Model SCH Study Rep

Introduction:
This evaluation is an effort to understand the model project implementation and

its impact on selected model schools of Uttarkashi district in Uttarakhand. This
project is being implemented in Chamoli district as well. The method of study
involved focused group discussions with the members of the VEC and children,
observation of class room learning and environment, and some case studies.
The study included a look at the attendance records, stock records, school visit
register and meeting minutes register as well.
Four primary schools located in Pata, Chinwa, Hina and Pahi and an inter college
in Maneri have been visited.
Organogram of the Project at SBMA
There are 170 villages in Uttarkashi which have been divided in to 3 sectors, they
are managed by three sector managers. Each sector includes about 50 villages.
They have also been divided in to 18 clusters that make up the three sectors. In
each cluster there is a resource person, focal point, and five other people who
are responsible for the eight subjects( child protection, learning & ECCD, health,
livelihood & governance, WES). In short, there are 8 people responsible for each
cluster along with a cluster manager and sector manager. There are 12 people
responsible for 18 clusters. There are 14 grant facilitators.
SBMA-PLAN PU ORGANOGRAM
Current status of processes and Indicators:
Objectives:
1) Ensure quality education in schools through improved learning levels:
• Making available class wise competency levels for children at local

level. Consultation with teachers and community members reveals that the
teachers have communicated the children’s competencies and progress
thereof verbally with the communities. There has been no structured effort
to measure the progress of children. There is no need to make an effort to
develop these competency assessing instruments. Class wise expectancy
of competency levels for children can be obtained from DIET/CRC/BRC
and shared with the community. That will pave the way for working
towards achievement of these competencies.
• The indicator of increasing average attendance by 40% is an

inappropriate one as the attendance rate before the launch of project has
been found to be more than 90% in all the visited schools. This inference
is based on the analysis of the attendance record of the last two years. It
has been seen to the same for the last three years on the day of the visit,
in other words, the local calendar that determines absenteeism during
festivals has also been quite consistent.
• Average time spent on active learning 2 hours per day. All children
are present in the school for about 5 hours from 10 am to 3 pm with a
lunch break of 1 hour. The situation is multi grade and heterogeneous
classes (with different levels of competencies among children of same
class). There are a maximum of two teachers among about 35 children.
This compels children to learn by themselves and teach one another as
the teachers can not provide equal attention to all classes at the same
time. When teachers attend to their administrative responsibilities, children
are all the more forced to engage in auto learning. In short, there is more
learning than that is possible in two hours per day. Thus there is scope for
active learning, the team witnessed some unorganized active learning,
which suggests that a lot more needs to be done to enable children learn
actively and constructively to enhance their learning competencies.
• Students are able to complete worksheets for learning outcome.

SBMA has sought the support of a technical agency Anjani Sain
Paryavaran Vidyalaya to develop the worksheets for children of all classes
from I to V. The objective of using these sheets has been to address the
hard spots in Science, Maths and English. But the content development
has been not very scientific in the sense that it does not cover the entire
syllabus of any particular subject, does not start with simple and move to
complex problems, does not have an example done for students to follow,
and have answers at the end of the booklet. The sheets have been
supplied only one, that too with inadequate number of sheets and
exercises. The PU team advised the developers not to reprint them as
they do not serve the expected purpose. The PU decided to review them
and redesign to meet the needs of braining children. As usual, the
teachers have not been consulted for their opinion about these sheets.
However, the teachers have accepted the sheets as they are at the
receiving end. Therefore, they are using these sheets to keep children
busy when they have other commitments to attend to. The students are
able to answer the worksheets as they are very simple and not in keeping
with their age specific competencies.
Worksheet – feedback
The technical team from ICO Delhi and learning point person in SBMA have
shared that they did not approve of the content of the worksheets. These were
the words of the learning point person. “ We decided after receiving feedback
that they will not be printed till we decide on the state level consultation with
inputs being incorporated.”
Three training programs have been conducted for each school teacher, one at
SBMA, another in Uttar Kashi and then at the school. Now, with
operationalization of Right to Education, we are more focused, in the past we
used to supply whatever the children or family needed.
2) Align partners existing policy more closely with CCCD
• Changed Education Strategy of PU/Partner:
Discussion with PU staff and review of documents indicates that present

intervention has gelled well with CCCD. It has been explained that in the
past programs, Plan and SBMA used to supply inputs like furniture, play
materials etc. as felt needed without any specific objectives or outcomes.
There were no follow-up on the use and impact of these inputs. Now
though supply is being done but it is with a purpose and linked with
particular objectives and well-defined indicators of assessing the impact.
Follow-up and continued support have been integrated in to the projects.
The PU has also indentified some issues like child participation and
gender balance in all the projects. Now it has been made mandatory that
the children participate in project visioning and design. It is further stated
that attempts have also been made to ensure child participation in
governance.
• Changed Education Strategy Visible on the ground and access

government schemes:
Regarding changed strategies visible on the ground and access
government schemes, it is can be said that the team observed that the
PU has firmly aligned its policy to work only with Government. All model
schools are Government schools. This is really appreciable that they see
Government is primary provider and NGO as complementing the
Government efforts instead of supplementing as was the practice earlier.
There is need to find out about the resources available with the
government program/ schemes like SSA and access them. They are not
even aware of them.
Empowered and active VEC/KPM
• VEC active and understand roles and responsibilities contribute actively to

ECCD, schools
The Government has made the provision for a yearly school grants
(Rs.7000/-) through the SSA for minor repairs and furniture etc., there is
also a Mid-day Meal scheme. A look at the minutes of VEC meetings
indicates that their role and responsibilities have been limited to
sanctioning of money for the mid day meal, cook’s salary and utilization of
school grants. These indicate that the community has been empowered
but should learn to access their powers in influencing the community to
improve the interaction of community with the school management in
monitoring child performance. There is hardly any VEC resolution which
talks about school issues, student enrollment and student/teacher
attendance. Regarding delivery of mid-day meal it is seen that VEC
appoints the cook , decides her remuneration and decides on meal menu
but instances of supervision by VEC has not been noticed. The effort the
PU in activating VEC has yielded result as the VEC is not representative
of the community and a nominated body at the moment, here, instead of
being a democratically elected one. The VEC is comprised of Gram
Panchayat as President, Head Teacher of School as Member Secretary, a
parent of highest scoring and lowest scoring child and one SC/ST parent.
So even if they are oriented by PU and SSA they can not influence the
community as a whole as they hardly represent the community.
• Active Children Club:

Out of 50 children in a school, 6 days’ school management has been assigned to
5 children per day. Supervision of home work, hand washing, midday meal,
hygiene etc are the topics that are assigned as roles to oversee in the school.
Children are encouraged to express themselves on the black board. A low level
black board has been organized for children on the walls. In other school, there
are committees of all children divided in to groups that take up the responsibility
of conducting prayers, reading news, maintaining discipline, and cleanliness in
the school premises. In yet another school, only 25 out of about 40 children are
members of this school parliament. They are divided into groups and assigned
responsibilities. In other words, leadership qualities are being promoted among
school children but these are not children’s clubs that promote rights f children.
These children do not even know their rights.
• Active Schools:
The concept of involving children in meetings and planning that concerned
their well being seems to be a distant goal to be achieved. As information
received from PU the initiation has began by inviting children in the visioning
exercise taken place for development of school development plan sharing of
Base Line study which neither students nor teachers remembers.
WES facilities are there in the schools but some schools are lacking water
facilities. Children are fetching water from streams for the toilet. The cook
fetches water to cook the mid day meal. She brings 20 liters of water on her
back.
Mid-day meal delivery has been streamlined as there is a cook and

cooking shed and a day wise publicly noticeable menu. No teacher has
complained about their loss of teaching time due to their involvement in
mid-day meal delivery. The cooks are complaining that children have to
bring firewood to cook food which becomes a difficult proposition in the
rainy season.
Meena Devi is her name. she has been cooking for the last 3-4 years. Ever since the
mid day meal scheme was begun in this school she has been cooking here. before
that she was at home. She has a son and a daughter and lost her husband 16 years
ago when he went to Gangotri and did not return. He got drowned in the river. She
was expecting her second child, the son when this happened. Her daughter is 21 and
has been given in marriage here to a poor household after she failed her class XII
examination, while the 16 year old son goes to school. She has been looked after by
her parents since then. She also lost her left hand, to an accident when a boulder fell
on her shoulder, 12 years ago. She manages with one hand.
The village pradhan sent a word asking her to join here as a cook. She gets paid
only Rs 350 for the job; she fetches about 20 litres of water from a far away river
and cooks for 35 children. She is pleading for enhancement of her salary. She finds
it difficult to be able to afford clean clothes and remain tidy with this meager
income. She can not rear cows any more as she can not cut grass or tend cows with
one hand. Her son also has demands that she needs to meet.
The children bring one piece of firewood each for cooking the meal and find it
difficult to do so in the rainy season. Hence facility of cooking will be good, if made
available.
Practice of proper waste disposal has been noticed. Waste paper basket
supplied by PU has been put to use.
Proper Ventilation, sitting space, library and practice non-

discriminary policies and no corporal punishment: All schools visited
have two rooms each and less than 40 children. There is no arrangement
for sitting in Desk Benches despite being a cold and hilly region. The
children sits in the floor for which floor mats have been supplied PU. The
mats are inadequate as we have found children sitting in bare floor also.
Because of topography there is some problem of ventilation and lights in
some schools as the building has been constructed cutting hills and one or
other side of school has hills that block the sun light and free flow of air.
Two of the visited schools have been provided with a library with the
support of Room to Read (an INGO). Books have reached a week ahead
of the visit. Children are found to be very happy and some children have
informed that they have read one or other book. There are no instructions
and guidelines available with Head teacher on library maintenance. They
are at a loss on where to keep the books safely instead of thinking about
ways of using them meaningfully.
Strengthen linkage between SSA and NGO.

SSA team in Uttarkashi has accepted the model school and MoU will be signed
soon. “We want the government to own up our effort and then only can we
replicate” said the Project manager of SBMA. “Their teachers and officers come
to our meetings and workshops”.
SSA budget study has been studied by Plan international. On TLM and capacity
building , they spend money but we want it to be spent in a child friendly manner.
3) Incidence of corporal Punishment reduced in schools and homes.

Corporal punishment is being viewed as a necessity by some parents and VEC
members who are asking the teacher to beat their children . some teachers are
denying to be beating their students while children are drawing pictures of their
teachers with canes in their hands. Interaction with SBMA and Plan officials
revealed that a campaign against corporal punishment titled “ learning without
fear” is underway. That will address attitudinal and behavioural change at all
levels and advocate for the implementation of ban on corporal punishment.
Aradhana
This is another bright child in this school. She has an older sister who is
studying BA. There is a brother in class XI. There are also younger siblings
in this school, a sister in class III and a brother in class I.
Aradhana says that the lady teacher explains the concepts if they do not
understand. Her mother does not make her work at home, as she has to study.
The mother had come to school and participated in the discussion with
community workers. She appreciated her daughter’s drawing as well. This
child is dressed very neatly and looked after well by the mother. There is also
a male teacher in the same school who had beaten up her younger sister( in
class II) so much that she started from her mouth.
Effective Networks created for advocacy.
Quality education is one of the issues studied- “ maths and science ; our children
are weak in these subjects. We need to work with them. Corporal punishment
used to be very high, making children perform domestic chores for teachers,
making them stand in the sun, etc., we are launching a campaign called –
learning without fear at all levels from the community to the government level .”
these are the statements from SBMA official.
Promotion of child participation was a great learning for all. Members of the CRC-
BRC and others are very impressed by our effort. Children who were timid have
become very bold and articulate; their right to participation is being promoted in a
big way. Children and teachers interacted well. Child friendly environment is
being created now.
With civil society

VECs have become defunct. Five days ago, people were elected, again elections
have been conducted a few months ago. That is the reason for VEC being cold,
the VEC in place is a new one.
In 2004, all villages have been covered under the baseline survey, the variables
included infrastructure, knowledgeable level, toilets, teacher- student ratio in
selected schools. The report has been shared during the visioning exercise. Only
four schools have been selected for the project in 2006, in 2007 another 12
schools have been added.
Ramesh- a parent
This parent has two children studying in this school in classes II and V. he is a labourer
who does not get work everyday. He works on construction sites, fetches firewood for
funeral etc., He discontinued after class IV while his wide studied up to class V. he
underwent vasectomy after two children, he said.
Ramesh comes here from a village called Kyara- Lumgaan, he settled here because there
was scarcity of water and grass there. His wife works in the field , fetches fodder etc.,
there is not much land to keep both of them occupied all the time.
Children reach home in the evening, and study at home. Their mother also scolds them if
they do not study. The older child is learning well this year while the younger child
forgets what ever he is taught. He is in class II and does not even know the letters of
Hindi alphabet . the teacher should teach them properly.
Teachers send children to get water from the river which is flowing nearby but it is very
risky. They should not be doing so . Please advise them, he said
.
4) Encouraging enrollment and completion.
This should not have been made an objective of Model Schools as the
Baseline study should have informed the status of enrollment. Ground
situation is that all children are enrolled and there are hardly any drop outs.
This is evident from COHORT chart available in all school tracking children
since 1999. However, there are instances of repetition of classes by children
in all schools visited. This has been stated by teachers as well; according to
them because of poor learning abilities of the children, they are detained.
Therefore, the objective should have been all children complete schools with
minimum 80% marks. The current DISE data available in school shows that
currently 50-60% of the children pass with 60% and above marks.
Discussion with community members and mothers revealed that they are
keen that all children not only enroll but also attends regularly and complete
schools. In one school mothers and community members strongly demanded
for Junior school in the village as the current school is located very far and
reaching to school is not at all safe because of regular landslide.
All schools visited are found to be doing yearly population census. The
reports are recorded in a register, at age intervals such as 0-3, 3-6, 6-11 and
11-13 years. This is the practice going on since 2001. These records are
updated every year. The recoding of the information is not uniform across
schools. Each school records these details in their own format. The project
indicator of 30% of schools updating master list needs to be reformulated as
already 100% schools are doing the same. The schools can be provided a
uniform format and necessary stationery for the purpose. The usefulness of
regular updating of the information needs to be explained.
• Each school is accountable to the children and the community.
PU stated that for each school a visioning exercise took place to prepare
school development plan and all stake holders have been invited that
included children. The baseline study was also shared in that visioning
workshop. However, field level enquiry revealed that 90% of the stakeholders
could not remember the exercise. Out of four schools visited we could locate
school development plan in two schools. Only school could pin point the
action points and progress achieved. The PU staff responsible for monitoring
also failed to monitor the school performance based on action plan worked
out. The school development plan has been prepared with great fanfare but
the momentum could be retained.
The expectations of the community and children from school are not properly
articulated in meetings and informal community interactions. Hence the
starting point should be to raise/articulate community expectations. This can
be made an advocacy issue to be followed by putting in place the
accountability mechanism. But children spoken to have said that they have
shared the experiences in the model school. They are as follows:
Conversation with Shubham, Aradhana and Neeta
“There has been no beating in the classroom ever since the school became a model
school”.
“ model school is one that good, and clean, where children dress well and come, children
are good in studies as well.”
“ we learn about measuring jars,, manke’, weighing scale”
“ we find mathematics much easier to learn now”.
“ the front yard of the school should be clean and well kept”.
“ now the cook weighs rice and cooks it.”
“ the school should have a boundary wall”. Children do not write with coal on the walls
any more.
“We understand even a small explanation. We do not work at home now, earlier we were
made to do domestic cores.”
“There is no drinking water in the school and we all go to the river to fetch water. We
called the village pradhan and asked for drinking water facility, a computer and one
more room.”
“ Ever since we got manke’ we are able to learn mathematics on our own. We are able to
teach younger children”. Earlier children used to get beaten up for not understanding the
basic arithmetic and then discontinue school.”
Shubham studied in another school in Pala and came here, he was in this school from
class I to III. He compares that school with this one and this school , at present with that
of the past when he was here from class I to III.
There were no Manke’, balance and other Teaching Learning material. Children used to
get beaten up then. He likes the school better now. The gate fixed to the compound wall
is new, that prevents children from other schools coming and playing here. If he studies
at home, he is not asked to do chores, but if he does not then he is asked to do them. If
he does not do chores then, he beaten.
There are in all 58 children between 6 and 11 years of age in this village, out
of which only 35 children come here. The others go to private schools (23 of
them). There are also 23 children in the high schools.
Monitoring& coordination
Meetings are held every month and every quarter. Monthly meetings are
attended by the PU core team along with cluster and sector coordinator.
Quarterly meetings are also held for the same team.
There are also two half yearly meetings held that are meant for the entire staff.
About 100 people report to the project manager who is responsible for the 8
subjects of intervention in one district. There are 31 model schools and 25
balwadies being conducted in this district. Balwadies are conducted in the non
ICDS villages and then handed over to the ICDS program to conduct these
schools.
Non model and model schools

We can see the difference between non model and model schools. We start
everything with CCCD, child participation in training programs, primary
beneficiaries as children, child centered development, child participation in
training programs, in micro planning, decision making at the community level and
so on.
Other observations
• For Improving School Governance, proposed activities like providing support
to strengthen the capacity of school managers, social audit by school children
and district level meeting with DIET, DEO and SSA have not been
implemented.
• Mobilizing Government support is another strategy which has not been

initiated as yet. The implementing team is not fully aware of the resources
available to schools from Government sources. There is scope for enhancing
the scope of working with the government.
• Training of teachers at APV seems to be limited to the teaching of Maths and

Science and environmental aspects of schools. The over all goal and concept
of Model School seems to be not covered in the training programs.
• The TLMs supplied are conceived by the external agency without any need-
assessment and hence ownership and relevance is lacking to a great extent.
As per the project document, one of the objectives of the Model School
project has been to enhance the quality of children’s basic education by
specifically targeting at the ‘hard spots’ of Mathematics and Science. A simple
analysis of the inputs viz. Worksheets , TLMs and content of the teachers
training shows that it has been started with basics of the subjects and hard
spots are yet to identified and supported.
All interventions have been initiated without signing the stated tri-party
agreement between SBMA-PLAN, Panchayat and Education Department.
Conclusions
1. There is a need to work closely with SSA on this effort and complement their
efforts and not confront them as inadequate and substandard program. No small
project can substitute that massive effort. We can only work closely with them,
enroll them into every effort of ours and sell the initiatives to them to scale up.
The personnel involved in this project do not seem to know the SSA in totality.
They need to understand the provisions of the program, capacity building
opportunities, expectations of the program and resources that can be harnessed
within the program.
2. There are the grant facilitator, coordinators, and officers at three lower levels
of the SBMA organogram. They interact with the school teacher and give her
inputs on ways to improve her/his teaching or reaching out to children in school
and the other members of the VEC or community. It is important that they are
better informed and capable than the teachers and others in the school.
3.SBMA – Plan have developed some worksheets and administered them in

different ways in different schools. In some schools, they have been administered
once in a week, where as in others they have been given as and when the
teacher has been busy, hence all the worksheets are exhausted. Looking at the
content, as described earlier, there is a lot found to be wanting in terms of
coverage of curriculum and grade appropriateness.
4.Corporal Punishment is another issue that Plan is advocating to be eliminated

from the learning atmosphere in the school . while children have found that there
has been a considerable reduction in the caning of students for poor
performance, the teachers are denying that they beat children. Some members
of the community believe that children should be beaten in order to be enabled to
learn. There seems to be a lot more to be done in this area to bring about
attitudinal and behavioral changes in all the stakeholders.
5.Multi grade teaching is a reality in the schools. Schools are
allocated posts of teachers depending on the number of students enrolled and as
most schools here are with about 40 children, one can not expect a teacher per
class from I to V. As a result, multi grade teaching becomes inevitable. It has
been found that all teachers are trying out various methods of handling children
of various grades without any rationale’.
6.Plan SBMA are also promoting early child hood care and education. In the
ICDS areas, there are anganwadies and in the non ICDS areas, there are the
SBMA run balwadies. In the both the institutions, preschool education is imparted
through a play way method. It is essential that this is strengthened as a school
readiness program and promoted as a package that will enable children to feel
confident and comfortable to perform well in class I, in keeping with the
expectations of the school curriculum.
7. Quality of education imparted in the primary school is a major thrust of Model

school. Different stakeholders in this effort are defining quality in different terms.
To some it is application of class room learning in day to day life and to others it
is better learning opportunities in the class room situation. There needs to be
focus on different aspects of quality and standardization of the definition of
‘quality’ as a term and a value. Only then can the project work towards it and
make it a reality. There is also a need to study the definition of SSA of ‘quality’
and bring about a consensus before developing a pilot project for scaling up at
the state level/ national level. It is also essential that inputs from other
organizations such as Azim Premji Foundation and Pratham are studied and then
their efforts complemented in consultation with all such players who are working
on SSA in the target region.
8. A baseline survey report of the situation of schools in the district has been
shared with the community and VEC members, teachers and children, following
which they have been taken through a visioning exercise. There is a plan of
action for the school which is a result of that exercise. Now, most of the members
of the VEC are not aware of the action plan, children do not remember to have
been part of that exercise.
Recommendations
1. It is recommended that all the personnel involved in the project go

through an orientation course in SSA. Alongside, there is also a need
to develop a MoU and sign it between SSA and SBMA Plan. SSA
training needs to be seen and role carved for Plan. Corporal
punishment and community participation can be strengthened in that
program.
2. It is recommended that all the front line staff of this project go

through a capacity building exercise. It is also essential for them to
know the contents of the school text books of all classes from I to V.
3. It is recommended that the worksheets of SSA program are looked

at and compared with SBMA effort and SSA initiatives are
strengthened rather than start something anew. It is better to make
worksheets for every quarter and use separate sheets for practice
and assessing competencies, for every quarter. It appears from the
quality of work that APV is not competent enough to undertake this
task. Kindly look for another agency.
4. It is recommended that the team looks the whole campaign in
“learning without fear” and take stock of where they have reached
and what more needs to be done, at each of the levels. Somewhere in
it should feature influencing the state government to punish the
teacher who has been found to be beating up children and has
sought transfer to another district.
5. It is recommended that the efficacy of each of the methods being

followed to conduct classes among multi grade student community
and most appropriate method practiced so that it can be
standardized for a ‘model school’.
6. It is recommended that the anganwadi workers and balwadi teachers

are enrolled into this effort by preparing them for class I curriculum
so that they work backwards and plan their preschool curriculum.
This has to happen first at balwadi level and then advocate with ICDS
program officials. VECs and PTAs should facilitate this process with
common members in both the CBOs.
7. It is recommended that some brainstorming sessions with SSA team

and study of the SSA program be undertaken and standardize the
‘quality of education’ in model schools. It is recommended that a
meeting with all the other organizations that are supporting these
schools such as the ones mentioned above are met along with SSA
officials so that each organization carves out a domain for itself and
complements one another’s effort and avoid duplication of efforts. It
will also make the job of the teacher much easier. It is also
recommended that the inputs provided such as Teaching Learning
Material and educational toys are in sufficient quantities and
replenished at regular intervals to ensure maintenance of ‘quality’ in
the schools.
8. It is recommended that the SBMA Plan team re-look at the method

adopted to arrive at that plan, in order to see why VECs do not
involve themselves in the implementation of that plan. It is also
recommended to make the VECs broad based and then orient them
to their roles as instruments of change in the school improvement.
Advocate this with the government to do so.
9. it is also recommended that the area manager and technical team

jointly monitor the program, as that will give a message to the SBMA.
There should be a direct communication channel between technical
team and PU on technical matters.
1. WHAT HAS WORKED?
• Partners’ policy alignment to CCCD
• Active School
• School Supplies
• Acceptance of the need of model schools
• Cleaner and Safer school environment
• Reduced corporal punishment
• Exposure to outside resource agencies
• Enthusiasm of teachers
2. WHAT HAS NOT WORKED?
• Grant Facilitator
• Active Community
• Advocacy
• Monitoring & continued support
3. WHAT NEEDS TO STOPPED:
• Grant Facilitator
• Ready made and outsourced Worksheets , TLMs and training from

APV.
4. WHAT NEEDS TO BE CONTINUED?
• Work with SSA in a formal working relationship
• Enhance the content, quality and quantity of Worksheets and TLMs,

either by building capacity of PU staff or working with a technical
agency to develop a customized package for the PU in consultation
with teachers and children.
• Advocacy on Policy Issue like corporal punishment, increasing

number of VEC members
• Children Club, roles and responsibilities to be introduced

• Enhancing the target to be achieved
Annexure I
Name of the village- Pata
Name of village
Questionnaire for Community leaders
1. How often does the VEC meet
monthly
2. Does it - Discuss School issues in the meetings

a. Monitor student enrolment, student/teacher attendance not – not required
b. Involved in delivery of mid day meal.- yes
c. Are more mothers start coming to school- yes
3. What has been your participation in the visioning and formulation of school
development plan?
They have not participated, Mother teacher association members were present in the
meeting and only one of them was VEC member in the past, she had to be reminded
about it.
4. What are your views on child enrolment and motivation to complete education in
your school?
They believe that all children should be in school and complete their education. Both
adults and children shared that boys are sent to private schools and girls are sent to
government schools.
5. What is your opinion about the functioning of the VEC? (Frequency, agenda,
meeting minutes, participants and follow-up)
Do not know
6. Do you find your school complete in all respects? What are you doing as per
vision plan to complete it?
Yes. The cook replied that she needs cooking gas, firewood fetching is a difficult
task. The teacher said that there is a need to recruit more teachers.
7. Do all children go to school? If some do not, who are they and what are the
reasons? What are you doing to ensure that all children go to school?
Yes, all children go to school.
8. What are your expectations from teachers?
They could not explain.
9. When do you hit children?

When children cause trouble.
10. Is there a group of elders with whom children share problems?

Could not say.
11. Is there any one in your village who does not hit children
None
12. Do you help in enrolling children in formal schools
Yes
13. Does your village or school have a master list of all school going children in the
community whether enrolled or not, which should be updated every year?
No. up to 2007 -08, the school teachers maintained it but now , nobody is maintaining it .
14.What is the most significant change you have seen in the last one year (use an extra
sheet if needed)
Children are vocal and clean.
Record observations after discussions

• Have schools developed a Plan? Yes
• Do stakeholders remember the visioning exercise? No, partly.
• Do they find elements envisioned incorporated in the schools? They do not know.
SBMA-Plan is working as per the plan, but the local teachers who conducted the
exercise, are not sure of the plan.
• Are schools moving in the direction of model schools (as envisioned)? Have they
achieved the goals set out in the model school Plan?
Not clear.
• What more needs to be done and who is accountable for it? Have children done
the things they committed to?
Can not be established from the discussion.
• What problems are being faced in implementing the Plan?

They are not even clear about the plan.
Questionnaire for teachers
1. What is quality education and how to achieve it?
2. What kind of support do you receive from the cluster resource centre coordinator
(SSA)?
Joint Monitoring reviewing
planning
Inputs During Instructions During
meetings received during meetings and
visits visits
Support During Instructions During
meetings received during meetings and
visits visits
Management of Nil Nil Nil
corporal
punishment
3. What are the networks you are associated with?

SBMA- Plan and SSA
4. What has been your experience in demonstration by model school children in

DIET?
Teachers and selected children will be taken for a demonstration on Nov 20th
5. Your participation in activities of school level science competitions, state level

exhibitions etc.,
Does not arise
6. How relevant and useful do you find the training you have received on teaching
maths and science and concept of model schools?
The lady who was trained has not been interviewed, the assistant teacher was very
appreciative of it from what she heard about it.
7. What are your views on Teaching learning material-/worksheets appropriateness,

adequacy, and usage?
Appropriate and useful, children use it when administered by older children and grant
facilitator when the teacher is busy with other activities.
8. Do you feel that the TLM has significantly improved in the last 13 months?
yes
9. What support do the worksheets give to you? Has it improved your teaching
capacities/helped you engage better with concept?
It has helped the teachers to impart basic concepts. Students themselves use the
worksheets and helped by grant facilitators.
10. How do you assess the worksheets turned in by the children? How do you give
feedback to the children?(how often)
They do not assess.
11. What (if any) is the kind of help/support you need to be more effective? What do
you think of the quality of worksheets & other TLMs
(quality/content/interceptive/simple/easy/interesting)?
Good, very good.
12. Are the worksheets enough in number & do they cover the syllabus adequately?
Enough in Maths, but not enough in English
13. When was Science activities centre established and how( whose involvement/
participation and contribution) ( Only for Uttarakhand)
Not relevant
14. For how long do you need the contribution of Grant coordinator to support you?
For ever, as long as there are not more teachers.
15. After discussions your feedback and analysis in this issue

a) Why are they needed?
b) What do they do?
c) How do they help the school?
d) Impact on the system now and school?
They are needed to because the teachers are over burdened with non teaching
administrative work. They make the grant coordinators teach children and carry out these
activities. Grant coordinator helps them by assisting them in taking classes, impact of the
intervention on the school has been that there is better cleanliness and hygiene being
practiced now, children are more vocal and confident. Ten days of residential exposure
visit along with teachers has brought about this change. Now, parents are also interested
in this kind of exposure.
How syllabus specific, and available to use, do you find the science teaching tools in
your school? What has been the experience of children during the Science Rocketry
workshop by VASCSC. ( Only for Uttarakhand))
Not relevant to this school
17. What is the most significant change you have seen in the last one year (use an extra
sheet if needed)
Children are more vocal and cleanliness is being practiced better.
18. Record observations after discussions

• Have schools developed a Plan? yes
• Do stakeholders remember the visioning exercise? No
• Do they find elements envisioned incorporated in the schools? Does not arise
achieved the goals set out in the model school Plan? Teachers are already
empowered and SBMA Plan intervention of 10 day training has given them an impetus,
but they have a long way to go.
the things they committed to
School grants allocated by SSA for the school enhancement are not being utilized under
the pretext that the school will be shifted elsewhere soon, as this building is sinking. Even
teachers’ grant is being spent on chalk for the last several years. Chalk does not cost so
much. Other than Plan provided worksheets, there has not been much TLM material
provided. One can not expect children to have much out door activity in hill schools
where children walk long distances up the hill to reach school and play ground is a luxury
in the hills. There is a need to provide for an intellectual stimulation and promotion of
scientific concepts for children above grade I. The seating arrangement can be made
much better and warm for children.

Name of School Government Private School, Pata.
Class Observed
Classroom Engagement and Observations:
to be observed for 2 consecutive classes
Worksheets were introduced more than one and a half years ago. In AP, they were
developed by teachers, in Uttarakhand by an agency called APV, which is reported to
have had discussions with students and community in developing worksheets.
Average time spent on active learning 2 hours per day (children are engaged in learning
activity, increased by two hours)
The children were given sums on the black board and given beads to solve them, this was
the exercise for both older and younger children. The older children were solving them
while the Grade I children were sitting idle. Later, the older children ( of Grade IV &V)
were given a composition to write about Diwali. There was only one teacher in the school
today, as the head mistress had gone to attend a meeting .
Are the children attentive/engaged/able to respond/remember the pervious

learning/worksheet
Children are competent and able to respond but their curiosity was not adequately
satisfied in the absence of interesting teaching learning material and worksheets.
Worksheets were given to children only once and the concepts that they test are very
basic.
How is the teacher engaging with the child + worksheet. What is the classroom
environment like-is it active, what is on the walls, quality+ content of posters, other
innovative teaching/learning materials, how often are the displays changed?
The class rooms are not well lit, children are not comfortably seated, worksheets are not
available any more. Walls in the rooms are very crowded with too many pictures and no
themes, they are very old. They are not changed at all. They have not been change din the
last 5 years, at least .
What is the sitting arrangement-is the teacher static in one corner or is the arrangement
more democratic (on floor, is it in a circle), how inclusive are the children sitting
arranged (based on gender/caste/ disabilities)
The teacher’s position is fixed, as evident from their drawings, there was no opportunity
to observe class room learning, today. There was only on teacher in the school and she
did not teach today.
How relevant and useful is the content of the worksheet?

It is a good concept but not a good content. That is too basic for these children.
What was the interaction of the developing agency with PU and Plan on developing the
worksheet? What is PU and Plan feedback with respect to this?
Development of worksheets was left with the sole discretion of the development
agency as the PU considered the agency as expert one to develop the same. Besides,
PU does not have technical manpower available to participate in the development
process and also the teachers and SSA functionaries were not involved in the
preparation of worksheets. Only condition given by the PU was that the worksheets
should have been prepared for all classes, all children and these should address the
hard spots of Maths, Science and English. Discussion with PU staff revealed that the
worksheets have not been up to their expectation and hence no re-print order has
been issued to the agency. The MoU signed was an one time development and supply
of worksheets.
How effective are the worksheets?

As per the experience of children and teachers, they are very useful and interesting but
they are not effective in assessing or nurturing concepts among children.
They are effective as tools but the are far from adequate as they cover only 10% of the
syllabus of any given class.
Do children have them? Do they use them? How are they using them?
Children were given to use them long ago and they do not have any more sheets let in
them.
Are worksheets linked to specific competencies
Not much as they do not assess all competencies or all concepts that a goven text book
attempts to teach.
How are the worksheets maintained? Does the school keep a record of the worksheets?
They are maintained well in a trunk and seldom given to children. No.
Is it used to track the progress of the child? If yes, how?

No, as it does not cover the entire syllabus of children.
Does the school vision plan include safe environment? What does it mean
(children/teachers)?
There is no such plan or provision in the exercise .
In the classroom dynamics, how are disputes/ conflicts/fights/ bullying etc addressed?
They are totally ignored by the teacher and children sort it out among themselves by
fighting.
Do children share problems at home with the teachers?

There does not seem to be such cordiality.
How are the children relating to each others-issues of teasing/bullying on basis of

gender, caste/ abilities?
There is bullying and teasing but the basis seems to be age and not any other factor.
Is the teacher sensitive to it, or ignores it till it become violent?

The teacher is insensitive to it.
Teaching-learning, classroom processes and attendance-
Class wise competency levels for children should be made available (displayed on chart)
at the local level so that parents know what their children are learning
There is no such provision.
Average attendance improves by at least 40 %, average attendance is almost 100%, and

there is no scope for further improvement. But parents and teachers are saying that the
attendance has increased in the recent past.
There was no scope to observe that as the teacher was not teaching her students. She was
not teaching the children.
FGD
Location and date
Questionnaire for children

Do you enjoy your time in school?
All the children said, yes.
How does your school help you become what you want to be?
We work hard and study, we will become whatever we want to.
What is it that you like very much and do not like at all in your school? Why?
They all like the way they study, they play – snakes and ladders, skipping rope, ludo,
carom, hide and seek, vishamrit, mid day meal- dal bhat/ khichdi, kheer, halwa, poori,
fruits.
(Moderate to receive responses on- mid day meal/ toilet/ drinking water facility/ corporal
punishment/ waste disposal)
They do not like the teacher being scolded by teachers, being beaten by teachers, beaten
by children, they accept the teacher’s beating because they believe that she beats only
when the children do not study, of late children are able to understand better with the
teaching aids and beating by teacher has reduced. She beats with a stick on hand.
How many children of your class come to school everyday? What are the reasons?
Most of the children come but those who are absent are so because of sickness. Stomach
ache, fever, diarrhea, religious functions at home are some of the reasons.
Do you like the worksheets/other TLM being used? Why /why not?
All the children liked worksheets , they include drawing and coloring, they know the
weights and volumes.
How often are worksheets used and in what manner are they used?
Worksheets were given only once long ago. Their pages are all filled, there after there are
no worksheets.
If you get stuck, what do you do? Who do you seek support from?
Madam helps but so far the sheets contained very basic concepts and they did not need
any inputs.
Are the worksheets evaluated/how often? How

They were evaluated only once.
Please draw your class room with labels in 3 situations

( oral explanation of the drawing by 2 or 3 children)
How do children use the library?
Children know that there are books in the trunk, but they do not know what it contains,
older children are given to us to read once in 10 days .
Do teachers treat some children better than others? Why? (Ask children)
Yes, they like bright children. Children who take longer time to understand are not liked
by teachers.
Has incidences of corporal punishment decreased?(ask children-ask and record how

many children were sitting and how many answered
Children said that corporal punishment ahs reduced in the last one year, the reason for it
is that the teaching aids have enabled children to learn faster .
Have children’s clubs been formed? Yes or no .If formed where in Schools or villages
Give details.
There are no children’s clubs here, neither in the community nor in the school.
Are issues related to learning and personality development taken up?

Children do not have opportunity in the school to express themselves in the absence of
children’s clubs in the school.
Have capacity building facilitations happened? By whom?

There was a one day workshop supported by plan in APV, SBMA. Other than that, there
has not been any other opportunity.
Do all children from your villages participate in the club? What is the participation of
students against enrolled? Are these clubs inclusive (age, gender, social category)?
No club
Are meetings regular? Have roles and responsibilities been defined? Composition and
age of the club
No club
Are children and parents aware about child rights?

No club
What is the most significant change you have seen in the last one year (use an extra sheet
if needed)
They like the TLM and play material that they got in the last one year.
• Have schools developed a Plan? Children are not aware of it
• Do they find elements envisioned incorporated in the schools? Not applicable
achieved the goals set out in the model school Plan? Children are not aware of
their rights, there is discrimination between bright and dull children, children enjoy the
worksheets and TLM but they are far from adequate. It can move towards a model school
by empowering children, and providing for their intellectual growth and stimulation in
keeping with their age based needs. There is a lot to be achieved in terms of worksheets
which have just stimulated interest in studies, brought all children on par but have not
met their requirement.
The school administration should be accountable to children and empower them with
children’s clubs, VEC needs to go beyond management of funds and monitor the
children’s performance and influence the school management.

Children do not even know the plan. They need to be involved in the management of the
school. Children verbally abuse one another, beat one another up and pull one another’s
hair in the presence of the teacher. A lot of intellectual activity in keeping with their age
and ability will resolve the situation.
Annexure II
Name of village Hina

monthly

a. Monitor student enrolment, student/teacher attendance no
b. Involved in delivery of mid day meal. yes
c. Are more mothers start coming to school no
development plan?
We do not remember properly
your school?
They all have a very positive view that the girls too should study and move forward.
As per them, the issues are discussed regularly and meetings are conducted regularly.
Yes and we find it better than the other schools in the area. They shrugged their shoulders
.
All children go to school.

The teachers should be regular, teach the children well.

We have to hit children to rear them .

No
No, all adults hit their children.

Yes
26. Does your village or school have a master list of all school going children in the
community whether enrolled or not, which should be updated every year
No master list is available, but census of the village is updated every year(0-18 years)
sheet if needed)
Children are more talented now, they are clean and are regular to school.

achieved the goals set out in the model school Plan? Every school is going
towards a model school, so there is a fair chance of this school as well.
the things they committed to? Children are meeting expectations, lot needs to be done in
covering syllabus and worksheet development.
• What problems are being faced in implementing the Plan? Stakeholders are not
apprehending any problem. The teachers have problems in implementing the plan as they
receive instructions from a variety of sources including the organizations that offer
technical support to complete the curriculum .
Name of School Heena Class Observed- 1 to 5

No worksheets are being given but the children are learning numbers from a chart(class
II). Class I children are being taught by two class V children. Children of classes III, IV
& V are learning a lesson on Abraham Lincoln in Hindi.
This seems to be alright as the teacher is dedicated to her job, today two other teachers
had to go on a training program and hence she was managing all children, alone.
However, she was giving them activities to keep them busy.

learning/worksheet
Children are taught to write lessons that are suitable to all classes from III to V, like parts
of a body, environment, Lincoln etc., when other teachers are busy attending other
classes/ training programs. Now all children are in the same classroom with children from
classes I & II also joining them.
The teacher asked children what they would like to study. They said ‘science’. She asked
questions about their breakfast and while involving them in the lesson, she taught them
the lesson on food groups and gave examples from daily life. She also advised them that
they should ask for a glass of milk from their parents who are selling it away without
feeding children.
The teacher makes visual aids from time to time, but the old ones are not removed from
the walls.
arranged(based on gender/caste/ disabilities)
The teacher stands and teaches her students, there is no scope for her to move about with
all children seated in the same room.

It is a good concept but not a good content. That is too basic for these children.
What was the interaction of the developing agency with PU and Plan on developing he
of worksheets.

They are effective as tools but the are far from adequate as they cover only 10% of the
syllabus of any given class.
Children are given these worksheets to use them on every Saturday. They are given to
children to work on, when teachers are busy attending to their administrative
responsibilities.
Are worksheets linked to specific competencies?
No they are not. They measure only less than 10% of the total content of their
curriculum .
How are the worksheets maintained? Does the school keep a record of the
worksheets?
They are kept in the trunk in the headmistresses room and not with children.

No.
Yes it does. There is a compound wall , etc., but parents have asked us to inform the
teachers not to send children to fetch water, or fire wood.
This teacher is quite patient and handles children efficiently, they do not hit one another
or bulley much. According to children , she hits children if they do not obey her.

These children do not fight with themselves much. They are quite well behaved.

She is quite sensitive to it and does not allow children to fight among themselves, she
prevents them.
There is no scope for it in the present set up. Parents do not visit the school to enquire
about their children’s performance.
Average attendance improves by at least 40 %

Attendance is almost 100%
She spends enough time with the children on a given topic for them to understand.

Education that enables students to apply what they learn is quality education.
(SSA)?
Joint planning Monitoring reviewing
Inputs Cluster level Cluster level Cluster level
meetings of meetings of meetings of
teachers, visit teachers, visit of teachers, visit of
of naya naya panchayat naya panchayat
panchayat res res centre res centre
centre coordinator coordinator
coordinator
Support Share Share problems Share problems
problems related to admin related to admin
related to and not for and not for
admin and not academic academic
for academic learning learning
learning
Management of It is not It is not It is not
corporal recognized as recognized as an recognized as
punishment an issue, it is issue, it is an issue, it is
tolerated as tolerated as tolerated as
normal normal normal

SSA, SBMA PLAN, Pratham, Room to Read, Azim Premji Foundation.
DIET?
It is yet to be done and dates have not been finalized.
exhibitions etc.,
Not applicable
Very relevant and useful as per the teacher’s views.

They are very good and useful.
She believes that it has made a difference
As we do not have enough teachers, we find it convenient to give them worksheets and
do our administrative work, it also enhances their understanding of the subject.
I assess the worksheets but does not give any feedback to children .
26. What (if any) is the kind of help/support you need to be more effective? What do
They are not willing to share and ask for more inputs and support, they are not able to
seek inputs or apply what they learn as there are more inputs than they can absorb.
No, there are far from adequate.
Not applicable
Does not arise

a) Why are they needed? NA
b) What do they do?NA
c) How do they help the school?NA
d) Impact on the system now and school?NA
31. How syllabus specific, and available to use, do you find the science teaching tools
in your school? What has been the experience of children during the Science
Rocketry workshop by VASCSC. ( Only for Uttarakhand))
Not applicable
sheet if needed)
Cleanliness, attendance, academic achievement too

• Do stakeholders remember the visioning exercise? Visioning exercise was limited
to the hardware of the school.
• Do they find elements envisioned incorporated in the schools? Supply part ahs
been implemented. The goal is not clear to the stakeholders.
•
The schools visited have the potential to become model schools. In terms of inputs these
have reached to schools. It may be noted that the excepts training of teachers the other
inputs given so far are all one time like worksheets, TLMs and these can not be the only
means of reaching the goals. The schools are receiving support from SSA and two other
NGOs viz. APF and Pratham. The model school plan should include the optimum
utilization of these supports and capitalize on the available resources. Out of four one
schools with dedicated teachers seems to be moving towards the goal of model school.
the things they committed to? Whatever was given to children, they have done .
• What problems are being faced in implementing the Plan? Not problems faced so
far, but implementation has been slow.
FGD
Location and date Hina School

All children enjoy school, football, education, skipping, carom, ludo, snakes and ladders,
chess, they all like to come to school.
Children said that they want to become doctor, pilot, army officer, teacher, engineer etc.,
the schooling and hard work in studies help them to achieve whatever they want.
Study, games, mid day meals, bat ball, drinking water, etc, they like all of them.
They do not like being scolded by teacher or abused by friends. That happens once in
way.
Children come to school everyday, they miss only certain days when they fall sick with
headache, fever, ear ache etc.,
We like to fill the colors, we like to do division, fractions, weights and manke’ volume
etc., said the children from classes IV & III.
They are given once in a week, on Saturdays.
Teacher helps us

They are evaluated as we finish our work.
How do children use the library

Books have been brought just a week ago and many children have already started reading
them.
Do teachers treat some children better than others? Why? (ask children)
No, this teacher treats all children alike.

There has not been any decrease in corporal punishment, according to children.
Give details.
No, they have children’s parliament. They read the news, conduct prayer, sing songs and
organize cultural program on Aug 15 every year. They do not know their rights as
humans and children.

Yes, the activities given above lead to personality development. Exposure visit to Anjani
Sain has been very productive.

Teacher teaches all these things.
Do all children from your villages participate in the club? What the participation of
students is against enrolled? Are these clubs inclusive (age, gender, social category)?
All school children are members of this club.
age of the club
They do not have any meetings. Children are divided in to four groups and all children
get to play all roles by rotation.

No.
if needed)
Manke’, weighing scale, new story books, now if children fight among themselves, we
make them seek pardon.

• Have schools developed a Plan?
Yes and it is displayed on the wall but it is not being implemented.
• Do stakeholders remember the visioning exercise?
No, they do not.
• Do they find elements envisioned incorporated in the schools?

Does not arise.
This school has many positives such as children attending the school regularly,
community likes the school, teacher is dedicated and patient, TLM are made from time to
time, but they are all not because of the inputs received for the last 13 months of inputs
received by the program. Any material inputs such as toys and educational material,
should be given in enough numbers and in good quality so that children enjoy them for a
long time and all children get them. Otherwise, that is likely to bring discrimination and
deprivation among children in the school.
A lot more needs to be done, SBMA needs to build effective and close working
relationships with SSA authorities at the district level. When several agencies give inputs
in the same school it is important that they coordinate their efforts and monitor things
jointly.

No proper follow up. Teachers are overburdened with a number of interventions, there
are not enough teachers to teach all five classes, and find it difficult to cope with issues of
day to day.
Name of the Village Chinwa

Once in a month

a. Monitor student enrolment, student/teacher attendance
b. Involved in delivery of mid day meal.
c. Are more mothers start coming to school
They discuss children’s studies, cleanliness, timings etc., they talk to the teachers,
they want computer education for children.
development plan?
Cleanliness, check books, note books, come to school to check if children are
studying.
your school?
As long as they can study.
Meetings conducted more often will be in the interest of children.
No drinking water, play ground, some more TLM, furniture to avoid sitting on the cold
floor.
Today children have not come, due to a death in the community but they come in large
numbers.

Teachers are regular and good. “ My son is poor in Hindi, he knows English”.

We do not beat children (said the women), except when children abuse their parents.
There are no complaints about the school, there are no issues to discuss.

All children go to school
39. Does your village or school d have a master list of all school going children in
the community whether enrolled or not, which should be updated every
year
No list
sheet if needed)
They are regular and punctual, concentrate on their studies, they are more active now,
ever since model school program is on.

• Have schools developed a Plan? They have
• Do stakeholders remember the visioning exercise? Vaguely yes
• Do they find elements envisioned incorporated in the schools? They can not say
achieved the goals set out in the model school Plan? No
the things they committed to- they are asking for more facilities in the school.
• What problems are being faced in implementing the Plan? It is not being
implemented by the VEC -
Name of School Class Observed

to be observed for 2 consecutive classes
Worksheets were not given to this school in this academic year. The teacher brought out
sheets from a trunk to show how they were filled in by students last year.
yes
learning/worksheet
Yes, this teacher engages all the children in different activities in-keeping with their class
level expectation and they are able to respond as well. Children of older classes (III &
IV) are doing sums on the black board.
The teacher has been making many charts in the free time and displaying them on the
walls; such as the digestive system, solar system, model of lungs etc., painted on the all
are synonyms and antonyms in Hindi, Sanskrit words classified by the sounds,
multiplication tables from one to twelve. In the next room, two, three & four lettered
words have been displayed. There are also numbers in English and Hindi.
There is no apparent discrimination on any grounds.
The teacher divided children into small homogeneous groups with children from each
class sitting separately. She gave activities to each class and moved from one class to the
other. Children of class I are doing single digit addition, those of II, III & IV are doing
three digit subtraction, multiplication and division. Children of class V are doing a sum
on simple interest.

The contents of the work sheet are very less compared to the total syllabus, there is also
no rationale behind selection of topics to be covered in worksheet. The questions asked
are very basic and do not challenge the child’s learning ability .
of worksheets.
They are very basic
Children did not get them during this academic year. They are not using them.

No
worksheets? How
They have been filed and kept aside as they had been given to children last year. The
content is inadequate.

No. It is used to the children engaged when the teacher has other activities to attend to.
There is no clear vision plan.
Children fight among themselves, but they sort it out among themselves through the
discipline committee of students. They punish the children by making them apologize
etc.,

Looking at the class room arrangement, one can say that these issues are not a matter of
concern at this stage.

Not relevant as the children are not aggressive.

There is no such display in this school

Attendance is quite good and there is no scope for further improvement.
Average time spent on active learning 2 hours per day (children are engaged in
learning activity, increased by two hours)
Yes
FGD Chinwa Village

Yes. Manke’, games, prayer, instruments during prayer, songs, hymns, dance too and also
studying.
We want to become madam, guruji, officer, doctor, nurse etc., our studying in school
would help us become so.
They like the mathematics the most, sanskrit, science, social studies Hind and English
come in that order. There is nothing that they do not like, their madam does not beat
them.
Some children have gone to attend a funeral, but others have not. So they did not come.
Children fall sick sometimes and suffer from cough, vomiting, jaundice, stomachache,
cold, mumps, diarrhea.
“We got worksheets to do some time back, we like them, manke’ balance, volume
measuring jars, musical instruments to sing songs.
They are used once in a month said the children but they have not used them this year.
“we do not get stuck”.
They are not being given this year.


The children read the books everyday.
‘ Our teacher loves all children’.

“ our teacher does not beat children”.
Give details.
There are committees- cleanliness, food, discipline etc., some children are not in any
committee.

Cultural programs are organized by all three teachers, children read the news.

By teachers’ support and guidance.
Do all children from your villages participate in the club? What is the participation of
All children are not participating in the committees. Out of 35 children in the school, only
16 children participate in the committees.
age of the club
Either mother or father, only person comes to meet the teacher and learn about the child’s
performance.

Ever since we got manke’, we are able to multiply, divide, add and subtract.
if needed)

• Have schools developed a Plan? Yes the teacher is aware of it not anybody else.
• Do stakeholders remember the visioning exercise? Only the teacher
achieved the goals set out in the model school Plan? Not applicable
the things they committed to – the teacher is accountable for the plan implementation and
she is working towards it
• What problems are being faced in implementing the Plan? The teacher will
answer.
Case studies
The cook in this school
Meena Devi is her name. she has been cooking for the last 3-4 years. Ever since the mid
day meal scheme was begun in this school she has been cooking here. before that she was
at home. She has a son and a daughter and lost her husband 16 years ago when he went to
Gangotri and did not return. He got drowned in the river. She was expecting her second
child, the son when this happened. Her daughter is 21 and has been given in marriage
here to a poor household after she failed her class XII examination, while the 16 year old
son goes to school. She has been looked after by her parents since then. She also lost her
left hand, to an accident when a boulder fell on her shoulder, 12 years ago. She manages
with one hand.
The village pradhan sent a word asking her to join here as a cook. She gets paid only Rs
350 for the job; she fetches about 20 litres of water from a far away river and cooks for
35 children. She is pleading for enhancement of her salary. She finds it difficult to be able
to afford clean clothes and remain tidy with this meager income. She can not rear cows
any more as she can not cut grass or tend cows with one hand. Her son also has demands
that she needs to meet.
The children bring one piece of firewood each for cooking the meal and find it difficult to
do so in the rainy season. Hence facility of cooking will be good, if made available.
Ramesh- a parent
This parent has two children studying in this school in classes II and V. he is a labourer
who does not get work everyday. He works on construction sites, fetches firewood for
funeral etc., He discontinued after class IV while his wide studied up to class V. he
underwent vasectomy after two children, he said.
Ramesh comes here from a village called Kyara- Lumgaan, he settled here because there
was scarcity of water and grass there. His wife works in the field , fetches fodder etc.,
there is not much land to keep both of them occupied all the time.
Children reach home in the evening, and study at home. Their mother also scolds them if
they do not study. The older child is learning well this year while the younger child
forgets what ever he is taught. He is in class II and does not even know the letters of
Hindi alphabet . the teacher should teach them properly.
Teachers send children to get water from the river which is flowing nearby but it is very
risky. They should not be doing so . Please advise them, he said.
Conversation with Shubham, Aradhana and Neeta
“There has been no beating in the classroom ever since the school became a model
school”.
“ model school is one that good, and clean, where children dress well and come, children
are good in studies as well.”
“ we learn about measuring jars,, manke’, weighing scale”
“ we find mathematics much easier to learn now”.
“ the front yard of the school should be clean and well kept”.
“ now the cook weighs rice and cooks it.”
“ the school should have a boundary wall”. Children do not write with coal on the walls
any more.
“We understand even a small explanation. We do not work at home now, earlier we were
made to do domestic cores.”
“There is no drinking water in the school and we all go to the river to fetch water. We
called the village pradhan and asked for drinking water facility, a computer and one more
room.”
“ Ever since we got manke’ we are able to learn mathematics on our own. We are able to
teach younger children”. Earlier children used to get beaten up for not understanding the
basic arithmetic and then discontinue school.”
Shubham studied in another school in Pala and came here, he was in this school from
class I to III. He compares that school with this one and this school , at present with that
of the past when he was here from class I to III.
There were no Manke’, balance and other Teaching Learning material. Children used to
get beaten up then. He likes the school better now. The gate fixed to the compound wall
is new, that prevents children from other schools coming and playing here. If he studies
at home, he is not asked to do chores, but if he does not then he is asked to do them. If he
does not do chores then, he beaten.
There are in all 58 children between 6 and 11 years of age in this village, out of which
only 35 children come here. The others go to private schools (23 of them). There are also
23 children in the high schools.
Aradhana
This is another bright child in this school. She has an older sister who is studying BA.
There is a brother in class XI. There are also younger siblings in this school, a sister in
class III and a brother in class I.
Aradhna says that the teacher explains the concepts if they do not understand. Her mother
does not make her work at home, as she has to study. The mother had come to school and
participated in the discussion with community workers. She appreciated her daughter’s
drawing as well. This child is dressed very neatly and looked after well by the mother.
Her drawing

Quality education will ensure use of acquired knowledge in practical life. For
example if children were taught “Stealing is a sin” and he received 10 on 10 for
good handwriting and another received 2 on 10 because of bad handwriting and in
practical life the child who got 10 on 10 is engaged on stealing means that his
education was not a quality education.
To provide quality education teacher should understand the child psychology,

establish rapport with children and allow children to express their stories/version.
(SSA)?
planning
Inputs Yes, at cluster Yes, at CRCs Sharing of
level teachers school visit. But information and
meting data
Support Do Do Do
Management of NO NO NO
corporal
punishment
SSA, PRATHAM, APF AND SBMA-PLAN
DIET?
NOT DONE AND YET TO BE PLANNED. Children have demonstrated before

the newly constituted VEC and could answer the questions of Gram Pradhan.
Teacher has been askjed by the CRC to make a presentation on maths teaching by
TLMs.
exhibitions etc.,
NA
Very much useful. Would like to attend more such training.

TLMs like Beeds, weights and measurement tools has helped significantly.
One time supply of TLMs and hence no chance of improvement

Worksheets were given to the children in Dec-2006. No worksheet was given for
the academic year 2007-08 and 2008-09.
Worksheets were useful and helped in teaching.
Checked and provided feed back on worksheets same as home work
42. What (if any) is the kind of help/support you need to be more effective?What do
Quality was good. Content was inadequate.

TLMs like weights and measurements were very useful and practical.
All children received one Work Sheet booklet. Covered only basics of syllabus.
NA
At least up February 2009 i.e. till the Annual Examination.
GF is required to solve the problem of the shortage of teachers
b) What do they do?

She teaches class-I and other two teachers manages higher classes. She
also takes attendance and helps in mid-day meal management.
This helped us in tackling younger children to whom we could not provide

much time earlier
Adequate attention is given to all children
NA
sheet if needed)
Children no more fear mathematics instead they consider mathematics as their

most favourit subject. Children are now cleaner. Children were shy in replying
even known things. Now their shyness has gone away. They are more energetic
now

Yes
Only HT remembers
Yes and HT could show the progress against targets
Yes, some of the goals related to physical aspects of model schools have been
achieved. The school is moving towards the direction of model school.
Liasoning with SSA authorities. Children are doing the thing are asked to do.
It is difficult to obtain permission of SSA/Education authorities to go for training.

Other problem cited is shortage of teachers and full involvement of community
members.
Name of the village Pahi
Monthly

a. Monitor student enrolment, student/teacher attendance-
Yes
b. Involved in delivery of mid day meal.
Mostly
c. Are more mothers start coming to school.
Mothers come to school only on invitation as they think school would
disturbed on their visit
42. What has been your participation in the visioning and formulation of
school development plan?
Could not remember properly. Linked with other meetings.
43. What are your views on child enrolment and motivation to complete
education in your school?
All children should go to school and complete schooling and receive quality
education.
44. What is your opinion about the functioning of the VEC? (Frequency,
agenda, meeting minutes, participants and follow-up)
VEC meets regularly and discusses school related issues
45. Do you find your school complete in all respects? What are you doing as
per vision plan to complete it?
Except some infrastructural improvement the school is complete in all respect and
better than other school. The community demanded a Junior High School as
children face difficulty in reaching to current Junior school located very far and
bad road condition.
46. Do all children go to school? If some do not, who are they and what are
the reasons? What are you doing to ensure that all children go to school?
All children are in school and attend regularly with happiness.
Teacher should come regularly to school and provide quality education (good
learning, writing, good surroundings etc.).
Very often when they do not hear
No.
50. Is there any one in your village who does not hit children ?
No.
Yes
52. Does your village or school d have a master list of all school going
children in the community whether enrolled or not, which should be
updated every year
No
sheet if needed)
Teacher teaches a lot now. Children behave when they are reminded of the teachers.
Children are now expressive and hygienic.

• Have schools developed a Plan? Could not remember.
• Do stakeholders remember the visioning exercise? Could not remember.
• Do they find elements envisioned incorporated in the schools? NA
• What more needs to be done and who is accountable for it?Have children done the
things they committed to
NA
Classroom Engagement and Observation:

To be observed for two consecutive classes
There were no worksheets here. there was only one male teacher who has already been
transferred to another school in another district.
Yes.

learning/worksheet
There are engaged in learning but the seating arrangement was not proper. There were no
worksheets. Children of all classes have been made to sit together and the teacher has
been engaging one class at a time while the others are asked to read their text books. On
one black board, the teacher has written numbers with different place and face value and
has been asking children to read them. Children from lower classes are asked to read
smaller numbers while those from older classes are asked to read bigger numbers.
The class room environment is passive in case of most children except the single child
who is answering the teacher. They all are seated together while the teacher is making
children answer questions based on what he writes on the black board. There is no
innovativeness in this class room teaching, as most children are not involved in learning
while one child is answering the teacher, each time he teaches one class while the other
classes are not attentive.
He picked a lesson Bal Gangadhar Tilak from one text book and made a child read while
all the others are asked to listen to that child. Two children have been sent to fetch
members of the VEC
As mentioned earlier, all children of five different classes are made to sit together while
he teaches one class at a time.

No worksheets
No worksheets

No worksheets
Ask the teacher

No
worksheets? How
Ask the teacher

No
Ask teacher
No. there were no apparent scenes of bullying as this teacher beats children, he is strict
and hence children were quiet.

No opportunity to tease or bully as the teacher is very strict.
Not applicable
There is a learning assessment tool on the walls that has been developed by Pratham.
There is also a multi purpose chart, but that is in the class rooms while children are sitting
outside and learning from the teacher. There are also the map of India, numbers,
multiplication char, national symbols etc., from the cohort chart, it appears as though
many children have been detained.
Attendance here is quite good.
There is enough activity for long enough duration, but that is being conducted for one
class at a time making other children sit quietly.
Case Studies
Amit Rawat
Amit’s drawing shows a stick in the master’s hand. He is teacing addition, subtraction,
multiplication and division. He has his grand parents, parents, sister and brother (who are
one and three respectively) besides self in is home. His father has his own shop in which
he sells sugar, tea and sweets. His mother works in their fields. They also own 2
buffaloes, 3 cows and 3 bulls.
He wakes up at 5 am, has tea and goes for a wash. He bathes once in two days. His
parents do not beat him at all, but the master beats him up very often. He wants to set up
his own shop when he grows up.
Anasuya
Anasuya is the eldest child and is in class V. she ahs a sister in class III and brother in
class II. Her drawing depicts the madam teaching. Her younger sister Meenakshi was hit
by the master and she started bleeding from the mouth. Her mother cooks, works in the
farmland and collects fodder. Her father ploughs land, and goes to market.
She wants to become a teacher like her teacher when she grows up because she likes her
very much.
Case study of the Grant Facilitator
Sangeeta Devyani is responsible to support Pata School and Chiwa School. She has also
been given the responsibility of Bagyal gaon from this april .
Her responsibility includes checking if the school is being conducted as per the concept,
TLM is being used or not, and then with the community, she has responsibility to see
their attitude towards the school, towards children, address any problem with the teacher,
home or school.
She also observes the school performance of children and sees if all children are playing
together. If they are not, then they find out why there are isolates among them and
address their issues of concern.
When asked, how she wants to see the school, she said that it should be so good that the
private school children come back to this school. There are other children who come to
class VI from private schools. They want to learn songs from these children.
Her comments on the Pata school, where the teacher was not teaching at all. That teacher
did not know that we were visiting her that day. Visioning exercise was conducted in that
school but she was not present in the school that day. Her legs were aching and she was
alone in the school and so she could not teach. “All teachers think that their jobs are
central government jobs. We are changing them slowly”. Where as, Chiwa lady agreed
to come for the training progam at Anjani Sain, by seeking a written permission from the
CRC. She also taught other teachers and children of her school, whatever she learnt there.
She created a situation where children are teaching one another. In other schools, the
teachers do not like the grant coordinators teaching children. She has learnt to identify
areas where she should intervene and where she should not, she said. The teacher Vimla
in Chiwa invites all government officials, additional Education Officer and CRC
members to see her school.
The grant coordinator has been able to motivate some members of the community to
share their assets with the school. One person donated his land that is adjacent to the
school because she advised him to do so.
Normally all teachers say that they are busy, they can not attend any training program
organized by SBMA.
Now, teachers and the community have developed faith in the activities of SBMA and are
willing to send their children with the grant facilitator for a period of a few days. VEC
members support them.
Learning from the first two schools, the grant facilitator has been able to work faster in
the third school. She spoke to the Pradhan, parents and children. She said that teachers
have to become models. They are willing to learn and receive training.

Boys should be taught practical and moral knowledge other than textbooks. There
should be personality and all round development.
To achieve the goal the teacher should have appropriate knowledge and
techniques of teaching.
(SSA)?
planning
Inputs Yes, at cluster Yes, at CRCs Sharing of
level teachers school visit. But information and
meting data
Support Do Do Do
Management of NO NO NO
corporal
punishment
SSA, PRATHAM, APF AND SBMA-PLAN
DIET?
NOT DONE AND YET TO BE PLANNED
exhibitions etc.,
NA
The teacher has not received the training.

NA
One time supply of TLMs and hence no chance of improvement
NA
NA
58. What (if any) is the kind of help/support you need to be more effective?What do
NA
NA
NA
No GF for this school

b) What do they do?
NA
NA
sheet if needed)
The achievement level of children has increased by 22% and the school has
received award for recording highest increase of achievement level in the block.
School development plan though prepared is not available/pasted in the wall.
Could not remember properly
NA
FGD with Pahi Children

Studying , writing, playing, prayer etc.,
We want to become madam, guruji, police, doctor, pilot etc., and studying here veryday
will enable us to become so.
We like studying here, maths, Hindi, English, Sanskrit etc., we get fruits, eggs,
groundnuts, bananas, etc., besides cooked vegetables and rice for our mid day meal. We
have a tap and a toilet. When we make a mistake we are beaten. Everyday, somebody or
the other gets beaten. We get beaten for poor handwriting and not doing homework.
Fever, stomach ache, cough vomiting keep the child away from school.
We used to get worksheets but we do not get them now. After the last examinations, we
have not been given any worksheets to do. We like the balance, measuring jars, beads to
learn mathematics etc., we have food ball, carom etc., we also got a dustbin.
They are not being used any more,
We used to do them ourselves, net got stuck.
Madam used to check them

Stick drawings
All children get storybooks to read, they carry them home as well.
The male teacher beats them all. He does not like anybody. They all like the lady
teacher, as she beats children very rarely.

There is no difference in the way children were beaten in the past and now. 14chidlren
said so. One child shared that he slapped her sister who studies in class II. She started
bleeding from her mouth. He also says that the whole school will miss him after he goes
away. He compares himself with the lady teacher and says that he makes them write two
pages by the time she opens a book.
Give details.
There is a president, 2 commander sin chief who supervise PT, 2 ministers who clear the
field, there is a lost and found minister, there are three children responsible for the
garden.
Children of classes III, IV & V all have port folios.

Yes
Madam taught them to play these roles.

Do all children from your villages participate in the club What is the participation of
There are no bal manches or bal panchayats in the village.
age of the club
No meetings
No
if needed)
Manke’ have made a lot of difference in the lives of these children.

• Have schools developed a Plan? Please fill
• Do stakeholders remember the visioning exercise? Please fill
• Do they find elements envisioned incorporated in the schools? Please fill
achieved the goals set out in the model school Plan? Please fill
Questions for PU’s –to be discussed with PU on 7th morning or 6th

evening
• What type of liaison initiated between SSA and NGO

When we selected the model schools, basic shiksha adhikari, additional district education
officer( Secondary & Primary), director of education( BRC, CRC, head master- mistress,
VEC, School Management Committee) were all involved. We want to make model
school by improving the school interiors, ensure teachers are regular, and children
improve in their studies.
• Liaison continues with joint planning, review and monitoring
Liaisoning with SSA is a problem, BCC/CRC people get transferred very often. We
organized visits to Model School and principal DIET. The present DEO is the third they
are interacting with ever since they started this initiative.
• Advocacy efforts by the PU in education is done on which themes and how?

Changes in the Mid day meal have been brought about. Traditional food used to be
served. Same food stuffs used to be served everyday, prior to the intervention. Washing
hands before eating has been advocated for at community level.
• Has there been any acceptance of some issues and action taken by the state
government?
There has not been much advocacy for any action to be taken .
• Is there Active participation of civil society on advocacy initiatives on corporal

punishment, gender bias in curriculum and teacher felicitation
Community is not convinced that corporal punishment is to be banned, bright teachers are
in the resource pool for further training as trainers.
• Were baseline findings shared with stakeholders (School, teachers)? Broadly,

what were the interventions taken up to address gaps identified through the baseline
study?
Baseline surveys were shared with VECs of model schools, Chinwa has been involved.
Two parents brought children from private schools to this model school having seen the
improvement in the school . normally 50% of children go to shishu mandir and not to
government neev – pratham is very political. In Hina, the RSS private school ahs been
shut down.
How is the feedback on the content of the worksheets given to developing team?
Children could not fill worksheets, some children are filling them well now. They are
conveyed to the developing team.
How often/what form does the APV team and VSCSC interact with the teachers?
Only during the teachers’ training the teams interacted with teachers .
Align partners existing policy more closely with CCCD
• Changed education strategy of PU /Partner (desk review and discussion with PU)
• Changed strategy visible on the ground and access government schemes
• Partners policy is CCCD aligned
1. PRIs have been told to ensure the child’s participation and expression in
meetings.
2. 4 core rights can be ensured only when children are heard. PRIs have been told
3. vehicle and child insurance , new vehicles for taking children are ensured.
4. community leaders , teachers listen to children, play grounds, rural reports,
children’s cub
5. universal birth registration is not happening , we spoke to Gram Vikas Adhikari &
got it to community. Safe delivery, after class XII, all girls to get Rs 25,000.
6. our motto is that happy child leads to happy family & happy community.

Model SCH Study Rep

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Introduction:

This evaluation is an effort to understand the model project implementation and

Organogram of the Project at SBMA

1) Ensure quality education in schools through improved learning levels:

• Making available class wise competency levels for children at local

• The indicator of increasing average attendance by 40% is an

• Students are able to complete worksheets for learning outcome.

2) Align partners existing policy more closely with CCCD

• Changed Education Strategy of PU/Partner:

Discussion with PU staff and review of documents indicates that present

• Changed Education Strategy Visible on the ground and access

Empowered and active VEC/KPM

• VEC active and understand roles and responsibilities contribute actively to

• Active Children Club:

Mid-day meal delivery has been streamlined as there is a cook and

Proper Ventilation, sitting space, library and practice non-

Strengthen linkage between SSA and NGO.

3) Incidence of corporal Punishment reduced in schools and homes.

With civil society

4) Encouraging enrollment and completion.

• Each school is accountable to the children and the community.

“ we learn about measuring jars,, manke’, weighing scale”

“ we find mathematics much easier to learn now”.

“ now the cook weighs rice and cooks it.”

Quarterly meetings are also held for the same team.

Non model and model schools

• Mobilizing Government support is another strategy which has not been

• Training of teachers at APV seems to be limited to the teaching of Maths and

3.SBMA – Plan have developed some worksheets and administered them in

4.Corporal Punishment is another issue that Plan is advocating to be eliminated

7. Quality of education imparted in the primary school is a major thrust of Model

1. It is recommended that all the personnel involved in the project go

2. It is recommended that all the front line staff of this project go

3. It is recommended that the worksheets of SSA program are looked

5. It is recommended that the efficacy of each of the methods being

6. It is recommended that the anganwadi workers and balwadi teachers

7. It is recommended that some brainstorming sessions with SSA team

8. It is recommended that the SBMA Plan team re-look at the method

9. it is also recommended that the area manager and technical team

• Partners’ policy alignment to CCCD

• Acceptance of the need of model schools

• Cleaner and Safer school environment

• Reduced corporal punishment

• Exposure to outside resource agencies

2. WHAT HAS NOT WORKED?

• Monitoring & continued support

3. WHAT NEEDS TO STOPPED:

• Ready made and outsourced Worksheets , TLMs and training from

4. WHAT NEEDS TO BE CONTINUED?

• Work with SSA in a formal working relationship

• Enhance the content, quality and quantity of Worksheets and TLMs,

• Advocacy on Policy Issue like corporal punishment, increasing

• Children Club, roles and responsibilities to be introduced

1. How often does the VEC meet

2. Does it - Discuss School issues in the meetings

9. When do you hit children?

10. Is there a group of elders with whom children share problems?

12. Do you help in enrolling children in formal schools

Children are vocal and clean.

Record observations after discussions

• Do stakeholders remember the visioning exercise? No, partly.

• What problems are being faced in implementing the Plan?