Final Draft of Manual

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Mountain Institute for Education Development

Equal Project

Regional Office Mansehra Road Meer Pur Abbott Abad

Training Manual

For

Capacity building and refreshersOf

Parent Teachers Councils, Mother/Father & Volunteer Groups

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Table of Content

S # Topic Page Number

1. Introduction To MIED and Care 4

2.Roles and function of PTC(Management of fund,Facility maintenance and upgrading

9

3.PTC linkages with Education Dept

12

4.Understanding Education Quality

13

5.Community Based Education Information System(CBIES) 15

6.Project Management Skills

16

7.School Development Plan (SDP)

18

8.School Development Plan format

18

9. Community Mobilization 23

10.

PRA Techniques 24

11.

Communication27

12.

Cultural Attitude that might report of increasingaccess

28

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Preface

Schooling is one of the fundamental ways that societies ensure their survival, producing and

reproducing the social relationships which make up society. Success in school is much more likely

when schools, parents, and a wider community work well together. When this happens, therelationship is characterized by a strong respect and valuing of the identity, language, and culture that

are important to the students and their families. It is characterized by a strong sense of partnershipwhere the school, family, and community can apply their collective skills, energies, and abilities tosupport access, and enhance the learning of children. It is therefore, important to bring all stakeholders

together to eradicate the hitches that children get maximum in learning outcomes.

The Mountain Institute for Education Development (MIED) EQUAL interventions, in partnership with

CARE/JICA, is to ensure the same outcome in its zone of operations. The primary goal of this modelis to bring ownership and community empowerment in decision making process for quality education

in the schools.

The purpose of reactivation and capacity building of PTC as one of the core components in EQUAL

approach. It will helpto increase the parents and community participation in school development

activities. Furthermore, it is aimed to educate them that they reflect and reason soundly about theirschool problems and find ways to resolve them skillfully. The eminences of this project is to establish

support bodies in the communities in shape of parents and volunteers group

This manual is developed to provide a conceptual framework for conducting workshop on PTC in 06union councils (names are given below) of District Abbott Abad in order to understand how PTC can

play an effective role in school developing processThis document (Training Manual) also

addresses/in-corporate substantial requirements of parents group (PG) and volunteers group (VG)trainings/refreshers.

.

Before going through the manual It is seems to be necessary for getting aware that who we are

and with whom is our working relationship for this Noble cause.

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WE areWE are

Mountain institute for Educational DevelopmentMountain institute for Educational DevelopmentOur Vision

A positive and interdependent society where all are free to reach their full potential, and where respect

for human rights is balanced with citizens knowledge of their responsibilities. Our intention is to play

a part in creating a peaceful world by respecting pluralism and diversity.

Our Mission

MIEDs mission is to improve the quality of education in our schools to ensure that each child has theopportunities and the resources to reach their full potential.

Our aim is to work with all groups who have an impact on child development, including parents,communities and teachers. We hope to inspire them to develop schools that are continuously

improving, child focused and centers of learning.

Values

Acceptance of diversity, inclusion, and pluralism are the central values of our organization. Ourinterventions are based around ideas of gender equity, equal opportunities for participation, and rights-based approaches.

A Brief History of MIED

MIED began activities in Mansehra District in 2004, implementing a programme aimed at schoolimprovement in 68 government-run schools in partnership with Plan Pakistan. Our school

improvement programme is an inclusive approach to improve the quality of education: all aspects of a

school are targeted and all people with an interest are involved. It includes capacity building andproviding professional support to teachers and school leaders, increasing child participation both in

lessons and in the development of their school, improving the schools environment, and providingteaching and learning resources.

Since 2004 our partnership with Plan Pakistan and our activities have expanded. We began to

implement our school improvement programme in Chakwal in the Punjab, and a community learning

programme in slum areas in Islamabad. We are working with communities to provide centers forchildren aged 3-6, and non-formal education for older children who havent been going to school.

After the earthquake we undertook a further partnership with Plan Pakistan, to implementrehabilitation and reconstruction in schools in Siren and Konsh valleys in Mansehra District. We

established 100 Early Childhood Care and Development Centers for children aged 3-6, and are

working in over 50 schools. We have also been providing psycho-social support to the pupils, staff andcommunities.

Our earthquake response also included partnering with Care International in Battagram: this included

both rehabilitating schools but also emergency preparedness activities in the schools. Between Julyand December 2007 we partnered with UNICEF working in government schools that were affected by

the earthquake in District Muzzafarabad. This project has been extended until June 2008. We (are)

also (beginning) worked in 27 earthquake-affected schools in Balakot, In partnership with CareInternational to implement( RESP) program to provide (we hope to both provide temporary shelters

for schools that are still taking place in tents, and)professional support to the teachers.

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With whom:-With whom:-

CARE International and Care International in Pakistan

With support JICAWith support JICA

CARE International is one of the world's largest private international humanitarian organizations,

working in almost 70 countries around the world, committed to help families (over 45 million a year)

in poor communities to bring about lasting changes in their everyday lives.

Head Office of CARE International is located in Geneva, Switzerland

Care International in Pakistan (CIP)

CARE International in Pakistan office was formally set up in June 2005. Based on the findings of anassessment conducted by CARE International in 2002, it was decided that CARE Pakistan should

commence operations in Sindh, Baluchistan and Punjab in the following key areas

Gender Concerns and improving the role of womenStrengthening institutional capacity of NGOs through partnerships

Strengthening Local Governance in line with the ongoing devolution process at the grass root level.

Earthquake changed the dynamics of CARE's operations in Pakistan. CARE quickly mobilized torespond to the Earthquake. Although at the time it was a small office primarily working through local

partners, it rapidly expanded its operation to respond to the crisis. In the aftermath of the earthquake,

with the assistance of the global CARE International Family the operation quickly built its capacitythrough the hiring of new local staff, and securing emergency funding from CARE Programs around

the world. Additionally, local staffs were supplemented with international emergency experts from

Afghanistan, Bangladesh, Australia, Canada, UK and USA.

Although, CARE did provide some relief assistance in Bagh in the initial days of the emergency, since

then, CARE Pakistan has been predominantly working in 3 districts in NWFP namely Mansehra,

Shangla tehsils& |DisttBattagram and especially Allai..

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http://www.careinternational.org.pk/Public/bagh.aspxhttp://www.careinternational.org.pk/Public/mansehra.aspxhttp://www.careinternational.org.pk/Public/shangla.aspxhttp://www.careinternational.org.pk/Public/Battagram.aspxhttp://www.careinternational.org.pk/Public/Allai.aspxhttp://www.careinternational.org.pk/Public/bagh.aspxhttp://www.careinternational.org.pk/Public/mansehra.aspxhttp://www.careinternational.org.pk/Public/shangla.aspxhttp://www.careinternational.org.pk/Public/Battagram.aspxhttp://www.careinternational.org.pk/Public/Allai.aspx


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Few words aboutew words about ProjectrojectEnhancing Education Quality, Access and

Learning (Learning (EQUAL))

The project aim to target earthquake affected communities inhabiting six union councils of AbbottAbad district, North West Frontier Province with average total population of 1,033,000 people.

Baseline survey was completed in 58 communities with 58 G/GPSs . This activity was concluded in

coordination with EDO education. 20 schools have been selected from the following 06 unioncouncils with mutual consent

Dalola

Boye

Kukmang

Pattan Qala

Namal

Bakot

The main beneficiaries will include:

o 20 PTCs (10 GGPS + 10 GPS)

o 20 school communities.

o 20 Parents groups (200 Fathers + 200 Mothers)

o 20 Groups of community volunteers (around 100 members)

o 1,700 students (on average 850 girls and 850 boys)

Project Goal

Local communities in Abbott Abad District especially women and girls are empowered to actively

participate in decision making processes related to education

Project Objective

To empower local communities especially women and girls to address issues related to formal and

non-formal education in 20 schools in 6 Union Councils of Abbottabad tehsil, Abbottad District,

NWFP.

Outcome 1. Capacity of 20 Parents Teachers Councils (PTCs) and 20 community groups enhances tocontribute to quality education.

Outcome 2. Rigorous social mobilization to empower communities to effectively participate in

decision making processes related to education.

Outcome 3. Enhanced coordination between local communities and government counterparts to

address issues of education quality and access.

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In the light of above mentioned out comes fIn the light of above mentioned out comes following activities will be done withwithschedulementioned in the tablein the table.

CONSOLIDATED ACTIVITIESCONSOLIDATED ACTIVITIES

Consolidated training activities and schedule of 2009

S.No Training Type Target Group Time PeriodDuration of

Training

1 PTC Training for Capacity building 20 PTC 3 day trg in May 09

2 PTC Sensitization 20 PTC 2 day trg July to Sep 09

3 Training of Community Volunteers20 Volunteers(5Group) one six-day trg in Nov 09

4

Improving PTC fuctioningtraining:Development of CBEMIS 20 PTC 2 day trg in Aug 09

5 Group formation July to Dec 09

6

Manual development on PRA forparents group July to Aug 09

7 Training of Parents group 3 day oct 09 to Mar 10

Consolidated training activities and schedule of 2010

S.No Training Type Target Group Time PeriodDuration of

Training

1 PTC Training for Capacity building 20 PTC

3 day trg in Feb 10 and3 days trg in Nov 10

2 PTC Sensitization 20 PTC 2 day trg April to June 10

3

Improving PTC functioningtraining: Development of CBEMIS 20 PTC 2 day trg in May 10

4 Training of Parents group 3 day oct 09 to Dec 10

Who can use the manual?Who can use the manual?This manualis designed for PTC , PG and VG sessions with specific reference toJICA/CARE-MIEDs partnership in EQUAL project for 20 communities in 6 Union Councilsof Abbott Abad District, NWFP. The Equal Project team will be using this manual asprerequisite to conduct PTC, PG and VG awareness sessions. We believe that this manualwill provide some level of professional support for them and off course in many other ways

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they will get benefit out of it. It will also be beneficial for the PTCs members and to thosewho will read it.

What, Why and how PTC? Roles and function of PTC (Management of fund, Facility maintenance and

upgrading

PTC linkages with Education Dept

Understanding Education Quality

Community Based Education Information System (CBIES) Project Management Skills

School Development Plan (SDP)

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What is PTWhat is PTC??

The concept of Parents Teachers Council (PTC) was conceived by UNICEF in 1992 andimplemented in primary schools in 1994 by government of Pakistan. PTC is exclusive bodyof teachers, parents and representatives of the community.Council of elected parents and community representatives and the head teacher of schoolfor effective functioning of the school matters

Parents Teachers Council (PTC) is an exclusive body of parents and teachers ofrespective Government School established, to enhance participation of parents in schoolimprovement program. Making financial matters very transparent and to provide supportfor enhancing quality education in the respective school, is the basic responsibility of PTC

members and do the maximum work with minimum amount and limited resourcesallocated for the school.

Why PTWhy PTC??

The involvement of parents in school matters is considered as back bone for the progress ofschool. It is vital because children attend school for 5-6 hours and stay at home for theremaining time in a day. Therefore, building a strong relationship between school and homeis imperative.Therefore parents and teacherscoordinated efforts play a significant role in

child schooling. Keeping this in view, ideaof PTC was conceived to improve quality ofEducation in schoolsbyensuring community participation.With reference to the Government Policy, PTC will consist of parents, teachers and localcommunity to enhance the private participation in public sectors educational activities, tocomplete the developmental projects in public sector schools and improving standard ofeducation.

PTCPTC Structure:Structure:

Following is the Government mentioned structure for the PTCs.Following is the Government mentioned structure for the PTCs.The committee will be consisting of eight to nine members, such as:

Four elected representatives of parents,( of currently studying students of that specificschool) who will elect a chairperson/chairman from among them.

Head teacher/mistress/ master will be the secretary-cum-member of the PTC.

A local retired government servant will be member of the PTC

Parents will elect an influential person from the local community as member of PTC(preferably the imam of the mosque)

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A councilor of respective gender from the same locality where the school is situated.

Ninth member will be the Imam of Masjid( for male)/Allama (for femaleptc)

Procedure of PTCs election:Procedure of PTCs election:

A wide publicity in the community about the election of PTC members with date andtime must be ensured

A committee of community members having 51% representation of Parents will

(s)elect the members of PTC. The members of the PTC will (s)elect a chairperson/chairman from the parents.

The duration of the committee will be for 3 years than new committee will be elected.

Roles and responsibilities of PTCRoles and responsibilities of PTC

a) Administrative & developmental Responsibilities.b) Financialc) Enhancing Educational quality in school

Administrative & developmental Responsibilities.

a) Efforts for increase in enrollment and to make sure that all school age children areattending /going to school

b) Discourage drop out, motivate and mobilize parent regarding education of their children.c) Work creating conducive teaching/learning environment and extend full cooperation

in this regardd) Create awareness about importance of education and motivate parents to send their

children particularly girlse) Organize walk, debates and other activities on the national festival, so as to encourage the

student and propagate the importance of education

f) Provide financial assistance to the poor children especially intelligent children.g) Create an environment of activity based learning in the schoolh) Make efforts for character building of the studentsi) Help the school staff in organizing curricular and co curricular activitiesj) Ensure regular attendance of the teachers and in case of their continuous absence and

poor performance, report to the concerned authorities.k) To issue warnings to teacher for their continuous absence from duty.l) Make arrangement for the repair and maintenance of the schoolm) Purchase of furniture and other equipment necessary for educational activities in the

school

n) Make arrangement for provision of basic facilities and monitoring of construction ofadditional room/missing facilities in the school.

o) make arrangement for the repair of furniture in the schoolp) Address problem of student and teacher so that educational activities are not disruptedq) Help in maintaining good working relation between the community and governmental

and non governmental organization for the betterment of the schoolr) Utilize the resources provided by the GOVT and community (funds equipments and man

power for the betterment of the school.s) Provide fund for the requirements identified by the student and teachers

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t) Award scholarship and prizes to the students on the basis of prescribed criteria.u) Make any other step related to educational activities in the school.v) Provide protection to staff male / femalew) Maintain records in all meetings and proceeding of PTC also disseminating information.x) Ensure the friendly environment and ensure that corporal punishment is eliminated form

the schooly) Arrange accommodation for teacher especially female teachers) coming from far flung

area.

d) Enhancing Educational quality in school PTC will monitor educational activities time to time.

They will Assist teachers as and when they required.

PTC will coordinate with parents to minimize students absenteeism.

PTC will also coordinate with students & volunteers for conducting variousevents.

PTC will also arrange low cost no cost learning material for enhancing activitybased learning.

In case of any problem with student PTC will act as bridging up body betweenparents and teachers.

PTC will be responsible for consistent on going of learning activity when theteacher is on leave.

Financial Responsibilities1. Every council shall open and maintain a bank account which will be jointly operated by

the chairman and secretary.2. all funds provided by the GOVT and all donation shall be deposited in the said account3. Utilize the funds at the discretion of PTC on individual need basis, according to the

priorities set by the PTC. In this regard there shall be bar of purchasing any particularitem.

4. PTC shall undertake minor civil works and repair itself5. PTC shall monitor the civil / other work executed through the said PTC funds6. PTC shall maintain completed records of income and expenditure and shall submit

copies. Thereof to the EDO concerned at the closure of the financial year7. The PTC funds shall not be lapsable and could be utilized during the succeeding financial

year8. all the decision related to general and especially financial matters shall be take with

majority vote9. signature of both chairman and G.S shall be mandatory for the withdrawal and

utilization of PTC Funds10.

PTC shall have the authority to utilize the funds on petty repairs, minor civil works,payment of utility bills, repair of bath room/latrines, white wash, purchasetats/furniture, classroom consumable, laboratory equipment and consumable gardeningetc. and other equipment as determined by the PTC.

11. As PTC is accountable to the community, therefore the PTC must satisfy by the givingcommunity update on accounts frothing or yearly basis.

Responsibilities of Chairman/ChairpersonResponsibilities of Chairman/Chairperson11


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The chairman will ensure to:a) Preside over all meetings by him.b) Give due attention to the views of all members and develop consensus on their

suggestionsc) Provide opportunity to all members to express their view point.d) Open bank account for the council in the nearest bank.e) Work as co signatory with the secretary to run the financial business with mutual

understanding and maintain record of the transactions .f) Carry outall business with mutual understanding & consensus of other members.g) In case of emergency allow withdrawal of money from the bank account in writing.

However approval must be sought in the subsequent meeting of the PTC.

Responsibilities of SecretaryResponsibilities of Secretary

The responsibilities of secretary are as under:A. To seek approval from the council before withdrawal of money from the bank.B. To keep record of bills, vouchers and other documents in his/her own custody.C. All such documents have been signed by the chairman/chairperson and the

Secretary.D. The income and expenditure statement has been presented in the PTC meeting and

signature of all the members have been obtained thereon.E. To share the detail of income and expenditure with all the PTC members at least on

quarterly basis.

F. To record minutes of the meetings. The minutes have been duly signed by al l themembers.

G. To hold regular meetings with the councils.H. To invite chairman during the annual inspection.I. All the members have been invited and informed on time for attending the meeting.J. To get approval of the minutes of the previous meeting has been sought in the

subsequent meeting.

linkageslinkages of PTC with Education Dept.with Education Dept.For rhythmic flow and consistency in educational enhancement

and MINOR and Major developmental works of the school closelinkage with line departments & NGOs is necessary, rather it isconsidered as back boon of the system. Therefore PTC will have tocreate strong linkages with all the line departments adopting abottom up approach in the following way. PTC needs to share those problem/ issues identified by teacher, student and

parents in their monthly meeting and then work and create linkages with

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various forums such NGOs working in the area, local representative andEducation department for their possible solution.

Identification of different linkage/sources which can play role in educationpromotion in their community and also help in solving school related issues.

PTC is GOVT endorsed body, its main role is to promote education in itslocality it can identify problem related to school and towork for the solution ofthese problems forsmooth functioning of school.

Solid understanding of GOVT authorities/ stakeholders and their roles andresponsibilities for better functioning,for example who is responsible for developingcurriculum , who is responsible for providing funds and who is project approving/money sanctioning authority.

PTC needs to involve community to discuss issues and communicate same to thedepartment for quality education.

PTC will develop practical mechanism for community based education informationsystem and share it with education deptt on regular basis.

PTC organizes/participates in educational seminars or functions and share theseexperiences with education department and also share the success sorties, lesson

learned in public gathering at village level and UC level. PTC should invite GOVT concern officials in their meeting time by time. PTC should submit records of meetings to GOVT officials and especially to

Department of education for flow of information.

PTC can arrange an exposure visit by the help of any NGO/Donor or at their own toobserve successes of PTC and to get know how about the procedure of gettingsuccess.

Understanding Educational QualityUnderstanding Educational Quality

The word Educational Quality is a compound word comprises of Education and Quality. It istherefore very imperative to understand both of the words thematically. It will help incommunicating the meanings of educational Quality to the Communities at broader leveland particularly to Parent Teacher Councils (PTCs), Parent Groups (Mother & Father groups)and the volunteers.

What is Education?

Education is the process in which all of the people in their particular atmosphere contributeand share theirknowledge, observations and experience, no matter what ever the field maybe. It may be Mathematics, science .Religion philosophy or other social/ natural sciences.Quality Education

Keeping Above discussion in view an attempt is made to under stand meanings of qualityEducationQuality education, means to set the standards to measure the:-

1. efficacy of prevailing education/education system2. Comparison of two programs

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3. And to decide weather the prevailing system/ education is helpful in achieving thetargets.

4. This is especially true now at the beginning of the twenty-first century when education is

increasingly being understood to be more than, Reading, Writing and arithmetic, and extends

to an expanded vision of education as articulated by the Jomtien Conference on Education forAll in 1990 (UNESCO, 1990), and later reaffirmed by the Dakar World Education forum in

2000 (UNESCO, 2000).

Jamtian declaration1990mentions the following indicators in regard with quality ofEducation.

1. Increase in the number of students is not the only indicator for quality educationrather it must be observed that what the status of content knowledge of the learner is.

2. According to Dakar frame work of action 2000 an international education forum, quality ofprimary education must be improved especially innumeracy writing/speaking andapprehension skills.

Above said document consists of following two claws.(a)Along with increase in enrolment quality of education must be focused.(b) GOVTS and all the stake holders of Education for All (EFA) should ensure that basiceducation must not be influenced by Gender, Health, regional, linguistic, and religiousdiscriminations.According to this declaration quality of education can only be attained by improving allthe processes involved, for example setting the standers, betterment in learning process,providing better opportunities of learning for the teachers Monitoring and evaluationsystem in side the school. According this document show that quality of education ofeducation not only satisfies the basic need of the learners but it also improves hisstandard of living and experiences.

Followings are the standards for attaining quality of education

Availability of educational facilities and learning material. Learning is a process of enthusiasm which need healthy environment and depends

on better level of understanding.

Availability of related core curriculum.

Create and encourage a friendly learning environment.

Recognition of best utilization of learning/ knowledge and professional skills.

Educational strategy should be result oriented.

Sharing of administrative roles and responsibilities.

Involve local community in learning (educational) based activities/program.Along with above mentioned procedural developments, the document maintains that for

enhancement of quality education at learners level following s is the three domains to befocused.Refer to the claw a mentioned above improvement in three domains of the students isessential. These three Domains are clearly elaborated, in Bloom Taxonomy, as follows.

1. Cognitive Domain.2. Affective Domain3. Psycho motive Domain

Let us see in brief what these Domains are?

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Cognitive Domain:-

This domain relates to improve mental capacity of the learner in seeking in formations andtheir analysis, improving memory of the learner, seek solution of the problems, seekingprincipals conceiving ideas and perceiving the upcoming situations.Affective Domains:-

This capacity relates to improve the understanding of the existing situation. Through

improving this capacity learner can improve his attitude, belief, and social contactsPsycho motive Domain:-

Improving this capacity helps to manage movement of body .e.g. movement of the body as awhole or some/any part of the body, as jumping, throw of ball, drawing, designing, andimproving hand writing skill.Care full study of the article helps to understand the basic idea of quality education with reference to

international standard.

A holistic development of the school dire needs rhythmic, consistent and logical flow of required

information's to its relevant quarters to be addressed. In education department a set system

EMIS( Education Management Information System) has been established. Same structure needs

to replicate at community level to address the basic needs which can be full filled by the

community. Let us seehow this system can work.

Community Base Education Information SystemCommunity Base Education Information System

A system in the school at community level that collect information regarding the educationconditions of the children of that society or village is called CBEIS system.

Sources for the CBEIS system1. PTC: PTC is the prime body that is responsible for maintaining the system at school

and community level.2. Teachers: teachers are one of the main source for information that will be collected

under this system3. Children: children can also play a very important role for collection of the information

in the system.4. Parents: parents will have the responsibility to cooperate for this system where they

will have double advantage and role one will be that they will provide the necessaryinformation and on the other side they will take interest in their childrens educationand will also involve in the school matters

5. Union Council: union council is one of the institutions at the village level where it hasdual nature i.e. a political institution and as a social institution and has a potential tohave and provide such kind of information.

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6. volunteers: there will also be volunteer who will equally assist the PTC inmaintaining this system voluntarily

7. Organizations: if there is any organization in the concerned village we can get muchinformation and help from them regarding the education system and condition of thatvillage.

8. Common people: general masses and community people will also be a major sourceof collecting information

This is a sign of a social and responsible nation that the people of that area took much

interest in the education activities of their village and community.Now this is very important that linkages between these two segments should be

developed and strengthens.

Data regarding parents qualification

Children birth registration

Out of school children record and data.

Record of enrolled children information.

Continuous linkage with school

Record of drop out children along with their reason.

Linkages with concern department regarding relationship of PTC, Teacher and

ParentsWhen SDP is formed it is simultaneously converted in to a project.

Therefore it needs essential skills for meeting and managing the requirements of SDP

with in the limited resources therefore in the following lines we will see that what is

project management and what is project management cycle.

Project ManagementProject Managemento

Project Management is combination of financial and human resource to achieve a setgoal at specific period of timeo A project is a time limited effort, which needs resources (people, equipment, money

and materials).o Project management is the planning, scheduling and control of the resource required

to accomplish the project by the completion date, within the allotted funds andaccording to the project specification.

Project cycleThe project cycle is way of viewing the main elements that projects have in common andhow they relate to each other in sequence. The basic components of project cycle are shownbelow

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Let us elaborate the diagram.I. Identification / assessing needs

Generation of the initial project idea and preliminary design. Usually, the first stage ofproject cycle is to assess the needs of community. It is important to carryout aparticipatory assessment. This ensures that our projects are focused on real needs andthat we understand these needs well. Well conduct assessments can act as a baseline.A description of the situation before we start to address the needs. This will providevital information for monitoring and evaluation work during the project. Using

participatory approach ensures that key informants and stake holders in thecommunity are consulted about the school/ community problem in a non threatening way. Participatory tools include social mapping, body mapping, trenddiagrams, seasonal diagram, problem tree, tables and charts help us to prioritize andrank needs.

II. Planning, Designing projectPlanning the project is the 2nd stage of the project cycle. This step involves reviewingthe need assessment finding and discussing which issue the organization might beable to address. This step is important as the PTC may not have the skills to addresssome of the problems.

Those problems should be referred to other as appropriate authorities, while the PTCfocuses on issues that they can be solved by them selves. The PTC members can alsotake time to collect good practice information about how to address problem, establishwhat work they can afford to do, who would be involved and when and how thework would be organized, monitored and evaluated.

III. Proposal/ approval and financingWriting the project proposal, securing approval for implementation and arrangingsources of finance. (Note that financing is not always a separate stage and financial

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Identification / assessment

Designing/preparation

Appraisal

Proposal, approvaland financing

plementation

d monitoring

Evaluation


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decision may be taken at different points in the cycle e.g. at the end of theidentification or appraisal phases, dealing on the particular procedure being followed.

IV. Implementation and monitoringImplementation of project activities, with ongoing check on progress and feedback.The 3rd stage of the project cycle covers implementing and monitoring the project to alarge extent, the success of this stage is dependent on how well stages before weremanaged. The agreed resources are used to carry out the planned activities and

achieve objectives. Progress is assessed through monitoring to enable adjustment tochanging circumstances.This stage of the project cycle is really about making sure the project is implementedin an organized and coordinated way, and that there is regular monitoring, projectadjustment and problem solving.

V. EvaluationMonitoring is the business of checking progress activities and achievement ofobjectives on an ongoing basis. An evaluation is different. An assessment at one pointin time that concentrates specifically on whether aims (goals) have achieved and what

has been done and what was the result. It helps us learn from experience, understandreason for success and failure, assess cost effectiveness. This assessment of the projectachievement and impact examines the relevance and fulfillment of objectives,efficiency, effectiveness, impact and sustainability.

After getting know how about Project management it seems to discuss at length about

School Development Plan.

School Development Plan (SDP)School Development Plan (SDP)

School development plan is actually a visionary exercise, which aims to translate vision ofthe community in regard with current situation (problems and their solution with timeduration) and future situation.

School Development Plan focuses following two aspects:

a) Purpose of SDP is to enable the community members to own school with all itssuccess and problems.

b) To enable/ involve them in educational activities for solving minors level problemsand coordination for massive developmental works, with line departments andgenerates funds by mobilizing local resources if necessary.

School Development Plan consists of following questions

a) Where we are? (Current school structure, what is plan?

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b) Where we want to go? (what is S.D.P, School Development Plan)c) What is importance of S.D.Pd) How we can go to required Change?

Educational environment and its quality needs clear objectives and better understanding.There are some important aspects about school evaluation.

a) Enrollment record of children and their attendanceb) No of teachers, capabilities, attendance and behaviors

c) Availability of basic facilities and its status.d) Classroom environment.e) Participation of local community.

School Development Plan is prepared for a specific time period. It has a defined starting andan end point. Goals decided for SDP should smart in following way

a) Specificb) Measurablec) Achievabled) Relevant / Reliable

e) Time bound

There are some characteristics to prepare SDP.a) It has an action plan of implementation with responsibilities and has its well defined

administrative arrangements.b) It describes the objectives, targets and strategy.c) It has an allocated budget and other resources.d) It spells out the monitoring mechanism and indicator.e) It clearly identifies the beneficiaries.

It is based on the identified needs of school or any other entity.

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School Development Plan

(Format)

rgets/bjectives

Activities

Objectives Duration/Time Frame

Resources

Responsibilities/ bywhom

Successcriteria

Remarks


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Community Mobilization (PG)/VG

PRA Techniques (PG)

Communication (PG)/VG

Cultural Attitude that might report of increasing access (PG)/VG

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What is parents group/volunteer group?

Parent group is supporting group for PTCs in community comprising of ten fathersand ten mothers whose children currently studying G/GPS located in that specific,targeted community.

Why parents and volunteer groups?

Usually it is observed that parents in the selected community are departmentalizedfrom on going process of learning they have no role in the uplift of educationalquality in their areas/ schools so it is imperative to make the learning process moreparticipatory by involving parents through organized forum.

Structure and parents groups of PTC

Parents groups will be selected in a gathering comprising of ninety percents parentsof those students who are currently involve in the school.

PTC will play the role of catalyst/mediator

Ten fathers and ten mothers would be selected Introductory meeting will be conducted before the selection of fathers and

mothers

Criteria of PGs & VGs

PGs: His/Her son/ daughter must study in concern school

Literate / Skillful

Available

Willingness

Social acceptances

Willing to contribute

Ensure diversity

Problem solving

Initiator

Having no expectations

VGs:

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His/her son/daughter must study in concern school, currently with the provision of exception

Minimum qualification middle to metric

Availability

Should here capacity to advocate

Participation of every segment/ class of community(ensure diversity )

Social worker/Activist

Social acceptance

Skillful(teaching, leadership, Govt servant retired)

Having no expectations

COMMUNITY MOBALIZATIONCOMMUNITY MOBALIZATION

WHAT IS COMMUNITY MOBILIZATION:-Community mobilization is not a campaign, nor is it a series of campaigns. It is a continualand cumulative communicational, educational and organizational process that produces a

growing autonomy and conscience.Community Mobilization Process has following seven stages.The seven phases of community mobilization are:1. Preparing to mobilize,2. Organizing the community for action,3. Exploring the issue and setting priorities,4. Planning together,5. Acting together,6. Evaluating together7. Scaling up.HOW TO MAKE EFFECTIVE COMMUNITY MOBLIZATION

1. Before initiating any activity, be mentally prepared.2. Set the target which you want to achieve.3. While interacting community keep the individual difference in mind.5 Meet the community with dignity and sympathy.6. Avoid fake promises with community.7. Used different words for different individuals in community like baba, brother, Molanasahib etc.8 Involve all the participants in conversation and seriously listen the views9. Organizationalcode of conduct must be followedAny one can easily apprehend the community needs, difference and opinion.

HOW TO ACHIEVE AIM1. Be targeted oriented2. Provide incentives3. Communicate objectives of project to community4. Give sense of responsibility to community.

HOW TO INVOLVE COMMUNITY IN PARTICIPATION1. Work according to the need of community.

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2. Provide friendly atmosphere3. Inculcate sense of ownership in society.

COMMUNITY BREAK DOWN

Some time it is not possible to succeed of achieve goals, in such caseDivided community into different groups like1 educated people2 ex- serviceman3 old people4 religious5 influential one6 youngIn such case arrange meeting with each of one and point out the most active one. After

reaching mutual understanding with each of one, establish a community council.To set the priorities, there are someTo set the priorities, there are some tools to be clear about thebe clear about themost emergent needs of the school, which are known as PRAmost emergent needs of the school, which are known as PRATOOLS.TOOLS. These rules are discussed asThese rules are discussed as under.

ParticipatoryParticipatory Rural Appraisalppraisal

Participatory rural appraisal (PRA) is an approach used to incorporate the knowledge and

opinions of rural people in the planning and management of development projects andprogrammers

PRA Guiding Principles

Rapid progressive learning, flexible, exploratory, interactive, inventive

Reversals learning from, with and by local people, eliciting and using their criteria

Optimal ignorance and appropriate imprecision (not finding out more than it isneeded

Triangulation using different methods, sources and disciplines and a range of

information in a range of places and cross checking to get closer to the truth throughsuccessive approximation

Direct contact, face to face in the field

Seeking diversity and differences

Critical self awareness about attitude and behaviour

Embracing and learning from error, continuously trying to do better, buildinglearning and improvement into every experience and taking personal responsibility

Changing behaviour and attitude from dominating to

facilitating, giving support, handing over the stick, giving

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respect and confidence

A culture of sharing information of method, field experience

between NGOs, govt. local people

Commitment to equity

PRA techniquesFollowing are the PRA Techniques

Group dynamics, e.g. learning contracts, role reversals, feedback sessions Sampling, e.g. transect walks, wealth ranking, social mapping Interviewing, e.g. focus group discussions, semi-structured interviews, triangulation Visualization e.g. Venn diagrams, matrix scoring, timelines

Techniques of Participatory Appraisal:

There are many methods and approaches to participatory appraisal. Over the career, youwill develop various approaches of your own, modifying and selecting as you go along.

Social Mapping:

Making a community map is probably the best approach for you to start with, and for acommunity to get started. Take a group on a walk through the community, and let themdraw a map of the area. Let the map include communal facilities, personal and familybuildings, assets and liabilities.

One method is for individuals or small groups to each make a separate map, then, as a groupexercise later, all the small groups of individuals prepare a large map (eg using newsprint orflip chart paper) combining and synthesizing what is included at all the maps.

Valuable information over and above that shown on scientifically produced maps can beobtained from maps drawn by local people. These maps show the perspective of the drawerand reveal much more about local knowledge of resources, land use and settlement patterns,or household characteristics.

Models:

If the community members add sticks and stones to a map scratched onto the ground, theyare making a simple model: a three dimensional map.

Do not draw the map or construct the model for the participants; encourage them to allcontribute. As you watch them, note if some facilities are made before others, if some arelarger in proportion than others. This will give you some insight into what issues may bemore important than others to the participants.

Make notes; these will contribute to your sociological understanding of the community.Make a copy on paper of the map or model as a permanent record. Maps and models canlater lead to transect walks, in which greater detail is recorded

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Focused Group Discussions:

There may be a range of experiences and opinions among members of the community orthere may be sensitivity in divulging information to outsiders or to others within thecommunity. This is where a focus group discussion can be useful. It is best here if you do notwork alone, but as a facilitation team of two or three facilitators, one leading the discussionand another making a record.

The discussion topics chosen should be fewer than for the general community inventory.First conduct separate sessions for the different interest groups, record their contributionscarefully, then bring them together to share as groups their special concerns. It is importantto be careful here. While you recognize the different interest groups in the community, youdo not want to increase the differences between the groups - to widen the schism.

Seasonal and Historical Diagramming:

Seasonal and historical variations and trends can be easy to miss during a short visit to thefield.

You can attempt various diagramming techniques can help explore changes in: rainfall, labordemand, farming (fishing, hunting, herding) activities, wood supply for fuel, diseaseincidence, migration for employment, food stocks and many other elements that change overtime. The diagrams you produce can be used as a basis for discussions for the reasons behindchanges and implications for the people involved.

Site Selection: first of all we should identify the site for our program and visit to that area.Community meeting: arrange a community meeting. There should be a group of people forthe focus group discussion. Explain agenda, purpose of visit and make sure their goodperception about your visit.

Site Visit: the site visit for the collection of information is very important. We are going tothe community observe, perceive and analyze the people need and problems.Pie diagram: By pie diagram we can show the percentage of the issue or need of thecommunity. If there are 50% education problems 30% health problems 10% water and 10%health hygiene so we can draw a pie diagram.

Hygiene

10% water

10 %Education

50%

Health

30%

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The diagram shows that how much is the percentage of problems in the community

Problem tree: problem tree basically we use to prioritize the problems according to thesituation. This also helps us to know that which problem is swear and need to be cover first.

Daily routine: by asking their daily routine we can know about the activities of people andworking timing. In project implementation then it makes easy to know that when and whatis the right time to meet the community.

CommunicationCommunication

Definition

It is process though which people exchange idea, facts, information, feelings or

impressions in way that create a common understanding of a message.

It is the mutual exchange of information and understanding

It is the medium of exchange between sender and receiver,

Types of communicationThere tow types of communication

1. Verbal communication

Verbal communication is the transmission of message through spoken words is the mostobvious form of communication. For effective verbal communication the message has to bevery clear and simple and should have complete information in concise form.

2. non verbal communication

Body languageIt consists of body posture, tone and physical/facial impression and eye contact.There are some key concepts in the process of communication.

1. Idea 2. Encoding 3. Decoding 4.filter 5. Environment

Sender Message Medium Receiver

Feed back

Effective communication

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2. Extend respect to which you are addressing.3. provide a comfortable seating place to the address during communication4. Encourage the address to understand the message and if needed could freely ask

question.5. provide complete information in simple words

Accessibility to girls education

Girls education should not be addressed solely by public sector. In educational Program

should include active involvement of civil society, media, religious institution, communityelected and non elected leaders and GOVT line dept at large and social institution topromote girls education in the area. This new model is called the multicultural approach.The important aim of this approach is to create an environment where progress can besustained. This is more likely to happen when norms encourage girls participation andactivities or built on structure their capacities at gross root level that remain after projectcompletion.

Cultural Attitude that might report of increasing accessCultural Attitude that might report of increasing access (PG

Education among Muslims and more so for females has been one of the most contentiousissues. While people perceive that its the religion, which binds Muslims women againstseeking education and equality with men, which is the most blatant myth. Islam has alwaysregarded education as one of the highest virtues and seeking education is a fundamentalduty upon every Muslim. In fact well established Hadiths say, It is Farz (obligatory) uponevery Muslim to seek Knowledge. In his time Prophet Muhammad (SAW) laid specialemphasis to propagate equality amongst men and women in all respects, allowing women topray in mosques as well as it is mentioned in one of the Hadiths that he kept a special day inthe week to answer queries by womenfolk, when they complained that the men were talking

to him most of the time. Prophet Muhammad (SAW) has said, If a man has a girl child andhe educated her, took best possible care for her and gave her away in marriage, then he willbe rewarded twice. Interpreting the same, we can surely say that twice the reward shouldbe in comparison for taking care of the male child. This highlights, that Islam clearly givesprecedence to womens education, even above the males. No astonishment that Islam hadperceived the dire need of female education aprox 1500 years back.

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Final Draft of Manual

Documents

Transcript of Final Draft of Manual