Democratized Education Management and Ownership. (DEMO) Project.

The Initial Visit (IV) is the first step of the DEMO process. It is undertaken by a Social Mobilizer. During this visit a briefing on ESRA-SMC strengthening project being implemented in Sukkur and Khairpur, under the rubric of DEMO is given for an overall understanding. The purpose of the IV is to

Specifically the notables, teachers, councilors and SMC members are targeted, both as a source of information and support for future interaction with SMCs and the community.

Baseline data of SMCs includes information regarding the total number of members, frequency of meetings and performance of the SMCs with respect to record keeping and activity and most importantly the SMCs account number (if available) is recorded for future references etc.

During this visit, the baseline data of the school is also collected. This data includes but is not limited to the inventory of the facilities, class wise enrollment of the students, total number of teachers and general condition of the school. The data is provided and cross verified by school teachers, headmaster and SMC members present.

The first Village Assembly (VA 1) is conducted on the date that has been decided during the IV. The Village Assembly in DEMO is a public forum/ platform called to deal with issues concerning school(s) and education in a particular area, and consists of stakeholders, parents, notables (influential people with repute) in the periphery of school(s), civil society institutions working in the area, government line agencies, NGOs, political leaders and social activists. The overall objective of a VA is to promote social intermediation and develop social capital, through a collective approach and on self-reliance basis, for improvement of the local school(s) and quality of education in the periphery (village). In the above conceptual context the first village assembly is thus conducted as an orientation of the larger community to SIP development process and prerequisites.

The participants are first introduced to the ESRA program. The project team/SM then explains the objectives of the School Improvement Process and highlights the importance of community participation in school management. A template is developed for this part of the VA so there is uniformity of content in the information disseminated in the communities.

The perceptions of the community are recorded and assessed to reach a common vision of an improved school. The community is facilitated by the Social Mobilizer in this process of developing a collective vision for an improved school.

III. Identification and nominations of trainees for training in SIP development and PM&E.

Training in School Improvement Plan (SIP) development and Participatory Monitoring & Evaluation (PM&E) are prerequisites to embark on a SIP development process. The participants of the VA1 identify and nominate four persons of the community as trainees for training in SIP development and PM&E that is to take place at the respective Taluka office on a specific date. The composition of trainees is such that 2 people are to be nominated from the SMC and 2 are to be community members.

During the VA1 a date for next gathering of the community (VA2) is set with mutual understanding and agreement. Further, the schedule for the training and mentoring sessions required for SIP development are also agreed upon, so that the draft SIP can be developed in time for presentation during VA 2.

The VA 2 being the orientation session to the DEMO process therefore it is imperative to get the overall community feed back on the process and objectives of the project interventions. This feedback process is simple whereby the community is asked to volunteer comments individually.

Back to top

Step 3: Training in SIP development and PM&E

The training is conducted in the respective Taluka offices where the 4 community members are called on a date agreed upon during VA 1.

I. Training on School Improvement Plan (SIP) development

Out of the four persons nominated during VA 1, two people (1 SMC+1 community) are trained on SIP development concentrating on skills enhancement in needs assessment of schools and making plans. The training is based on the experiential learning approach.

II. Training on Participatory Monitoring &Evaluation (PM&E)

The approach adhered to is, again, based on experiential learning. The emphasis is on skill building in monitoring and evaluation techniques applicable within the social and cultural context and corresponding to the realities of issues faced by SMCs. Participants are introduced to simplified definitions of the terms and concepts used in PM&E. As such sensitization to processes and standards for transparent and smooth school management systems is developed. At the end of the training the trainees are trained to develop an M&E format for the SMCs and community to monitor the activities and progress of the schools and SMCs. The trainees are also provided with a format of a monitoring report on SIP development process.

The trainees in both of the trainings are asked to evaluate the training in a structured format and give their feedback by rating the quality on a scale.

Result/ Output of Training in SIP development and PM&E:

1. Two community/SMC members trained in SIP Development.

2. Two community/SMC members trained in PM&E.

3. Training Evaluation documented.

Back to top

Step 4: SIP Development

The Schools Improvement Plans are developed by the trained community and SMC members in consultation with the community elders, school representatives (Head Teacher, teachers) students and SMC members. In this session, hands-on mentoring is provided by the respective social mobilizer to facilitate the SIP making process while the SIPs are developed. During the development process the prioritization of needs are verified with the school information. The community is also asked to commit their share for improvement of the school in tangible and intangible terms. So far the community has shown an ample interest in the school improvement by donating, lands, buildings, cash and kinds.

The trained people hold individual meetings, group discussions and talks with the stakeholders to identify needs and articulate in the forms. The SIPs are discussed with the stakeholders before they are presented in the VA2.

Result/Output of SIP Development:

1. Standardization and quality improvement of SIP through mentoring.

2. Draft of the SIP.

Back to top

Step 5: Second Village Assembly (VA 2)

The second village assembly (VA2) is convened on the already agreed upon date. The purpose of the VA2 is twofold: firstly, it is to ensure transparency by presentation at a public forum. Secondly, it ensures a wider ownership of the School Improvement Plan, thus instating within the community a sense of responsibility towards their neighborhood school. Moreover, formal endorsement of the SIP is sought by way of getting the final SIP signed by at least three SMC representatives, including the chairperson and or co chairperson and a head teacher or a teacher.

I. Presentation and discussions on SIPs

The draft School Improvement Plan (SIP) is presented in VA2. The presentation is simple whereby the need expressed in the SIP are explained in local language. The participants endorse the needs and make additions if required.

II. Endorsement and approval of SIP

Once the SIP are endorsed by the community the SIP are signed by at least three amongst SMC representative, (Chairperson or co-chairperson) School Headmaster or a teacher authorized on his / her behalf and the focal person who has developed the SIP. The social mobilizer of the project also signs the SIP and submits along with duly signed Monitoring report submitted by the two local representatives trained, earlier, in PM&E. In the event of any of the requisite signatories not being present at the occasion the community representatives acquire the required signatures, later.

Result/ Output of Second Village Assembly:

1. SIP endorsed by the VA

2. Draft of the SIP.

Back to top

Step 6 A: SMC Competency Building

Parallel to the SIP conceptualization and development stage, competencies of representative SMCs are assessed through a pre developed Institutional Maturity Index (IMI). Application of IMI helps the project in identifying the capacity building gaps of the SMCs. These needs are also compared with a Training Needs Assessment (TNA) which again is conducted with a representative sample of the SMCs and communities. Comparing the two outputs gives us a complete picture of the deficient knowledge and skills that should be imparted to the SMC and the communities. Training modules are prepared accordingly and these demand based trainings are imparted to simultaneously build capacities to carry on the activities beyond the project life. All these activities are undertaken by the offices situated in Talukas.

Results/Output of SMC competency trainings:

1. Trained SMC members.

2. SMCs with capacities and competencies to better perform fulfill roles and responsibilities.

Back to top

Step 6 B CCB Formation and Funds Access (VA3)

Another major intervention is the formation of Citizen Community Boards (CCBs) from amongst the SMC and community members. This part of the project concentrates on sustainability of the institutions and gives further leverage and strength to the institution of VA. A third VA is conducted to bring the community around the concept of CCB formation. The concept of CCB and ways and means to access public funds is shared with the communities. Following this the community is asked to nominate some members of the SMC and the community as proposed founding members of the CCB to be formed. These members are then invited to a functional level training to assist them in forming and registering a CCB.

CCBs so formed are encouraged to approach the district government and other sponsors for funds to support school level development. The culmination of the SMCs into an association recognized under the Local Governance structure, provides it legitimacy and sustainability beyond the project life.

Resultantly, in the subsequent months, we envision the SMCs and community assuming a greater role whereas project follows hands-off approach[1], and provides its technical services either on request or in cases where such support is inevitable. The project’s Service Centers established at different tiers within the project would work as a resource outpost for the preceding tier. To enable the technical expertise at the service centers to be available to the community beyond the project life, LP will initiate and seek public-private partnerships with institutional support from its Corporate Social Responsibility and Partnerships Program.

To ensure sustainability of the project’s Service Centers, a token membership fee may be charged which would make the community or SMC members eligible to receive free of cost periodic trainings, seminars and lectures. All non-members would pay a token fee for participation. Efforts would also be made to encourage endowment funds with community contributions.

Results/Outputs of VA3:

1. Formation of a body eligible and technically knowledgeable for formation of a CCB.

2. A legitimate body for the acquirement of government funds.

Back to top

[1] The community itself would decide when to call a VA, what issue to discuss and whether they would require any services from the resource centers.

* As per SMC Ordinance pertaining to the Sindh province the General Body of the SMC comprises of the entire community.