3 Page 43
9%'a'-/e/77z Evaluation Program
6.8 Enrolment
As per PP, a center should enroll 30 learners; there being no restrictions on the number ofboys and girls. However, equal number of boys and girls is the most ideal situation.
The study covered 238 centers. The distribution of centers by enrolment size (table 6.3)depicts that the ideal distribution was most common. However, some centers had relativelymore boys and in some centers relatively more girls. The converse situation was also found.
Table 6.3: Distribution of centers by size of enrolment
Size of enrolment
No. of centers
Percent of centers
GenderBoysGirlsBoysGirls
0-933
613.9
2.5
10-19193178
81.074.8
20-249
483.8
20.2
25 and more36
1.32.5
Total238238
100.0100.0
Average enrolment13.416.6
Std. deviation4.07.8
In about 2.5 percent centers girls enrolment was more than 24 and in 1.3 percent centers,the boys enrolment was more than 24. About 13.9 percent centers had low enrolment, lessthan 10 boys.
The average enrolment was found 30 children, average boys enrolment was 13.4 and girls16.6. This indicates that in the total enrolment 44.7 percent were boys and 55.3 percentwere girls. The above indicators reveal that relatively more girls compared to boys havebeen availing the NFE opportunity created for HTR children. Variation in the total enrolment,enrolment by gender across the four cities was minimum (table 6.4).
Table 6.4: Average enrolment boys, girls and combined for the four cities
Cities
AverageEnrolment
BoysGirlsCombined
Dhaka13.416.730.1
Chittagong13.916.029.9
Rajshahi13.216.729.9
Khulna13.216.529.7
Four cities13.416.630.0
The averages of table 6.4 are consistent with the findings of table 6.3, assuming that thetotal HTR children comprises equal number of boys and girls.
The set target of average 30 enrolment was achieved in Dhaka City, while in other cities theachievement falls short of the target. The NGOs should give more efforts to increase theenrolment to 30.
6.9 Attendance of Learners in Learning Sessions
Attendance data relate to the numbers of learners, separately for boys and girls, foundpresent on the day of first surprise visit to the center, selected for the study. The average
^on-formal Education '-Project - 3 Page 44
attendance and percentage of attendanceboys.
Table 6.5: Distribution by centers by visit
Visit
0-45-910-1415-1920-2425 +Average
DhakaB
758741621
10.3
G4
187949
80
13.2
ChittagongB
17
17300
10.9
G04
14820
13.3
for girls (table 6
RajshahiB
15
11100
10.2
G03
10410
13.4
.5) was better compared to that of
Khulna AllB
11116600
10.2
G12
181210
13.3
B1081
1182621
10.3
G5
2712173120
13.2
The percentage of non-attendance was on the high side and many things are needed to bedone to ensure that every learners regardless of gender, attend learning centers every day.
6.10 Reasons for Absence
It has been observed that a good percentage of learners remained absent from classes. Itwas intended to know the reason's from the teachers/supervisors, CMC members andcommunity leaders and learners. The respondents mentioned several reasons. From allresponses the following reasons were mentioned by significant percentage of respondents(table 6.6).
Table 6.6: Reasons for absence
Percentage oReasons, one could mention more than one reason Teacher
1 . Required to work for livelihood 772. Required to help parents at3. Illness4. Lack of awareness5. Did not get interest6. Class environment was not
time when classes were held 664325
-good
respondent groups mentioning the reasonCommunity leaders Learnersand CMC members
77 6266 2149 4929
12
The most important reasons was: required to work for livelihood when classes were held,the second important reason was - helping the parent in their work, the third one was -illness. For improving the attendance, motivational work are required to increase socialawareness of employers and parents, to allow the children to go to centers.
A small percentage of learners mentioned that class environment was not conducive,attractive. During the field visits, the study team found that most centers were filthy and dirty.The management should not overlook this issue.
•1
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^id-term Qoaluation Program
6.11 How Regularly Teachers came to the Center?
The community leaders including CMC members and the guardians were approached.According to the 39 percent community leaders teachers' attendance was very satisfactory,58 percent opined satisfactory and 3 percent opined unsatisfactory.
According to guardians of the learners, little over 1 percent (1.25%) center teachers comelate to the center. However, few teachers (nearly 3 percent) used to leave the center beforethe schedule time, meaning they stayed in the center less than 2 hours.
The survey reveals that there were teachers who came 4 days a week, some teachers 5days a week and maximum teachers came 6 days a week. On an average teachers came tothe center 5.89 days (st. deviation 0.40 days). This implies that more than 95 percentteachers came to the center 6 days a week.
6.11.1 Alternative Arrangements in case the Teachers were Absent
According to the 64 percent guardians, the center remained closed. Nearly 36 percentguardians mentioned that the centers remained open and classes were taken by eithersupervisors, or teachers of other centers, or relatives of the center teachers.
6.11.2 Interactions between Teachers and Guardians
There were no arrangement of holding meeting with guardians to discuss about theprogress of learners. There was no arrangement to inform the individual guardian about thelearners' progress. However, 36 percent guardians informed that they enquired the progressof the learners from the teachers.
6.12 Dropouts
284 Center teachers and iocal community leaders provided the study team with theinformation of dropouts.
According to 238 teachers' survey, the dropout of students ranged between 0 to 12. In onecenter of Dhaka, 12 boy learners dropped out and in another center 11 girl learners droppedout since their enrolment in the center (table 6.7).
Table 6.7: Maximum dropout and average dropout by cities
Cities
Maximum dropout
Average dropout
Dhaka ChittagongBoysGirlsBoysGirlsBoth
12111.81.83.6
57
1.71.43.1
Rajshahi35
1.41.83.2
Khulna35
0.70.81.5
Four cities12111.61.63.2
* Teachers survey
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^id-term Evaluation Program
The dropout rates were minimum in Khulna and maximum in Dhaka City. However, theaverage dropouts were very low less than 2 for boys and girls, and less than 4 for both boysand girls.
Table 6.8: Percent distribution of centers by number of dropouts, boys and girls, cities
Numberof dropout01 -4-7-10
369and above
DhakaBoys Girls
30.660.6
7.60.60.6
27.966.94.04,01.2
ChittagongBoys Girls
55.944.1
000
58.841.2
000
RajshahiBoys Girls
36.463.6
000
42.833.3
9.514.2
0
KhulnaBoys Girls
52.447.6
000
54.742.9
2.400
Four CitiesBoys Girls
37.657.04.60.40.4
36.255.93.63.60.7
Source: Community leaders and CMC members' survey.
The pattern of distribution of dropout of boys was similar to that of girls. Among the cities,Dhaka and Rajshahi showed a slight different distribution.
6.13 Reasons for Dropouts
The teachers and community leaders were asked to mention the main reasons for dropoutof learners from the learning centers. The responses reveal that the reason for dropouts asmentioned by the respondents were similar to for remaining absent or irregular attendance.The reasons for dropouts were also similar among the four cities. The reasons for dropoutswere also similar among the four cities. The reasons for dropouts and percentage ofrespondents mentioning the reasons, one could answer more than one reason, are shown inTable 6.9.
Table 6.9: Percentage of respondents by reason for dropouts
Reasons
Percent of teachersPercent of CMCmembers and communityleaders
Required to workfor livelihood
7790
Required to helpparents in their work
3340
Lack of awareness,no interest
2227
Illness
1920
It is thus clear that socio-economic factors were the prime reasons. Illness is also related tosocio-economic factors. Lack of awareness about the benefit of NFE and lack of interestwas another important factor. This could be reduced by creating awareness among thetarget HTR children and making the learning centers attractive to the learners.
J
• *1
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''Mid-term Evaluation '-Program
6.14 Measures taken to Increasing Enrolment, Attendance and Reduce Dropouts.
It was expected that local community and CMC would have taken the key roles in raisingsocial awareness. In real life situation, the teachers and supervisors did the most. They,however, got support from the community leaders and CMC whenever the latter wereapproached.
The teachers and supervisors carried out drives to collect learners for the centers. They, asreported by them, moved house to house to collect 30 learners for each center.
If a learner had been absent for continuous 3/4 days, the teachers first enquired from otherlearners, the reasons for their absence. In majority cases they used students to inform theabsentee learners to come to the centers. If this effort turned out unsuccessful, then theteacher him/her self visited the houses of absentees. In case of dropouts, the teacher aloneor with the supervisor visited the guardian. They tried to motivate the child and the guardianto send the child to the center.
6.15 Replacement Ratio
The survey covered 4722 learners (2069 boys and 2653 girls). Among there 238 wasreported to have been replaced. Among them 139 were boys and 99 were girl. Thereplacement rate thus comes at 5% for boys and girls combined, 6.7% for boys and only2.1% for girls. (The replacement is allowed within the 3 months of the beginning of thecenter).
^on-formal Education project — 3 Page 48
Wid-lerm Evaluation ^Prog,'mm
Chapter - 7Training and Performance of Facilitators and Supervisors
7.0 Introduction
Facilitators' training for conducting literacy course is an important component in the successof program. This chapter provides information on teachers' training and their performance inthe course of teaching learning exercise.
7.1 Duration of Training
Out of 238 facilitators interviewed 216 (91%) were female. Most of the facilitators wererelatively young i.e., two third (68%0) were within the range of 24 years of age. It wasevident from the survey that all most all of the facilitators received such training but theduration varied from 10 to 14 days. According to the facilitators opinion the duration of thistraining was not very satisfactory, they rather recommended a month for such an effectivetraining.
7.2 Content of Training
The training for supervisors took place along with the facilitators or teachers. This was tendays training of 8 hours (from 9 am to 5 pm) and consisted of both theoretical and practicalclasses. The effective training hours were less than 8 hours. The major contents of trainingwere:
;fl1)1
1
•11
Child developmentChild learning strategyTeaching methodGeneral studyGenderChild rightEvaluation of learningCenter management
5.0 hours4.5 hours3.75 hours12.5 hours3.5 hours6.25 hours1.5 hours1.5 hours
About 30 participants attended in each training course and it was conducted by an assignedtrainer of the Directorate. External resource persons were invited for taking differentspecialized classes.
Amount of content in the training program as it is indicated in the manual does not provide avery comprehensive picture, i.e., the course conductors did not have much time todisseminate the necessary information, and skill to the participants. As the training wasparticipatory in nature therefore, it was not possible to discuss any topic in detail. Trainershad to address only the practical aspects of the program. The other weakness of the training
./!
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Wld-ierm Goaluatton Program
was that the facilitators or supervisors were not taken to any field trip or visit to any nonlormal school where from they could gather knowledge and first hand experience.
The syllabi of training were common for both the supervisor and facilitator. As thequalification of two groups was different being the supervisor in better position therefore itwas not a homogeneous group. Supervisors needed more information than the teachers.
7.3 Performance of Facilitator
The facilitators were largely (94%) recruited by the local NGOs and in 95% cases femalecandidates were given preference. The facilitators and supervisors also expressed theirsatisfaction in terms of these teachers' recruitment. However, when we look at the age andqualification of these facilitators it appeared to be low i.e., younger people and largelysecondary school graduates were engaged in teaching in these centers. These facilitatorsand supervisors were directly responsible for recruitment of learners for the centers but onan average only 57 percent of the working children could be enrolled by them. Divisionalvariation was found which varied between 53 and 77 on average. However, they have beensucceeded to keep large number of learners in the class per day. Out of 30 learners morethan 23 on average were found present in class during the day of visit. While asked aboutlearners absenteeism teachers and facilitators indicated that large numbers of them remainabsent due to earning their livelihood (77.5%), helping parents (56.4%), due to illness(43.6%), work for others etc. However, these causes of absenteeism were differentaccording to the responses of teachers and supervisors (Table 7.1). This variation wasperhaps due to the level of knowledge about the learners. As the teachers spend much timewith children they know better than the supervisors. However, little variation was observedamong the inter divisional responses.
Table 7.1: Causes of absenteeism in the learning center as indicated by the teachers andsupervisors.
Causes of absenteeism TeacherNumber Percent
SupervisorNumber Percent
Due to illnessAssist parentsEarning livelihoodWork for othersDo not like to studyLack of awarenessFamily resistanceOthers
103133183102
12592626
43.656.477.543.2
5.125.011.011.0
162333192
1444
34.850.071.741.3
4.330.4
8.78.7
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^Mid-term Evaluation ^Program
7.4 Performance of Supervisors
Most of the supervisors were relatively young and were either student or had no otheroccupation. Out of 46 supervisors 34 were younger and below 30 years of age. Except fewmost of the supervisors (35) were college graduates. These supervisors also attended abasic training of 10-12 days and little over half of them (52%) consider this duration asadequate. The responsibility of the supervisors were to supervise the learning centers atleast twice a week and assist facilitators in terms of teaching, class management andmotivating children for school. These jobs were performed by the supervisors to a greatextent depending upon their academic and socio-cultural background. However, while weconsider the performance of students in the center it may not appear to be very satisfactory.
In order to determine the impact of supervision it observed that the supervisors did not puttheir maximum effort to bring substantial achievement among the children. In support of theabove statement the following Table 7.2 indicates that nearly 54 percent of supervisors werenot very attentive in monitoring the facilitators' daily attendance. Only 46% of thesupervisors reportedly used to monitor the facilitators' activity everyday and the remainingdid it occasionally or through other sources. However, this lacking of supervisors reflects thepoor managerial capacity among the main organizations.
Table 7.2: Supervisor's monitoring strategy in the school
Source of knowledgeThrough monitoring everydayThrough occasional monitoringBy asking to local peopleBy asking to school childrenBy examining attendance registerOthers
Number21214411
Percent45.745.7
8.38.31.91.9
7.5 Effectiveness of Monitoring and Evaluation
It is found from the above section that supervisors were not very serious about monitoringthey largely performed their duties through occasional visits or by secondary means. Thisweaker monitoring automatically resulted into poor evaluation. There was no mechanism forevaluation of facilitators' performance in the organization it entirely depended on the qualityof the supervisor. Since the supervisors were not very qualified nor they received anyextensive training on the job therefore effective monitoring or evaluation could not beexpected from them.
The following Table 7.3 provides the approaches that the supervisor adopted for evaluatingthe learners performance.
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5%/-/e/777 Soalustion Program
Table 7.3: Supervisor's evaluating strategy in the school
Method of evaluationBy observing the teaching learning activitiesMonitoring the progress with timeBy arranging examinationsBy examining learners khataBy oral questionsOthers
Number3029292732
1
Percent65.263.063.058.769.62.2
The above table also provides the fact that supervisors did not adopt any valid strategy forevaluating learners' performance in class. Evaluation through personal observation was verylimited (65.2%) that is either the supervisor's presence in the class was limited or they couldnot follow the progress of learner even with the.ir presence in the class. About 63% of thesupervisors evaluated the learners progress through examination or monitoring progresswith time. Another group of supervisors expressed that they evaluated the learners progressby asking questions. This situation is observed throughout the all four divisions with littlevariations (details are given in the Tables No. A7.1 - A7.4).
^on-formal Sducation '-project - 3 Page 52
9*lld-lerm Goaluation Program
Chapter - 8Learners Performance, Awareness, Use of their Skill
8.0 Introduction
The learners in non-formal school particularly in a school where hard to reach (HTR)children attend are a different community. Most of them are working children and have widevariation in age and ability. Though by age HTR children are younger yet their maturity interms of survival, income generation and understanding of reality is not poor. As thesechildren work for their livelihood they face greater difficulty in attending class and find nostudy time after school. Moreover, in the absence of proper nutrition and psychosocialenvironment these children suffer from various diseases, stunting and learning disability.
Hard to reach children deserves greater attention for their education, need special timing forschooling, separate curriculum and specialized teaching method for effective learning. Thischapter reports the achievement among working children and their other development ineducation.
8.1 Conceptual Framework
There is a big difference in the background and quality between the working andmainstream school children. The former group is economically disadvantaged and reared inimpoverished learning environment while on the other hand the mainstream children haveless economic problem and live with relatively enriched learning environment. Therefore onthe basis of their psychosocial background different curricula for these two groups oflearners were developed. One is introduced in formal mainstream school and the other oneused for non-formal hard to reach children's school. Other major variations in the two formsare the quality of facilitator, their preparation and teaching-learning methodologies. Non-formal schools are more participatory and life oriented than the formal schools. Therefore, inthis approach of evaluation of learner achievement participatory individual achievement testwas developed and adopted. The advantage of this individual test is that it can be appliedaccording to the level of individual student i.e., on the basis of learner's ability testadministrator can continue or interrupt with the testing approach. Another aspect is thatdepending on the learner's intellectual background questions can be explained to thelearner or render assistance for successful answer.
8.2 Methods of Assessment
The assessment was made on two assumptions first, at the middle of the course (as it is amid term review) the learner will be able to read, write and count to a moderate extent andsecond, they will be able to demonstrate a moderate amount of knowledge in life skills. Onthe basis of these two assumptions a Literacy Achievement Test (LAT) was developed formeasuring learner's achievement in reading and comprehension, writing, counting andknowledge of life skills.
<^on~formol SiducaHon ''Project - 3 Page 53
1 hlhi-lerm Evaluation Program
I In) reading and comprehension test part included identification of letters, reading of words,t,,iiHences and a paragraph. With the reading of sentences and paragraph fluency andcomprehension was measured to determine the learner's reading competence. Along withIIil:-, writing and its legibility, some arithmetic competence and life skills were measured by, living appropriate problems or questions to assess learner's competence in life skills.
I ho test was administered by trained research assistants and the test interview was taken inisolation. Necessary verbal assistance was given to the learner depending upon his/herlovol of competence. In case of inability to respond to the Literacy Achievement Test (LAT)i l i (> learner was released to other parts of the questionnaire without any adverse comment.
ji.3 Achievement in Literacy
>\.;U Reading Skill
Knowledge of alphabets: In the first part of achievement test there were ten letters randomly>livt)n to the learners to identify. It was interesting to observe that nearly three fourth of themcould identify all the ten letters in the test. Very insignificant number of learners failed to doHull. (Table 8.1). Little variations were observed among the genders and Divisions.
Table 8.1: Distribution of learners able to identify alphabets.
Number of alphabets readAble to read 10 alphabetsAble to read 7-9 alphabetsAble to read up to 6 alphabetsMean alphabets read
Number1566308
789.4
Percent74.2922.01
3.70
\ \ord reading ability: In order to identify learners with partial reading ability ten words werev l i\oii to them in a flash card. Out of these ten words nearly one fifth of the learners couldi^ad all the ten words. About half of the learners (45%) could read six to nine wordsnoaningfully in the test (Table 8.2). However, more than a third of the sampled learners,vuM not read more than five words. There were little variations observed among the boysvlnJ oirls and in the four divisions.
Table 8.2: Distribution of learners able to read the given words in the test
Number of words read Number PercentAble to read all the 10 wordsAble to read 6-9 wordsAble to read up to 5 wordsMean words read
400945763
18.9844.8336.19
6.3
^^,f-\*:i:zlSducationCProject - 3 Page 54
^id-term Evaluation Program
Sentence reading ability: Learners ability to read and comprehend sentences weremeasured by giving them five complete sentences (from easy to difficult order) to read, andfor comprehension a set of five illustrations (three in each set) were given. When the learnercould identify the actual illustration corresponding to the sentence his/her comprehensionwere thought to be correct. Their responses to this item are given in Table 8.3.
Table 8.3: Distribution of learners able to read the given sentences with comprehension
Number of sentences readAll the five sentencesThree to four sentencesOne to two sentencesNoneMean sentences read
Number457
1259380
123.4
Percent21.6859.7218.020.57
The above table shows that on an average out of five sentences more than three weresuccessfully read by the learners indicating good performance. Only over one fifth of thesampled learners could read all the five sentences in the test with fluency andcomprehension. However, a good number of learners (about 60%) were able to readmajority of the sentences (three to four) with comprehension. There were very littlevariations observed among the gender and divisional samples.
Ability of reading comprehension: In order to measure the reading comprehension of thelearners a passage of 27 worded paragraph was given to the learner to read and respond totwo questions. Points were given on the basis of correct answer to the questions. In all fourpoints were allotted to it. The scores are given in the following table 8.4.
Table 8.4: Distribution of learners able to comprehend a given paragraph
Points obtained3 to 4 points1 to 2 pointsNoneMean question comprehended correctly
Number598991519
0.91
Percent28.3747.0124.62
The table shows that the reading comprehension among the learners was not very strong,i.e., many of them could read the paragraph but failed to comprehend. Out of four pointsover a quarter of them obtained three to four points signifying somewhat better performance.Half of the learners in this regard obtained one to two points indicating poor performance.However, about a quarter could not read and comprehend anything from the givenparagraph. The divisional and gender variations in this respect were more or less similarwith little deviations.
Learners' achievement in reading ability at the middle of the course was found rather lowwhich was quite understood. Thus if we consider the competency of reading at this levelthen it may be found that somewhat a fifth of the sampled learners could acquire the highest
^on-formal' SducaHon Project - 3 Page 55
^id^erm Evaluation Program
score in reading words, sentences and paragraph in the given test. However, on the otherhand around half of the learners indicated that their performance in reading was average interms of score and skills. The number of learners who acquired the maximum skill of readingand comprehension was not very high at the end of a year but we can assume that by theend of the course or two years large number of learners would be able to demonstrate thehighest skill of attainment. This situation tends to reflect the fact that the progress of HTRchildren in their educational effort was satisfactory. However, the progress could be evenbetter if there was strong supervision and monitoring of learning centers.
8.3.2 Writing Skill
Writing is one of the basic competencies of a literacy program including nonformal program.At the end of a year, if one really attends the course and give minimum effort to learningthen he/she should be able to write something without any support. In this study learner'swriting ability was examined by giving them simple dictation. They were asked to write threesentences on the basis of dictation. The score of this dictation was given on the basis oflegibility and correctness of each word. The result of dictation is given in Table 8.5.
Table 8.5: Distribution of learners in terms of dictation taken ability
Sentences writtenThree sentencesTwo sentencesOne sentenceNoneMean number of sentences done correctly
Number770814459
651.82
Percent36.5338.6121.78
3.08
Test of writing skills provides that learners have developed ability in taking dictation fromothers (table 8.3). About 37% of the learners could take dictation correctly for all the threesentences while another 39% could write two sentences correctly. The percentage of totalfailure was very insignificant. Though girls did even better performance there was little butmixed variations were noted among the learners of the four divisions.
Another part of this writing test was to copy two sentences from the flash card. Score on thissub-test was given on the basis of correctness of each word reproduced. There were fivewords in these two sentences and maximum score was 5. Average score obtained by thelearners in this task was 1.94. In this sub-test girls did better than boys by at least 0.18points. There was no significant difference among divisions.
8.3.3 Numeracy Skill
In numeracy skill learners were given two types of tasks one was simple identification of thenumbers and some simple arithmetic problems. Upon completion of these tasks of numberreading it was found that nearly half of the learners could read all the ten numbers correctly.More than a third could read 6 to 9 numbers correctly. The overall skill of the learners innumeracy is considered quite satisfactory as 80% could correctly read the numbers.
^on-formalEducation '•Project - 3 Page 56
^id-term Evaluation Program
Table 8.6: Distribution of learners who could identify numbers.
Number identifying abilityAble to read all 10 numbersAble to read 6 to 9 numbersAble to read upto 5 numbersMean score in reading number
Number1026803279
Percent48.6738.0913.24
8.36
The second part of this subtest was arithmetic problems where addition, subtraction,multiplication and division were given. Total score for this section was 30. When the scorewas'analyzed in terms of their achievement it was found that on an average the learners'performance was good and their mean score on arithmetic was 16.27. About 12% obtained21 to 30 marks and about 60% learners obtained 11 to 20 marks in this sub section of thetest (Table 8.7).
Table 8.7: Distribution of learners by their arithmetic score.
Arithmetic score21-3011-201-10Mean score
Number254
1253601
16.27
Percent12.0559.4428.51
There were little or insignificant variations among the gender (being girls performance waslittle better than boys on average) or divisions.
8.4 Life Skills
Life skills are the ability or competency (which was recorded on the basis of verbal report) ofthe learner that provide them the assurance of safe and secured life. These skills weresupposed to be developed among the learners during the course. These skills fall within thedomain of health, nutrition, education, income, environment and social issues. There were15 problems or items that were presented to the learner in question form and theyresponded to them verbally. One point was given for each correct answer. Thus the life skillswere measured in terms of summative points (subject to maximum 15). The average scoreobtained by the learners was 10.59. Their score distribution is given in Table 8.8.
Table 8.8: Distribution of learners according to score on life skills
Life skills score13-1510-127-94-6Mean score
Number494869638107
Percent23.4341.2230.27
5.0810.59
^on~formal' Education ^Project - 3 Page 57
tylld-term Evaluation ''Program
The table shows that out 2108 learners nearly two third scored 10 to 15 that is quitesatisfactory achievement in less than a year by the working children. The distribution ofscore represents that fewer number of learners obtained less than 10 points in the test.However the study estimates that the learners have been benefited from their generalknowledge from sources like radio, TV or newspaper.
Distribution of the score by gender is shown in Table 8.9. It shows that performance of theboys and girls was more or less similar. There was insignificant variation among thedivisional samples (see Annexure Tables).
Table 8.9: Gender wise distribution of life skill scores (in percent)
Life skills score
13-1510-127-94-Q
BoysN = 885
22.8341.9229.71
5.54
GirlsN = 1223
23.8640.7430.664.74
8.5 Self Awareness and other Correlates of Literacy
Self awareness is a condition to a person which determines the level of understanding ofone's own strength and weakness as well as his/her potential. In order to measure thisawareness four questions were set regarding learner's age, future plan, benefit of study andits effect on daily life. Out of this four questions if any three could be answered correctly thelearner was considered to be adequately aware. The study revealed that about 91.84% ofthe learners could achieve one of the personal strength of self-awareness within less than ayear (Table 8.8). This can be taken as positive change among the working children.
Similarly there were four questions on self-respect. These questions were related to ethics,crime, fighting etc. When one could satisfy at least three out of the four questions he/shewas considered as self-respectful. In this regard all of the respondents were found to be selfrespected. This is a very significant observation that before completion of this program alllearners developed respect for their own selves (Table 8.10).
Table 8.10: Distribution of learners in terms of their personal achievement through schooling
Aspects of different abilitySelf awarenessSelf respectUse of literacyMaintain accountsImpact on incomeUse of knowledgeHabit of reading
Number19362108
345285438
1795424
Percent91.84
100.0016.3713.5220.7885.1520.11
Total learners tested 2108
^on-formal Sducalion Project - 3 Page 58
^^^ ^^on-Program
«sr r rs rr ; CT WT r* —* » *«*However over 85% of the learners whe asked - ls vn °f thei> exP^diture.
r :i^r: "ssrs-s rooteT?'"9 reC°rd °f dai'^ «« . OnI 2M 7±1? t
hfhbi' °' rea*3 - ' .T da ynnn - W6re not Pres<:ribed by the school o, ? lhey have read s°me otherZte
nonoftheworkin9chiidre"-°p-™s h°eu^;cho°f
ib°ok-°-enlhe,im!L;o, ,ncome due to advancemem (hrough J ' e^ s^= thaf (he|r
^on-formal'Education Project - 3 -
Page 59
^id-term Evaluation ''Program
Chapter - 9
Curriculum for HTR and Benefits of the Program
9.0 Introduction
The Government of Bangladesh has assigned a top priority to provide basic education to allchildren of the disadvantaged families through non-formal system. In this connection NFEproject-3 has been launched for children aged 8-14 who are working in all the metropolitanareas. Separate curriculum has been designed for these children. Specialists/experts fromDPE, NCTB, and different Non-Formal Organizations were engaged in preparing thesecurriculum. In designing and preparing the curriculum the need, interests, and learningcapacity of the working children were considered. The content of curriculum is based on reallife situation, and it has been designed in such a way so that reading, writing and numeracycan be taught in an integrated way. The primers prepared for children included such readingmaterials which would benefit children in different kinds of job that they are engaged in. Itwould also be helpful for making these children enthusiastic in pursuing their own job. Theduration of the program is two years, which has been divided in three stages. The durationof each stage is 8 months. The program runs 6 days a week and 2 hours a day. This is alsoin accordance with time available to working children.
9.1 Curriculum
Following is a short review of the curriculum: The main subjects are Bangia, Mathematicsand Environment.
1. In Bangia the terminal competencies are:
(a) Reading:
Reading with understanding necessary Bangia content materials, such as books,letters, posters, labels, leaflets, signs etc.
(b) Writing:
To be able to write one's own name and addressWriting lettersExpressing in writing one's own feelingsWrite answers to questions from materials read by the individualGive description of some experiences/incidents in writing
2. The terminal competencies for mathematics is:
Reading and writing of numbers in digit and in words upto lac (100000)Identifying odd and even numbers
^on-formal Sducation "-Project - 3 Page 60
^id-term Evaluation Program
Reading and writing ordinal numbers upto 10- Addition and subtraction of four (maximum) 4 digit numbers
Learn multiplication table upto 10Multiplication and division of three digit numbers by 2 digit numbersProblems solving (2 stage) involving fundamental four operations
3. Knowledge about Environment: (Practicum)
Family, and environment, society, countrySanitation and hygieneSocial behaviorExercise and sportsArts and craftsLaw and rightsEarningKnowledge about adolescent period
9.2 Implementation of the Curriculum
One teacher is engaged for 30 learners in one center and one supervisor is assigned tosupervise 15 centers. Minimum qualification for a teacher is HSC and that for the supervisoris BA both of whom are selected from the locality.
To implement the above curriculum successfully at the field level, teachers are given trainingfor 12 days and supervisors for 12 days. The program is being implemented by a number ofNGOs selected through set criteria.
An attempt has been made (1) to learn how many days of training actually were imparted toteachers engaged in teaching the children at the selected centers and (2) how far thesewere adequate?
Table 9.1: Distribution of teachers according to total number of training days
No. of training days
TrainingNo training1 -34 - 67-910-1213-15Average training daysStandard deviation
DhakaNo.
1571023
8766
12.11.77
%99.4
0.60
1.31.9
55.141.8
Number of CentersChittagong Rajshahi KhulnaNo.
280000
121612.71.48
%100
0000
42.957.1
No.1800002
1613.670.94
%100
0000
11.188.9
No.34
00005
26131.
%100
0000
14.785.3
.1137
TotalNo.
2371023
106127
121
%99.6
0.40
0.81.3
44.553.4
.15
.7 __
^on-formal Sducalion cProjecl - 3 Page 61
^id-term Evaluation Program ____.———————————————————————————
Table shows that most (98%) of the teachers selected for the study received training from10 to 15 days. Average number of training period was found to be 12.2 days.
Table 9.2: Teachers opinion on whether the training was adequate or not
AdequateDhaka
Number of CentersChittagong Rajshahi Khulna Total
YesNoNot ApplicableTotal
No.96602
158
%60.738.0
1.3100
No.18100
28
%64.335.7
0100
No.1350
18
%72.227.8
0100
No.20140
34
%58.841.2
0100
No.147892
238
%61.837.40.8100
Most (61.8%) of the responding teachers opined that training period was adequate for them.However, 31 percent opined that the training given was inadequate.
Table 9.3: Average days of training needed
Opinion All areasAverage daysStd. deviation
14.7714.29
When these people were asked how many days would be most appropriate for the trainingthe answer was on the average 14.77 days.
9.3 Effectiveness of the Curriculum
In order to assess effectiveness of the curriculum attempts were made to evaluate children'sknowledge in all subjects taught at the centers. In this respect a literacy test was prepared inorder to assess achievement of children in literacy, numberacy and knowledge aboutenvironment.
Results of achievement test administered on 4722 learners selected for the study onreading, writing, mathematics and knowledge about environment in all four divisions arepresented in short in table 9.4 below:
Table 9.4: Results of achievement test average score (in percentage) obtained by learners
Subjects
ReadingWritingNumeracyLife skill
Boys30.3029.6427.9531.93
DhakaGirls32.3932.2428.4035.06
Total31.4631.1428.2033.66
ChittaqonqBoys Girls Total29.5530.9329.5032.73
28.2429.028.5331.93
28.8329.8528.8532.33
RajshahiBoys Girls23.35 38.7222.0 36.0721.25 32.3818.40 29.60
Total32.4430.2827.8225.06
Boys33,033.5024.5333.40
KhulnaGirls33.2534.024.6332.06
Total33.1433.7824.6732.66
9fo/;- fnnnnl Rrltirntinntymicd - .3 . —————— - ——————————————————— —————— . ——————————— - —————— Pa OP G?,
'*»!
1
^id-term Soaluation Program
Note: Dhaka- Boys = 1362, Girls = 1721, Total = 3083Chittagong - Boys = 259, Girls = 321, Total = 580Rajshahi - Boys = 147, Girls = 212, Total = 359Khulna - Boys = 391, Girls = 399, Total = 790Grand total = Boys 2159, Girls 2653 = Total 4812
An analysis of data presented in table 9.4 shows that achievement of learners in all subjectsis very poor in all divisions. Gender disparity is minimum in all subjects and in all divisionsexcept in Rajshahi where girls, performances are better than boys in all subjects.
9.4 Benefits of the Program
Also attempts were made to learn from guardians, teachers, local people, CMC chairman,members community leaders and other related persons about the impact of the project inthe area and effectiveness of the curriculum though interview with the help of designedquestionnaire. Following is a discussion on the findings firstly from results of achievementtest taken by learners of the centers selected for the study then from data collected fromparents, teachers, supervisors, CMC chairman, members, and community leaders.
Opinion of Guardians, Teachers, Local People, CMC Chairman, Members, and CommunityLeaders:
9.4.1 Opinion of Guardians
An attempt was made to learn from guardians to what extent families and local people werebenefited because children attend centers of learning.
Table 9.5: Distribution of respondents opinion how family benefited because of children togo to center for study
Opinion
Other children of familycould learn from themAwareness of childrenGuardian also learn fromchildrenThe children are learningabout food and healthnutritionBetter work is availableIncreasing awarenessOther (Please Specify)
DhakaNo.95
5017
10
4142
%61.1
31.610.7
6.3
2.58.81.3
ChittagongNo.
3
183
0
113
%10.3
62.110.3
0
3.43.4
10.3
RajshahiNo. %
1 83.3
13 55.61
0
030
KhulnaNo.28 80
3 81 2
2 5
1 200
%.0
.6
.9
.7
.900
TotalNo.127
8422
12
6185
%52.9
35.09.1
5.0
2.57.52.1
Table 9.5 shows that guardian think children's learning at the centers is beneficial to familyto a certain extent. Table shows that taking all four divisions together 52.9% guardian are of
^on-formal Education '•project - 3 Page 63
^id-term Goa/uaffon ^Program
opinion that other children can learn from these children who attend centers. About 35% areof opinion that children's awareness increased. Some said (9.1%) parents also learn fromthese children and few (5.0%) said children are learning about food and nutrition. Few (2.5)are of opinion that better work is available for those who attend the centers. Hence, it maybe said that, curriculum is effective in this respect to a certain extent.
Table 9.6: Percentage distribution of respondents how the local people were benefitedbecause of got to center
Categories
To increase literacy rateTo develop environmentTo increase educationawareness by set up centerTo create employmentopportunityWho did not send their childto center, presently they cansendOther
DhakaNo.
1198680
18
64
1
%75.354.450..6
11.4
40.5
0.6
ChittagongNo.
222318
3
12
0
%757962
10.
41
.9
.3
.1
.3
.4
0
RajshahiNo.
15108
0
6
0
%83.355.644.4
0
33.3
0
KhulnaNo.
232610
4
6
0
_%___.65.774.328.6
11.4
17.1
0
TotalNo.
179145116
25
88
1
%74.660.448.3
10.4
36.7
0.4Respondents: Guardian
Table shows that on the basis of total number of respondents in four divisions selected forthe study, about 74.6% guardians said that the environment has been improved, 48.3% saidawareness of people in the area about education has increased because children learningat the centers. Some (10.4%) are of opinion that it created better employment opportunityfor children and some (36.7%) said as a result of children's learning guardians who couldnot send their children so long to school will now send them to the centers for learning.
Positive attitude of the guardians about the center's activities is apparent from theirresponses as presented above which shows curricular activities are effective to a certainextent.
Opinion of Guardians about how and where Children Use/Apply what they Learn
Table 9.7: Distribution of respondents opinion how the children used which they learned
Opinion
Other children of familycould learn from themIncreasing awarenessWe also learn from childrenThe family are benefitedabout in food and healthnutritionThey learn accouni
:Jlnn-fnrmni r,fiurnRnn /^m/erf — ."?
DhakaNo.109
925251
55
%69.
58.33,32,
35
.4
.6
.1
.5 .
.0
ChittagongNo.
9
2452
19
%31.0
82.817.26.9
65.5
RajshahiNo.
9
1833
5
%50.0
100.016.716.7
27.8
KhulnaNo.28
16100
2
%80.0
45.728.6
0
5.7
TotalNo.155
1507056
81
. Page
%64.9
62.829.323.4
33.9
64
SWid-term Soa/uafion '•Program
Table shows that a large number (64.9%) guardians gave opinion that children are helpingother children of the family in receiving education, 62.8% said it increased children'sawareness, 29.3% said families are benefited in learning about food and nutrition, 33.9%said children can do accountancy work.
Table 9.8: Guardian's opinion about development of self respect of children as a result ofattending learning centers
Categories
He has become more awareafter admission to the centerMore aware about healthand nutritionHe has learned to honour tothe elderIncreasing interest toeducationOther
DhakaNo._____
80
72
67
2
%'"'74J' "
50.6
45.6
42.4
1.3
ChittagongNo.
"""17
12
26
16
0
58
41
89
55
%~.Q
A
.7
.2
0
RajshahiNo.IT"
9
7
8
0
%-----
50.0
38.9
44.4
0
KhulnaNo....._.__
18
12
10
0
%~6oT6"""
51.4
34.3
28.6
0
TotalNo.____._.
119
117
101
2
%7(18
49.6
48.8
42.1
0.8
Table shows that many guardians understand that as a result of learning at the centers theirchildren have developed self-respect. Breakdown of the responses of guardians inguardians in this respect show that 70.8% think that their children have become moreconscious after admission at the centers, 49.6% think they have become more aware abouthealth and nutrition, 48.8% think they learned better to honour the elders, and 42.1% thinkthat children's interest to education has increased.
Guardians were invited to give suggestions for bringing consciousness about educationamong people in the area. Following are the responses of the guardians in this respect.
Table 9.9: Percentage distribution of respondent the program for bring social awareness
Program
To call meetingPersonally communicate
DhakaNo.129105
%86.070.0
ChittagongNo.2823
%96.679.3
RajshahiNo.169
%88.950.0
KhulnaNo.2624
%78.872.7
TotalNo.199161
%86.570.0
with guardian and employerTeacher should build up 94 62.7good relation withlearner/learner parentsOther 4 2.7
26 89.7 13 72.2 13 39.4 146 63.5
1.7
Table shows that 85% guardians suggested that for this purpose authorities in chargeshould call meeting for the concerned people, 70% think that they should personallycommunicate with guardians and employers of working children, 63.5% said that teachersand supervisors should build up sincere relation with children and parents.
^on-formal Education '•Project - 3 Page 65
Wid-ierm Evaluation Program
9-4.2 Opinion of CMC Chairman, Member and Community Leaders
An attempt was made to learn from the CMC chairman, members and community leadersabout the benefits that the parents and local people are getting as a result of children'slearning at the centers. Data collected in this respect are presented in Table 9.10 and Table9.11.
Table 9.10: Guardians opinion about benefits received by family
Item Dhaka
Other children of family can learnfrom themAwareness of children isforgoing to center
increasing
Guardians can learn from childrenThe children learn aboutnutrition and foodTo get better jobOther
health
No."135
145
65120
394
%78.5
84.3
37.869.8
22.72.3
ChittagongNo.
14
32
1618
30
%41.2
94.1
47.152,9
8.80
RajshahiNo.. . . . . . . . . . . . . ........
21
614
50
%.......__......
95.5
27.363.6
22.70
KhulnaNo....... ......._...........
28
193
70
%""""810""""
66.7
45.27.1
16.70
TotalNo.
'796'"
226
106155
544
%_____
83.7
39.357.4
20.01.5
Data presented in table 9.10 shows that respondents in general are of opinion that on thewhole families are benefited because their children are learning at the centers. Informationsupplied in table 9.10 shows that families receive different types of benefits. Most (72.6%) ofthe responding persons gave opinion that as a result of children's education at the centersother children of the family can learn from these children, 83.7% think that awareness ofchildren who learns at the centers has increased, 39.3 think that guardian can learn fromthese children attending learning centers, 57.0% were of opinion that children learn abouthealth and nutrition, 20% after learning at the centers they get better jobs. These opinion toa great extent similar to those of guardians of children.
In response to a question how people of the locality are benefited because of the projectproviding education to working children most of the respondents answered positively.
Table 9.11: Percentage distribution of respondents on assessment of benefit of people ofarea
Item
Increasing literacy rateImproving local environmentIncreasing education awareness inarea due to set up centerCreating employment opportunityThose who could not send theirchildren to school, they can send incenterOther
<y(on~formal flducafion '-Pro/ecf — 3
DhakaNo.14697
118
52105
8
%84.956.468.6
30.26.1.0
4.7
ChittagongNo.
312927
518
0
%91.285.379.4
14.752.9
0
RajshahiNo.
151118
318
0
%68.250.081.8
13.681.8
0
KhulnaNo.
332817
79
0
%78.666.740.5
16.721.4
0
TotalNo.225165180
67150
8
. Pa<
%83.361.166.7
24.855.6
3.0
36 66
^id-lerm Evaluation Program
Data presented in table shows that, 83.3% respondents said that it has increased literacyrate, 61.1% said that as a result of children's learning at the centers the environmentimproved, 66.7% said that awareness about education has increased among local people,24.8% said better employment opportunities have been created, 55.6% said those familiesso long could not send their children to school they are now in a position to sent theirchildren to the centers.
These findings definitely indicate effectiveness of curriculum of Hard to Reach Program to acertain extent, in creating awareness about benefits of education among people, inincreasing literacy rate, in improving environment, in making children more aware and increating employment opportunities for learners.
9.4.3 Opinion of Teachers and Supervisors
Table 9.12: Teachers' and supervisor's opinion about effectiveness of the program
Item
Opportunity for childrenstudy has been createdChildren's place in societyhas been improved becausethey studyIncreasing awareness ofchildrenGained knowledge on healthand nutritionNo benefitOther
DhakaNo.154
103
137
109
24
%97.5
65.2
86.7
69.0
1.32.5
ChittagongNo.26
14
25
15
01
%96.3
51.9
92.6
55.6
03.7
RajshahiNo.18
14
15
11
00
%100
77.8
83.3
61.1
00
KhulnaNo.28
20
16
11
30
%82.4
58.8
47.1
32.4
8.80
TotalNo.226
151
193
146
55
._%95.4
63.7
81.4
61.6
2.12.1
Table shows that most (95.4%) teachers and supervisors think that opportunity for receivingeducation for working children has been created, 63.7% think that children's place in societyhas been improved because they are learning at the center, 81.4% think that children havebecome more conscious and aware about life and surroundings and 61.6% think thatchildren gained knowledge about health and nutrition.
These findings clearly indicate that the project and its curricular activities have made quite asignificant impact upon people/parents of the locality.
A through and careful study of the curriculum shows that, it is quite suitable for fulfilling theobjectives set for providing basic education to working children in urban areas, who comesfrom disadvantaged families. But findings of the study show that the implementationprocedure is not effective. Activities conducted for materializing the curriculum at the fieldlevel are not sufficient. Time is very short and poor environmental condition of most of thelearning centers do not facilitate children's learning.
^on-formal' SducaHon Project - 3 Page 67
rWid-term Evaluation ^Progi'ram
Chapter- 10
Financial Management
10.0 Introduction
The NFE Project - 3 (BEHITR) has been implemented by NFE with the help of participatingNGOs. The UNICEF is the funding agencies, the DNFE is responsible for planning, selectingNGOs, providing logistic supports to NGOs, monitoring, supervision, evaluation of the NGOsand approving the SOE of NGOs, and the NGOs are responsible to implement the project atlocal level. The participating NGOs have been playing a vital role in the implementation ofthe Non-Formal Education Project - 3.
The selected NGOs and the NFEP sign contracts. Where the specific jobs to be done byeach party and the mode of payment are specified. Apart from the above, the UNICEFdisburses funds to DNFE for procurement of teaching aids and operating cost of the projectoffice.
10.1 Disbursement Mechanism
The disbursement of funds may be categorized as follows:
a. Advances to the NGOs to start the implementationb. Quarterly payment to meet the operation costc. Payment for extra curricula activityd. Payment to the NFEP-3 to meet the administrative cost of the project office
10.1.1 Advances to the NGOs to Start the Implementation
This is the first payment to the NGOs to start the implementation of the programs. The totalpayment depends on the number of centers allotted to a particular NGO. The NFEP-3 sendsthe list of NGOs with number of centers a multiple of 15 centers allotted to the NGO to theUNICEF. UNICEF releases fund to the NFEP-3 after reviewing the request and sendsmoney to the NFEP-3 for payment to the respective NGOs. As reported, the NGOs, DNFEand NFEP-3 have no problem in this operation.
10.1.2 Quarterly Payment to Meet the Operation Cost of NGOs
This payment is made to NGOs quarterly to meet the cost on account of salary of theteachers, supervisors, rent of the centers, and cost of managing the centers. After threemonths of starting the program every NGO prepares statement of expenditures (SOE) forthe last three months and submit the SOE to the district coordinators (DCOs) of DNFE, theDCOs then pass the SOE to the project office with observations on the body of the SOE.
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^id-term Soa/uafion Program
The NFEP-3 office examines these SOEs and sends request letter to UNICEF forreimbursement to the respective NGOs. The UNICEF thoroughly reviews the SOEs andexamines the observations and recommendations of the DCOs and NFEP-3. If there are noproblems with individual NGO, UNICEF releases the fund by cheque favoring the PD ofNFEP-3 fpr payment to the respective NGOs. It may be mentioned that the Finance Divisionof DNFE serves the NFEP-3 for all accounting purpose, as the NFEP-3 has no separateaccount staff. The PD of NFEP-3 transfers approved amount of funds to the designatedaccounts of the respective NGOs.
10.1.3 Payment for Extra Curricula Activity
The project provides Taka 500 per center per annum to the NGO for extra curricularactivitie's. The NGOs submit the bill to the NFE project office through the DCO office. Theprocedure for payment to the NGO is the same as above.
10.1.4 Payment to the NFEP-3 to meet the Administrative Cost of NFEP-3 Office
In addition to the funds received from the Government through DNFE the NFEP-3 receivessome fund from UNICEF under the project to meet the following costs.
a. Cost of training of master-trainers, trainers and othersb. Trairiing of the NGO personnelc. Social mobilization costd. External audite. Printing of primersf. Procurement of other teaching aids/materials, equipment'sg. Others.
The total cost of all the items mentioned above are estimated by the NFEP-3 and sends therequisition to UNICEF for payment in favor of the project. UNICEF reviews the costestimates and releases the fund in favor of the NFEP-3.
The flow diagram below best illustrates the fund flow and the flow of requirements for therelease of fund between UNICEF, DNFE, NFEP-3 and the NGOs.
10.2 Financial Management of NGOs
The section 3.6 gives a full description of financial management of NGOs. It has beenobserved that most NGOs meet expenses after getting payment from the project. As a resultpayment to teachers, supervisors and owner of the houses where centers are located aredelayed if NGOs do not receive fund in time.
jThe study noted that though the overall payment to NGO is satisfactory the payment isirregular as the fund flow is not smooth and the payment system is not simple. According to
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^id-term GoaluaHon ^Program
NGOs, the delayed payment to teachers and supervisors has been adversely affecting theteaching learning process.
10.3 Problems Faced by Different Stakeholders
According to the NGOs, the system is complex and takes a longer time to get the paymentof the bill submitted. According to them the delay takes place at the DCO and project office.The representatives of the NGOs are required to visit DCO and project office several timesto get the bills. Similarly the project office gets the fund from UNICEF that takes quite sometime that too cause delay in the eventual transfer of funds to the respective NGOs. As theproject accounts are maintained by the Finance Division of the DNFE some time is alsospent in communicating back and forth between the project office and the Finance Divisionof DNFE. As the funding involves several offices and the payees includes too many NGOsin particular who are located in different places the total financial management seems timeconsuming and less efficient than needed.
The study team discussed with 15 senior officers of the project about the financialmanagement of the project and obtained their views particularly the causes of delays in thesystem. They identified the following factors responsible for the delay of disbursing funds.
a. delay in receiving fund from UNICEF in general due to procedural limitationb. delay in receiving funds from UNICEF due to lapses of SOE of some NGOsc. delay in receiving SOE from some NGOsd. delay occurs due to incorrect SOEs from NGOse. delay in receiving progress reports from the MAsf. delay due to communication between finance division and the project officeg. delay in processing the SOE by the DCO/NFEP-3h. delays caused due to disciplinary actions against NGOs for wrong doing
According to the project office staff, the delay is done because the Finance Division ofDNFE is housed in the DNFE office and is not under the control of the project office. TheFinance Division is obviously being busy with all other financial matters of the DNFE findsdifficulty to allocate enough time to promptly process and serve the project promptly asneeded. The project works have over burdened the Finance Division.
The diagram indicated that the project has to communicate with the Finance Division of theDNFE at least twice for each payment due under the project. It is understandable that eventhough the project and the Finance Division fall under the same directorate they are notadministratively responsibility bound and are located quite far apart and both are overloadedwith huge works. Though the Finance Division of DNFE serves as the finance department ofthe project yet administrative chain of command and location the project is underdependence on the Finance Division. This not only acts as an impediment to faster fundmanagement factor but also cause delays. This provision seems to be an uncommon inproject management in general in Bangladesh. The study considered that the project should
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have its own full-time finance and accounts staff fully responsible and accountable to theProject Director. The study also observed that UNICEF takes huge work burden toreimbursing1 all the NGOs through the project. It is reported that this takes considerable timeand book-keeping for all the NGOs particularly performance based re-payment systemdemand extensive reviewing and accounting. The study suggests that notwithstanding theprudent provisions of the Agreement between the UNICEF and the Government UNICEFmay advance funds to the project and take reimburse through liquidation procedures to beagreed.
Flow Diagram of Fund Management Activities of NFE3 Project
UNICEF DNFE
NFE3Project Office
Head Office ofDesignated
Servicing Bank
10
Respective BankBranches Holding
A/Cs of NGO
Finance Divisionof DNFE
DCOof DNFE
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Fund Management Activities
1- Preparation of SOE by the respective NGOs and submission in the office of the DCO
2. Verification of the SOE and submission in the Project Officei
3. Reviewing the SOE and consolidating and sending to Finance Division of DNFE formonitoring and recording
4. Reviewing the SOE and recording and sending back to the Project Office
5. Reviewing the SOE (if any correction made in FD) and forwarding to UNICEF
6. Reviewing the SOE in terms of previous records and current progress and approvingpayments and transferring funds to the Project Account
7. ' Reviewing the approval and sending to Finance Division of DNFE for recording
§. Reviewing the approval and recording and sending back to the Project Office
9. Transferring funds to the designated accounts of the respective accounts NGOsmaintained with different banks through letters
10. Concerned banks arrange to transfer funds in respective branches for posting in therespective accounts of the NGOs
11. The NGO head office arrange to making payments to the NGOs unit for NFE 3' Project
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Vthd-tom Gooluation Program
Chapter -11
Conclusions, Recommendations and Suggested Follow-up Actions
The team carried out in-depth assessment of the project implementation in terms ofimplementing and operating performance of the project, performance of the participatingNGOs including the teachers and their staff, learners and their guardians and employers,and the community based on secondary information and primary data of surveys andfocused group discussions and skill test. The study summarizes the findings andrecommendations and suggests follow-up actions as in the following paragraphs.
> Performance of all NGOs was not uniform, as the very well drawn selection criteria werenot perhaps structure followed.
> All teachers and supervisors were not recruited on merit and the training was notadequate as a result, performance was not uniform.
> Despite many limitations of the hard to reach learners including time constraints andlack of proper environment the achievements of the working children of second cycleshas been quite encouraging.
> Community participation including the employers and the CMC members was far lessthan expected that needs to be increased.
> The curriculum and teaching aids are fairly good that can be further improved by makingit more job and market oriented.
> Learning environment was not satisfactory in some centers and there is need forimproving the environment by hiring better accommodation and proper maintenance.
> Albeit, the overall performance of the project was satisfactory, the limiting factor stillremains as the weak supervision and monitoring by both the NGOs and the project thatdemands immediate attention.
> After initial setback the project has recently improved its financial management throughnumber of initiatives although in-built problem still remains unsolved due to lack ofaccounting staff of its own as needed. The financial management of some of the NGOsis not good due to their institutional weakness causing delay in processing claims andpayment to teachers and supervisors.
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Non-government Organizations (NGOs)
Findings and Conclusions: The criteria for selection of NGOs were well drawn (see theannex) but it was not perhaps strictly applied in selecting the NGOs as a result, largernumber of interested small NGOs were engaged irrespective of sound past experience andcapability of management and manpower and fund resources. Moreover number of centersper NGO being small the contract was not financially attractive to most of the NGOsespecially the larger ones that acted as disincentive to better operating performance.
Recommendations: The study therefore recommend that while selecting NGOs in futureseveral things should be considered such as, (i) number of NGOs should be less so thateach NGO gets larger number of centers, (ii) only experienced NGOs having sufficientinstitutional and administrative and financial strength should be selected, (iii) theapplications should be evaluated and ranked and only required number of NGOs should beselected from top of the merit list, (iv) NGO should be allocated area only where they haveexisting set up.
Follow-up Actions: As large number of the existing NGOs lack institutional andadministrative and financial weakness the project may arrange specific training for capabilitybuilding especially on financial management including preparation of SOE. NGOs may berequested to recruit qualified administrative and financial managers or arrange necessarytraining for the existing staff from any professional institutions.
Teachers and Supervisors
Findings and Conclusions: Although the minimum requisite educational qualification of theteachers and supervisors should have been HSC and Bachelor respectively in practice allteachers and supervisors are not. The teachers and supervisors engaged by the NGOs arenot generally recruited based on merit and the short training provided to them is notadequate. As a result, the quality of most of the teachers and supervisors is not goodenough for quality education. Though the functions and duties of the teachers and thesupervisors are different their training is arranged jointly. The salary of the teachers and thesupervisors is very low and less attractive in the project as a result the turnover of theteachers and supervisors is high affecting devotion and commitment for quality of education.
Recommendations: Project may insist NGOs to recruit adequately qualified teachers andsupervisors based on merit and offer attractive salary and arrange longer training as neededseparately for the teachers and the supervisors.
Suggested Follow-up Actions: Project should take stock of all teachers and supervisors whoare not adequately qualified and insist the 'NGOs to replace them by properly qualifiedteachers and supervisors and arrange adequate training. Project should arrange refreshers'training for the existing teachers and supervisors.
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Student Performance
Findings and conclusions: Overall achievement of the learners who had completed one yearlearning is quite satisfactory. It is expected that within the remaining one year they will attaina highly satisfactory skill level in literacy, numeracy, comprehension and awareness.However, there is need for proper monitoring of the performance of the learners especiallythe weak learners and those who are replaced so that they also attain necessary skills asexpected. There is no teacher-parent and teacher-employer meet to discuss performance ofthe learners. The project has brought about meaningful changes in the life style of HTRchildren. The benefit can be enhanced through among other things meaningful coordinationamong all parties including DNFE, NGOs, community, and teachers and supervisors.
Recommendations: The project should stress upon the NGOs not to replacing learners aftertwo months of starting the program. The program should emphasize upon creating teacher-parent and teacher-employer meet as occasionally as feasible to discuss the performanceand problems of the individual learners.
Suggested follow-up actions: The project has to advise the NGOs to strictly follow theguideline for replacement of learners to establish and follow the culture of teacher-parentsand teacher-employer meet regularly.
Community Participation including Employers and CMC Members,/
Findings and conclusions: The level of community participation is far less than expected.There is need for increasing participation between employers and members of CMC as.community participation is the key to success of hard to reach in non-formal education.While thousands of working poor children live in the urban areas especially in the slums theprofiles of the learners indicated that all learners are not from the bottom poor and workingchildren. Efforts to motivating the employers are not enough to enroll more working childrenand retaining them in the centers.
Recommendation: More emphasis should be attached to covering the children of lowestincome group through intensive and effective social mobilization to make the guardians andemployers considerate in allowing the children to come to the center and to continueeducation. Community participation has to be increased to ensure sustainability.
Suggested follow-up actions: The project may urge upon the NGOs to increase the numberof poqr working children and attaching high priority to community participation.
Curriculum and Teaching Aids
Recommendations: As improvement of curriculum is a continuous process the existingcurriculum may be upgraded to make it more activity based and work oriented. Book reading
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and other learning activities are to be associated more with real life situations. Methods ofteaching are to be attractive implying use of appropriate and relevant teaching aids inpresenting a lesson.
Suggested follow-up actions: The project may take steps to improve the curriculum in termsof livelihood and related skills in due course.
Learning Environment
Findings and conclusions: The physical facilities and atmosphere of many centers are notfavorable for congenial education environment especially in Dhaka City where centers areplaced in hazardous and risky places. Some centers are housed in small rooms withoutwindows and sometimes without seats. The fees for hiring and for maintaining the centersare not enough for hiring good accommodation and to properly maintaining them. Moreover,the NGOs do not seem to be sensitive to good environment and the value of well-maintained centers for quality education and good health of the children. The employers ofthe working children are not that involved and motivated in the program as a result, they donot interact with the learners on return to home and ask what they learned and assist themto better understand the lessons and to applying the knowledge in real life.
Recommendations: The environment of the center has to be good and well maintained forthat the project should pay reasonable amount of fees for hiring and for maintaining. The Inaddition, the NGOs should be made aware of the value of good environment and for hiringbetter accommodation and properly maintaining them.
Suggested follow-up actions: The project may increase center hiring and maintenance feesand arrange orientation of the NGOs for good accommodation with sanitation andcleanliness and proper maintenance.
Supervision and Monitoring
Findings,and Conclusions: Efforts to bring the enrolled learners to center punctually andregularly is not adequate and effective. Supervision of the NGOs on the centermanagement, teacher attendance, student attendance, teacher performance, studentperformance, etc. is weak. On the other side of the scale, the monitoring and supervisionfrom the project is also inadequate. The success of HTR project in terms of quality largelydepends on'the supervision and monitoring from both NGOs and the project. While theNGOs will supervise and monitor the activities of their staff and performance of the studentsand center, the project will supervise and monitor the performance of center, teachers,supervisors, students, and also the overall management of the NGOs.
Recommendation: The project has to play stronger role in the supervision and monitoringand engage sufficient staff for monitoring the performance of the centers and the NGOs as
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the present level of monitoring and supervision is not enough due to lack of manpower. Inaddition, the project may think of engaging local elite such as primary school teachers,Imams of the mosques, senior citizens who are known as reputed social workers, etc. tosupervise performance of the centers and report to the local NFE staff and a very simple lowcost reporting format may be developed.
Suggested Follow-up Actions: The project should undertake intensive supervision of thecenter management by the NGOs and monitoring the activities of the NGOs by the project•monitoring staff.
Financial Management
Findings and Conclusions: The financial management of the project is not simple rathercumbersome involving too much labor at all levels causing delays in making payments tothe NGOs. The financial management cycle involves UNICEF, project and DNFE and DCO,and NGO (both head office and NGO program office). Given the complicated paymentsystem involving several offices with much less responsibility on the Project Office theproject implementation suffers. Currently, the payment to NGOs has been updated throughspecial efforts and simplifying payment from project but its sustainability can be ensuredthrough enhancing financial management capability of the project by deputing necessaryaccounting staff from DNFE.
Recommendations: A project dependent on others for money cannot bring expectedphysical progress. The study recommends that the project should be strengthened withfinance and accounts staff preferably deputed from the DNFE so that the Project Office canmake payments to the NGOs expeditiously. The project may be advanced to meet threemonths' expenditure and then re-imburse through liquidation of advances. DNFE mayinstitute close supervision and regular auditing of physical progress and financialmanagement.
I
Follow-up Actions: DNFE may depute necessary staff for finance and accounts to theproject.
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