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.

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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 nondiscriminary 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 CRCBRC 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.

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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.

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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.

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The TLMs supplied are conceived by the external agency without any needassessment 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

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Active School

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School Supplies

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Acceptance of the need of model schools

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Cleaner and Safer school environment

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Reduced corporal punishment

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Exposure to outside resource agencies

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Enthusiasm of teachers

2. WHAT HAS NOT WORKED? •

Grant Facilitator

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Active Community

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Advocacy

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Monitoring & continued support

3. WHAT NEEDS TO STOPPED: •

Grant Facilitator

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Ready made and outsourced Worksheets , TLMs and training from APV.

4. WHAT NEEDS TO BE CONTINUED? •

Work with SSA in a formal working relationship

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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.

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Advocacy on Policy Issue like corporal punishment, increasing number of VEC members

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Children Club, roles and responsibilities to be introduced

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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 • Are schools moving in the direction of model schools (as envisioned)? Have they 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. • What more needs to be done and who is accountable for it? Have children done 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. •

What problems are being faced in implementing the Plan?

Name of School Class Observed

Government Private School, Pata.

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 worksheet? What is PU and Plan feedback with respect to this?

developing the

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 attendanceClass 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. Average time spent on active learning 2 hours per day (children are engaged in learning activity, increased by two hours) 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.

Record observations after discussions • Have schools developed a Plan? Children are not aware of it • Do stakeholders remember the visioning exercise? No • Do they find elements envisioned incorporated in the schools? Not applicable • Are schools moving in the direction of model schools (as envisioned)? Have they 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. • What more needs to be done and who is accountable for it? Have children done the things they committed to? 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. • What problems are being faced in implementing the Plan? 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 Questionnaire for Community leaders 14. How often does the VEC meet monthly 15. Does it - Discuss School issues in the meetings 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

16. What has been your participation in the visioning and formulation of school development plan? We do not remember properly 17. What are your views on child enrolment and motivation to complete education in your school? They all have a very positive view that the girls too should study and move forward. 18. What is your opinion about the functioning of the VEC? (Frequency, agenda, meeting minutes, participants and follow-up) As per them, the issues are discussed regularly and meetings are conducted regularly. 19. Do you find your school complete in all respects? What are you doing as per vision plan to complete it? Yes and we find it better than the other schools in the area. They shrugged their shoulders . 20. 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 go to school. 21. What are your expectations from teachers? The teachers should be regular, teach the children well. 22. When do you hit children? We have to hit children to rear them . 23. Is there a group of elders with whom children share problems? No 24. Is there any one in your village who does not hit children No, all adults hit their children. 25. Do you help in enrolling children in formal schools 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) 14.What is the most significant change you have seen in the last one year (use an extra sheet if needed)

Children are more talented now, they are clean and are regular to school. 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 • Are schools moving in the direction of model schools (as envisioned)? Have they 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. • What more needs to be done and who is accountable for it? Have children done 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

Classroom Engagement and Observations: 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. 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. Average time spent on active learning 2 hours per day (children are engaged in learning activity, increased by two hours) 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. Are the children attentive/engaged/able to respond/remember the pervious 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. 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 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. 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 stands and teaches her students, there is no scope for her to move about with all children seated in the same room. 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 worksheet? What is PU and Plan feedback with respect to this?

developing he

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? 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 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. Is it used to track the progress of the child? If yes, how?

No. Does the school vision plan include safe environment? What does it mean (children/teachers)? 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. In the classroom dynamics, how are disputes/ conflicts/fights/ bullying etc addressed? Do children share problems at home with the teachers? 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. How are the children relating to each others-issues of teasing/bullying on basis of gender, caste/ abilities? These children do not fight with themselves much. They are quite well behaved. Is the teacher sensitive to it, or ignores it till it become violent? She is quite sensitive to it and does not allow children to fight among themselves, she prevents them. Teaching-learning, classroom processes and attendanceClass 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 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% Average time spent on active learning 2 hours per day (children are engaged in learning activity, increased by two hours) She spends enough time with the children on a given topic for them to understand.

Questionnaire for teachers 16. What is quality education and how to achieve it? Education that enables students to apply what they learn is quality education. 17. What kind of support do you receive from the cluster resource centre coordinator (SSA)? Joint planning Monitoring reviewing Inputs Cluster level Cluster level Cluster level meetings of meetings of meetings of

Support

Management of corporal punishment

teachers, visit of naya panchayat res centre coordinator Share problems related to admin and not for academic learning It is not recognized as an issue, it is tolerated as normal

teachers, visit of naya panchayat res centre coordinator

teachers, visit of naya panchayat res centre coordinator

Share problems related to admin and not for academic learning

Share problems related to admin and not for academic learning

It is not recognized as an issue, it is tolerated as normal

It is not recognized as an issue, it is tolerated as normal

18. What are the networks you are associated with? SSA, SBMA PLAN, Pratham, Room to Read, Azim Premji Foundation. 19. What has been your experience in demonstration by model school children in DIET? It is yet to be done and dates have not been finalized. 20. Your participation in activities of school level science competitions, state level exhibitions etc., Not applicable 21. How relevant and useful do you find the training you have received on teaching maths and science and concept of model schools? Very relevant and useful as per the teacher’s views. 22. What are your views on Teaching learning material-/worksheets appropriateness, adequacy, and usage? They are very good and useful. 23. Do you feel that the TLM has significantly improved in the last 13 months? She believes that it has made a difference 24. What support do the worksheets give to you? Has it improved your teaching capacities/helped you engage better with concept? 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.

25. How do you assess the worksheets turned in by the children? How do you give feedback to the children?(how often) 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 you think of the quality of worksheets & other TLMs (quality/content/interceptive/simple/easy/interesting)? 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. 27. Are the worksheets enough in number & do they cover the syllabus adequately? No, there are far from adequate. 28. When was Science activities centre established and how( whose involvement/ participation and contribution) ( Only for Uttarakhand) Not applicable 29. For how long do you need the contribution of Grant coordinator to support you? Does not arise 30. After discussions your feedback and analysis in this issue 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 17. What is the most significant change you have seen in the last one year (use an extra sheet if needed) Cleanliness, attendance, academic achievement too 18. Record observations after discussions • Have schools developed a Plan? Yes • 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. • Are schools moving in the direction of model schools (as envisioned)? Have they achieved the goals set out in the model school Plan? •

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. • What more needs to be done and who is accountable for it? Have children done 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 Questionnaire for children Do you enjoy your time in school? All children enjoy school, football, education, skipping, carom, ludo, snakes and ladders, chess, they all like to come to school. How does your school help you become what you want to be? 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. What is it that you like very much and do not like at all in your school? Why? (Moderate to receive responses on- mid day meal/ toilet/ drinking water facility/ corporal punishment/ waste disposal) 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. How many children of your class come to school everyday? What are the reasons? Children come to school everyday, they miss only certain days when they fall sick with headache, fever, ear ache etc., Do you like the worksheets/other TLM being used? Why /why not? We like to fill the colors, we like to do division, fractions, weights and manke’ volume etc., said the children from classes IV & III.

How often are worksheets used and in what manner are they used? They are given once in a week, on Saturdays. If you get stuck, what do you do? Who do you seek support from? Teacher helps us Are the worksheets evaluated/how often? How 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. Has incidences of corporal punishment decreased?(ask children-ask and record how many children were sitting and how many answered There has not been any decrease in corporal punishment, according to children. Have children’s clubs been formed? Yes or no .If formed where in Schools or villages 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. Are issues related to learning and personality development taken up? Yes, the activities given above lead to personality development. Exposure visit to Anjani Sain has been very productive. Have capacity building facilitations happened? By whom? 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. Are meetings regular? Have roles and responsibilities been defined? Composition and 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. Are children and parents aware about child rights? No.

What is the most significant change you have seen in the last one year (use an extra sheet if needed) Manke’, weighing scale, new story books, now if children fight among themselves, we make them seek pardon. Record observations after discussions • 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. •

Are schools moving in the direction of model schools (as envisioned)? Have they achieved the goals set out in the model school Plan? 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. • What more needs to be done and who is accountable for it? Have children done the things they committed to? 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. • What problems are being faced in implementing the Plan? 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 Questionnaire for Community leaders 27. How often does the VEC meet Once in a month

28. Does it - Discuss School issues in the meetings 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. 29. What has been your participation in the visioning and formulation of school development plan? Cleanliness, check books, note books, come to school to check if children are studying. 30. What are your views on child enrolment and motivation to complete education in your school? As long as they can study. 31. What is your opinion about the functioning of the VEC? (Frequency, agenda, meeting minutes, participants and follow-up) Meetings conducted more often will be in the interest of children. 32. Do you find your school complete in all respects? What are you doing as per vision plan to complete it? No drinking water, play ground, some more TLM, furniture to avoid sitting on the cold floor. 33. 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? Today children have not come, due to a death in the community but they come in large numbers. 34. What are your expectations from teachers? Teachers are regular and good. “ My son is poor in Hindi, he knows English”. 35. When do you hit children? We do not beat children (said the women), except when children abuse their parents.

36. Is there a group of elders with whom children share problems? There are no complaints about the school, there are no issues to discuss. 37. Is there any one in your village who does not hit children 38. Do you help in enrolling children in formal schools 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 14. What is the most significant change you have seen in the last one year (use an extra sheet if needed) They are regular and punctual, concentrate on their studies, they are more active now, ever since model school program is on. Record observations after discussions • 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 • Are schools moving in the direction of model schools (as envisioned)? Have they achieved the goals set out in the model school Plan? No • What more needs to be done and who is accountable for it? Have children done 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

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. 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. Average time spent on active learning 2 hours per day (children are engaged in learning activity, increased by two hours) yes

Are the children attentive/engaged/able to respond/remember the pervious 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. 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 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. 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) 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. How relevant and useful is the content of the worksheet? 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 . What was the interaction of the developing agency with PU and Plan on developing he 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? They are very basic Do children have them? Do they use them? How are they using them? Children did not get them during this academic year. They are not using them. Are worksheets linked to specific competencies No

How are the worksheets maintained? Does the school keep a record of the worksheets? How They have been filed and kept aside as they had been given to children last year. The content is inadequate. Is it used to track the progress of the child? If yes, how? No. It is used to the children engaged when the teacher has other activities to attend to.

Does the school vision plan include safe environment? What does it mean (children/teachers)? There is no clear vision plan. In the classroom dynamics, how are disputes/ conflicts/fights/ bullying etc addressed? Do children share problems at home with the teachers? 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., How are the children relating to each others-issues of teasing/bullying on basis of gender, caste/ abilities? Looking at the class room arrangement, one can say that these issues are not a matter of concern at this stage. Is the teacher sensitive to it, or ignores it till it become violent? Not relevant as the children are not aggressive. Teaching-learning, classroom processes and attendanceClass 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 display in this school

Average attendance improves by at least 40 % 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

Questionnaire for children Do you enjoy your time in school? Yes. Manke’, games, prayer, instruments during prayer, songs, hymns, dance too and also studying. How does your school help you become what you want to be? We want to become madam, guruji, officer, doctor, nurse etc., our studying in school would help us become so. What is it that you like very much and do not like at all in your school? Why? (Moderate to receive responses on- mid day meal/ toilet/ drinking water facility/ corporal punishment/ waste disposal) 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. How many children of your class come to school everyday? What are the reasons? 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. Do you like the worksheets/other TLM being used? Why /why not? “We got worksheets to do some time back, we like them, manke’ balance, volume measuring jars, musical instruments to sing songs. How often are worksheets used and in what manner are they used? They are used once in a month said the children but they have not used them this year. If you get stuck, what do you do? Who do you seek support from? “we do not get stuck”.

Are the worksheets evaluated/how often? How They are not being given this year. 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 The children read the books everyday. Do teachers treat some children better than others? Why? (ask children) ‘ Our teacher loves all children’. Has incidences of corporal punishment decreased?(ask children-ask and record how many children were sitting and how many answered “ our teacher does not beat children”.

Have children’s clubs been formed? Yes or no .If formed where in Schools or villages Give details. There are committees- cleanliness, food, discipline etc., some children are not in any committee. Are issues related to learning and personality development taken up? Cultural programs are organized by all three teachers, children read the news. Have capacity building facilitations happened? By whom? By teachers’ support and guidance. 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)? All children are not participating in the committees. Out of 35 children in the school, only 16 children participate in the committees. Are meetings regular? Have roles and responsibilities been defined? Composition and age of the club Either mother or father, only person comes to meet the teacher and learn about the child’s performance. Are children and parents aware about child rights? Ever since we got manke’, we are able to multiply, divide, add and subtract.

What is the most significant change you have seen in the last one year (use an extra sheet if needed) Record observations after discussions • Have schools developed a Plan? Yes the teacher is aware of it not anybody else. • Do stakeholders remember the visioning exercise? Only the teacher • Do they find elements envisioned incorporated in the schools? Does not arise • Are schools moving in the direction of model schools (as envisioned)? Have they achieved the goals set out in the model school Plan? Not applicable • What more needs to be done and who is accountable for it? Have children done 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

Questionnaire for teachers 32. What is quality education and how to achieve it? 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.

33. What kind of support do you receive from the cluster resource centre coordinator (SSA)? Joint Monitoring reviewing 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 34. What are the networks you are associated with? SSA, PRATHAM, APF AND SBMA-PLAN 35. What has been your experience in demonstration by model school children in 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. 36. Your participation in activities of school level science competitions, state level exhibitions etc., NA 37. How relevant and useful do you find the training you have received on teaching maths and science and concept of model schools? Very much useful. Would like to attend more such training. 38. What are your views on Teaching learning material-/worksheets appropriateness, adequacy, and usage? TLMs like Beeds, weights and measurement tools has helped significantly. 39. Do you feel that the TLM has significantly improved in the last 13 months? One time supply of TLMs and hence no chance of improvement

40. What support do the worksheets give to you? Has it improved your teaching capacities/helped you engage better with concept? 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. 41. How do you assess the worksheets turned in by the children? How do you give feedback to the children?(how often) 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 you think of the quality of worksheets & other TLMs (quality/content/interceptive/simple/easy/interesting)? Quality was good. Content was inadequate. TLMs like weights and measurements were very useful and practical. 43. Are the worksheets enough in number & do they cover the syllabus adequately?

All children received one Work Sheet booklet. Covered only basics of syllabus. 44. When was Science activities centre established and how( whose involvement/ participation and contribution) ( Only for Uttarakhand) NA 45. For how long do you need the contribution of Grant coordinator to support you? At least up February 2009 i.e. till the Annual Examination. 46. After discussions your feedback and analysis in this issue a) Why are they needed? 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. c) How do they help the school? This helped us in tackling younger children to whom we could not provide much time earlier d) Impact on the system now and school? Adequate attention is given to all children 47. 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)) NA 17. What is the most significant change you have seen in the last one year (use an extra 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 18. Record observations after discussions • Have schools developed a Plan? Yes •

Do stakeholders remember the visioning exercise? Only HT remembers

•

Do they find elements envisioned incorporated in the schools? Yes and HT could show the progress against targets

•

Are schools moving in the direction of model schools (as envisioned)? Have they achieved the goals set out in the model school Plan? 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.

•

What more needs to be done and who is accountable for it? Have children done the things they committed to Liasoning with SSA authorities. Children are doing the thing are asked to do.

•

What problems are being faced in implementing the Plan? 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 Questionnaire for Community leaders 40. How often does the VEC meet Monthly 41. Does it - Discuss School issues in the meetings a. Monitor student enrolment, student/teacher attendanceYes 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. 47. What are your expectations from teachers? Teacher should come regularly to school and provide quality education (good learning, writing, good surroundings etc.). 48. When do you hit children? Very often when they do not hear 49. Is there a group of elders with whom children share problems? No. 50. Is there any one in your village who does not hit children ? No. 51. Do you help in enrolling children in formal schools 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

14.What is the most significant change you have seen in the last one year (use an extra sheet if needed) Teacher teaches a lot now. Children behave when they are reminded of the teachers. Children are now expressive and hygienic. Record observations after discussions • 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 • Are schools moving in the direction of model schools (as envisioned)? Have they achieved the goals set out in the model school Plan? • What more needs to be done and who is accountable for it?Have children done the things they committed to • What problems are being faced in implementing the Plan? NA Classroom Engagement and Observation: To be observed for two 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. There were no worksheets here. there was only one male teacher who has already been transferred to another school in another district.

Average time spent on active learning 2 hours per day (children are engaged in learning activity, increased by two hours) Yes.

Are the children attentive/engaged/able to respond/remember the pervious 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. 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 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 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) As mentioned earlier, all children of five different classes are made to sit together while he teaches one class at a time.

How relevant and useful is the content of the worksheet? No worksheets What was the interaction of the developing agency with PU and Plan on worksheet? What is PU and Plan feedback with respect to this? No worksheets

developing he

How effective are the worksheets? No worksheets Do children have them? Do they use them? How are they using them? Ask the teacher Are worksheets linked to specific competencies No How are the worksheets maintained? Does the school keep a record of the worksheets? How

Ask the teacher Is it used to track the progress of the child? If yes, how? No Does the school vision plan include safe environment? What does it mean (children/teachers)? Ask teacher In the classroom dynamics, how are disputes/ conflicts/fights/ bullying etc addressed? Do children share problems at home with the teachers? No. there were no apparent scenes of bullying as this teacher beats children, he is strict and hence children were quiet. How are the children relating to each others-issues of teasing/bullying on basis of gender, caste/ abilities? No opportunity to tease or bully as the teacher is very strict. Is the teacher sensitive to it, or ignores it till it become violent? Not applicable Teaching-learning, classroom processes and attendanceClass 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 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. Average attendance improves by at least 40 % Attendance here is quite good. Average time spent on active learning 2 hours per day (children are engaged in learning activity, increased by two hours) 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.

Questionnaire for teachers 48. What is quality education and how to achieve it? 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. 49. What kind of support do you receive from the cluster resource centre coordinator (SSA)? Joint Monitoring reviewing 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 corporal punishment

NO

NO

NO

50. What are the networks you are associated with? SSA, PRATHAM, APF AND SBMA-PLAN 51. What has been your experience in demonstration by model school children in DIET? NOT DONE AND YET TO BE PLANNED 52. Your participation in activities of school level science competitions, state level exhibitions etc., NA 53. How relevant and useful do you find the training you have received on teaching maths and science and concept of model schools? The teacher has not received the training. 54. What are your views on Teaching learning material-/worksheets appropriateness, adequacy, and usage? NA 55. Do you feel that the TLM has significantly improved in the last 13 months? One time supply of TLMs and hence no chance of improvement 56. What support do the worksheets give to you? Has it improved your teaching capacities/helped you engage better with concept? NA 57. How do you assess the worksheets turned in by the children? How do you give feedback to the children?(how often) NA

58. 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)? NA 59. Are the worksheets enough in number & do they cover the syllabus adequately? NA 60. When was Science activities centre established and how( whose involvement/ participation and contribution) ( Only for Uttarakhand) NA 61. For how long do you need the contribution of Grant coordinator to support you? No GF for this school 62. 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? NA 63. 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)) NA 17. What is the most significant change you have seen in the last one year (use an extra 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.

18. Record observations after discussions • Have schools developed a Plan? School development plan though prepared is not available/pasted in the wall. •

Do stakeholders remember the visioning exercise? Could not remember properly

•

Do they find elements envisioned incorporated in the schools? NA

FGD with Pahi Children Questionnaire for children Do you enjoy your time in school? Studying , writing, playing, prayer etc., How does your school help you become what you want to be? We want to become madam, guruji, police, doctor, pilot etc., and studying here veryday will enable us to become so. What is it that you like very much and do not like at all in your school? Why? (Moderate to receive responses on- mid day meal/ toilet/ drinking water facility/ corporal punishment/ waste disposal) 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. How many children of your class come to school everyday? What are the reasons? Fever, stomach ache, cough vomiting keep the child away from school. Do you like the worksheets/other TLM being used? Why /why not? 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. How often are worksheets used and in what manner are they used? They are not being used any more, If you get stuck, what do you do? Who do you seek support from?

We used to do them ourselves, net got stuck. Are the worksheets evaluated/how often? How Madam used to check them Please draw your class room with labels in 3 situations ( oral explanation of the drawing by 2 or 3 children) Stick drawings How do children use the library All children get storybooks to read, they carry them home as well. Do teachers treat some children better than others? Why? (ask children) The male teacher beats them all. He does not like anybody. They all like the lady teacher, as she beats children very rarely. Has incidences of corporal punishment decreased?(ask children-ask and record how many children were sitting and how many answered 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. Have children’s clubs been formed? Yes or no .If formed where in Schools or villages 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. Are issues related to learning and personality development taken up? Yes Have capacity building facilitations happened? By whom? Madam taught them to play these roles.

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)? There are no bal manches or bal panchayats in the village.

Are meetings regular? Have roles and responsibilities been defined? Composition and age of the club No meetings

Are children and parents aware about child rights? No What is the most significant change you have seen in the last one year (use an extra sheet if needed) Manke’ have made a lot of difference in the lives of these children. Record observations after discussions • 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 • Are schools moving in the direction of model schools (as envisioned)? Have they achieved the goals set out in the model school Plan? Please fill • What more needs to be done and who is accountable for it? Have children done the things they committed to • What problems are being faced in implementing the Plan?

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. • what

Were baseline findings shared with stakeholders (School, teachers)? Broadly, 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.