STRENGTHENING OF BAL VIKAS KENDRAS IN JAMSHEDPUR

2014

IMPACT ASSESSMENT REPORT

Submitted to: TATA STEEL URBAN SERVICES

Submitted by:

Table of contents

Pages
Acknowledgements Executive summary of findings 3 4

Section-1: Introduction An over view of Early Childhood Care and Education (ECCE) Program in India Initiative of TATA STEEL URBAN SERVICES Background and need of the Impact assessment study Assessment Methodology Scenario before the project 5 6 7 8 9 10

Section-2: Approaches for intervention 12

Section-3: Findings from the Assessment Conclusions & Recommendations References & General Readings 18 23 25

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.

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. 3.

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

Section-1
IntroductionThe 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 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.

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

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 6

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

ECCE is a vital developmental need of all children

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.

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

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.

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 Sonari Name of the Area Officer Date of Est. Total number and name of the Teachers 1. Shubhra Chakraborty 2. Lalita Sharma 3. Deepali 1. Mamta Singh 2. Binda Parkar 1. Arundhati Manna 2. Uma Kumari Total no of children Enrolled Mode of teaching

M 1
Ranjit 1958 Bhattacharaya 50

F
40 Hindi/English

2 3

ECCDhatkidih Bhalubasa

Navkant Jha Nilima Das

1998 1960

33 35

27 25

Hindi/English 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.

10

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 preschool, 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.

11

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 "Providing a high quality Environment with equipment, materials, activities and interactions appropriate to their age and stage of development."

12

2. Interaction with parentsThe 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

"Parents are the childs first educators and that the childs development is best supported when service providers work closely with parents."

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.

The atmosphere-Hear the children. The environmentBright and airy, free space, child sized, natural materials, specific areas, safe.

13

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

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

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

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.

14

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

15

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

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. 16

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. 17

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 0% Disagree

The project has been successful in achieving its stated aims and objectives (increased enrollment in BVKS) The training component / modules and learnings of the project gave me useable Skills Working with the parents/community was a pleasant experience Parents /community gave support to this project You will be willing to help replicate this kind of project in other BVKs

80%

20%

0%

60% 20% 20% 80%

40% 60% 80% 20%

0% 20% 0% 0%

0% 0% 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.

18

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 Elementary 36.7 % indicated that they were matriculate Matriculation followed by 26.7% are undergraduate. Only 3.3% Intermediate were post graduate. UG Overall it appears that, proportionally more PG parents were literate and also shows correlation Total Educational status of Parents Frequency 9 11 1 8 1 30 % 30.0 36.7 3.3 26.7 3.3 100.0

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.

Monthly Income Rs. 3001-5000

>Rs.5000

47% 53%

The creation of a positive loving atmosphere is the joint responsibility of the professional and the parent of the communities.

19

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
100 80 60 40 20 0

Age of child when first join to BVK %

90

6.7
3 yrs 4 yrs

3.3 5 yrs

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.

How long did your child attend BVK % 50 46.7

3.3 1 year 2 yrs < than 6 months

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

20

Quality of the care and teaching at BVK;

Quality of the care and teaching at BVK %
90 80 70 60 50 40 30 20 10 0

76.7

10 Excellent Good

13.3 Average

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.

Training given by the Aid et Action to BVK teachers are really result oriented. Mr. Sanjay Head-TATA URBAN SERVICES February 7th, 2014

21

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.

At what age do you expect child going to school in % 73.3

23.3 3.3 4 yrs 5 yrs 6 yrs

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.
140 120 100 80 60 40 20 0

90 70 60 90 40 Sonari Total no of children Enrolled after intervention (Aug-2013)

60

Total no of children Enrolled BEFORE intervention (Sept-2012)

ECC-Dhatkidih Bhalubasa

22

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. III. IV. Most of the children like to come to BVKs to enjoy play, friendship and comfort. Majority of the children find teachers loving and caring. 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. 3. 4. Increased enrollment of children in BVK centers. More participation of Parents showing awareness among parents of the community. 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.

23

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. 2. 3. 4. Monitor the quality of working and teaching of all BVKs providing ECCE services. Encourage parents and create public awareness through persuasive communicative measures like regular meetings with parents and Basti community. Reporting and documentation mechanism should be followed by Teachers, Area coordinators to keep tracking of the progress. Strengthen formal school linkages at well thought-out level. 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.

5.

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.

24

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

25

Annexure-I For Teachers

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?

26

Strongly agree Q.7.

Agree

impartial disagree

strongly disagree

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:..

27

Annexure-II For Children /parents 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 Part-2 (For Parents) NAME of respondents. Relationship with the child. Location: 2)Siblings?

28

Q.1. Education of parents 1. Elementary 2. Not Literate 2.Matriculation 3. Graduation 4. Post graduation

Q.2. Household income 1. 2. 3. 4. 1500-2000 2001-3000 3001-5000 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)

29

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:..

30

Annexure-III For Area officers/ Tata Steel staff 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.

31

32