STRENGTHENING OF BAL VIKAS KENDRAS IN JAMSHEDPUR

IMPACT ASSESSMENT REPORT

Submitted by:

2014

Submitted to:

TATA STEEL URBAN SERVICES

2

Pages

Acknowledgements 3

Executive summary of findings 4

Section-1:

Introduction 5

An over view of Early Childhood Care and Education (ECCE) Program in India 6 Initiative of TATA STEEL URBAN SERVICES 7

Background and need of the Impact assessment study 8

Assessment Methodology 9

Scenario before the project 10

Section-2:

Approaches for intervention 12

Section-3:

Findings from the Assessment 18

Conclusions & Recommendations 23

References & General Readings 25

Table of contents

3

ACKNOWLEDGEMENTS

It was a live experience to interact with the teachers, centre in charges and TATA

STEEL URBAN SERVICES about the project and also visit being facilitated to all Bal

Vikas Kendras (BVKs). I thank each and every member of staff who participated in

the interview, who also supported us with their reflections. Specific comments about

the Project were provided by Mr. Sanjay- Head and Mr. Ravi Kumar Pandey Senior

Manager, which has assisted me to have an insight into the Project. I am very

grateful for both of them for the same.

I take immense pleasure in thanking Mr. Tarkeshwar Singh, General Secretary

SARTHI for having permitted me to carry out this IMPACT ASSESSMENT on Aide et

Actions BVK project.

It is pertinent to mention that Mr. Shekhar Ambati, Regional Manager, Mr. Ashutosh

Kumar, Program Manager, Mr. Atul Kumar Senior Project Officer, Mr. Dhananjay

Kumar Program Officer from Aide et Action had been prompt to provide me timely

project data and baseline documents.

Finally, yet importantly, I would like to express my heartfelt thanks to all children and

their parents who supported me for successful completion of this impact assessment

report.

Nawaz ul Haque

Consultant-SARTHI

PATNA.

4

Executive summary of findings

The purpose of this Impact Assessment is to analyze the impact of the BVK project run by

Aide et Action (AEA) in partnership with Urban Services Dept. of TATA STEEL, Jamshedpur

with an objective to provide technical support and enhance the quality of their Early

Childhood Care and Education (ECCE) program which is being run in 3-community centers

established in Basti Areas (urban settlements) at Sonari, ECC-Dhatkidih and Bhalubasa

respectively through their Bal Vikas Kendras.

Following are the concise findings ascertained from this impact assessment study.

1. About (76.7%) of the parents answered affirmatively when asked about the Quality of

the care and teaching at BVKs. They clearly expressed that the standard of teaching

methods and ways of teacher to engage the children in creativity is tremendous and

wonderful.

2. Nearly (90%) of the children took admission / joined BVK at the age of three.

3. Majority (80%) of teaching staff strongly saw the project successful and would be willing

to replicate this project in other BVKs in Jamshedpur.

4. 53.3% monthly income of parents is in the range of three thousand to five thousand per

month followed by 46.7% more than rupees five thousand per month.

5. A comparative analysis of enrollment of preschool children before and after the

programme intervention showed that there was a substantial increase in enrollment of

children.

6. More than 70 percent of the children belong to age category of three and a half to four

years age group & like to come to BVKs to enjoy play, friendship and comfort.

7. It was found that most of the children liked the ambience of centers, play material

provided to them and find teachers loving and caring.

Based on this study we also recommend some suggestions for the betterment and proper

Strengthening of programme in the study area to achieve better results.

5

Definition of ECCE

Early Childhood Care and

Education (ECCE) refers to

programmes and provisions for

children from prenatal to six

years of age, which cater to

needs of a child in all domains

of development i.e. physical,

motor, language, cognitive,

socio- emotional, and creative

and aesthetic appreciation; and

ensure synergy with health and

nutrition aspects.

Section-1

Introduction-

The purpose of this Impact Assessment is to analyze the impact of the BVK project run by

Aide et Action (AEA) in partnership with Urban Services Dept. of TATA STEEL, Jamshedpur

with an objective to provide technical support and enhance the quality of their Early

Childhood Care and Education (ECCE) program which is being run in 3-community centers

at Sonari, ECC-Dhatkidih and Bhalubasa respectively through their Bal Vikas Kendras.

Early Childhood Care and Education (ECCE) is

assuming importance for the holistic development of

very young child. Many would also attribute such an

early childhood education as preparatory ground for

schooling in the later years. When it comes to growth

of ECCE activities, it can be seen that the situation is

far from satisfactory, especially in terms of coverage,

functioning, quality of care and support provided to

children. Universalization of child care services is still a

distant dream especially for low income and poor

families of rural and urban slum areas.

Children should be provided with right support start

from the early childhood stage until the age of 6 to 8

years, which is the most critical period when the

foundations are laid for life-long development and the

realization of full potential, which:

Promotes holistic development of child

Prepares child for formal schooling

Contributes in Universal Elementary Education

The first 6 to 8 years of a childs life are globally acknowledged to be the most critical years

for development of cognitive and non-cognitive abilities, since the pace of development in

6

India has almost 158.7 million children in the age group of 0-6 years. (Census-2011)

these years is extremely rapid. Recent research in the field of neuroscience, particularly on

the brain, has provided convincing evidence of the critical periods located within these early

years for the forming of synaptic connections in the

brain and for the full development of the brains

potential. Research has also indicated that if these early

years are not supported by, or embedded in, a

stimulating and enriching physical and psychosocial

environment, the chances of the childs brain developing

to its full potential are considerably, and often

irreversibly, reduced. This stage in life is also important

as a foundation for the inculcation of social values and personal habits, which are known to

last a lifetime. What follows logically is the crucial importance of investing in these early years

to ensure an enabling environment for every child, and thereby a sound foundation for life,

which is not only the right of every child but which will also impact, in the long term, the

quality of human capital available to a country. Early childhood care and education derives its

importance from this rationale and also found to resemble in the BVK project striving for

holistic development of children in Jamshedpur.

Early Childhood Care and Education (ECCE) program in India

ECCE has received attention in the National Policy for

Children (1974), consequent to which the Integrated Child

Development Services (ICDS) was initiated on a pilot basis

in 1975 with the objective of laying the foundation for holistic

and integrated development of child and building capabilities

of caregivers. The National Policy on Education (1986)

considers ECCE to be a critical input for human development. The 11th Five Year Plan has

acknowledged the importance of Early Childhood Care and Education (ECCE) as the stage

that lays the foundation for life-long development and the realization of a childs full potential

and directs that all children be provided at least one year of preschool education in the age

group of 3-6 years.

The government of India recognizes the importance of ECCE, which

has been included as constitutional provisions through the amended

Article 45 (the Constitution Act, 2002) which directs that the state

shall endeavor to provide ECCE for all children until they

complete the age of Six years

ECCE is a vital

developmental

need of all

children

7

The Right of Children to Free and Compulsory Education Act (RTE) which came into

effect from April 1, 2010, has also addressed ECCE under Section 11 of the Act which states,

with a view to prepare children above the age of three years for elementary education and to

provide early childhood care and education for all children until they complete the age of six

years, the appropriate Government may make necessary arrangement for providing free pre -

school education for such children.

Initiative of TATA STEEL URBAN SERVICES - Establishment of Bal Vikas

Kendras around Community Centres in Jamshedpur.

Good to learn about the CSR activities being carried out by Urban Services Department of

TATA STEEL for the development of people in and around Jamshedpur. Bal Vikas Kendras

(BVK) was established with an understanding that education is key to overall development of

the individual, family and the society.

What TATA STEEL believes is starting at the very beginning helps to mould children

and youth into law abiding citizens, innovative and critical thinkers, nation builders

and positive decision makers. To do it right from the very beginning contributes to the

eradication of many ills that plague our society

There are presently 12 BVKs being run by TATA STEEL functioning at its community

centers established in Basti Areas (urban settlements) with the objective of providing

quality education to children basically for pre-schooling, regardless of their parents

economic status, their physical or emotional challenges, ethnic background or gender.

Besides this, involvement of the area women linked to meaningful employment as a

teacher in the centre.

Children are being charged nominal amount as fees as they do not value and

appreciate anything given on free. Apart from this, TATA STEEL provides free

education to most needy children too.

The main goal of initiating BVK is to get the admission of the enrolled children in the

formal schools followed by additional support to good students so that they find route

to sustainable and dignified livelihood. Presently nearly 80-90% students are getting

admission in the formal schools.

8

Background and need of the impact assessment study

Aide et Action is an International Development Organisation which originated in France and

now head quartered at Geneva, specializing in social development, with an emphasis on

education partnered with TATA STEEL URBAN SERVICES, Jamshedpur, Jharkhand,

India - with a purpose to improve the quality of the Bal Vikash Kendras (BVK) functioning in

their community centers established in urban pockets of Jamshedpur town through capacity

building of teachers, active involvement of parents and community in the education process

and best utilization of the available resources in making the space of BVK more child friendly

in nature.

The intervention in detail covered many areas like Teachers preparation through scheduled

capacity-building programs, Support in developing the Curriculum for BVKs, Support in

enhancing Parental awareness, their involvement and Initiative on integrated Health &

Nutritional support program in BVKs, Providing technical support on issues of infrastructure

and Support in reaching to the stakeholders and advocacy need for sustained Reforms of

BVK. The aim of this impact assessment study was to examine the project and come out with

some viable leads and to formulate proper road map to reach out next stage of replicating the

process in promoting more enrollment and preparedness of children in the category of 3-6 yrs

for school.

Objectives of the Assessment:

1. To make an assessment of BVK teachers skill and aptitude done through capacity

building programs.

2. To estimate the pre and post stage enrollment of children in BVKs, parental

awareness during the programme.

3. Examine the BVKs ambience/ environment in motivating the children learning

aptitude.

4. To search for whether this programme approaches is replicable for other Bal Vikas

Kendras.

Assessment Methodology

Assessment is based on triangulation of monthly progress reports shared by Aide et Action

and a quantitative sampled survey. A purposive sampling technique was adopted in which a

representative sample size from the beneficiaries list has been determined. Analysis has

9

been done based on the Interview schedules given to different stakeholders. Data has been

analyzed in Statistical Package for the Social Sciences (SPSS) and MS excel.

Sample size and questionnaire framing:

It was proposed that the target population for the assessment study is going to be the

children and parents from the three selected Bal Vikas Kendras (BVK). A sample of 30 direct

beneficiaries (children) and 30 parents were selected through purposive sampling

methodology.

Apart from parents and children, teachers of BVKs, Area officers and TATA STEEL staff

attached with the project were also asked perceptive questions to ascertain their views on

project and early child hood education and development programme.

A qualitative questionnaire has been developed based on projects implementation strategy

and key performance indicators including improvements in BVK, trainings for

teachers, enrollment of children, accessibility of vulnerable and less privileged community to

BVKs, replication of model to other places etc.

Analytical frame work

A simple tabular approach has been used for the analysis of data. The aim is to present the

findings of the study in such a way that it should be easily understandable to all the

stakeholders. A tabular method is used for finding out the enrollment of children at BVK level,

teacher improvement from training at BVK. This will not only give a clear idea on current

status of BVK but whether this process can be replicate to other kendras (centers) too.

Limitations of the study

The study had naturally some limitations. Some of the major limitations of the study were as

follows:

1. Size of the sample was small and the pattern emerging out of the study may not be

applicable in general. Therefore, the findings should be interpreted cautiously.

2. Problems of non-response and other attitudinal biases connected with perception

questions.

3. The investigators during the conduct of field work posed some difficulty in getting the

responses.

10

The importance of assessing the impact

The assessment of the impact of a given course of action intervention is important for the

following reasons.

1. It provides empirical evidence on whether a specific course of action worked or did

not work.

2. It helps in getting information about the sustainability of effects of given intervention.

3. It helps to redesign an intervention strategy to make it more effective.

4. It improves decision making at all levels.

5. It provides some information regarding accountability of institutions involved in

implementation of programme.

SCENARIO-BEFOR THE PROJECT:

Statuses of the BVKs when this project was initiated are as follows:

Before starting the intervention on the proposed BVKs, Aide et Action (AEA) had done

baseline survey with the purpose to take the stock of current situation and also comprehend

various socio-economic, participatory, quality education issues.

Details of the BVKs before intervention programme

Sl. No.

Name of the Bal Vikash

Kendra

Name of the Area Officer

Date of

Est.

Total number and name of the Teachers

Total no of children Enrolled

Mode of teaching

M F

1 Sonari Ranjit

Bhattacharaya

1958 1. Shubhra

Chakraborty

2. Lalita Sharma

3. Deepali

50 40 Hindi/English

2 ECC-

Dhatkidih

Navkant Jha 1998 1. Mamta Singh

2. Binda Parkar

33 27 Hindi/English

3 Bhalubasa Nilima Das 1960 1. Arundhati

Manna

2. Uma Kumari

35 25 Hindi/English

Major Findings of baseline study.

1. During the base line, it is found that, out of total 2251 children surveyed, there are

almost equal number of girls and boys in 3 BVK areas. Out of 2251 children 54%

children belong to 3 to 6 years of age where as 46% are between the age group of 0

to 3.

11

2. It is expected that every child within the age group of 3-6 must be in pre- school for

the holistic development of children but it is alarming that 47% children from the

targeted area of BVK are not attending any pre- school. Among 649 pre-school going

children from the targeted area of BVK only 6% are accessing to BVK in Sonari,

Kadma and Bhalubasa.

3. The major reason behind of the children not attending the pre-school is financial

problem as said by the parents. A few respondents answered that main care givers

(parents) go to work and that is why they leave their children with relatives and due to

this children are not attending pre school. There are very few children not attending

pre-school because they are mentally and physically challenged.

4. 25-30% parents are illiterate and 70-75% parents are educated but very few of them

studied till graduation.

5. Majority of the fathers of the targeted children work as laborers or contract laborers

whereas 83% mother of the targeted children are housewives, 7 % has engaged

themselves in other activities like self-employment and rest 11% work as a maid or

labor.

6. 42% of the parents are not adopting any learning methods to teach their children at

home.

7. Approx 75% parents think children should be exposed to places and other children

home.

8. 85% children believe that mother tongue is the best way to childrens learning in pre-

school, whereas 15% parents suggest English and Hindi should be adopted as a

medium of language.

9. More than 85% parents believe that parents should be oriented on Early Child Care

and Development (ECCD) and communities should be participate and cooperate in

childrens pre-school services.

12

"Providing a high quality Environment with

equipment, materials, activities and interactions appropriate to their age and stage of

development."

Section-2

Approaches for intervention

1. Capacity building of teachers of Bal Vikas Kendras -

The needs of the child must be the centre of any service that is provided and one of the

hallmarks of quality childcare services is that it works in

involvement with teachers to focus on these needs. The whole

process covers several areas which are important and useful

for their capacity development. Interestingly in this approach

sessions on basics of ECCE, child rights and protection,

Physical motor and cognitive development, psycho-social

development, language development and role of pre-school teachers in inclusive early

childhood education were taken into account. Additionally more emphasis was on that

teachers understand the curriculum and use multiple approaches to make learning

meaningful.

Key learning from intervention

Learnt a lot of activities

How to engage children creatively

Art-based activities

Mind jog games

Objective setting

Activity designing

Now we can design syllabus on our

own with child perspective

13

"Parents are the childs first educators and that

the childs development is best supported when

service providers work

closely with parents."

The atmosphere-Hear the children. The environment-

Bright and airy, free space,

child sized, natural

materials, specific areas,

safe.

2. Interaction with parents-

The primary focus of the interaction with parents was to gain the insight and perspectives of

all stakeholders in relation to the process of devising a frame work for quality educational

settings for the children attended BVKs.

The parents shared their expectations from the centre that, they wanted their children to

enjoy during the classes. Some parents were appreciative about the teaching-learning

process at the Kendra. They wanted their children to be more

social, open and helpful to others. Almost all the parents

wanted their wards to be a good human being therefore the

assessment facilitators asked the parents to elaborate on the

term good human being and spell out the qualities which

makes a person a good human being. It was also shared that

the children spend 21 hours with their parents and only 3 hours with the teachers therefore

they get the chance to learn more from the parents in comparison to the teachers. Therefore

the parents hold the larger responsibility for the overall development of their child and the

centres are just to facilitate the structured learning processes. The parents were appreciative

of the observations and pledged that they will give all their support to the child and the

teachers. The different domains of the holistic development were also elaborated. The

activities and processes were also shared with them which are going to be in the classroom

interaction now onwards.

3. Interaction with children

The main purpose of this interaction was to create a

positive and conducive atmosphere with children, so they

experience the whole environment comfy and secure.

The interface with children included domain of physical

and gross motor development with number of activities

like singing, rhythmic movements, head to toe kind of

activities etc. Though there was little participation from

the children as they are unable to understand what they are singing and why they are doing

such activities, but they are very happy and one can see the sparkling lights in their eyes

easily.

14

Box -1: Observation at BVK Bhalubasha

This BVK is centrally located in Bhalubasa locality. It has one room which is a big

hall attached with stage with three bathrooms along the verandah. The classroom

space at BVK Bhalubasha centre have been painted with Drawings such as Micky

Mouse, Watch reflecting morning, Afternoon, evening and Night through timings,

Hindi Letters, Balloons, Black Board on walls, Birds, Parts of Body and its name,

name of important persons and things such as, Doctor-Hospital, Mother-Caring Child

etc, Hand wash, Fresh Water, Depiction of children daily routine in sequential form

such as Wake-up, Fresh-up and going to toilet, Brushing teeth, Ready for School,

Having Breakfast, Going to School, Reading in Classroom, Having Lunch, Leaving

School etc. There is enough space for the children. Teachers said that the

environment of centre is very good which builds confidence among parents to send

their children to centre. The attendance is 90 percent and nearby community people

are more willing to enroll their children in the centre.

The behavior of teacher and inside ambience plays a

significant role in attracting

children and their parent.

These are the major

achievement of the project

4. Interaction with Area Officers/Centre Manager:

The interaction with Area Coordinators/Manager has been carried out with intent to capture

their own views about the project and how they perceive the partnership and support

provided by Aide et Action.

The reflections from our discussions has revealed the fact

that the area officers responsible for supporting BVK, visit

the centres quite often but due to time constraints and their

involvement in various other tasks restrict them to interact

with the children. Most of them are in a view that the

changes being brought through the innovative way of

teaching and learning methods facilitated by AeA has helped teachers engaging children in

more constructive manners which they feel is quite visible across the BVKs. The painting and

ambience creations has been the another key milestone of the project as it is attracting

parents to send their children to BVK instead of Govt/Private school.

Field Observations

15

Box -2: observation at BVK-Sonari

This BVK has located on the road in Sonari. It has one big hall with stage, bathroom

and long verandah with permanent displays on walls (learning material like Alphabets

with words, parts of body, and fruits name with photo etc). The timing of the centre is

8am to 11 am and open regularly. The floor is covered with Dari. Differences are

marked and immediately visible: learning materials, black boards, friendly and

attractive environment for children. Observations made during the field visit suggest

that space for children is adequate. According to the teachers the ambience of centre

not only builds confidence among parents to send their children to centre but also

helps to increase attendance rates at the centre. Parents are also willing to enroll

their children in coming new session which will start in coming April, 2014.

Making the school a happy place is as much as worthwhile pursuit as

developing the school curriculum.

Interaction with children in different BVKs

16

Box -3: Observation at ECC-Dhatkidih

This BVK has two rooms with one attached bathroom and one kitchen with permanent

displays on walls (learning material like Alphabets with words, parts of body, and fruits

name with a picture etc). The timing of the centre is 8am to 11 am and open regularly.

The whole floor is covered with colored Mats with designs. Differences are marked

and immediately visible: learning materials, slider, black boards, friendly and attractive

environment for children. Observations made during the field visit suggest that space

for children is not adequate. According to the teachers the ambience of centre not only

builds confidence among parents to send their children to centre but also helps to

increase attendance rates at the centre.

Children are totally absorbed in their activities at different BVK centers

The facilities and services provided are intended to provide holistic development of the

children.

Following are some of the main features of the centers.

Educational, Colorful wall paintings and child friendly materials that are easy to

maintain, non-toxic and durable

Adequate floor space and activity areas,

Barrier free access

Natural light and natural ventilation

Washroom facilities

Playgrounds, toys etc

17

Wall displays educational materials

Children can learn easily from them if they dont come with their pen/pencil/copies

Well-placed wall decorations can make a classroom more comfortable like home and occasionally

even impart knowledge to those whose attention has drifted off.

18

Section-3

Findings of the Assessment

Significant Change as being shared by BVK Teachers -

Analysis of the responses

Strongly agree Agree Neither Agree nor disagree

Disagree

The project has been successful in achieving its stated aims and objectives (increased enrollment in BVKS)

80% 20% 0% 0%

The training component / modules and learnings of the project gave me useable Skills

60% 40% 0% 0%

Working with the parents/community was a pleasant experience

20% 60% 20% 0%

Parents /community gave support to this project

20% 80% 0% 0%

You will be willing to help replicate this kind of project in other BVKs

80% 20% 0% 0%

The above table highlights that the majority of teaching staff saw the project successful and

would be willing to replicate this project in other BVKs in Jamshedpur. While one respondent

was impartial as to the pleasantness of working with the parents / community, the remaining

either agreed or strongly agreed with this statement. These results highlight that for TATA

STEEL staff that, the project was highly successful in which training was useful and

community involvement was beneficial to the project.

Another issue came into view about the training provided that, respondents clearly mentioned

that, before the project intervention, they didnt receive any training. But during the project

period they have received training on different teaching methods and how to engage children

creatively, which helped to perform their jobs effectively.

Couples of other issues which affect the project were also discussed by the Area Officers in

their personal interview s. One such issue is in relation with less manpower in terms of

requirement of more volunteers who can approach parents for more enrollments in BVKs.

Another one is parents expectation from the BVKs as parents treat BVKs like a school and

demand certificates from centers etc.

19

Monthly Income

53%

47%

Rs. 3001-5000 >Rs.5000

Profile of the parents and their responses

Educational status of parents

The respondents parents were asked about their

education. The survey found that 30% were

educated at elementary level (1- 8th class). About

36.7 % indicated that they were matriculate

followed by 26.7% are undergraduate. Only 3.3%

were post graduate.

Overall it appears that, proportionally more

parents were literate and also shows correlation

with more enrollments of children in BVKs; reason that they want their children to be

educated.

Income of parents

The observation shows that out of 30 respondents 53.3% monthly income is in the range of

three thousand to five thousand per

month followed by 46.7% more than

rupees five thousand per month.

It was come out in the discussion with

them that they are very much willing to

send their children to BVKs but there is

no meal scheme provided in BVKs.

Though the ambience is now very much

good and child friendly however mid

day meal in government institutions attract the child and sometimes parents too. This can be

taken into consideration by TATA STEEL when they plan for BVKs next time, how nutritious

meal can be integrated within the existing system.

Educational status of Parents

Frequency %

Elementary 9 30.0

Matriculation 11 36.7

Intermediate 1 3.3

UG 8 26.7

PG 1 3.3

Total 30 100.0

The creation of a positive loving atmosphere is the joint responsibility of the

professional and the parent of the communities.

20

90

6.7 3.3 0

20

40

60

80

100

3 yrs 4 yrs 5 yrs

Age of child when first join to BVK %

46.7

3.3

50

1 year 2 yrs < than 6 months

How long did your child attend BVK %

Age of child when they first join to BVK

Nearly (90%) of the children took

admission / joined BVK at the age of

three. However, this information was not

correlated with the researchers own

assessment because it seems their

responses were based on parents own

calculation of children age. The data also

indicated parents brought their children

as early as possible to BVKs for their holistic development and learning.

How long did your child attend BVK

In terms of duration of attending of

children where they were being sampled

shows that nearly (46.7 %) are attending

for last one year. Further, the data reveal

(50%) are attending BVK centre for last

six months.

Of those interviewed, most parents were

satisfied with project and Dropout issue is

almost less or negligible.

Teachers and parent communication required more pace and space to develop the two way process of communication for the sustainability of ECCE programme run in BVKs.

Ravi Kumar Pandey

Senior Manager, TATA URBAN SERVICES February 7th, 2014

21

Training given by the Aid et Action to BVK teachers are really result oriented.

Mr. Sanjay Head-TATA URBAN SERVICES

February 7th, 2014

10

76.7

13.3 0

10

20

30

40

50

60

70

80

90

Excellent Good Average

Quality of the care and teaching at BVK %

Quality of the care and teaching at BVK;

About (76.7%) of the parents answered affirmatively when asked about the Quality of

the care and teaching at BVKs. They clearly expressed that the standard of teaching

methods and ways of engaging teacher and children with creativity is tremendous and

wonderful. Nearly (10%) said that the quality of instruction is excellent. However (13.3%)

responses indicated standard of quality and teaching is average. The reason to this is

requirement of more attention to children and communication with parents about their wards

improvement at Home.

22

020406080

100

120

140

SonariECC-DhatkidihBhalubasa

90

40 60

90

60

70 Total no of children Enrolled afterintervention (Aug-2013)

Total no of children Enrolled BEFOREintervention (Sept-2012)

3.3

73.3

23.3

4 yrs 5 yrs 6 yrs

At what age do you expect child going to school in %

At what age do you expect your child going to school?

The parents were asked, at what age you expect your child going to formal school. Majority

of the parents (73.3%) answered that at the age of five is suitable for their children to be

admitted in formal school for further education. The reason behind this explained by them are

child is somewhat able to understand the external environment and recognize the routes.

Nearly (23.3) replied that six years of age (child) is appropriate for formal schooling.

Comparative analysis of enrollment of preschool children before and after

programme intervention.

A comparative analysis of enrollment of preschool children before and after the programme

intervention showed that there was a substantial increase in enrollment of children in two Bal

Vikas Kendras. Similarly in one BVK (Sonari) the enrollment rate is same. There might be

reason that enrollment of preschool children is not very much increased in ECC Kadma,

Dhatkidh due to lack of space, however the percentage of increase after the programme is

satisfactory to the reasonable extent and shows significant glide up.

23

Responses of the children:

Undeniably, it is really very difficult for any organization to obtain information from children

bracketed in the age group of 3-6 years. As part of conducting an impact assessment, the

team visited all the (sampled) BVKs taken for the study to assess the impact in the context of

the ability of children and their understanding at centre level and to make a plan for future

efforts.

However the team managed to ascertain some information through observations and

question answer sessions which follows as:

I. More than 70 percent of the children belong to age category of three and a half to

four years age group.

II. Most of the children like to come to BVKs to enjoy play, friendship and comfort.

III. Majority of the children find teachers loving and caring.

IV. It was found that most of the children liked the ambience of centers and play

material provided to them.

Conclusions:-

For the present study, the findings of the report indicate that the functioning of programme

implemented have had a positive impact on the children, parents as well as community. But

report has also brought out some shortcomings in the implementation of the project. Both the

positive impact and the shortcomings are briefly summed up here.

Positive impacts:

1. The Strengthen the early childhood education and development programme have

had a positive impact on children and parents also communities.

2. Increased enrollment of children in BVK centers.

3. More participation of Parents showing awareness among parents of the community.

4. Teachers more knowledgeable about children behavior and style resulting in more well

informed, conversant and familiar with understanding of engagement of children with

creativeness.

5. Constructive and positive ambience; for instance designed floor mats, educational wall

materials etc definitely improved the attraction and reduces the not here feelings.

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Shortcomings:

1. In general there is a slight lack of motivation on the part of teacher and their

commitments to the programme.

2. The required follow up and monitoring of the implementation and post implementation

process is not done and as result the beneficiaries do not get proper guidance.

3. It must also be mentioned that the area officers are working under different constraints.

There is a scarcity of staff. With limited staff available it is difficult to supervise the

implementation of the programme.

4. Teachers and parent communication is not enough and required more space to

develop the two way process of communication for the sustainability of BVKs.

Recommendations:

On the basis of major findings of the study and overall environ for the ECCE strengthening

programme in the study area, a few suggestions and recommendations are made to achieve

better results of implementation of these programmes.

1. Monitor the quality of working and teaching of all BVKs providing ECCE services.

2. Encourage parents and create public awareness through persuasive communicative

measures like regular meetings with parents and Basti community.

3. Reporting and documentation mechanism should be followed by Teachers, Area

coordinators to keep tracking of the progress.

4. Strengthen formal school linkages at well thought-out level.

5. Free quality lunch like Mid-Day Meal could be provided to motivate the parents as well

as children to come to the BVKs. This would further advocated as an effective model

to showcase to Govt of Jharkhand.

References

1. Early Childhood Care and Education Policy, wcd.nic.in/ECCE/ National

2. UNICEF, United Nation Convention on the rights of the child, (New Delhi, UNICEF

1989).

3. P.M Bakshi, constitution of India, Universal Law Publication Private Limited 2009

4. Education for all- Mid decade assessment, Early Childhood Care And Education in

India, Venita Kaul, Deepa Sankar, NEUPA,2009

5. Early Childhood Education in the Eleventh Five Year Plan (2007-2012), wcd.nic.in-A

report.

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General Readings

1. Government of India: 1992. National Policy of Education, 1986. National Program of Action, 1992. New Delhi: Department of Education, Ministry of Human Resource Development.

2. Government of India: 1996. Integrated Child Development Services (ICDS). New

Delhi: Department of Women and Child Development, Ministry of Human Resource

Development.

Attached below are the Annexures for references:

Questionnaire for Teacher

Questionnaire for Children/Parents

Questionnaire for Area Officers

Questionnaire for TATA STEEL Officials

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Annexure-I

Impact Assessment Questionnaire

NAME:..DesignationYrs in current Job..

Place/ address of BVK/Centre

Q.1. what is your position /role particularly in the project?

Q.2. How was this project undertaken? What happened?

Q.3. What was the purpose and expected outcomes of the project? Was this project success

/ made difference? If yes -Why? (In detail)

Q.4. The project has been successful in achieving its stated aims and objectives (increased Access to early childhood education and care or you can say in terms of enrollment in BVK) in this area?

Strongly agree Agree impartial disagree strongly disagree

Q.5. The training component/ modules and learnings of the project gave me useable

Skills?

Strongly agree Agree impartial disagree strongly disagree

Q.6. Working with the parents/community was a pleasant experience?

For Teachers

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Strongly agree Agree impartial disagree strongly disagree

Q.7. I felt the parents /community gave support to this project;

Strongly agree Agree impartial disagree strongly disagree

Q.8. I will be willing to help replicate this kind of project in other BVKs

Strongly agree Agree impartial disagree strongly disagree

Q.9. what kind of one major support you required from the Area officers?

.................................................................................................................

Q.10. Have you ever been provided with such kind of trainings/capacity building as it was

during the project period of Aide et Action in 2013? If YES please describe.

Q.13. what are the other elements/topics can be covered in capacity building sessions if

this project to be extended/up scaled?

Q.14. List 3 concrete/tangible outcomes one can observe after the project

implementation?

a)..

b).

c).

Thank You

Name of the interviewer..

Date:..

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Annexure-II

Impact Assessment Questionnaire

Part-A (For Children)

Name of the Child: ..Age of the Child:

Name of the BVK: ...How Long Attending BVK:..

Q.1 Do you like to come to BVK:

1)Yes 2)No

Q.2 Do you have any friends at BVK?

1)Yes 2)No If yeshow many?..................

Q.3 Do you find your teacher caring/loving?

1)Yes 2)No

Q.4 Do you like the ambience created and playing material provided?

1)Yes 2)No

Q. 5 Who brings you to the BVK?

1)Mother/Father 2)Teacher 3)Sibling?

Q.6. Do you spend time on reading/writing/painting etc at Home?

1)Yes 2)No If yes (Jump to next question)

Q.7. Who supports you in Home Work?

1) Mother/Father 2)Siblings?

Part-2 (For Parents)

NAME of respondents.

Relationship with the child. Location:

For Children /parents

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Q.1. Education of parents

1. Elementary 2.Matriculation 3. Graduation 4. Post graduation

2. Not Literate

Q.2. Household income

1. 1500-2000

2. 2001-3000

3. 3001-5000

4. More than 5000

Q.3. How old is/was your child when he/she first went to BVK?

1)3YRS 2)4 YRS 3)5 YRS 4)6 YRS

Q.4. How long did your Child attend BVK for?

1)1 YRS 2)2 YRS 3)3 YRS 4) Months

Q.5. Do/did you have to pay money or in kind for Child to be able to attend?

1)Yes 2)NO if Yes how much.rupees..

Q. 7. In your opinion, how good is the quality of the care and teaching at this

BVK?

1) excellent 2) Good 3) Average 4)Poor

Q. 8. What were the main reasons motivated you to send your Child/children to BVK? (Ask 3 reasons)

A)

B)

C)

Q. 9. If Child has never attended a BVK centre, what are the main reasons for

this? (Ask 3 reasons)

A)

B)

C)

Q.10. Has Child begun formal school (i.e. formal primary/first grade) after BVK? If so which class/school (private

/govt)

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Q.11. At what age did Child start formal school?

Q.12. If Child has not yet begun formal school (i.e. formal primary/first grade),

At what age do you expect Child going to school?

Q.13 Do you feel any changes in teachers performance over the past few months? Yes/No..If yes-how?

Q.14. Compare to previous months, do you find any change in the ambience/environment of BVK during

the project period of Aide et Action in 2013? Yes/No.If yeswhat?

Thank You

Name of the interviewer..

Date:..

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Annexure-III

Impact Assessment Questionnaire

Name of the staff.Designation

Total Years In Current Job:Responsible /In charge for:

Q.1 What is your role particularly managing the BVK?

Q.2. How often you visit BVK centers you are responsible for?

Q.3 Has the support provided by AEA to the teachers was meaningful? Yes/No..If yes (Jump to next question).

List any three changes you feel it has brought in staff performances?

1.

2.

3..

Q.4 Would you recommend to replicate the same initiative in the future? Yes/NoIf yes what would be the

changes you want to see for better quality/performance? (You can be specific to a particular BVK)

Q. 5 Do you find the MIS on BVK activities useful? Yes/No..If yes, how frequently you use it..?

Q. 6. Are there any specific suggestions you wanted to provide to make this project more effective (without

repeating Question-4)

Thank you.

For Area officers/ Tata Steel staff

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