REQUEST FOR PROPOSALS (RFP) Final Evaluation Study The Aga Khan Foundation, India (AKF (India)) is soliciting proposals for technical services to undertake an evaluation study for Project titled “Program for Enhancing Quality and Access in Bihar (PEQAB)” funded by Department of Foreign Affairs, Trade and Development (DFATD). A detailed Terms of Reference is attached to this RFP. Agency(ies) should review the Terms of Reference carefully and provide comprehensive technical and financial proposals. The technical proposal should include: 1. Organization profile 2. Proposed concept and strategy for execution of evaluation study (maximum 5 pages) 3. A detailed implementation plan with timelines (Delivery milestones) 4. Key people to be involved in the study with their profiles (Sample format - Table 1) 5. Prior experience of undertaking similar type of work (covering last 5 years) (Sample formatTable 2) 6. Budget (Sample format - Table 3) The successful agency will be responsible for providing technical services to conduct the evaluation study as mentioned in terms of reference. Only those agencies which can adhere to the specified deadlines should apply. This is critical as the timeline for the study cannot be adjusted. Proposals, complete in all respects, should be received no later than 6th February 2015 before 5.00 PM (Indian Standard Time). Please send hard copies of the Technical and Financial proposals in separate envelopes marked on top with a covering envelope. The package should be sent via postage mail/courier service or by hand to the following address: V. VENKATARAMANA Senior Programme Officer- Education Aga Khan Foundation, India Sarojini House, 6, Bhagwan Dass Road, New Delhi – 110001 Email: [email protected]; Phone: 91-11-47399700 Proposals sent through electronic mail (Technical proposal only) should be copied to [email protected] and [email protected]. Incomplete proposals will not be considered. AKF will not be responsible for postal delays. Proposals received after deadline will be rejected. PLEASE DO NOT SEND FINANCIAL PROPOSALS THROUGH ELECTRONIC MAIL Agencies must provide complete contact information in order for AKF (India) to respond to proposals or issues raised in response to this RFP as well as to negotiate and administer the contract. The proposal should include the names, titles, and responsibilities for key personnel; an organizational profile inclusive of relevant mailing addresses, phone/fax numbers, and e-mail addresses of key Aga Khan Foundation, India 1 Dec 01, 2014 contact individuals. Any additional relevant administrative/organizational information should also be provided. While responding to the RFP, the agency must submit the resumes of all key personnel included as part of their proposal. Proposals without profiles of key personnel will not be considered. Agency(ies) must also submit a detailed financial proposal (sample budget format attached). In addition, they should submit financial documentation that can justify overhead rates charged with their proposal. A line item budget, in Indian rupees, is to be presented with Unit Rates, Person Days and Timelines as per the sample budget format attached, showing anticipated costs of the proposed activities. A detailed explanation and justification for each line item must be included in a separate section entitled “Budget Notes”. Data to support actual costs and/or methodologies to support cost estimates should be included. All costs must be in accordance with the organization’s standard practices and policies. Part –A: Personnel costs: For each person (or category of personnel), specify the exact activity the person will be working on, the number of days spent and remuneration for each person. List names of key positions and responsibilities with individuals, if known. Part- B: Reimbursable costs: These costs will be paid as per actual costs against bills. The travel expenditure should be supported by tickets for train/bus/air, vehicle hire bills, hotel and food bills, and any other expenditure should also be supported by original bills/invoices. Further, the air tickets should be accompanied with an invoice and boarding passes. Please note that we will not be able to reimburse any per diem and expenditure supported by self-declaration. Travel and Transportation: Indicate modes of travel; estimated number of visits, travel cost per visit (transportation and expenses), and number of travel days per trip. Include local travel expenses such as taxi etc. Lodging and Boarding: Include the estimated number of days and their respective rates. (Please specify location, i.e. Patna/Delhi) Stationary and other misc: Include cost of stationary, other cost not covered under above heads (please indicate details) and overheads. Note: Training of data collectors: All the logistic arrangements (including participants lodging & boarding, venue and other arrangements) will be made by AKF. Consultant Agency is requested to budget for resource persons cost and their travel, lodging and boarding costs only. Note: Agencies are requested to follow the suggested budget format to the greatest extent possible when generating a response so as to allow for comparisons to be made. Evaluation of Proposals: AKF (India) anticipates issuing a contract to the agency whose proposal is most advantageous and cost-effective. The Contract price is established at the outset when the contract is negotiated and signed and will not subject to any adjustments. Technical proposals will be evaluated at first level. Financial proposals of those agencies which are technically qualified will be evaluated at the next level. Each technical proposal will be evaluated based on evidence of the following items: Adequacy and quality of proposal: Understanding on the proposed task Alignment of proposal with ToR and expected deliverables Specific experience: Understanding and ability to undertake evaluation study Experience of executing similar type of projects Aga Khan Foundation, India 2 Dec 01, 2014 Key experts and staff: Quality and suitability of the agency to handle the project Suitability of technical personnel Calendar and Deadlines: Proposed work plan Previous track record for meeting the deadlines Capacity to train AKF/ Partner staff: Capacity and suitability of technical personnel Previous experience Short-listed agencies may also be invited to make presentations of their proposals and discussions at Delhi/Patna. Technical proposal evaluation Process Parameter Total points 1 2 Adequacy and quality of proposed methodology (in response to the ToR) Specific experience of agency relevant to the proposed assignment 25 25 3 4 Key experts qualifications and competence Quality of proposed work plan in response to ToR 25 25 Total score 100 S.No. Points awarded Minimum score required for eligibility is 75 Financial proposal evaluation Process Score Financial proposal (SFP) = LFPX100/FP LFP= Lowest financial proposal FP = Financial proposal under consideration LFP will be given 100 points Overall Weigthage Weightage technical - 80% Weightage Financial proposal - 20% Time line for completion of task: Total 100 days from the date of signing Contract/ agreement, between March 2015 and June 2015. DISCLAIMER: The issuance of this RFP does not obligate AKF (India) to award a contract Aga Khan Foundation, India 3 Dec 01, 2014 S.No. Name Duration From date____ To date_____ Designation Table 1: Key personnel details Specific tasks to be performed/ Inputs Type (Full Key area of expected (Pl. refer time/Part expertise to deliverables) time) Table 2: Consultant agency experience Details of similar projects executed in past 5 years Contact person Value of the Details of project details projects Brief description of project with key deliverables Contact details of project manager/ focal point 4 (In Indian Rupees) Total time to be spent on the project (No. of days) Role of the consultant agency Lead agency or partner in joint venture etc. Table 3: Sample Form for Budget Details by Line Item S. No Particulars Unit # of Units Rate Budget notes Amount PART A –Personnel Costs A.1 A.2 A.3 A.4 A.5 A.6 Please give person details, no. of days he/she is going to spend on the task. Preparatory work - study design, tool development, tool testing and Training of field staff to use the tool person #1 (specify daily rate X # days) person #2 (specify daily rate X # days) Others (specify) Sub-total Data/ information collection person #1 (specify daily rate X # days) person #2 (specify daily rate X # days) Others (specify) Sub-total Developing Data Base/ Information system (MIS) person #1 (specify daily rate X # days) person #2 (specify daily rate X # days) Others (specify) Sub-total Data entry and analysis person #1 (specify daily rate X # days) person #2 (specify daily rate X # days) Others (specify) Sub-total Report preparation person #1 (specify daily rate X # days) person #2 (specify daily rate X # days) Others (specify) Sub-total Training of AKF/Partner programme staff on process, tools and data analysis Please budget only trainers cost. Cost of venue and participant lodging & boarding will be organised by AKF person #1 (specify daily rate X # days) 5 person #2 (specify daily rate X # days) Others (specify) Sub-total TOTAL PART A PART B – Reimbursable Costs These costs will be reimbursed as per actual cost against bills B.1 Travel and Transportation B.2 Lodging and Boarding B.3 Stationary and other Misc. Cost Please include stationary and other overhead costs under this head TOTAL PART B Tax GRAND TOTAL Amount in Words Note: 1. Please include additional line items as and where necessary, and with appropriate justification in the Budget Notes. 6 PROGRAM FOR EDUCATION QUALITY AND ACCESS IN BIHAR (PEQAB) TERMS OF REFERENCE FOR FINAL EVALUATION BACKGROUND The Aga Khan Foundation (AKF), an agency of the Aga Khan Development Network (AKDN), is a private, non-denominational development agency established by His Highness the Aga Khan in 1967. The Foundation seeks sustainable solutions to improve the quality of life of poor and marginalised communities through participatory, community-based approaches that reinforce civil society and respect local culture. In India, AKF works in Education, Health, Rural Development and Conservation of Historic and Cultural Resources. AKF (India), along with partners, support early childhood education and school improvement as part of AKDN area development programmes in Bihar (rural & urban). The objectives of the education programme is to demonstrate and bring community, local governance and school system closer for interaction and dialogue on issues of quality education. As step towards this, AKF (India) has been working with the Aga Khan Rural Support Programme, India (AKRSP(I)) to implement the Program for Education Quality and Access in Bihar (PEQAB) over the past two and half years. PROJECT: PROGRAM FOR EDUCATION QUALITY AND ACCESS IN BIHAR (PEQAB) This project aims to transform disadvantaged and marginalized children’s lives and learning by improving both access to, and quality of, education opportunities in Bihar, India. The project is being implemented between April 24, 2012 and September 30, 2015, by AKF (India), in partnership with AKRSP(I) and funded by Aga Khan Foundation Canada (AKFC) and the Department of Foreign Affairs, Trade and Development (DFATD). The project builds upon and supports significant gains working in poor Muslim and Scheduled Caste neighbourhoods in Bihar, where a network of neighbourhood-level Learning Support Centres (LSCs) launched by the Aga Khan Development Network (AKDN) in 2009 provided afterschool support to preschool and primary school children. Through the PEQAB project, AKF (India) and AKRSP(I) are striving to integrate best practices from the LSCs into the state primary school system with the aim of enhancing the quality of primary education. Through targeted investments in the areas of child-centred teaching learning processes, teacher training, community-led school management, and girls education, the project seeks to improve quality learning opportunities for children while demonstrating a replicable model for improving school quality and increasing access for marginalized populations, including Scheduled Castes, poor Muslim communities, and girls. The project is designed to achieve following three outcomes: 1. Improved teaching and learning environment, supportive of higher rates of successful transition in early primary with appropriate learning levels 2. More effective engagement of women and men community members in education and school management 3. Increased participation of girls (both primary school age and adolescent girls) in formal and informal education The core interventions of PEQAB have focused on 62 government primary schools, 62 early childhood development (ECD) centres and 65 adolescent girls’ centres in the districts of Samastipur, Muzaffarpur and Patna urban, in the state of Bihar. In year 3 and at the request of 7 the Bihar Education Project Council, the project team has adopted a cluster approach and is now supporting a total of 274 government primary schools. Project implementation began in September 2012. The project’s baseline study was completed in August 2013 and generated baseline data (both quantitative and qualitative) against which future project performance has been monitored and assessed through routine monitoring and semi-annual data collection and compilation exercises. Gender equality is a key cross-cutting theme in the project. The project has been monitoring and reporting on gender results in both an integrated and targeted way. Specific gender indicators are integrated into the Performance Measurement Framework and other indicators are disaggregated by sex. PURPOSE OF THE CONSULTANCY ASSIGNMENT The purpose of the assignment is to provide technical services for undertaking a final evaluation to assess the performance of the PEQAB programme against baseline information using outcome and output indicators outlined in the performance measurement framework (PMF) (please see annex 1). Information will be collected on programme focus areas, i.e. early childhood education, the quality of primary education (includes teacher capacities, classroom practices and children learning levels), community involvement in school management, and girls’ education. Data collection will take place in the programme area in Bihar (Phulwari Sharif block in Patna district, Muraul block in Muzaffarpur district and Pusa & Tajpur block in Samastipur district), and will focus on the core educational interventions supported through PEQAB in 62 government primary schools, 62 ECD centres and 65 adolescent girls’ centres. The PMF contains 20 indicators at the ultimate, intermediate, and immediate levels, for which evaluation data must be identified. The PMF also includes a further 26 output indicators, for which evaluation data will need to be identified and/or confirmed. The evaluation will look at diverse aspects such as geographical spread (rural/urban) and social-economic factors (gender, ethnicity and poverty) and their impact on children’s education, especially marginalised children. The evaluation will also analyse a few specific research questions related to sustainability, gender equality, and impact as outlined below. The consultant agency will work under the overall supervision of Senior Programme OfficerEducation, AKF (India). This study will be coordinated by Programme Manager- Education, AKF (India), Bihar supported by AKFC and AKF Geneva. The consultant agency is expected to consult with these agencies on deliverables and revise deliverables according to feedback. They will also work closely with the M&E experts of AKF (India), AKF Geneva and AKF Canada, who will provide quality assurance and consistency with donor requirements. OBJECTIVE The specific objectives of the consultancy assignment are to provide technical services in: 1. Reviewing existing tools, processes and methodology developed during baseline study, for collection of qualitative and quantitative data/ information on programme outcomes and outputs and revise & finalise the same for the final evaluation. 2. Training AKF/AKRSP data collectors on final tools, processes and methodology. 8 3. Ensure that data collected is of high quality, by overseeing data collection and by developing and implementing quality control methods for data/information collection. 4. Reviewing existing analysis framework for each indicator as per PMF and finalise how the data for each indicator will be analysed and presented. 5. Analysing data and preparing the evaluation report. SCOPE OF WORK The consultant agency will be expected to undertake the following tasks: Familiarization and planning Familiarize with local education context and the primary education programmes implemented by Government and AKF, including Sarva Shiksha Abhiyan (SSA), Right to Education Act (RtE) and Bihar Education Project Council. Familiarize with key PEQAB documents, including the project implementation plan, Logic Model, PMF, semi-annual and annual reports, process documentation, etc. Participate in briefing and consultative meetings on the assignment at Delhi and Patna Review and familiarize with existing systems, databases, tools and processes used by AKF and its partner programme staff, for data/information collection and programme monitoring (such as EMIS), as well as financial and human resources in place for monitoring efforts. Review other existing sources of data and M&E systems at district and state levels (ie, SSA/BEPC/DISE). The project should make use of/strengthen existing systems of data collection where possible to avoid duplication. Develop a work plan, including, specific timelines and level of effort for undertaking the evaluation. Review, revise and finalize evaluation methodology, tools and analysis frameworks Develop draft plan and methodology for undertaking evaluation, including: methods and processes for data collection, sampling strategies (including the sample methods and sizes) and data/information analysis frameworks. Review, revise and finalise tools and instruments to measure the programme outcome and outputs, as per Performance Measurement Framework (PMF) and programme M&E requirements. Ensure that tools capture community as well as gender disaggregated information related to specific indicators mentioned in the PMF. Design and deliver a training programme for data collectors on key aspects of the evaluation, including how data will be collected (process, methods, and tools), analyzed, interpreted, and reported as well as on child protection policy, informed consent process and approaches. Develop quality control mechanisms to ensure quality of data and information collected and implement same. Review existing data analysis frameworks for all indicators and revise according to the need. 9 Pre-testing tools and conducting field work Refine the data collection tools, where relevant Quality control on data collection to ensure quality of data/information Data verification, cleaning, entry, and analysis Review raw data from field teams; verify and confirm data reliability & quality; oversee data cleaning and data entry. Analyze the evaluation data/information. Ensure that each indicator is analysed from a community and gender perspective. Draft evaluation report Prepare and submit draft comprehensive report of the evaluation for feedback. Report should include community as well as gender disaggregated information of each specific indicator. Report should discuss and comment on progress of each indicator against baseline. Debrief education programme management and the programme staff on the process and preliminary findings of the evaluation Revise evaluation report based on feedback from AKF and partners The consultant agency will ensure that the evaluation is conducted in a participatory manner and that the exercise enables participating staff (AKF and its partner programme staff) to develop data collection and analysis skills. Children, community education/school management committees, government officials, parents, and other stakeholders should be meaningfully and fully involved in the study. The consultant organisation is expected to utilize various research techniques and methods in collecting the required information. This would, as found appropriate, include review of secondary data, personal and group interviews, questionnaire administration, observations, focus group discussions, and others. DELIVERABLES The following services and outputs are expected: 1. Detailed work plan for evaluation. 2. Revised tools for all indicators (as relevant) alongside rationale for any revisions. The tools should be discussed, field tested & revised where relevant, and agreed at the programme level before utilization, and thereafter be annexed to the final evaluation report. 3. Training of data collectors on the key aspects of evaluation i.e. data/ information collection process (methods and tools), data analysis, interpretation and reporting. 4. Comprehensive draft and final evaluation report assessing the project results against baseline information and specific research questions, and taking into account mid-line data and process documentation. Data on the indicators listed in the PEQAB Performance Measurement Framework (PMF), among other elements identified by the consultant and the education programme team should be covered and reported on. 10 5. Soft copy of the data/information analysis of the primary data analyzed and used in the report. 6. Final workshop to debrief and reflect on baseline and evaluation results and implications. The draft and final reports should be submitted in soft copy to the Senior Programme Officer, AKF (India) within four weeks of completing field work. The consultant will submit the final report, 2 weeks after receiving consolidated comments from AKF and its partners. The Senior Programme Officer, AKF (India) will approve the report if it meets organizational minimum standards. The report should contain relevant chapters such as an executive summary, findings, lessons learnt, recommendations and annexes. SCHEDULED TIMELINE: 1st March 2015 – 15th June 2015 COVERAGE: Evaluation will be conducted in project as well as non-project locations (Control group). Exact sample size and sampling criteria will be finalised through consultations between AKF and Consultant agency. AKF will: Brief Consultant on project. Provide existing tools, processes and data analysis frameworks developed for baseline study as well as project reports (project implementation plan, work plans, semi-annual and annual reports), and documents (process documentation). Undertake data collection process, i.e. identification of data collectors, mobilising them for training, organising training logistics, data collection, monitoring the quality of data collection. Coordinate with communities and government authorities. 11 ANNEX 1 – PERFORMANCE MEASUREMENT FRAMEWORK Expected Results Performance Indicators (Final as of May 2014) Baseline Project Targets Data Sources Data Collection Methods Frequency (reporting) Attendance and retention rates for primary school (years 1-3), ECD centres and adolescent girls' literacy classes (disaggregated by sex and religion / caste) Attendance (m/f) Project Sch. (56%/60%) LSC (46%/49%) ECD: (63%/64%) Literacy classes: (N/A/N/A) Retention rates: N/A Attendance (m/f; Muslim; SC/ST/OBC) 70% School Regular schoollevel recording of attendance and retention rates Annually (attendance) End line (retention) Level of satisfaction of parents with the quality of education available to their children at government schools (disaggregated by religion and caste) 76% parents satisfied with quality of education Records of interviews and focus group discussions Focus groups and Individual parent interviews Annually % of teachers who are knowledgeable of and applying child‐centred teaching and assessment methods in classrooms, grades 1-3 (same as indicator #11) Perceptions of children regarding classroom processes, disaggregated by sex and religion / caste Govt.Teachers: 45% LSC Teachers: 91% ECD Teachers: 69% Vol Teachers: 80% Govt.Teachers: 60% LSC Teachers: N/A ECD Teachers: 80% Vol Teachers: 90% Records of classroom observations Structured classroom observation. Annually Overall: 46% of children are satisfied with classroom processes (Boys: 44% / Girls: 48%) School children. Focus groups and interviews with children Annually Percentage of children in grades 1-3 who attained grade specific numeracy and literacy levels, disaggregated by children who attended ECD, those who attend/ed LSCs, and those who attended neither Numeracy (m/f): G1: 64% (62%/66%) G2: 49% (49%/49%) G3: 51% (52%/50%) 60% of children are satisfied with classroom processes (m/f; Muslim; SC/ST/OBC) 70% (m/f; Muslim; SC/ST/OBC) Annual assessment records Regular school level assessment recording children learning levels. Annually ULTIMATE OUTCOME LEVEL Improved access to, and quality of education opportunities for children, especially girls, Scheduled Castes and poor Muslim communities in targeted districts of Bihar, India INTERMEDIATE OUTCOME LEVEL 1. Improved teaching and learning environment in classrooms supportive of higher rates of successful transition in early primary (grades 1-3) Literacy (m/f): G1: 45% (45%/44%) G2: 44% (41%/47%) G3: 41% (41%/41%) 12 Retention (m/f; Muslim; SC/ST/OBC) 95% 85% of parents satisfied with the quality of education (Muslim; SC/ST/OBC) 2. Increased, gender-balanced participation of the community in education and school management % of school management bodies that have proposed plans for school improvement to the government through official channels. 0 75% VEC and SMC meeting records and observations and interviews by project staff Recording meeting minutes and interviews Annually % of parents who have visited their children’s school to talk with their child's teacher about their progress once in the year 66% 80% Parents of school children and/or or teachers. Interviews and/or record sheets. Annually Attendance rates in primary school (years 1-3), ECD centres, LSCs, and adolescent girls' literacy classes (girls only) Project Sch.: 60% LSC: 49% ECD: 64% Literacy classes: N/A 70% School Regular schoollevel recording of attendance and drop-out rates Annually Perception of adolescent girls on support provided through literacy classes N/A 70% of adolescent girls can point to one change the training has made to their lives. Adolescent girls literacy classes Focus groups and interviews Annually 1.1 Enhanced teacher capacity and resources to apply childcentred approaches in schools, Learning Support Centres (LSCs) and Early Childhood Development (ECD) centres. % of teachers who are knowledgeable of and applying child‐centred teaching and assessment methods in classrooms, grades 1-3 (same as indicator #11) Govt.Teachers: 45% LSC Teachers: 91% ECD Teachers: 69% Vol Teachers: 80% Govt.Teachers: 60% LSC Teachers: N/A ECD Teachers: 80% Vol Teachers: 90% Records of classroom observations Structured classroom observation. Annually 1.2 Enhanced monitoring and support of government teachers and schools Perception of teachers on support received from resource institutions. 50% teachers satisfied with CRC support and 29% teachers satisfied with BRC support 75% of teachers are satisfied with CRC and BRC support Teachers Focus groups Annually 1.3. Improved school readiness of pre primary children Performance of children at grade 1, disaggregated by children coming from ECD centres and not coming from ECD centres. Children from ECD Literacy (m/f): 56%/29% Numeracy (m/f): 77%/45% 75% of the children coming from ECD centre performing better than children not benefitting from ECD Assessments and progress reports Literacy and numeracy assessments Annually 3. Increased participation of girls (both primary years and adolescent girls) in formal and informal education IMMEDIATE OUTCOME LEVEL Children not from ECD Literacy (m/f): 37%/44% Numeracy (m/f): 52%/73% 13 Perception of the teachers on children coming from ECD centres 33% of teachers express satisfaction about the performance of ECD children Performance of primary school children on basic literacy and numeracy assessments (disaggregated by sex, community, and by children who attended ECD, those who attend/ed LSCs, and those who attended neither) Numeracy (m/f): Grade 2: 66% (67%/65%) Grade 3: 62% (60%/64%) 2.1 Increased representation and participation of parents (f/m) in school management bodies % attendance in monthly meetings (disaggregated by m/f, Muslim, SC/OBC) 2.2 Strengthened knowledge of women in leadership, advocacy, and management for participation in school management bodies 3.1 Improved attitudes of parents (f/m) and communities about girls’ education 1. 4 Improve learning levels of early primary grades(1-3) children 3.2 Increased access to formal and informal education opportunities for girls. 70% of teachers express satisfaction about the performance of ECD children and their readiness 75% Teachers Focus group discussions Annually Assessments and progress reports Literacy and numeracy assessments (ref indicator 5) Annually 0 75% Community profiles and SMC profiles Compiling profiles and records of visits by project staff Annually Perception of the SMC/VEC female members about their roles in decision making when developing proposals for school improvements for submission to the government. 0 75% of women members feel they actively participate in decision making when developing proposals for school improvement. Women members on SMCs and VECs Focus group discussion and interviews Annually Evidence of improvements in community members' attitudes about girls' education. N/A Positive changes in attitude are observed as a result of project activities. Parents and community members. Case studies developed on the basis of community organiser notes from interactions with community members. Annually Girls’ perception of support for their education. 60% of girls feel their parents and communities are supportive. Adolescent girls and primary school girls Focus groups and interviews Annually Attendance rates in primary school (years 1-3), ECD centres, LSCs, and adolescent girls' literacy classes (girls only) Project Sch.: 60% LSC: 49% ECD: 64% Literacy classes: N/A 70% of girls feel their parents and communities are supportive. 70% Enrolment and attendance records Regular schoollevel recording of attendance and drop-out rates Annually Literacy (m/f): Grade 2: 59% (59%/59%) Grade 3: 56% (54%/59%) 14 # of adolescent girls participating in literacy groups/programs 0 1000 Enrolment and attendance records Recording enrolment and attendance details Annually 1.1.1 Training modules designed and implemented for government and community teachers (LSC and ECD). # of training modules developed 0 3 (Grades 1 to 3) AKF tracking sheet AKF tracking Semi-Annually # of teachers trained, disag. by gender 0 360 (including at least 60 government teachers) Participants lists for training AKF tracking Semi-Annually 1.1.2 Teacher forums meet regularly for sharing best practices. # teacher meetings conducted (Govt. teachers, LSC and ECD separately) 0 1 per month (except during holidays) Tracking sheet kept by organising teachers; and staff records Semi-Annually 1.1.3 Education Resource Group, consisting of expert resources in child-centred pedagogy teacher training, established and supporting quality primary education. TORs finalized; Participants identified; and orientation session held 0 project staff Number and type of activities by ERG (modules developed; site visits) # of resource teachers trained; disag. by gender 0 TORs finalized; Participants identified; and orientation session held 6 Teacher tracking sheet provided to project staff; project staff records n/a Semi-Annually 0 75 Participants lists for training Staff tracking sheet of ERG activities AKF/AKRSP tracking # of volunteer teachers supporting government teachers in classrooms; disag by gender 0 85 AKF volunteer list; and attendance sheet AKF/AKRSP tracking Semi-Annually # children attending ECD centres, disaggregated by gender, religion, caste 2758 (1456F/1302M) 6000 (3000F/3000M) ECD centre records Teacher attendance records Semi-Annually # of children attending LSCs who have successfully *transitioned to government schools. (*are enrolled and attending) 2758 (1744F/1328M) 2758 (1744F/1328M) LSC records Teacher attendance records Annually # of mini-libraries established. 30 108 Mini-library records kept by supervisors Book borrowing records; visitor sheet Semi-Annually OUTPUT LEVEL 1.2.1 Resource Teacher Groups (Cluster and Block Level) trained and mentored on provision of academic support to government teachers. 1.2.2 Volunteer teachers trained and provide classroom support to government teachers. 1.3.1 Early developmental needs supported through regular operation of ECD centres. 1.4.1 Learning support provided through regular operation of Learning Support Centres outside of school hours. 1.4.2 Mini-libraries established at the school and tola level containing pluralistic, gender-sensitive reading materials. 15 AKF tracking sheet Upon completion Semi-Annually 2.1.1 Community mobilisation on provisions for children under the Right to Education (RtE) Act conducted. # of mobilisation activities conducted on RtE 0 62 per year Tracking sheet kept by community organisers recording activity details at each village Semi-Annually 2.1.2 Parents supported in participating on/engaging with Village Education Committee (VEC) and School Management Committees (SMC). # and type of activities conducted to encourage parents' participation on VEC/SMCs 0 3 types of activities conducted Records/tracking sheets of community organisers and staff AKF/AKRSP tracking Semi-Annually 2.1.3 Village Education Committee (VEC) and School Management Committee (SMC) members trained on skills and knowledge for effective school development and monitoring. 2.1.4 Training/discussion sessions conducted with VEC and SMC members on significance of girls’ education and child rights. 2.2.1 Female and male VEC/SMC members trained on women’s rights # of VEC and SMC members trained on school development and monitoring; disag by gender 0 500 (including 250 SMC members) Training participants list AKF tracking Semi-Annually # of VEC and SMC members trained on girls' education; disag by gender 0 500 (including 250 SMC members) Records of VEC and SMC trainings Recording reports of VEC and SMC trainings Semi-Annually # of VEC/SMC members trained on women's rights; disag. by gender 0 500 Records of VEC and SMC trainings Recording reports of VEC and SMC trainings Semi-Annually 2.2.2 Female VEC/SMC members and other women in the community trained on leadership, management, negotiation, and advocacy # of women trained on leadership, management and advocacy 0 250 Records of VEC and SMC trainings Recording reports of VEC and SMC trainings Semi-Annually 3.1.1 Women’s groups supported and trained in advocacy for girls’ education # of women trained on girls education 0 250 Records of trainings and field visit reports Semi-Annually # of community awareness activities conducted on girls education 0 1 in each tola Records of community campaigns Recording reports trainings and documentation of programme staff visit reports recording activity details at each village 3.1.2 Community awareness campaign conducted to promote girls’ education in target area 16 Semi-Annually 3.1.3 Government teachers trained on gender-sensitive approaches and equipped with appropriate resources. # of teachers trained on gender sensitive approaches, disaggregated for government and nongovernment teachers. 0 300 (including at least 60 government teachers) Training participants list AKF tracking Semi-Annually 3.2.1 Community conferences to identify barriers to girls’ education conducted # of community conferences held 0 62 Activity sheets kept by community organisers at each village community organisers to AKF/AKRSP Semi-Annually # of strategies developed 0 3 Strategies (recorded in writing) Semi-Annually 3.2.2 Flexible response fund addressing barriers to girls education implemented # of activities funded. # of girls reached with flexible response fund 0 0 5 500 3.2.3 Classes for adolescent girls set-up at village level for training in functional literacy skills and rights. # of girls' literacy centres set-up 0 52 AKF tracking sheet tracking sheet for direct beneficiaries; village pop data for indirect beneficiaries AKF/AKRSP tracking sheet AKF/AKRSP in conjunction with community organisers AKF tracking AKF tracking AKF tracking Semi-Annually # of adolescent girls attending 0 1000 Teachers attendance sheets Semi-Annually 3.2.4 Home linkages established to motivate families to continue girls’ education and ensure regular attendance. # of households visited through home visits 0 500 Community organiser/teacher record of home visits teacher records collected by project staff Records collected by AKF/AKRSP 17 Semi-Annually Semi-Annually Semi-Annually
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