BASELINE SURVEY REPORT

(Each Child monitoring /qualitative Survey) in

DHANUSHA/MAHOTTARI

Aasaman Nepal
April 2007

1
 Acknowledgements

Thanks to:

First of all I would like to thanks all the enumerators, RR campus students, social
mobilizers and block mobilizers for their hard work and commitment in the field
and in the training period.

The people of all 14 VDCs for their participation in the survey and their
hospitality during household survey and participation in focus group discussion.
Similarly teachers of all 41 schools for their response during qualitative
information collection.

Mr. Nawal Kishor Yadav, Program Coordinator, Dineshor Sah & Santosh Kumar
Mahato, Program Officers, Dilip Kumar Yadav, Data Management Officer and
Binod Kumar Sah, Lecturer Ramsorup Ramsagar Multiple Campus, Janakpur for
their valuable inputs, comments and feedback during designing questionnaires,
selection of enumerators and last but not least in finalization of the report.

Prepared By:
Niraj Karanjeet
Documentation Officer
Aasaman Nepal

2
 CONTENTS

1. SUMMARY OF FINDINGS

2. INTRODUCTION
2.1- The main objectives of survey
2.2- Methodology
2.3-Three main components baseline survey
2.4- Steps/process:
2.5-Baseline conducted VDCs
2.6-Human resources:

3. FINDINGS:
3.1. Community base information (ECM)
3.1.1-Population and literacy status
3.1.2- Distribution of total schooling children by age
3.1.3- Distribution of boys schooling children by age
3.1.4-Distribution of girls schooling children by age
3.1.5-Distribution of total dalit schooling children by age
3.1.6-Distribution of dalit boys schooling children by age
3.1.7-Distribution of dalit girls schooling children by age

3.2. School base information

3.2.1-Regular attendance (Head counting):
3.2.2- Primary cycle completion rate:
3.2.3- Survival Rate:
3.2.4 - Students Teachers Ratio (STR)
3.2.5- Annual Follow Up:
[Link]-Participation in exam rate:
[Link]-Pass rate:
[Link]-Promotion rate:
[Link]-Repetition rate:
[Link]-Drop out:
 3.2.6- Local Resources:

3.3. Focus group discussion major findings

4- RECOMMENDATION
 Based on Community base information (ECM)
 Based on School base information & focus group discussion

5- SURVEY IMMIDIATE RESULT

6- ANNEXURE

1. SUMMARY OF FINDINGS
Summary of major finding are

3
Community Base Information
 Only 48% children were school going children from age 5-14 yrs. Among
them 55% were boy’s children and 41% were girl’s children.
 Similarly, only 48% dalit children were school going children from age 5-14
yrs. Among them 55% were boy’s children and 40% were girl’s dalit
children.
 School going proportion in dalit and others category at 5-14 yrs age group
is alike. School enrollment campaign, dalit scholarship/ Boster scholarship
program and dalit focus activities make it alike in proportion.

School Base Information

 Only 58% students from grade 1-5 regularly attending schools. Among
regular students gender and caste accounts Girls-56%, boys-60% and
Dalit-46%.
 Similarly, only 57% (girls-55, boys-59 and dalit-50%) students regularly
attending schools in grade 1.
 Only 29% children complete primary cycle compare to FY 2002
enrollment. Among them 26% girls and 30% boys complete primary cycle.
Similarly, in dalit only 22% children complete primary cycle.
 Only 30% children are survival in grade 5 compare to FY 2003 enrollment.
Among them 29% are girls and 34% boys. Similarly, in dalit only 30%
children are in grade 5.
 STR
o 1 teachers: 64 students (From government quota)
o 1 teachers:57 students ( Including volunteers teachers)

 From the analysis, average qualification of teachers in Male shows

intermediate and girls S.L.C.
 Only 77.6% children (Girls-73.9%, Dalit-32.2%) are participated in annual
exam.
 The pass (Graduated) rate of children shows that only 89.3% children
(Girls-90.5%, Dalit-87.7%) are passing annual exam.
 Pass rate of children comparing with total enrollment it shows only 69.2%
(Girls-66.1%, Dalit-28.2%) in grade 1-5
 The promotion rate of (grade 1-5) children shows that only 64% children
(Girls-63.6%, Dalit-53.7%) are promoted from lower grade to upper grade
 The repetition rate of children shows that 11.8% children (Girls-12.8%,
Dalit-6.7%) are repeated there class.
 Similarly, drop out rate of children shows that 24.2% children (Girls-23.6%,
Dalit-39.6%) are drop out from grade 1-5

4
 2. INTRODUCTION

Aasaman Nepal with the partnership of save the children Japan/Nepal has
implementing its project “JAANAM DELI TA PADHA DIA” in new VDCs of
Dhanusha and Mahotari districts from FY 2007 to Ensure Compulsory and
inclusive quality education for all children. The main purpose of this projects are
1) Ensure good governance and management of schools, 2) Promote compulsory
and inclusive quality education to all children and 3) Promote social norms that
all children are protected from all forms of violence. ASN conducted this
qualitative baseline survey in 14 VDCs of Dhanusha (9 VDCs) and Mahottatri (5
VDCs) during Jan-March’07. In this survey quantitative and qualitative
information was collected from community as well as school level.

2.1- The main objectives of survey were:

 In-depth quantitative data collection regarding population status,
educational status of both guardians and children age 0-14 years,
economic status and birth registration status.
 In-depth data collections of school on exam appear rate, pass rate,
promotion rate, repetition rate and drop out rate.
 In-depth data collection of survival rate, primary cycle completion rate
and intake rate of school.
 In-depth qualitative information collection regarding perception of
stakeholder on quality education and child protection aspect.
 To advocate/influence the issue of quality education, mobilization of
campus students as well as teacher.

2.2-. Methodology
 Conduct orientation of Each Child Monitoring concept to concern
stakeholder in VDC level.
 Primary and secondary data collection in community and schools.
 Analysis and verifying of records available in school.
 Interaction and discussion with children and parents.
 In-depth FGD with SMC and teachers concentrate in quality aspect.
 Mobilization of campus students for collecting qualitative information as
well as develop ownership about educational status of their own district.

2.3- The baseline survey consisted of three main components:

1. Quantitative/community base information collection(ECM):
Household survey (ECM) was carried out to collect quantitative information
of program implementing VDCs. The quantitative household survey
covered 14 VDCs (DHN-9, MHT-5).

2. School base information collection:

School base information was carried out to collect exam appear rate, pass
rate, promotion rate, repetition rate, drop out rate, survival rate, primary
cycle completion rate, intake rate, STR, SCR and experience of teachers of
school. School base information covered 41 schools (DHN-20, MHT 21) of
two Districts.

3. Qualitative data collection(FGD):

Focus group discussion was major tool deployed to collect information on
qualitative aspects. Six teams consisting of two members in each were
involved for information collection in the field level. Campus students of
 Janakpur who live in specific VDCs, ASN block mobilizers and ASN program
staffs involved in this survey. The FGD was carried out 1 day in each
school with SMC, teachers, children etc.

2.4- Steps/process:
To make common understanding about format and concept of data/information
collection series of meeting was conducted at district level between program
staff level. Series of meeting finalized different formats and make common
understanding in those concept and also formation of technical team to support
in field level survey process.

Before survey ASN conduct orientation on ECM and quality concept to surveyor
for familiar about ASN goal and format as well. After the orientation
data/information was collected in community and schools with the help of
various formats and focus group discussion. Similarly, to view the situation easily
after data and information collection tabulation, verification and analysis of that
information at district level by program staffs. Furthermore ASN plan to explore
finding sharing of status and planning with stakeholder in VDC as well as district
level.

For the effectiveness of survey, youth and local clubs based in community was
mobilized in quantitative data collection. In the orientation workshop participants
were selected who are interested and well known about the community.

Similarly, to build the ownership about the education status (focus in quality
part) of district and be familiar with the real field experience which they have to
face in their course study, youth from RR Campus, Janakpur and local political
parties were mobilized in qualitative information collection.

Last but nor least, all program staffs of ASN was mobilized to encouraging the
surveyor by regular monitoring and spot verification of collected
data/information during survey period.

2.5- Baseline conducted VDCs:

Abbreviation
SN District VDC Name

1 Balaha Kathal BLK

2 Ballagoth BLG
3 Giddha GDH
4 Hathipur Harwada HTH
5 Dhanusha Baheda Bala BHB
6 Fulgama FLM
7 Mukhiyapattimusharniya MPM
8 Tulsiyahi Nikas TYN
9 Tulsiyani Jabdi TYJ
10 Dhamaura DMR
11 Banauta BNT
12 Mahottari Balwa BLW
13 Padaul PDL
14 Sarpallo SPL
2.6- Human resources:
In the baseline survey total 504 man power (excluding ASN staffs) was mobilized
in 14 VDCs for household information collection. Similarly, 12 people are
mobilized for quality information collection and focus group discussion in school
level as well as community level.

3. FINDINGS
The findings of survey is categorized in three components, community base
information, school base information and focus group discussion and are briefly
describe below.

3.1. Community base information (ECM)

3.1.1-Population and literacy status
S.N District Tot. population
other Dalit
Femal Male Total Female Male Total
e
DHN
Literacy
%
MHT
Literacy
%
Total

3.1.2- Distribution of total schooling children by age

Years Total # School Going % NSG %
5-14 Years 9664 4671 48 4993 52
0-4 years 3799 163 4 3636 96
5-7 Years 3121 1363 44 1758 56
8-10 Years 3561 1759 49 1802 51
11-14 Years 2982 1549 52 1433 48
Above table show that there are 9664 children in the age group 5-14 yrs. Among
them 4671 children are school going and rest not going. Similarly, 3799, 3121,
3561 and 2982 children are from age group 0-4 yrs, 5-7 yrs, 8-10 yrs and 11-14
yrs respectively. Among them school going children are 163 (0-4 yrs), 1363(5-7
yrs), 1759(8-10 yrs) and 1549 (11-14 yrs).
Total Schooling Status
Chart shows that only
48% children were
60
52 school going children
49
50
48
44
from age 5-14 yrs.
Similarly, only 4%
40 from 0-4 years, 44%
Percent

30
from 5-7 yrs, 49%
from 8-10 yrs and
20 52% from 11-14 yrs
were schools going.
10 4 The chart shows
0 lowest schooling
5-14 Years 0-4 years 5-7 Years 8-10 Years 11-14 Years status in 0-4 year’s
age and highest
status in 11-14 years of age. So it must be focused on 0-4 yrs in program
implementation by conducting ECD center in forth coming days.

3.1.3- Distribution of boys schooling children by age

Years Total # School Going % NSG %
5-14 Years 5120 2799 55 2321 45
0-4 years 1920 87 5 1833 95
5-7 Years 1675 823 49 852 51
8-10 Years 1798 1011 56 787 44
11-14 Years 1647 965 59 682 41
Above table show that there are 5120 boys children in the age group 5-14 yrs.
Among them 2799 children are school going and rest not going. Similarly, 1920,
1675, 1798 and 1647 children are from age group 0-4 yrs, 5-7 yrs, 8-10 yrs and
11-14 yrs respectively. Among them school going children are 87 (0-4 yrs),
823(5-7 yrs), 1011(8-10 yrs) and 965 (11-14 yrs).

70 Similarly, chart
59 shows that only 55%
60 55 56 boy’s children were
49 school going
50
children from age 5-
40 14 yrs. Similarly,
Percent

only 5% from 0-4

30 years, 49% from 5-7
yrs, 56% from 8-10
20
yrs and 59% from
10 5 11-14 yrs were
schools going. The
0 chart shows lowest
5-14 Years 0-4 years 5-7 Years 8-10 Years 11-14 Years schooling status in
0-4 year’s age and
highest status in 11-14 years of age. So it must be focused on 0-4 yrs in program
implementation by conducting ECD center in forth coming days.

3.1.4-Distribution of girls schooling children by age

Years Total # School Going % NSG %
5-14 Years 4544 1872 41 2672 59
0-4 years 1879 76 4 1803 96
5-7 Years 1446 540 37 906 63
8-10 Years 1763 748 42 1015 58
11-14 Years 1335 584 44 751 56

Above table show that there are 4544 girls children in the age group 5-14 yrs.
Among them only 1872 children are school going and rest not going. Similarly,
1879, 1446, 1763 and 1335 children are from age group 0-4 yrs, 5-7 yrs, 8-10
yrs and 11-14 yrs respectively. Among them school going children are 76 (0-4
yrs), 540(5-7 yrs), 748(8-10 yrs) and 584 (11-14 yrs).
 50 Similarly, chart shows
45 42 that only 41% girl’s
44
41
40 37 children were school
going children from
35
age 5-14 yrs. Similarly,
30
only 4% from 0-4
Percent

25 years, 37% from 5-7

20 yrs, 42% from 8-10 yrs
15 and 44% from 11-14
10 yrs were schools
4
5 going. The chart
0 shows lowest
5-14 Years 0-4 years 5-7 Years 8-10 Years 11-14 Years schooling status in 0-4
year’s age and highest
status in 11-14 years of age. So it must be focused on 0-4 yrs in program
implementation by conducting ECD center in forth coming days.

Analysis of total schooling status

In total 9664 children
70 (girls 4544) 55% boys
59 and only 41% girls
60 55 56
49 were schools going
50
42 44 from the age of 5-14
41
37 yrs. This shows that
40 Boys 14% gender gap
%

30 Girls between boys and

girls.
20
10 5 4 Similarly, from the age
5-7 yrs boys school
0
going is 49% and girls
5-14 Years 0-4 years 5-7 Years 8-10 Years 11-14
is 37%. This also show
Years
12% gap in this age.

From the age 8-10 yrs there is gap of 14% between boys (56%) and girls (42%).
More over among these all entire age group highest gaps is from 11-14 yrs age
group that shows 15%. Above mention chart shows that 59% boys and only 44%
girls were school going.

There is vast gap between girls and boys school going in all age group. So, it
must be focused on equity of school going children for equality. As a result of wel
come to school, school enrollment campaign and dalit focus activity gross
enrollment rate becomes high which made schooling status higher in increasing
grade.

3.1.5-Distribution of total dalit schooling children by age

Years Total # School Going % NSG %
5-14 Years 1080 519 48 561 52
0-4 years 415 23 6 392 94
5-7 Years 365 174 48 191 52
8-10 Years 440 210 48 230 52
11-14 Years 275 135 49 140 51
Above table show that there are 1080 total dalit children in the age group 5-14
yrs. Among them only 519 children are school going and rest not going.
Similarly, 415, 365, 440 and 275 children are from age group 0-4 yrs, 5-7 yrs, 8-
10 yrs and 11-14 yrs respectively. Among them school going children are 23 (0-4
yrs), 174(5-7 yrs), 210(8-10 yrs) and 135 (11-14 yrs).

Similarly, chart shows

60 that only 48% dalit
49
children were school
48 48 48 going children from
50
age 5-14 yrs.
40 Similarly, only 6%
from 0-4 years, 48%
Percent

30 from 5-7 yrs, 48%

from 8-10 yrs and
20 49% from 11-14 yrs
were schools going.
10 6 The chart shows
lowest schooling
0 status in 0-4 year’s
5-14 Years 0-4 years 5-7 Years 8-10 Years 11-14 Years age and highest
status in 11-14 years
of age. So it must be focused on 0-4 yrs in program implementation by
conducting ECD center in forth coming days.

3.1.6-Distribution of dalit boys schooling children by age

Years Total # School Going % NSG %
5-14 Years 557 309 55 248 45
0-4 years 208 14 7 194 93
5-7 Years 175 97 55 78 45
8-10 Years 232 123 53 109 47
11-14 Years 150 89 59 61 41
Above table show that there are 557 dalit boys children in the age group 5-14
yrs. Among them only 309 children are school going and rest not going.
Similarly, 208, 175, 232 and 150 children are from age group 0-4 yrs, 5-7 yrs, 8-
10 yrs and 11-14 yrs respectively. Among them school going children are 14 (0-4
yrs), 97(5-7 yrs), 123(8-10 yrs) and 89 (11-14 yrs).

Similarly, chart shows

70 that only 55% dalit
59 boy’s children were
60 55 55 53 school going children
50 from age 5-14 yrs.
Similarly, only 7%
40 from 0-4 years, 55%
Percent

from 5-7 yrs, 53%

30
from 8-10 yrs and
20 59% from 11-14 yrs
were schools going.
7
10 The chart shows
lowest schooling
0
status in 0-4 year’s
5-14 Years 0-4 years 5-7 Years 8-10 Years 11-14 Years
age and highest status in 11-14 years of age. So it must be focused on 0-4 yrs in
program implementation by conducting ECD center in forth coming days.

3.1.7-Distribution of dalit girls schooling children by age

Years Total # School Going % NSG %
5-14 Years 523 210 40 313 60
0-4 years 207 9 4 198 96
5-7 Years 190 77 41 113 59
8-10 Years 208 87 42 121 58
11-14 Years 125 46 37 79 63
Above table show that there are 523 dalit girls children in the age group 5-14
yrs. Among them only 210 children are school going and rest not going.
Similarly, 207, 190, 208 and 125 children are from age group 0-4 yrs, 5-7 yrs, 8-
10 yrs and 11-14 yrs respectively. Among them school going children are 9 (0-4
yrs), 77(5-7 yrs), 87(8-10 yrs) and 46 (11-14 yrs).

Similarly, chart
45 42
40 41 shows that only
40 37 40% dalit girl’s
35 children were
30
school going
children from age 5-
Percent

25 14 yrs. Similarly,
20 only 4% from 0-4
15 years, 41% from 5-
7 yrs, 42% from 8-
10
4 10 yrs and 37%
5 from 11-14 yrs were
0 schools going. The
5-14 Years 0-4 years 5-7 Years 8-10 Years 11-14 Years chart shows lowest
schooling status in
0-4 year’s age and
highest status in 8-10 years of age. So it must be focused on 0-4 yrs in program
implementation by conducting ECD center and bridge course for 11-14 yrs
children in forth coming days.

Analysis of total dalit schooling status by age and sex

In total 1080 dalit
120 children (girls 523)
55% boys and only
100 40% girls were
schools going from
80 37 the age of 5-14 yrs.
40 41 42
Girls This shows that 15%
Percent

60
Boys gender gap between
40 boys and girls
55 55 53 59 children in dalit also.
20 4
Similarly, from the
0 7
age 5-7 yrs dalit
5-14 Years 0-4 years 5-7 Years 8-10 Years 11-14 boys school going is
Years 55% and girls is
41%. This also show
14% gap in this age.
From the age 8-10 yrs there is gap of 11% between boys (53%) and girls (42%).
More over among these all entire age group highest gaps is from 11-14 yrs age
group that shows 22%. Above mention chart shows that 59% boys and only 37%
girls were school going.

There is vast gap between girls and boys school going in all age group. So, it
must be focused on equity of school going children for equality in dalit category
also.

Analysis between dalit and others schooling status by age and caste
Chart shows that 48%
children are school
120
going from dalit and
100 others category from
age 5-14 yrs group.
80 52 This indicates same
48 43 50
Percent 60
proportion in dalit and
Others others category at 5-14
40 Dalit yrs age group.
48 48 48 49 Similarly, 4% others
20 4
and 6% dalit children
0
6 are school going from
5-14 0-4 5-7 8-10 11-14 0-4 yrs age group. This
Years years Years Years Years figure shows that in 0-4
yrs age group dalit
school going percent is
2% high than others.

In the age 5-7 yrs group there is gap of 5% between others (43%) and dalit
(48%). This indicates that focus will be given to others category in this age group
in enrollment campaign.
Similarly, from the age 8-10 yrs others school going is 50% and dalit is 48%. This
show 2% gap between dalit and others category in this age group and focus will
be given to dalit. Furthermore, from 11-14 yrs age group figure shows 3%
difference between others (52%) and dalit (49%). So, we focused in this age
group especially for dalit.

After analyzing above chart its quite difference between other and dalit school
going status in all age group except 5-14 yrs age group. So it must focus in both
others and dalit equally when program is implement. School enrollment
campaign, dalit scholarship/ Boster scholarship program and dalit focus activities
make it alike in proportion.

3.2. School base information

3.2.1-Regular attendance (Head counting):

To increase the regularity of students in class, it is essential to know their
presence rate at present. So, ASN had keeping the attendance record of
students on a monthly basis at present in the schools of its working area.
Principal, teacher’s committee, school management committee and social
immobilizers did head counting of students from class 1 to 5 once a month.
Result of this head counting was shared by organizing meeting with guardians,
teachers and other stakeholders and measures will be taken to improve the
situation. Head-counting record of class 1 and 2 students and class 1 to 5
students was kept separately. This is a very powerful means of raising awareness
among the stakeholders.

To know the base

Students Attendance Status
line of student’s
status in
100% attendance ASN
46 conduct survey in
58 56 60 1st quarter’07.
80%
From survey it is
60% Total found that only
Percent

73 71 74 78 Grade 5 58% students from

40% grade 1-5 regularly
Grade 1
attending schools
20% and slightly
57 55 59 50 difference 4% in
0% regularity of girl’s
(Girls-56%, boys-
Total Female Male Dalit
60%) but vast
difference in dalit.
It is found that only 46% dalit students are regular attending schools. (Pls see
chart above)

Similarly, only 57% (girls-55, boys-59 and dalit-50%) students regularly attending
schools in grade 1. This status shows 7% difference in dalit attendance. The
status also shows high attendance in grade 5 (73%) comparing with grade 1.

So, by this status focused will be taken to regularity of students especially for
girls and dalit children.

3.2.2- Primary cycle completion rate:

To know the primary cycle completion rate, surveyor review FY 2002 register
from the school and compare those to FY 2007 register. From the survey and
table shows that total 2227 (Girls-775, Boys-1452, Dalit-453) children enrolled in
FY 2002. When analyzing
Others Dalit Total
FY 2007 register it is found
Girl Boy Tota Girl Boy Tota Girl Boy Tot
FY s s l s s l s s al only 642 (Girls-203, Boys-
FY 118 177 145 222 439, Dalit-98) children
2002 593 1 4 182 271 453 775 2 7 pass grade 5. The primary
FY
2007 157 387 544 46 52 98 203 439 642 cycle completion rate is
also analysis from below
chart.
Primary Cycle Completion Rate
35 32 From chart, it shows that
31 30
30 29 only 29% children
26 25 26 complete primary cycle.
25 22 Among them 26% girls
19 and 30% boys complete
Percent

20
primary cycle. Similarly,
15
in dalit category it
10

0
Girls Boys Total Girls Boys Total Girls Boys Total
Others Dalit Total
seems 4% less only 22% children complete primary cycle. Among dalit children
girls completion rate is 6% high than boys (Girls -25%, boys-19%). Further more
when comparing with others category, it shows 31% children complete primary
cycle. Among others children boys completion rate is also 6% high than girls
(Boys-32%, girls-26%).

In total there is slightly 4% gap between girls and boys (Girls-26%, boys-30%)
but in dalit and others there is huge gap 6% between girls and boys. In
conclusion to increase the primary cycle completion it must focus on gender as
well as caste in fourth coming program implementation period.

3.2.3- Survival Rate:

To know the survival rate, surveyor review FY 2003 register from the school and
compare those to FY 2007 register. From the survey and table shows that total
2377 (Girls-967, Boys-
Others Dalit Total 1410, Dalit-393) children
Girl Boy Tota Girl Boy Tota Girl Boy Tot enrolled in FY 2002.
FY s s l s s l s s al When analyzing FY 2007
115 198 141 237
FY 2003 825 9 4 142 251 393 967 0 7
register it is found only
749 (Girls-276, Boys-473,
FY 2007 237 395 632 39 78 117 276 473 749 Dalit-117) children are
still in grade 5. The survival rate is also analysis from below chart.

From chart, it shows that only 30% children are survival in grade 5 compare to
FY 2003 enrollment. Among them 29% are girls and 34% boys. Similarly, in dalit
category it seems 2% less only 30% children are in grade 5. Among dalit children
girl’s survival rate is 4% less than boys (Girls -27%, boys-31%). Further more
when comparing
Survival status with others
40
34 34
category, it shows
35
29
32 31 30 29
32
32% children are
30 27
surviving in grade 5.
Percent

25
Among others
20
children boys
15
survival rate is 5%
10
high than girls
5
(Boys-34%, girls-
0
Girls Boys Total Girls Boys Total Girls Boys Total 29%).
Others Dalit Total
In total there is 5%
gap between girls and boys. Similarly, in dalit there is 4% gap between girls and
boys and like wise 5% gap between girls and boys in others also. So, to increase
the survival rate it must focus on gender as well as caste in fourth coming
program implementation period.

3.2.4 - Students Teachers Ratio (STR)

Ministry of Education & Sports determines the student allocation for one teacher
as 50. Currently, its allocation in the school is only 64 from government
resources teachers and is allocation only 57 even including volunteer teachers
(school resources).
o 1 teachers: 64 students (From government quota)
o 1 teachers:57 students ( Including volunteers teachers)
There are 212 (Female-36) in ASN new working area. After the analysis
teachers qualification among them, it is found that 63 teachers(Female-7)
complete intermediate level, 27 teachers (Female-0) complete bachelor
level, 5 teachers (Female-1) complete master level, 95 teachers (Female-
21) complete SLC, 9 teachers (Female-2) complete Test, 7 teachers
(Female-4) have taken India certificate and rest 6 teachers (Female-1)
are only literate.

Similarly, among the total 212 teachers 124 teachers (Female-11)

complete full package training, 32 teachers (Female-9) complete half
package training and rest 56 teachers (Female-16) does not take any kind
of training.

Experience of teachers show that 53 teachers (Female-24) have 1-10 yrs

of teaching experience, 59 teachers (Female-5) have 11-20 yrs, 39
teachers (Female-0) have 21-30 yrs, 22 teachers (Female-0) have 31-40
yrs, 1 have above 40 yrs, 14 have below 1 yrs and lastly 23 teachers does
not have any of teaching experience respectively.

Similarly about the age factor, 7 teachers (Female-3) are from 17-20 yrs,
32 teachers (Female-13) are from 21-30 yrs, 45 teachers (Female-10) are
31-40 yrs, 58 teachers (Female-5) are 41-50 yrs and 28 teachers (Female-
0) are from 51-60 yrs of age respectively. Among the total teachers, 189
teachers (Female-28) are from government resources and rest from
schools own self and volunteers. Similarly, only 135 teachers (Female-5)
are appointment as permanent teachers and rest 77 teachers (Female-31)
are appointment as temporary.

3.2.5- Annual Follow Up:

The main purpose of the annual follow up is to collect data on retention aspect,
which includes promotion, repetition and drop out rate. This also gives status of
proportion of girls and dalit in enrollment. Further, this follow up also provides
quick look of proportion of students attending examination and transfer. Overall,
the finding of this follow up gives status of improvement in retention which is the
outcomes/impact if our intervention and activities for the improvement if quality
and teaching learning as well as motivation and sensitization to the parents and
community for retention of students in school. In this FY ASN conduct annual
follow up in its working area. The status in 5 indicators was briefly mentioned
below.

[Link]-Participation in exam rate:

The participation in exam rate of children shows that only 77.6% children (Girls-
73.9%, Dalit-32.2%) are participated in annual exam from grade 1-5. It shows
Trend of participation in exam Rate Against Enrollm ent by Grade very low in grade
1. Grade 1 status
100 91.6
90
show that only
80
80
77.6
73.9 68.3% (Girls-
Total
70
68.3 65.9 65.9%, Dalit-
Girls
60 33.7%)
Dalit
Percent

50
Others
participated in
40 33.7 32.2
30
20
10
0
G-1 Tot (1-5)
grade
annual exam. There is huge gap 6%between boys and girls participated rate
which account (Boys-80.2%, Girls-73.9%) in grade 1-5. Similarly there is 5% gap
between girls and boys in grade 1 also which accounts (boys-70.4%, Girls-65.9%)

Similarly, there is maximum difference between dalit and others category it

means 59% in grade 1-5. Which accounts dalit exam participated rate is only
32.2% and others shows 91.6%. So, program implementing organization must be
major focus on dalit as well as girls.

[Link]-Pass rate:
The
Pass Rate against total e nrollme nt
pass
(Graduated) rate
92 of children shows
91
91
91
91 that only 89.3%
90
89.3
90 children (Girls-
90.5%, Dalit-
Percent

89

88
87.8 88 87.7%) are
87
87
passing annual
exam among
86
Total
participated in
85 Girls
G-1 Tot (1-5) Dalit
exam of grade 1-
Grade Others 5. Grade 1 status
show that only
87.8% (Girls-90.8%, Dalit-91.1%) children passed annual exam.

When comparing with

Status of Graduation Rate Against total enrollment
total enrollment
90 82 children pass rate
80
70 69
shows only 69.2%
66
70
59 60 (Girls-66.1%, Dalit-
60
28.2%) in grade 1-5.
Percent

50
similarly in grade 1
40
31
28 pass rate shows only
30 Total
Girls
59.9% (Grils-59.8%,
20
Dalit Dalit-30.7%). So, this
10
Others status show that it
0
G-1 Tot (1-5) must focused on pass
Grade rate against total
enrollment children to increase the primary and survival rate.

[Link]-Promotion rate:
The promotion rate of (grade 1-5) children shows that only 64% children (Girls-
63.6%, Dalit-53.7%) are promoted from lower grade to upper grade. It shows
very low in grade 1.
Status of Promotion Rate
Grade 1 status show
80
that only 57.7%
70
67 (Girls-59%, Dalit-
62 64 63.6
57.7 59 45.6%) children are
60 53.7
45.6 Total promoted from lower
50
grade to upper grade
Percent

Girls
40
Dalit (Grade 1 to grade 2 ).
30
Others
20
10
0
G-1 Tot (1-5)
Similarly, there is maximum difference between dalit and others category in
promotion rate. The status shows that dalit promotion rate is 53.7 where others
is 67.2 So, program implementing organization must focus on dalit .

[Link]-Repetition rate:
The repetition rate of children shows that 11.8% children (Girls-12.8%, Dalit-
6.7%) are repeated there class from grade 1-5. It shows quite high in grade 1.
Grade 1 status show
Repetition Status
that 12.3% (Girls-11.9%,
16 15.1 Dalit-4.1%) children are
14 12.8
13.4 repeated there class.
12.3 11.8 11.9
12
10
Similarly, there is
maximum difference
Percent

G-1
8 6.7
Tot (1-5) 5.1% between dalit and
6
4.1 others category in terms
4
of repetition rate. Which
2
accounts dalit repetition
0
Total Girls Dalit Others
rate is 6.7% and others
repetition rate is 13.4%.

[Link]-Drop out:
Similarly, drop out rate of children shows that 24.2% children (Girls-23.6%, Dalit-
39.6%) are drop out from grade 1-5. It shows very high in grade 1. Grade 1
status show that 30% (Girls-29.2%, Dalit-50.3%) children are drop out from
school.
There is 6 % gap between
Drop Out Status grade 1 and grade 1-5. so it
must focused on grade 1 to
60
50.3 reduced high drop out rate
50 in grade 1 . Similarly, there
39.6
40 is maximum difference
Percent

30 29.2 G-1 between dalit and others

30 24.2 23.6 23.1
19.5
Tot (1-5) category. Which accounts
20 dalit drop out rate is 39.6%
10
and others show 19.5%. So,
program implementing
0
organization must be major
Total Girls Dalit Others
focus on dalit as well as
girls.

3.2.6- Local Resources:

Local resources mobilization is one of the major factors to sustain the
program in local level. This also helps to develop ownership and
increased accountability. Form the analysis of qualitative information 4
schools (13%) have fish pond with Rs 73,680 annual income, 10
schools have land with Rs. 1,06000 annual income and rest school
have little income and support from VDC budget . By reviewing schools
document most of these limited budget is utilized in volunteer’s
teachers and maintenance of schools. It is also found that there is no
any concrete plan of schools to increased local resource.
 3.3 FOCUS GROUP DISCUSSION MAJOR FINDINGS

CZOP/SZOP declaration and imitation:

41 (100%) schools teachers, students, clubs, political parties and local people
like to see CZOP/SZOP declaration and imitation in schools. Particularly, this is
not applied in school due to political circumstance. The main political leaders
must unite for implementation of CZOP/SZOP at schools.

Social audit:
Only 2 schools i,e 6% (Namely Dev Narayan TLN and shree Ra Pra Vi Dhamaura-
4) have maintained social audit regularly. Remaining schools have not
maintained social audit. The result shows that lack of awareness and importance
about social audit is one of the major causes of it.

Behaviors of teachers towards students:

Survey shows that 4 schools teachers behaviors towards students seems very
bad and rest of schools teachers behaviors seems quite satisfactory.

Code of conduct in school:

Codes of conduct for their students in schools are found to be nil.

SIP /EMIS preparation process:

Analysis of qualitative information shows that schools teachers and SMC does not
know the preparation process of SIP/EMIS as well as its importance.

School Improvement Plan preparation process:

From the focus group discussion with teachers and SMC members about SIP
preparation process all of them do not know about that. They told we only
prepared SIP for money and full fill the DEO demand.

SMC/Staff Meeting:
From the discussion it is found that only 6% schools called SMC/staffs meeting
regularly. Similarly, 32% schools called SMC/Staff meeting occasionally and not
single meetings have been called by the others schools.

Child Participation:
In child participation, only 13% schools have participated their students in extra
activities like playing, dancing, singing and quiz.

Government presentation/Supervision/Monitoring:
From the focus group discussion it is found that only 6% schools (two schools)
have supervised by DEO regularly and the other schools are not supervised by
DEO regularly.

Guardian’s presentation/Supervision:
It is found that only 51% guardians have visit schools for quarrying his/her child
educational status as well as receiving scholarship, 25% guardians visits the
schools occasionally and 24% guardians never visit schools in the hole year. Lack
of awareness about education is one the major causes of this situation. So,
awareness about education and its importance should be raised among people
by conducting appropriate programs and techniques.

Local political parties and clubs presentation/supervision:

From the focus group discussion it is found that 6% ( 2 schools) schools is
suffering from political influence and unnecessary pressure from clubs and
political parties. Similarly, 13% ( 4 schools) schools have positive contribution
and support from local political bodies as well as youth clubs with important
suggestion and recommendation and others schools does not get any kind of
support as well as presentation and supervision in schools.

Local curriculum/child centered teaching technique:

Only 10% (3 schools) schools have used local curriculum and child centered
teaching technique in schools and reaming schools does not have any kind of
local curriculum and child centered teaching technique method applied as well
as available in schools.

Liberal promotion (LPP) and continue Assessment System (CAS):

In regards to LPP/CAS all of the schools seem negative. They told “we does not
get any formal letter for implementing LPP/CAS as well as orientation on it and
we does not like to implement LPP/CAS by force of DEO/NGOs because schools
and students is not a experimental units.”

Affected of natural disaster:

According to teachers, students and stakeholders most of the schools are
suffering form repeated catch of fire and floods in rainy seasons known as
natural disaster. Due to this schools and teachers are really affected time to
time.
 4. RECOMENDATION
Based on the above baseline survey finding of Community base/School base
information, following actions to be taken by concerned stakeholders as well as
implementing organization.

 Due to inadequate number of ECD center huge number of ECD age

group children out of schools environment. For instance only 4%
ECD age group children are in school environment. So, to reach all
the ECD age group of children and develop them towards school
environment large number of ECD center must be established.
 There is vast gap between girls and boys school going in all age
group. So, it must be focused on equity of school going children for
equality as well as promote girls education by program
implementing agency.
 51% from 8-10 years age group and 48% from 11-14 years group
children are still out of school due to over age. So, additional
support (Bridge course/School out reach Program) is need to
preparing older children (8-14 years of age) for studentship who
could not be enrolled in school at a grade level congruent with their
age.
 Dalit focused activities some how help to increased dalit enrollment
comparison with non dalit but it seems very unimpressive in case of
regularity, primary cycle completion, survival in grade 5,
participation in exam, pass, up grade, repetition and drop out. So,
implementing organization must be focused in dalit in forth coming
year.
 Regularity of students seems below 60%. So to increase the
student’s regularity positive effort towards child friendly school
environment, door to door visit and regular interaction with
parents/children is needed.
 Quality education package and sensitization to stakeholders towards
survival and primary cycle completion rate is essential. Lack of
awareness and knowledge about the importance of this, survival
and primary cycle completion rate is below 30%.
 LPP/CAS policy should be promote and implement in some model
VDCs/Schools to reduce drop out, repetition as well as increase
promotion rate.
 Effort must be made for public concern in education and increase
public participation in school for transparency, school good
governance and education management.
 Due to limited training and orientation schools teachers are far from
updated knowledge. So, training and orientation program should be
needed to update knowledge, skills, practice and increase positive
attitude of teachers.
 To identify schools/local resources and aware role and responsibilities of
stakeholders to mobilize those resources, as well as smoothly phase out
and handover the program to community level in future local resource
identification and mobilization training is need.
Based on the above baseline survey finding of focus group discussion,
following actions to be taken by concerned stakeholders as well as implementing
organization.

 Initiate dialogue based program for parents:

There is gap in knowledge and practice. This is due to lack of
understanding of the parents about the importance. Therefore, thorough
understanding of the situation, knowledge and attitude of the parents
towards many educational indicators and practice, causes and justification
for such practice should be explored.

 Promote participation of youth and youth club in program.

Youth seen very active during baseline survey recently conducted in FY
2007. Contribution of youth success previous program (Kaam Chaudau
School Pathau) also. The local youth and youth clubs may contribute
towards lobbying contribution from VDCs, raising awareness in educational
aspect if they are sensitized and trained on quality education ant its
consequences. So, youth should mobilize in different campaign in program
implementation phase.

 Communication through demonstration:

“Seeing is believing” and one people see, they hardly forget. The gap
between knowledge and practice could also be minimized by proper and
appropriate communication through demonstration. For example teachers
are aware about quality education but asking about the specific
importance many of them failed.

 Positive deviance method:

The significance of this approach to convince people by live examples of
positive cases could be appropriate strategy to change behaviors, hence,
this approach should be widely use in all possible activities.

 Promote local role model.

Local role models have been effective in convincing and mobilizing the
community. Hence, for behavior change local role model should be
promoted and the best practices identified will be documented and
disseminated for replication

 Tracking of the VDC budget on education program

The decentralization act has provides new ground for effective
implementation and ownership of the development programs by the local
institutions. There is also availability of several existing resources such as
fish pond, local market, land revenue and others s well as provision of
development fund (budget) from central government. Hence, tracking of
allocation of budget from VDC on education may help to assess the
priority of VDC.

 Put priority on education program:

From discussion with teachers, SMC and youth, it is found that education
program is in least priority. Although, education is basic right of children
government has not given priority on the issue. Hence, government needs
to give priority on this issue.
 Being inadequacy of teaching learning materials in the school
children have less opportunity to interact with the materials. So, to
increase the children willing ness towards schools teaching learning
materials should be lunched.

5. SURVEY IMMIDIATE RESULT

 Provide information for awareness rising and sensitizing the stakeholders
(schools, SMCs, VDCs, community members) for increasing the number of
children attending school and quality status of school as well as their
children.
 Helpful for effectively monitors the impact of Aasaman program on an
quarterly and annual basis by objective.
 Provide an annual target as well as project target of the organization to
track the progress achieve.
 Ultimately enhance the efficiency of the project and organization.