Report on Quarterly Performance Review and

Transcription

A REPORT ON
2nd QUARTERLY PROGRESS REVIEW AND
LEARNING WORKSHOP (QPR&LW)
Review period | October - December 2014
Held on | 10 - 12 March 2015
Venue | Nokkhottrobari Resort and Conference
Centre, Gazipur
A Report on 2nd Quarterly Progress Review and Learning Workshop (QPR&LW)
October - December 2014
Quarterly Progress Review and Learning Workshop (QPR&LW)
Review period
| October - December 2014
Held on
| 10 - 12 March 2015
Venue
| Nokkhottrobari Resort and Conference Centre, Gazipur
Organized by
| READ Program, Save the Children in Bangladesh
Partner organizations
| CODEC
| FIVDB
| JCF
| RDRS
| VERC
| ZKS
Page ii of 32
List of Acronyms
ADPEO
AFA
AFO
CHT
CLV
CODEC
CV
DQA
FGD
FIVDB
FO
GPS
HT
IAT
ICT
JCF
JD
MEAL
MLE
NGO
NGPS
NNPS
PC
PNGO
QLE
QPR&LW
RDRS
READ
RIMES
SC
SCI
SMC
SRM
STO
TO
ToT
UNO
USAID
VERC
VAT
ZKS
Assistant District Primary Education Officer
Administrative and Finance Officer
Assistant Finance Officer
Chittagong Hill Tracts
Community Literacy Volunteer
Community Development Centre
Curriculum Vitae
Data Quality Assessment
Focus Group Discussion
Friends in Village Education Bangladesh
Field Officer
Government Primary School
Head Teacher
Instruction Adjustment Tool
Information and Communication Technology
Jagarani Chakra Foundation
Job Description
Monitoring Evaluation Accountability and Learning
Multi-lingual Education
Non-government Organization
Non-government Primary School
Newly Nationalized Primary School
Project Coordinator
Partner Non-government Organization
Quality Learning Environment
Quarterly Progress Review and Learning Workshop
Rangpur-Dinajpur Rural Service
Reading Enhancement for Advancing Development
Read Implementation Monitoring and Evaluation System
Save the Children
Save the Children International
School Management Committee
Supplementary Reading Material
Senior Technical Officer
Technical Officer
Training of Trainers
Upazila Nirbahi Officer
United State Agency for International Development
Village Education Resource Centre
Value Added Tax
Zabarang Kalyan Samity
Page iii of 32
Executive Summary
As a regular event, READ organized a three-day QPR&LW (Quarterly Progress Review and Learning
Workshop) for the period of October - December 2014 starting on the 10th of March 2014. Precisely,
the event has three-fold objectives: review the progress happened in the previous quarter, find out
the challenges and shortcomings faced by the team in implementing and managing the activities and
figure out the possible way outs for going further in more effective way.
In the event, a team from each of the PNGOs was present. Seven teams from CODEC-Barisal,
CODEC-Cox’s Bazar, FIVDB, JCF, RDRS, VERC and ZKS attended in the event. In addition, all the
members of the READ SCI team were present there. For showing the progress, all PNGOs (Partner
NGOs) presented their activities and achievements occurred in the period of October - December
2014. They focused mainly four aspects; achievements, challenges, budget burn rate and IAT
(Instructions Adjustment Tool) data.
Almost all the PNGOs completed their planned and scheduled tasks which were supposed to be
accomplished in the outlined period. However, CODEC-Cox’s Bazar and ZKS are having some
challenges to accomplish their planned tasks. The partnership with ZKS has been done recently, so
some of their documentations and approval tasks are yet to be done. On the other hand, the PC
(Project Coordinator) of CODEC-Cox’s Bazar for READ has been replaced by a new PC. That is why
the activities CODEC-Cox’s Bazar have been slowed down a bit. Budget burn rate of the PNGOs
varied from 70% - 90% of the allocated amount for the mentioned period. The PNGOs have been
facing a number of challenges as presented in the event. The common challenges are - ineffective
communication due to low internet speed in the remote areas, improper coordination with the govt.
staffs, uncontrolled classroom while conducting IAT, fake students in almost each school and some
teachers’ lack of interest in using IAT materials etc. There were lot of discussions on how to face the
challenges and solve the emerging problems. The attendees eventually found the way outs in terms of
facing each challenge and problem.
Moreover, all but CODEC, Cox’s Bazar and ZKS presented IAT findings according to the reading
components and districts. In general, most (around 70%) students belong at mastery level regardless
components and districts. Still, some (around 20%) students are struggling and need improvement. In
addition to presenting the progress of the previous quarter, the PNGOs gave the idea what they have
done in January and February 2015 and what they are planning to do in the next couple of months.
Save the Children has a central MEAL (Monitoring, Evaluation, Accountability and Learning). The READ
program has been ensuring all but accountability. So, accountability issue was emphasized in the
workshop. All the team were asked to suggest effective techniques for ensuring the accountability in
the READ program. They put number of suggestions, which READ SCI team will review and finalize
the uniform accountability mechanism. In the later part of the event, READ SCI team presented some
important activities and tasks, for example, Reading Camp, ICT in Education, READ Website,
Multilingual Education (MLE), Finance and Accounts.
Finally, the attendees were asked to provide recommendations and feedbacks on the workshop. All
the participants, in general, think that the workshop was very successful and they learnt lot of things
from it. However, they recommended to make it more interactive and less lecture oriented.
Page iv of 32
Table of Contents
List of Acronyms .................................................................................................................................... iii
Executive Summary ................................................................................................................................ iv
1. Background ......................................................................................................................................... 1
2. Objectives of QPR&LW...................................................................................................................... 1
3. PNGOs’ Progress Review ................................................................................................................... 1
3.1. Key activities accomplished ..................................................................................................... 2
3.2. Budget burn rate ....................................................................................................................... 4
3.3. Challenges .................................................................................................................................. 4
3.4. IAT Data ..................................................................................................................................... 5
3.5. Key IAT Findings ........................................................................................................................ 7
4. Ensuring Accountability in READ........................................................................................................ 7
5. Presentation on Some Key READ Components ................................................................................ 8
6. Discussion on Implementation Guideline ........................................................................................... 9
7. Job Descriptions of TO, FO, AFO, AFA ............................................................................................ 9
8. Major Decisions ................................................................................................................................ 12
8.1. IAT ............................................................................................................................................. 12
8.2. Training .................................................................................................................................... 13
8.3. Monitoring ............................................................................................................................... 13
8.4. School Visit ............................................................................................................................... 14
8.5. Reading Camp ......................................................................................................................... 14
8.6. READ Website & Communication ........................................................................................ 15
8.7. Financial Issues ........................................................................................................................ 15
8.8. Reporting .................................................................................................................................. 16
8.9. Others ....................................................................................................................................... 16
9. Participants’ Reflections .................................................................................................................... 19
10. Recommendations .......................................................................................................................... 20
Annexes ................................................................................................................................................ 21
Gallery ................................................................................................................................................... 24
Page v of 32
1. Background
One of the key features of anything that qualifies as a project is that it has a definite start and a definite
end. However, most activities can be divided into a set of discrete projects and reviewed the progress
after each part of the project. A project progress review is a very useful and powerful way of adding
a continuous improvement mechanism. This continuous improvement mechanism helps make each
succeeding project more successful (and frequently less stressful to all participants). Project reviews
typically involve the project team and major stakeholders meeting together and reviewing what went
well and what went badly during the review period. This input can help participants make the right
decisions and plans so that the next period/phase runs better. It can also help clear up
misunderstandings and other issues.
Likewise, Reading Enhancement for Advancing Development (READ) does a program review after
each quarter of its program period, which is generally titled as ‘Quarterly Progress Review and
Learning Workshop (QPR&LW). READ, a four-year flagship program of USAID, is being implemented
by Save the Children in Bangladesh. READ’s prime objective is to develop the Bangla reading skill of
early grade learners of primary level in Bangladesh. For the field level implementation, six partner
NGOs has been working in seven areas of Bangladesh. In each QPR&LW, the representatives of
PNGOs and whole READ SC team are present.
READ has completed the 1st quarter of 2nd year. This year is very significant for the project as it is
working with highest number of schools both NNPS & GPS. It is important to know the achievements
and challenges of last quarter subsequently it is also essential to share tips and decisions for running
quarter. Obviously, it could be helpful to go forward smoothly with the experiences of last quarter.
Thus, READ organized its 2nd QPR&LW on 10 – 12 March, 2015 at Nokhottrobari, Gazipur.
2. Objectives of QPR&LW
The Objectives of QPR&LW are as follows:
1)
2)
3)
4)
To review the progress of last quarter; prepare plan for next quarter;
To introduce READ website and IAT findings;
To provide necessary guide and instruction;
AoB.
3. PNGOs’ Progress Review
As mentioned earlier, six PNGOs are working in seven areas in Bangladesh. In the workshop, each
team from each working area presented their progress and activities during October - December
2014. Their presentation focused mainly on four aspects; achievements, challenges, budget burn rate
and IAT data. The key points presented by PNGOs have been outlined below:
Page 1 of 32
3.1. Key activities accomplished
Sl
01
02
03
04
Name of Activities
Office Set Up
Staff recruitment
School Visit by using tools
Monthly Sharing Workshop
CODEC, B
6
17
120
6 (dis. lev.)
60
1 (12 staffs)
05
1 (34 staffs)
1 (12 staffs)
07
FO Training – Parents Reading
Awareness Session
Data collection and SMART phone
entry by FO
Register printing & distribution (
IAT, Supervision, student
registration, Book bank, Teacher
registration , IAT tools ( School
level)
08
09
UNO Certificate collection
IAT Conduction
2 Upa.
0
10
Academic Supervision
5 Upa.
10252 (82%)
sts
58 (48%)
11
12
ICT School Survey
Community Library Information
collection
Govt. official/administrator
registration
Student Registration for Grade-1, 2 &
3
78
36
16
2
04
11
154
120 schools
14510
students
15735
06
13
14
CODEC, C
FIVDB
JCF
RDRS
VERC
2
13
16
ZKS
3
Done
119
6 (dis. lev.)
3 reg, 6
dis
24 staffs
24 person
120
02
5847 no.
5 Upa.
7 Upa.
89%
119 NNPS
79
120 NNPS 12059 (81%)
sts
54
Done
120 HT, 14
AUEO
100%
30
82
30
18
11
Page 2 of 32
Sl
15
16
17
18
19
20
21
22
23
24
25
26
27
28
Name of Activities
Teacher registration
Supervision Register, IAT Register &
Library Register
QLE data collection
SMC Registration in online (RIMES)
School profile data entry
DQA visit
Alphabet Chart Distribution in 60
NNPS
Attend in NGO Coordination
Meeting at district & Upazilla Level.
Quarterly performance monitoring
report
Quarterly financial report
FGD with Parent, Students and
School info collection
IAT result entry into RIMES
Parents Awareness Workshop
GPS data collection
CODEC, B
24
120 School
8
CODEC, C
180
8
660 Members
60 NNPS
02 Upa.
FIVDB
JCF
RDRS
VERC
ZKS
458
8
8
Done
Done
1319
240 Charts
03 Upa. & 01
Dis.
01
01
9 Schools
100%
1 (32)
641
Page 3 of 32
3.2. Budget burn rate
Table 1: PNGO-wise budget burn rate
CODEC, B
CODEC, C
FIVDB
JCF
RDRS
VERC
ZKS
9% (out of total)
11% (out of total)
87%
86%
93%
70%
N/A
3.3. Challenges
In their presentation, all the PNGOs mentioned a number of challenges. Some challenges are repetitive
and some are unique. The mentionable challenges have been listed below:

Sometimes, it is difficult to find available venues for conducting training.

Some schools are far from others. Therefore, it is very difficult to visit a certain number of schools
within a given time. Vehicles like motorbike can be effective in this regard.

Seasonal migration of students
from a school to another school
and natural calamities are the
barriers for READ project.

Almost every school has 10 – 15 %
fake students in each grade, which
is burdening to complete the
assessment of 100% students.

Some teachers have minimum
interest to preserve the project
documents in proper way. So, it is
very difficult for field level staffs to
maintain communication as well as
enter data into RIMES.
Key Challenges

Poor or no internet connectivity in the upazila level
and remote areas

Procurement within very short-time

Transfer of govt. officials

Unwillingness of some teachers

Insufficient number of teachers in some schools

Uncontrolled classroom while conducting IAT

10 – 15 % fake students in each grade

Arranging events in a short-time

READ staffs’ turn over

Some schools have insufficient
number of teachers for each grade.

A mentionable number of READ
staffs left the organization.

Internet connectivity is very poor
or unavailable in the upazila level
and remote areas.

Some schools have more than 2 Bangla teachers, whereas 2 of them received RI and IAT training.
The remaining teachers do not use IAT for assessment.

By SCI, it is instructed to arrange events or training within a very short-time. However, the
procurement policies of PNGOs do not always suit with short-time procurement.

Some of the trained teachers keep on leave, transfer or in the govt. training. This situation hinders
overall READ school based activities.

Trained or already informed govt. officials transfer to other places.

Some FOs do not understand the RIMES as well as the data entry mechanism.
Page 4 of 32

It was instructed to place an orientation on READ activities in sub cluster training. But, sometimes,
it gets very difficult to do so due to unwillingness of concerned govt. officials.

In some areas, teacher resource book has not been provided yet.

Some teachers show reluctance to conduct IAT due to having some other workload in schools.

More than one event happen in the same time, which is, sometimes, unmanageable.

Massive change in the format for preparing budget in a very short-time.

Some students do not present on the day of IAT conduction.

Some head teachers (HTs) are assigned for Bangla class, so Academic supervision is not supervised
for them.
3.4. IAT Data
IAT (Instruction Adjustment Tool) is used mainly to measure skills in five identical reading components
of Grade 1 - 3 students. Each component consists of 3 questions, based on which, the students’
performances are determined. This is to mention that all 3 grades are not supposed to attend in all
five components. It varies from grade to grade. Following table shows the relevant components for
each grade:
Table 2: Grade-wise measurement components under IAT
Components
Grades
Grade 1
Grade 2
Letter Knowledge


Phonemic Awareness


Vocabulary

Grade 3

Fluency

Comprehension

Page 5 of 32
For determining students’ performances, there is a predetermined process. For getting a YES, a student
needs to correctly answer at least 60% of each question under each reading component.
Moreover, for determining students’
performance levels, a scale is used. The
scale has three levels; Mastery,
Improved and Need Improvement.
Mastery means a student correctly
answers at least 60% of all three
questions under each component. In
case of answering at least 60% of 2
questions, s/he is leveled as ‘Improved’.
Moreover, correctly answering less
than 2 questions means ‘Need
Improvement’.
Leveling Students’ Performances
Each reading component has 3 questions.
If a student can answer 60% or above of each
question correctly, it is considered that the question
is answered correctly.
For leveling the students’ performances, following
scale is used:
Correctly answered all 3 out of 3 = Mastery
(60% of all 3 questions)
Correctly answered 2 out of 3 = Improved
(60% of 2 questions)
Correctly answered 1 or none out of 3 =
Need Improvement (60% of 1 or no
question)



The PNGOs presented all the data
they found through IAT conduction.
The data were presented various point
of view, for instance, district-wise,
gender-wise, question-wise, component-wise. However, here, the data have been presented
component and PNGO area-wise.
Table 3: Overview of IAT data
CODEC, B
M
I
FIVDB
NI
M
I
NI
JCF
M
I
RDRS
NI
M
I
VERC
NI
M
I
NI
Letter
Knowledge
G1 70 22
8
57 17 26 69 13 18 70 13 17 78 14
8
G2 82 14
8
77 13 10 83 10
4
Phonemic
Awareness
G1
13
78
47
G2 51 26
23
43 29 28 71 17 13 56 23 21 58 23 20
9
9
8
82 10
8
88
8
44 57 17 26 52 15 33 53 18 29
G2
-
-
-
27 22 51 53 24 24 25 25 50 39 29 32
G3
-
-
-
49 24 27 59 23 19 59 23 18 78 15
Fluency
G3
-
-
-
21 19 60 27 23 51 30 24 46 52 24 24
Comprehension
G3
-
-
-
23 14 63 37 22 42 34 21 45 43 27 30
Vocabulary
6
*Note:
1. All the figures above are in percentage.
2. Here, M = Mastery, I = Improved, NI = Need Improvement.
3. CODEC, Cox’s Bazar and ZKS have not conducted any IAT in the given period.
Page 6 of 32
3.5. Key IAT Findings
According to the data presented by PNGOs and their discussions, followings are the key IAT findings:

The grade 1 students in letter knowledge, grade 2 students in phonemic awareness and grade
3 students in vocabulary performed very well in general.

The students of grade 1 are struggling in phonemic awareness. In particular, the Q. 2.3, which
measures students’ understanding of similarity in the ending sounds of Bangla words, seemed
most difficult to them.
Table 4: An overview of key IAT findings
Grades
Strengths
Weaknesses
Grade 1
Letter Knowledge
Phonemic Awareness
Grade 2
Phonemic Awareness
Vocabulary
Grade 3
Vocabulary
Fluency
General Challenges:
1. Dialectical accents
2. Comprehending the questions

In vocabulary component, grade 2 students’ performances were not up to the mark. They are
mainly struggling to understand the most frequently used words.

The grade 3 students are struggling in fluency. Their performances in comprehension was also
average.

For having the dialectical accents, some students are facing challenges in fluency and
comprehension as well.

It was very difficult for students to answer the question based on comprehension passage after
reading just once. They had to read it more than twice to understand properly.
4. Ensuring Accountability in READ
Save the Children has a central MEAL (Monitoring, Evaluation, Accountability and Learning). The READ
program has been ensuring all but accountability. So, accountability issue was emphasized in the
workshop. All the team were asked to suggest effective techniques for ensuring the accountability in
the READ program.
Combining all the suggestions, following mechanism can be generated:
Page 7 of 32
- Through posters,
leaflets, banners etc.
- In training, workshop,
meeting
- To teachers, SMC
members, students and
parents
Information
Sharing
- Hotline (focal person)
- Complain box (PNGO
premises)
- Written feedback (to
PC)
Developing
Feedback
Mechanism
Combining the
Feedbacks
- Inform responsible
persons within PNGOs
- Inform SCI about
feedbacks and actions
- Keep record of
feedbacks
- Prioritize the complains
- Figure out the possible
actions
Inform the
Responsible
Entitity
Take Actions
- Actions by SCI
- Actions by PNGOs
Figure 1: Accountability mechanism flow-chart
5. Presentation on Some Key READ Components
The presentations on the following READ components were done in the workshop. The key aspects
of the presentation have been given below:
Reading Camp
- Objectives
- Reading Buddy
- Guest Storytelling
- Parents Workshop
- Formation of Reading Camp
- Pictures
Page 8 of 32
ICT in Education
Communication
Finance and Audit
Multi-lingual Education
(MLE)
- Objectives
- Situation analysis
- Training
- Digital content development
- ToT
- Orientation of the READ website
- PNGOs role in maintaining the website
- What PNGOs can upload
- READ Facebook and Twitter page
- Children page award
- Important finance and audit issues
- Reporting
- Procurement
- Responsibilities
- Linguistic background of CHT
- Barriers for education in CHT
- Rationale of READ MLE
- Goals of READ MLE
- Approach of READ MLE
- Activities
6. Discussion on Implementation Guideline
An implementation guideline was provided to the PNGOs and instructed them to review. After
reviewing the guideline, they asked for some clarification for some points. The READ SC team
provided them with clarifications and clear understanding on different aspects.
7. Job Descriptions of TO, FO, AFO, AFA
PNGOs have different levels of staffs for implementing READ project activities. The staffs of each level
have some unique and identical job responsibilities. However, sometimes it is evident that a certain
task is being done by a staff which is not originally part his responsibilities. On the other hand, the
root level activities of READ program have changed a bit according to the second-year plan. For these
reasons, the participants had a rigorous discussions on actual job description of staffs, particularly four
levels. The discussion was carried out considering the three aspects; what they are doing now, what
more they can do and what they should not do. The outcomes of the discussion have been precisely
presented below:
Page 9 of 32
Technical Officer (TO)
What they are doing
What more they can do
What they should not do



















School visiting
Training conduction
Monitoring and supervising reading camp activities
Communication with govt. officials
Attending staff meetings
Reporting
Online data entry and check
Organizing events
Bill-vouchers management
Following-up FOs and assist them in planning
Acting as co-facilitator with STOs
Data validation
Studying manual and educational docs
Be an upazila level focal point for ensuring accountability
Volunteer selection, monitoring and supervision
Purchasing tasks
District coordination
Financial tasks - Budget preparation
Store management











Registering teachers, students and SMC members on RIMES
Online data entry
Visiting schools and filling-up form
Provide all supports regarding Reading Camp
Supervise the activities of CLV
Monitoring the activities of Reading Camp
Participating in SMC meetings
Attending in parents meetings
Orienting SMC members on READ activities
Organizing field level activities
Keeping and developing communication with SMC and local
community
Preparing monthly action plan and reporting in the end of
each month
Organizing field level events
Assisting in classroom decoration and material distribution
Organizing Community Reading Camp (CRC)
Following-up, monitoring and reporting on CRC
Assisting in SMC program reporting
Keeping contacts with Upazila level govt. staffs
Doing administrative tasks
Field Officer (FO)
What they are doing








Administrative and Finance Officer (AFO)
What they are doing


Checking bill-vouchers
Preparing monthly financial report
Page 10 of 32























Maintaining cashbook
Bank related activities
VAT and Tax management
Cash payment
Time sheet maintain
Leave management
Inventory management
Personal file maintain
Store keeping
Budgeting
Budget check
RFQ
Assisting auditors
Assist in budget approval
Program visit (twice a month)
Inventory check
Assist in tri-net
Vendor selection
Assist in purchase
Quotation collection through AFA
Food serving through AFA in meetings and events
Assist in material distribution
N/A
Administrative and Finance Assistant (AFA)
What they are doing














Checking bill-vouchers
Maintaining cashbook and ledger
Adjusting cash advance
Maintaining time-sheet
Leave and holidays management
Inventory management
Store keeping - Stock-in and stock-out
Collecting quotations
Keeping contacts with vendors
Helping in organizing events
Assisting AFO
Helping area offices to smoothen their financial tasks
Visiting schools to check inventory
Direct program related activities
Page 11 of 32
8. Major Decisions
8.1. IAT
8.1.1. IAT data presentation
IAT data should be presented according to the reading components and grades. District-wise analysis
may be included.
8.1.2. Use of adjectives
Sometimes, a number of adjectives are used to show the frequencies, like, most, a lot of, huge. These
adjectives are vague and do not present the actual amounts. So, it was discouraged to use these
adjectives, rather actual number may be used. If these are used, the numeric figure may be put beside
inside brackets.
8.1.3. Managing students during IAT
Not all students of a particular grade participate in IAT. Controlling of the students who do not
participate is very difficult during IAT is going on. This issue was discussed in the workshop and
attendees gave some suggestions appropriate to mitigate this challenge. The suggestions are:
 Take students from upper grade and instruct them do something (playing games or quiz) with
the remaining student;
 In each school, there are two trained teachers. One may conduct IAT and another for taking
session for the remaining students.
 Some digital contents or cartoons can be played in projector for the remaining students.
 Some activities or tasks can be given to them during IAT.
8.1.4. Sharing IAT data
The findings from IAT should be shared with PC and receive feedbacks prior to presenting in
QPR&LW.
8.1.5. Analyzing significant aspect of data
The set of IAT data can be analyzed in many ways. However, it was decided that the IAT data will be
analyzed from significant perspective only. Analysis of each IAT question, student roll number-wise
analysis are not necessary.
8.1.6. Reassuring surprising data
Any surprising IAT data need to be reassured communicating with respective student, school or FO.
21. Specification of students’ performances in IAT
In addition to presenting the overall performance of students in IAT, it is also important to specify in
which question students are struggling most and which seems easiest.
Page 12 of 32
8.2. Training
8.2.1. Organizing training for extra Bangla teachers
Of READ schools, two teachers who usually teach Bangla receive Reading Instruction training.
However, some schools have more than two teachers who teach Bangla. The fact is that the teachers
who did not receive training but teach Bangla do not implement reading instructional activities.
Therefore, it was decided that taking the remaining teachers who teach Bangla but not yet trained, a
batch will be formed and they will be provided with Reading Instructional training if budget is available.
8.2.2. Taking ADPEO or his representative in training
PNGOs were instructed not to involve the ADPEO or his representative in the training. However,
the PNGOs should be flexible in this regard and the situation should be managed in a proper way. In
case, the situation gets unmanageable, the decision should be taken accordingly without hampering the
relation with govt. staffs or ADPEO.
8.2.3. Cash payment in SMC training
For managing financial and audit issues in effective way, any cash payment in SMC training was
completely discouraged.
8.2.4. Food cost adjustment for absent participants
Sometimes, PNGOs face problem in adjusting the food cost of absent participants in SMC training as
no signature or evidence of that absent participants is found. It was decided that the responsible person
for that event will write down the names of absent participants and mention the proper justification
of their absence.
8.2.5. Tri-net completion
Tri-net data should be uploaded within 15 days after the completion of each training event.
8.3. Monitoring
8.3.1. PNGOs organizational monitoring
Besides the READ project monitoring, PNGOs have their organizational monitoring mechanism.
However, it is to consider that their organizational monitoring should be aligned with the project
monitoring. For monitoring purpose, feasible time should be chosen. Any project staff should not be
assigned to accompany the person who conducts the organizational monitoring.
8.3.2. Monthly M&E data
The M&E data should be uploaded by 12th of each month on RIMES.
8.3.3. Data quality checking
Before final submission, data should be crosschecked by TO, STO-M&E and PC on sample basis. SC
will also back check and spot check data when they will visit field.
Page 13 of 32
8.3.4. Sharing data in monthly team meeting
M&E findings should be reviewed in each monthly team meeting. STO-M&E will analyze the data
according to district and upazila, and share findings with PC before presenting in team meeting. Based
on findings, identify the lagging behind district/upazila and develop an action plan to improve lagging
behind district/upazila and PC will make follow it up of the action plan.
8.4. School Visit
8.4.1. Visiting the schools located in remote areas
It is a great challenge for some PNGOs to visit the schools located in remote areas within given period.
The distance between schools is miles sometimes. So, it gets very difficult for FOs to visit more than
two/three schools in a day. One suggested that motorbike will be a solution in this regard. However,
after discussion, it was decided that procurement of motorbike in this period of the project is kind of
impossible. Therefore, the PCs were suggested to place FOs in the respective work areas for some
particular days.
8.4.2. School allocation for FOs
The total number of schools in a particular region should be distributed according to the number of
FOs. The number of schools under an FO should be more or less similar comparing to the other FOs.
8.4.3. Frequency of school visit by PNGO staffs
In the workshop, frequency of school visit by PNGO staffs was discussed. The following decisions
were taken:
STO: 5 schools (upazila-wise)
TO: 10 schools
FO: Twice a school in a month
PC: 5 schools (upazila-wise)
8.5. Reading Camp
8.5.1. Extra student inclusion for reading camp
The Reading Camp is mainly an experimental research project. So, there will experimental and control
groups. Therefore, once the experimental group is determined, no new or extra students cannot be
included in the group.
8.5.2. Replacement of school that has same reading camp project by other organization
JCF reported that in one school which has been selected for reading camp has similar project
implemented by another organization. It was decided in the workshop that the school will be replaced
by near-by another school.
Page 14 of 32
8.6. READ Website & Communication
8.6.1. Website log-in for PNGOs
On the back-end of READ website, only PCs of each PNGO will have access initially. This means the
PCs will be able to upload some featured contents on READ website. Basically, they will have access
to upload three types of contents; News, Research work and Photograph.
8.6.2. PNGOs’ profile revising on website
PNGOs were suggested to visit the READ website and review own organizational profile. In case any
change, they need to contact with communication in READ team.
8.6.3. Communication strategy
The communication strategy for the READ project is being developed and will be completed by April
2015. Then, the strategy paper will be sent to each PNGO.
8.6.4. E-mail creation for PNGO staffs
In some cases, the key staffs’ leaving causes serious communication problems. Therefore, attendees
decided to create a uniform e-mail address for four key positions of PNGOs; PC, STO, TO and AFO.
The first part will be organization name and second part will be position name. For example, the email address of the PC of ‘XYZ’ organization will be xyz.pc@readbangladesh.org. The e-mail addresses
of other staffs will follow the names.
8.6.5. Mail check
It was observed that sometimes the important e-mails are not checked and in consequence no reply
from PNGOs regarding those particular issues. Sometimes, some important documents are sent by
READ SC team, which get lost due to not checking the mail in appropriate time. Therefore, it was
suggested in the workshop that e-mails should be checked at least twice a week and reply accordingly.
8.7. Financial Issues
8.7.1. Presentation of budget burn rate
Budget burn rate should be presented on the quarter basis. The allocation for the respective quarter
and percentage of burn in that quarter should be presented. Moreover, for clearer understanding,
budget head-wise allocation and burn rate would be added.
8.7.2. Revising budget
If the allocated amount under a particular budget head is not spent, it was advised to revise the budget
and inform responsible/respective person of Save the Children READ team.
8.7.3. Declaration form for salary account
For each READ staff, a salary account declaration form should be submitted and kept in the staff’s
personal file. The declaration form should mention the ownership of a particular account with name
and A/C number, and declare that the salary is to be paid through that account.
Page 15 of 32
8.7.4. Salary transferring platform for CLV
For transferring the salary of CLV, Dutch Bangla Bank Ltd (DBBL) is preferred. In case of the
unavailability of DBBL, Bikash can be used. Any transection charge will be covered by respective
organization/READ. Likewise, CLVs need to submit the salary account declaration form.
8.7.5. Budget revising workshop
Budget revising workshop will be held in May 2015 as planned till then.
8.7.6. Split purchase issue
It is a common procurement policy is that withdrawal of large amount of money requires longer
process than that of small amount. For avoiding the long process and saving time, event-wise
withdrawal/procurement was suggested in the workshop. The participants reported that this kind of
procurement is considered as ‘Split-purchase’ by the finance of respective organization. However, it
was mentioned that different procurement process can be done for the different event as the type of
event may be same, but event is different. It should/will not be considered as ‘Split-purchase’.
8.8. Reporting
8.8.1. Reporting after each event
Within the 5 days after each event, a report should be generated according to the given template. The
focal point of a particular event will be responsible for preparing the report.
8.8.2. Quarterly Performance Monitoring Report and Annual Progress Report
Quarterly report should be prepared and sent by the 15th of the each third month of the year. In total,
four quarterly reports and one yearly report should be prepared in a year. Each report will contain
PDT (Statistical report) as annex with target and achievement.
8.8.3. Financial report
Financial should be sent by the 5th of each third month.
8.8.4. VAT report
VAT report should be reached at Save the Children by the 5th of each month in hardcopies.
8.9. Others
8.9.1. Presentation of accomplished activities
Each and every task in the READ project goes under particular IR (Intermediate Result). Therefore,
while presenting the accomplished tasks, it is necessary to mention that which IR covers the task.
8.9.2. Govt. staffs’ involvement recording
The different govt. staffs of different levels get involved in the READ activities. For tracking their
involvement and participation, a format can be developed for PNGOs. The format may include the
staff’s identity, the activities which s/he has been participated with dates and his/her remarks about
the activities.
Page 16 of 32
8.9.3. Belongings of left staffs
All kinds of belongings of a left staff should be received by respective staff. Belongings include all soft
and hard materials, e-mail address, vehicle, ICT devices etc.
8.9.4. NNPS instead of NGPS
A huge number of Non-govt. Primary Schools have been nationalized almost a year ago. These schools
are considered as ‘Newly Nationalized Primary School (NNPS)’ in all kinds of govt. documents.
Therefore, it was suggested to use NNPS instead of NGPS in case of these schools.
8.9.5. Notice period for new tasks
Sometimes, PNGOs are given very short time to arrange, start or revise some activities. This creates
a lot of problems to them. Therefore, it was decided in the workshop that PNGOs will be informed
at least 30 days prior to any event, task or activities.
8.9.6. Bookshelf for SRM
For keeping Supplementary Reading Materials (SRMs), purchase of a bookshelf/reading corner bag was
planned. The design of the bookshelf/ reading corner bag is almost complete as discussed in the
workshop. The PNGOs were instructed to take initiative for purchasing the bookshelf.
8.9.7. Implementation of instructed tasks only
It was evident that some PNGOs conduct some activities which were not planned or instructed.
Therefore, the attendees decided that only instructed tasks or activities should be done by PNGOs.
For example, it is not necessary to collect students’ test scores in school exams.
8.9.8. Frequency of academic supervision
Academic supervision process will be conducted 3 times, once for each grade, by head teachers.
8.9.9. Accountability mechanism
There will be a uniform process for ensuring accountability within the READ project. The PNGOs will
adapt the process with their own structure. The implementation strategy may be different from one
to another.
8.9.10. Child safeguarding focal point
As Save the Children is a leading child focus organization, each program or project has child
safeguarding focal point. For the READ, Ms Ratna Sharmin Jhara was nominated as child safeguarding
focal point as mentioned in the workshop.
8.9.11. Informing about JD to staffs
After revising and determining the JDs of PNGO staffs, each and every staff will be informed about
their JDs.
8.9.12. Relevance of AFO being in procurement committee
The AFO will never be a member of the procurement committee. AFO will be responsible for
preparing budget, payment for event participants and venue arrangement according to program need.
Facilitator(s) will not be involved in the administrative and financial issue which hamper the quality of
the training.
Page 17 of 32
8.9.13. Studying the curriculum materials and RIA module
The nature of the READ program requires TO to have some pedagogical knowledge and be updated
about textbooks, curriculum and different modules of READ. Therefore, it was suggested that the TO
should study the curriculum materials, and should be familiar with all of the strategies of reading
instructions and assessment so that s/he can provide training in effective way as well as explain the
rationale and activities of the READ program in an informative way.
8.9.14. Visualizing monthly events
In the district and regional offices of PNGOs, each READ activity in a month should be written on the
board in a way it is visualized easily.
8.9.15. Submission of monthly event calendar
Monthly event calendar should be submitted by the 5th of each month. It should be sent to Mr. Shahin
Islam, Deputy Director, Partnership and kept Ms. Ratna Sharmin Jhara in cc.
8.9.16. Action-plan preparation and sending
An action plan should be prepared by PNGOs for the time from 15th March to 31st May according to
the given template and sent to Mr. Shahin Islam, Mr. Md. Akidu Islam, and Mr. Akter Hossain.
8.9.17. Recruitment of data collectors for research on cost-effectiveness
Some data collectors will be recruited for the research on Cost-effectiveness. After collecting, all CVs
should be sent to READ SC by first week of April 2015.
8.9.18. Consideration of ‘MONTH’
For completing all the tasks in effective way, month should be considered from 25th of a month to
25th of the next month, especially for the financial issues.
Page 18 of 32
9. Participants’ Reflections
Participants were asked to provide feedbacks and recommendations considering the three
aspects/questions - what contents/agenda may be added with the existing ones; what contents/agenda
may be excluded from the existing ones and how the workshop can be improved. All the participants
responded to these questions. Combined responses have been presented below:











Contents/agenda
that can be added




Contents/agenda
that can be excluded
Considerations for
improvement
Pedagogical aspects related to reading
A general presentation by READ SC team
presenting the whole READ activities and
accomplishments
ICT in Education part should have more time
Details of MEAL
Inclusion of Administrative and Finance Officer
(AFO)
Review of the key decisions of last QPR&LW
Best practices and case studies of PNGOs
Partner-wise lesson learned and experience
Compliance issues
More discussion on Reading Camp
All the presented challenges should be reviewed in
the next QPR&LW
Action plan of last QPR&LW
Designation-wise quarterly performance report
Effective communication strategies
Accountability process and updates
Finance and account issues
Communication aspects
Orientation on compliance
Multi-lingual education (MLE)
Volunteer recruitment and food serving in SMC
orientation issues

















Frequent change of sitting arrangements
More participation of TOs
Proper time management
Ensure more participation
Participation of all project staffs in QPR&LW
Hands-on activities where possible
Financial issues may be simple and specific
Facilitation scopes for PNGOs
Using more energizers
Providing hard-copies of presentation
Colour selection in PPT slides
Need to stop side-talking by SC team
Page 19 of 32
10. Recommendations
10.1. Inclusion of ‘Accomplished Tasks’ in PPt template
The present template for PNGOs to present their progress mainly covers three parts - key
achievements, budget burn rate and key challenges. What PNGOs presented under the ‘key
achievements’ part was like the activities accomplished in the quarter. Therefore, it is recommended
to add another part titled ‘Activities Accomplished’ with the existing ones. They will put major tasks
they completed under this new part and the achievement part will have particular impacts on the
stakeholders and beneficiaries.
10.2. Inclusion of interactive and energizing activities
Though there were some group activities, whole QPR&LW was full of presentations. The way of
presenting the slides may be different and interactive. Moreover, energizing games or activities can be
employed for these presentation.
10.3. Reviewing the decisions of previous QPR&LW
Each QPR&LW may have a rigorous overview of the decisions taken during the previous QPR&LW
and review of how much the decisions have been taken into account throughout the respective
quarter.
10.4. Reviewing the challenges faced in previous quarter
In each QPR&LW, the challenges faced in the respective quarter are presented by PNGOs and the
participants give suggestions for effectively facing the challenges after combined discussions. Therefore,
the challenges discussed in the previous quarter may be reviewed and how well the challenges were
faced throughout the quarter can be an agenda of each QPR&LW.
Page 20 of 32
Annexes
1. List of Participants
Organization
Save the Children
CODEC, Barisal
CODEC, Cox’s Bazar
FIVBD
JCF
Participants
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
Shahin Islam
Md. Akidul Islam
Md. Akter Hossain
Aklima Sharmin
M. Farhanul Enam
Md. Asaduzzaman
Mohammad Sayed
Ratna Sharmin Jhara
Subrata Khisa
M. Ashfaq-E-Zaman
Dilshana Parul
Sayed Aminur Rahman
Md. Yasin Arafat
Mubarrat Arfin Sylvia
Robin Mehdee
Shahana Parvin Lata
1. Sankar Kumar Biswas
2. Md. Nazrul Islam
3. S. M. Leakat Hossain
1. Shakhawat Ameen
2. Naushad Uddin
1. Debashish Dutta Probal
2. Md. Shariful Alam
1. Md. Anisur Rahman
2. Md. Nizamul Islam
3. Omar Faruq Jewel
RDRS
1. Md. Nuruzzaman
2. Md. Habib Shatti
3. Azharul Islam
VERC
1. Md. Delwar Hossain
2. Md. Shahjalal
3. Md. Mahinur Rahman
ZKS
1. Dayananda Tripura
2. Shubha Ranjan Tripura
3. Lokajoti Chakma
Page 21 of 32
2. Workshop Schedule
Date
Time
10.03.2015
07:30 – 8:30 AM
09:00 – 10:00 AM
10:00 – 10:20 AM
10:20 – 11:00 AM
11:00 – 11:30 AM
11:30 – 11:50 AM
11:50 – 12:30 PM
12:30 – 01:00 PM
01:00 – 02:00 PM
02:00 – 02:40 PM
02:40 – 03:00 PM
03:00 – 03:40 PM
03:40 – 04:00 PM
04:00 – 04:20 PM
04:20 – 05:00 PM
05:00 PM
07:30 – 08:30 PM
11.03.2015
08:30 – 09:30 PM
07:30 – 08:30 AM
09:00 – 09:10 AM
09:10 – 09:30 AM
09:30 – 10:10 AM
10:10 – 10:30 AM
10:30 – 11:10 AM
11:10 – 11:30 AM
11:30 – 01:00 PM
01:00 – 02:00 PM
02:00 – 02:30 PM
02:30 – 04:00 PM
04:00 – 4:20 PM
04:20 – 05:00 PM
Content
Breakfast
 Opening
 Introduction
 Overview of QPR&LW
 PNGO’s Presentation
(template given below)
 Discussion on the presentation
Tea Break
Lunch Break
Tea Break
 Closing
 Role of FO & TO
 MEAL
 Print-reach environment
 Book bank operational mechanism
 Distribution of SRM (Process of book
distribution from central to school &
community)
Dinner
Breakfast
 Check In
Tea Break
 Introduction of READ website
 Children page
 Communication & Branding Issues
Lunch Break
 RCT Implementation & Control
Mechanism
 Presentation & Discussion on ‘READ
Implementation & Monitoring Guideline’
Tea Break
 AOB:
- Approval Channel
- Regular E-mail Checking
- Coordination & Communication
Facilitator
Shahin
Akter
Akidul
CODEC (B)
All
CODEC (C)
All
FIVDB
All
JCF
All
RDRS
All
Shahin, Akter &
Akidul
Shahin
VERC
All
ZKS
All
Farhan
Akter
Akidul & Akter
Shahin
Page 22 of 32
Date
Time
07:00 – 08:30 PM
12.03.2015
08:30 – 09:30 PM
07:30 – 08:30 AM
09:00 – 09:30 AM
09:30 – 10:30 AM
10:30 – 11:00 AM
13.03.2015
11:00 – 11:30 AM
11:30 – 01:00 PM
01:00 – 02:00 PM
02:00 – 04:30 PM
04:30 – 05:00 PM
07:30 – 08:30 AM
08:30 – 09:30 AM
Content
 Overview of school-based and
community-based packages’
 Community Literacy Volunteer:
Recruitment & Activities.
 Community Book Bank: Scope, Limitation
and Possible solution
 Training follow-up, Academic Supervision
and Formative Assessment
Dinner
Breakfast
 Check In
 Sharing of last 2 day’s decisions
 Cost Effective Analysis
 Reporting Schedule
- Quarterly Report
- Event Calendar
- Event Reporting
- Financial Report
Tea Break
 Compliance Issues met so far (PNGOs)
Lunch Break
 Action Plan
Tea Break & Closing
Breakfast
Departure
Facilitator
Akidul, Akter
& Aminur
Yasin & Robin
Akter
Shahin & Akter
Asad
PNGOs
3. PNGO-wise Working Area
Name of the Organization
CODEC, Barisal
CODEC, Cox’s Bazar
FIVBD
JCF
RDRS
VERC
ZKS
Working Area
Barisal
Cox’s Bazar
Sylhet
Jessore
Rajshahi
Dhaka
Khagrachari
Page 23 of 32
Gallery
Presentation
All in one
frame
Page 24 of 32
PCs
STOs
TOs
Award
Materials
Page 25 of 32
Concentration
Page 26 of 32
Page 27 of 32

Report on Quarterly Performance Review and

Transcription

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