Bangladesh - Belgium

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Citizens’ Voice and Accountability Evaluation – <strong>Bangladesh</strong> Country Case Study IV. Relevant Primary and Secondary data collected during the field work Documents SDC, 2006. ROSC Credit Proposal, 7 July SDC 2005. Agreement between the Govt of the Swiss Confederation and The GoRPB on Financial and technical Cooperation for the ROSC Project, February World Bank, 2004. Project Appraisal Document on a Proposed Grant to the PRB for a ROSC Project, Human Development Sector Unit, South Asia Region, May 19 GoPRB, 2004. Project proforma: ROSC Project, August Mira A, S D Khan and F Mannan, 2006. Mapping the Profiles of Learners and other Stakeholders in the ROSC Project, SDC Dhaka, February ROSC, 2007. Semi Annual Monitoring Report, July Interaction, 2005. Boosting the Chairpersons and Teachers of Ananda School Stopgap Orientation: An Evaluation Report, SDC Dhaka, October DoPE, 2004. Project Operation Manual 3.1. Management of Ananda School: Education Allowances and Grants, September DoPE, 2004. Project Operation Manual 3.2. Management of Ananda School: Education Grants Only, September DoPE, 2006. Introducing ROSC, November (Booklet) Interviews/Focus Groups Tahsinah Ahmed, Senior Programme Manager (SDC) A K Nazmuzzaman (Joint Secretary), Project Director Upazila Education Officer, Narsigdi FGD with CMC, Modhu Para in Chinish village FGD with CMC, Rishi Para, Kiddipur village, Norsindi. Table 1. Most significant change analysis, conducted by focus group of CMC members, 10 th December 2007 (6 women), Modhu Para in Chinish village What has been the most significant change in the past ten years? • Getting allowance and uniforms; sending children to school regularly. The local school is far from here; this school is close. Children who were deprived of education are now in school. “It makes us happy that our children can read and write. They sketch pictures and do crafts” • Financial support (tiffin/”snacks”) of T50/month • We are happy that our children will have a more hopeful future (we are illiterate) • We have learned a lot through CMC membership. We meet once a month. We ask the teacher what is going on and we have learned to express our opinion • Personally, we are more confident about talking with strangers, relatives and husbands • Teacher: The CMC helps me a lot: makes it easier to run the school and the children are well behaved and respect me 96
Citizens’ Voice and Accountability Evaluation – <strong>Bangladesh</strong> Country Case Study Table 2. Most significant change analysis, conducted by focus group of CMC members, 10 th December 2007 (8 women), Rishi Para in Kiddipur village (A Hindu village of cobbler occupational caste) What has been the most significant change in the past ten years? • Our children didn’t go to school before. Now they are getting an education. • The CMC has a new experience of working together • We have changed as a result of our CMC membership. We feel happy to be involved and we have much more confidence • People from other villages used to call us by derogatory names (“rishi”) but now we feel that they treat us with more respect 60 • We see education for our children as the key to removing our problems and giving them a better future with more opportunities • Teacher: I see more responsibility on the part of these women beyond their role in the CMC, e.g. mediating conflict within the Para and visiting parents’ houses to get them to send their children to school 61 • The houses in this community are now better built and the community is now neat and clean. People have TVs and now can save money. These improvements are due to NGO activity, including ROSC, BRAC micro credit activity and an Education centre for Adults. 60 This Hindu low caste community feels pressured and degraded in some instances by some surrounding Muslim communities. 61 The ROSC school teacher in this village is actually a village resident which is a great advantage and “almost unique” in ROSC. 97
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Project (Donor) Partners/ PIUs Inte
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Annex F. Summary of Stakeholder Deb
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Bangladesh - Belgium

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