Training Manual on

Community Participation and Social Mobilization

in Basic Education

Dhaka Ahsania Mission

UNISCO Dhaka
IDB Bhaban (16th floor)
E/8-A Begum Rokeya Sharani
Sher-e-Bangla Nagar
Dhaka, Bangladesh

i
 The ideas and opinions expressed in this manual are those of the
developers and do not necessarily represent the views of UNESCO.

ISBN: 984 – 847 – 017 – 4

UNISCO Dhaka
IDB Bhaban (16th Floor)
E/8-A Begum Rokeya Sharani
Sher-e-Bangla Nagar
Dhaka-1207, Bangladesh
Telephone : (880-2) 9123469
(880-2) 9126522
Fax : (880-2) 9123468
Email : [email protected]
[email protected]

Printed by : AGAMI Printing & Publishing Co.

25/3 Green Road, Dhanmondi, Dhaka-1205
Phone : 8612819

ii
 FOREWORD

In an attempt to implement the 'Education for All' programme, a large number of non-government
organizations in Bangladesh have been working hand in hand with the Government. The success of
such activities, however, depends on the devotion and sincerity and above all appropriate skills of
the agencies implementing the programmes. This, in turn, depends to a great extent on provision of
appropriate training for their staff.

Considering the needs of the local NGOs, Dhaka Ahsania Mission in cooperation with UNESCO,
Paris and UNESCO Dhaka developed a training kit to build up capability of their staffs engaged in
the planning and implementation of basic education programmes. The training kit has three Manuals
dealing with three inter-related thematic issues. – i) Participatory Education Planning, ii)
Community Participation and Social Mobilization in Basic Education, and iii) Competency Based
Learning Assessment.

The contents of the Training Manual on Competency Based Learning Assessment include the
concept, rationale and characteristics of competency and skills, concept of assessment tools and
their preparation, and other procedural steps such as means of assessment, data collection and
analysis, field visits, and structure of reporting.

The process of development of the training kit started with organizing a workshop of national
experts by Dhaka Ahsania Mission under the BMZ project. In April 2000, UNESCO organized a
regional workshop in Dhaka using the training kit from where feedback was received. Subsequently
In February 2001 a national workshop was organized by Dhaka Ahsania Missin to the manuals with
due consideration to the feedback received.

Dhaka Ahsania Mission deserved appreciation for organizing the whole work for developing the
Manuals under the leadership of experts in their Training and Materials Development Division.

UNESCO Dhaka is glad to publish this training manuals which, I believe would be of great benefit
and fulfill the felt needs of training material for imparting training to the local NGOs for developing
capability and enhancing their quality in planning and implementing basic education programme. It
is my firm belief that this manual will play vital role in planning and implementing basic education
programme undertaken by the NGOs in Bangladesh as well as in other countries with similar socio-
economic and educational settings.

Dr. Ansar Ali Khan

Director and UNESCO Representative in Bangladesh

iii
 PREFACE

In an attempt to implement the `Education for All' programme, a large number of non-government
organizations in Bangladesh are performing their responsibilities side by side with the
Government. The success of such activities, however, depends on the devotion, sincerity and skills
of the agencies implementing the programmes. This, in turn, is dependent on provision of
appropriate training for their staff.

In order to develop the capability of the local level non-government organizations engaged in the
implementation of basic education programmes in providing training to their personnel, this
manual has been prepared in cooperation with UNESCO, Pairs and UNESCO, Dhaka. This
training kit has been developed as a combination of 3 manuals of 3 thematic issues. Mr.
Shahnewaz Khan, Director of training and material development division, DAM is the responsible
person for its planning and edition.

Officials of the local organizations, specialists in various fields and officials of the training division
of Dhaka Ahsania Mission took active part in this effort. I would like to extend my sincere thanks
to those who were associated with the preparation of this manual and deep appreciation for their
untiring and missionary zeal.

I would like to express my gratitude to Mr. Md. Akhtaruzzaman, Project Co-ordinator, ITN
Bangladesh, Mr. Shahnewaz Khan, Director, Training and Material Development Division, DAM
and Mr. Md. Mohsin, Community Development Specialist, ITN, Bangladesh, who worked hard in
developing this module of the training kit.

In developing this manual UNESCO, Paris has extended financial assistance. With deep gratitude
we acknowledge their support.

It is my firm belief that in Bangladesh perspective this manual will play a vital role in planning
implementing basic education programmes undertaken by the local NGOs.

Kazi Rafiqul Alam

Executive Director
Dhaka Ahsania Mission

v
 CONTENTS

Page

Foreword iii

Background iv

Training Schedule ix

Day one

Session No. 1 : Inauguration and introduction 1-5

Session No. 2 : People, community and society 6-12

Session No. 3 : Social development 13-20

Day Two

Session No. 4 : Basic education 21-24

Session No. 5 : Need assessment for basic education 25-30

Session No. 6 : Data collection 31-37

Day Three

Session No. 7 : Field visit 38

Day Four

Session No. 8 : Data analysis and report preparation 39-42

Session No. 9 : Community participation 43-68

Day Five

Session No. 10 : Social mobilization 69-77

Session No. 11 : Motivation 78-85

Day Six

Session No. 12 : Communication 86-97

Session No. 13 : Leadership for the expansion of basic education 98-110

vii
Day Seven

Session No. 14 : Need based planning 111-112

Session No. 15 : Preparing plan of action 113-116

Session No. 16 : Course review and evaluation 117-119

Session No. 17 : Closing 120-124

viii
Background
In 1996, UNESCO Paris launched a project for capacity development of the NGOs involved in
basic education in South Asia and Africa. As part of this program a regional workshop was
organized in Dhaka in July 1998. In a workshop, representatives from NGOs in Bangladesh,
Nepal and Cambodia have participated. As per decision in the workshop, in Bangladesh, Dhaka
Ahsania Mission has planned a program for capacity development of the local NGOs involved
in basic education. According to the first step of the plan, a survey was conducted throughout the
country to assess the needs of the local NGOs, responsible for the implementation of basic
education. A workshop was organized to present the survey result and to determine the next action
plan. As a part of that, three thematic areas were identified and three training kits were
developed to conduct pilot training courses for NFE personnel. The areas are-
1. Participatory education planning
2. Community participation and social mobilization
3. Competency based learning assessment
In April 2000, UNESCO Organized an International Workshop in Dhaka on “Putting Together
the Global Training Kit”. Broad objective of that workshop was finalization of global training
kit on the basis of country level project outputs generated from the project. A generic global
framework for NGO capacity development was developed in the workshop. At the same time it
was agreed that within the broad global framework, the participating countries would review
and finalize their own training kits to suit the specific training needs of the local NGOs in the
country.
As follow-up of the above-mentioned Workshop, a national workshop was organized in Dhaka
in February 2001, to review the existing training kits developed in Bangladesh and to develop a
framework of national training kits. Based on the recommendations the three training kits are
now finalized and ready for dissemination.

Features of the training kit

This training kit is a self-contained training guide for conducting training courses on the
following thematic areas by the local NGOs who are implementing basic education programs:
• Participatory education planning
• Community participation and social mobilization
• Competency based learning assessment
Those who want to use this training kit for facilitating training programs should read three
training manuals separately.
In each manual, separate objectives are set for each session. How to run each session is
explained in simple manner. At the end of each session, the trainer should ask questions to
ensure the learning achievement of the participants. If necessary the key issues should be
explained further.
For each module separate handouts are developed to help the facilitator to conduct the
discussion in appropriate manner. The trainer/facilitator should read those carefully and grasp
the theme before conducting the course.

ix
There are a number of transparency sheets and exercise sheets in each of the manual. The
trainer/facilitator should use those during conducting sessions. Besides, there is a compact disc
containing a soft- copy of the manual is attached with it. The facilitators will make necessary
printouts of the material using the CD.

A. Objectives:
At the end of the session the participants will be able do-
- describe the background and objectives of the training.
- describe the guidelines to facilitate the training.
- identify the common issues and the features of community.
- identify the indicators of community development.
- clarify the linkage between basic education and community development.
- describe the concept, problems and process of basic education.
- assess the needs for basic education.
- collect data on socio-economic condition of a village.
- analyze the data collected from the field.
- prepare a report on the basis of the collected information and analysis.
- illustrate the concept of community participation.
- identify the areas of community participation in basic education.
- describe the strategies for community participation.
- explain the importance and steps of community mobilization.
- identify the strategies for community mobilization.
- clarify the importance of process and steps of motivation.
- explain the process of effective communication.
- identify the importance and strategies for communication in basic education.
- explain the importance and traits of leadership in basic education programme.
- develop a plan for basic education.
- prepare an objective oriented plan of action.

B. Contents:
- people, society and community
- community development
- basic education
- need assessment in basic education
- data collection
- field visit
- data analysis and report preparation.
- community participation
- social mobilization
- motivation
- communication
- leadership for expansion of basic education
- need - based planning
- action planning
- review and evaluation

x
C. Methodology

- Question and answer

- Discussion
- Demonstration
- Discussion
- Picture show and discussion.
- Role play
- Individual work
- Field visit

D. Duration of training
To complete the course, planned in the manual, seven days would be required, spending eight
hours daily. Six hours will be for conducting sessions and two hours for lunch and refreshments.
If the session starts at 9 in the morning, it will continue till 5 in the afternoon. The trainers
would decide time-duration considering the local factors. However, six hours for conducting the
session would be required daily. A training schedule is also given in the manual.

E. Trainer/facilitator
At least two trainers would be required to facilitate the training course. In each session one will
work as the key trainer and the other as co-trainer. Only experienced trainers should be
designated as trainers.

F. Participants
The personnel from local NGOs involved in basic education would be participants of the course.
In each batch 20-25 persons will participate.

G. Things to be considered by the facilitators

As per the training schedule, facilitators may design their own schedule of activities based on
the training objectives and the training policy or scheme of the respective organizations. To
conduct the training courses the facilitators should include the following activities -

• formulate the criteria for the selection of the participants.

• study the training sessions and pay particular attention to the objectives, activities and
assessment.
• prepare and collect materials and equipment needed in the training.
• demonstrate various methods and activities.
• use the Training session guides as a ready reference and guide.
• plan the follow-up and evaluation of the training.
• clarify the goal and objectives of the training.
• stress on the needs to attend the training in time.
• identifying the venue for the various training activities.
• get to know the trainees and their expectations from the training.
• make the opening and closing programme simple and participatory.

xi
It is important to build and maintain the group's identity by establishing an atmosphere of
mutual trust and respect. This means that the training environment will be warm and should
allow participants to express their views, opinions, concerns, attitudes and behaviors freely.
Facilitator’s behavior will greatly influence the learning environment. Participants should
experience facilitator’s enthusiasm, friendliness, interest, sincerity, acceptance and support. In
order to support the group spirit throughout the training programme, facilitators are required to
do the following;
• Encourage the participants to share some information about themselves with the group.
• Let the participants establish a set of rules of conduct that can be used throughout the
training.
• Support and provide positive, constructive feedback to the participants.
• Build and maintain a sense of belonging among the participants.
• Let each person participate at his/her own pace. Encourage the participants to express
themselves but do not push those who need time to feel comfortable with the group or
working environment.
• Respond to criticism openly and make every attempt to obtain an agreement of all parties
involved. Explaining why something has been done in a particular way will often be enough
to settle any concern.
• Recall the group's suggestions, responses, feelings or questions. Previous knowledge or
experience can be used as a starting point for subsequent learning.
• Be sensitive to the needs of the group. Every group will have a unique collective personality
with different assets and needs.
• Link each new topic with previous topics and with real-life examples. Not only will this
make the sessions more interesting but new knowledge will also help develop a better
overall understanding of the topic rather than an accumulation of isolated facts.
• Ask questions that encourage them to answer precisely. Avoid questions that seek 'yes/no'
answers.
• Give clear, specific instructions for all the activities. Confusion about expectations will
distract participants from the concerned topic.
• Synthesize knowledge at the end of a session. Conclude sessions by restating the session's
theme and integrating the suggestions and ideas those arise during the session into this
framework.
• The participants will need to use the facilitation and communication skills that the trainer
exhibits during the training programme in future training sessions that they will conduct. It
is therefore important to demonstrate effective facilitation skills throughout the training
programme. Your behavior as a facilitator will present the participants with a model to
observe and evaluate. Be consistent in what you say and do.
• Ask open-ended questions which require a thoughtful response and/or guide the discussion
at a particular direction.
• Ensure that all the participants will feel that their participation is welcome and desired.
• Support the Participant's contributions. This does not mean that you must agree with the
participant, only that you respect his/her position.

xii
• Be able to deal with silence. Sometimes silence can be a helpful stimulus. Don't rush to
cover it up.
• Allow the groups to make their own decisions. Facilitation is not dictation. Participants must
be allowed to take responsibility for their own learning if it is to be meaningful to them.
• Participants of the training course need changes during the training sessions. They may need
a change of pace, a change of venue, a change of topic, or simply a break. Facilitators
should make arrangements for these demands.
• Some people are naturally quiet. They may feel embarrassed to speak in front of a group or
they may simply enjoy learning from what others are saying. Do not confront them with
specific questions if they do not appear ready to respond, however offer them the
opportunity to add their opinions or feelings when the chance comes.
• Some participants will naturally answer questions more quickly and more often than others
will. While their responses can be valuable for their content and for getting responses by the
rest of the group, their frequent outputs can also cause others to feel left out or unable to
contribute. It is the facilitator’s responsibility to ensure that the less assertive participant has
the opportunity to make a contribution by expressing his/her views.
• Facilitators should have eye contact with, and move closer to, the participants who are
having private conversations. These simple cues should be enough to eliminate off-topic
conversations. However, respect privacy and do not attempt to overhear private
conversations.
• The time allocation in the session may be made flexible. The time that is mentioned for each
session is only an indication. Actual time requirement may vary. The facilitators should
adjust the additional time requirement flexibly from the total six hours session time of a day.
It may be adjusted from the break time.
• In the long sessions there may be short breaks to avoid monotony. If necessary recreational
energizer may be introduced like singing, joking, acting, etc.

xiii
 Community Participation and Social Mobilization in Basic Education
Training Schedule
Date Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7
Time
9:00 – 11:00 1 4 7 8 Cont’d 14
Inauguration Basic Field visit Data analysis 12 Need-based
and education and report Communication planning
introduction preparation
11:00 – 11:30 TEA BREAK
11:30 – 13:00 2 5 10 Cont’d 15
People, Need Cont’d Cont’d Social 13 Preparing
community assessment mobilization Leadership for plan of action
and society for basic the expansion of
education basic education
13:00 – 14:00 LUNCH BREAK
14:00 – 15:30 3 9 Cont’d 16
Social Cont’d Cont’d Community Course
11
development participation review and
Motivation evaluation
15:30 – 16:00 TEA BREAK
16:00 – 17:00 6 17
Cont’d Data Cont’d Cont’d Cont’d Cont’d Closing
collection

xiv
 Session No-1

Title of the session : Inauguration and introduction

Objectives of the session : At the end of the session participants will be able to -
describe the background and objectives of the
course.
be acquainted with each other.
describe the guidelines to facilitate the course.

Duration of the session : 2:00 hours

a. Registration, inauguration and introduction

Process Method Time Materials

Ensure participants’ registration in given 15 min. Registration

format and give them the required materials forms,
including file, pen and paper. stationery

Welcome the participants and describe the Discussion 15 min.

course background and objectives.

Ask the participants to introduce them Discussion 20 min.

selves and their organizations.

b. Training expectations, pre test and the guidelines of course facilitation

Process Method Time Materials

Identify the training expectations of the Group 25 min. Poster and

participants through group discussion and discussion paper
write them down on a poster-paper. marker

Distribute the pre-course appraisal sheet Individual 25 min. Pre-course

among the participants and ask them to fill practice appraisal
it out. Collect the filled papers. During sheet
tea/lunch break, read those sheets and be
informed of the participant's knowledge
about the topics.

1
 Process Method Time Materials
❑ Answer each question taking 10 marks for Session-end
each, out of a total of 100. Make a list of task
the marks obtained by each participant. In
the last day of the training, declare the
results after comparing the previous marks
with the marks obtained at post-course
appraisal. (Session-end task)

❑ To facilitate the training, prepare a Question 10 min. Poster

guideline based on the opinions of all the answer and paper,
participants and hang it after writing in a discussion marker
poster paper.

❑ To create free atmospheres use a game or Game / 10 min. Required

energizer. energizer materials

2
 Training Workshop on
Community Participation and Social Mobilization
in Basic Education

REGISTRATION FORM

1. Name

2. Position

3. Organization

4. Office Address

5. Office Phone

6. Fax

7. E-mail

8. Home Address

Signature :

Date :

3
Community Participation and Community Mobilization in Basic Education
Assessment Sheet (Pre-Test)

Name of the Trainee:………………..………..

Organization:…………………………
Date:……………..………….

Which is the correct answer according to you? Please put tick (√ ) mark in the blank box.

1. What is basic education a) Primary education

b) Girls’ education
c) Education based on basic needs
d) Technical education
2. What is community a) Participation in the decision making
participation process of the organization in
development activities
b) Paying subscription in development
activities
c) Participation in project activities through
physical labour
3. What is development a) Social change
b) Any kind of change in condition
c) Financial gain
d) Expected development of person or
community
4. What is community a) Movement for community development
mobilization
b) Problem-based movement
c) Increasing community awareness
d) All answers above
5. What is motivation a) Advising
b) Cooperation
c) Encouraging
d) Bringing change in attitude

4
Briefly answer the following questions (Marks: 5 × 15 = 75)

1. How does basic education contribute to community development?

2. What are the social problems in the context of socio-economic condition of

Bangladesh?

3. How to motivate the people for basic education?

4. Appropriate leadership can help the basic education system, how?

5. In which areas is community participation possible in basic education activities

and how?

5
 Session No-2

Title of the session : People, community and society

Objectives of the session : At the end of the session participants will be able to -
• explain their own social identity.
• identify commonalties in the social life.
• explain features of community.
• describe the life styles and features of tribal/ethnic groups.

Total Time: 1:30 hours

a. Social identity

Process Method Time Materials

Ask the participants - ‘How are we Question and 10 minutes Board, Marker
being known in the society?’ Write answer
the answers on the board.
Summarize the discussion using Discussion 10 minutes TS.2.1
TS.2.1. Use Handout–2.1 for Handout- 2.1
discussion.

b. Commonalties in the society

Process Method Time Materials

Divide the participants into three Small group 10 minutes VIPP card
groups and ask them to find out ‘the discussion
similarities they see among the
people in a community’.
Write the answers on the board. Discussion 5 minutes TS.2.2
Explain the issue by using TS.2.2. Handout-2.1
Take help from Handout-2.1.

c. Features of a community

Process Method Time Materials

Divide the participants into four Buzz group 25 minutes Poster paper,
groups. Ask them to identify features Marker
that make a community different from
the other one.
Ask the groups to present their group’s Presentation 20 minutes Poster
reports.
Summarize the discussion using Discussion 5 minutes TS.2.3
TS.2.3.

6
d. Session evaluation

Process Method Time Materials

Evaluate the session by the following Question and 5 minutes Chalkboard
questions answer
- how are we being known in the
society?
- what are the commonalties in a
community?
- what elements are to be
considered for analysing a
community?

7
 Handout 2.1

People, Society and Community

Generally, community is formed to achieve certain goals or gains. Community refers to a group
of people who live in a particular geographical location and work for common goals rather than
for specific interests.
In our country, evolution of society has been made for centuries. Many specific societies
become minor at the juncture of needs and changes in the demands. Instead of societies local
communities are getting more emphasis now. In basic education we would take up community
in a wider context.

Community is developed in specific geographical locations and basing on the mutual relations
among the people there.

Human beings live in society from the very beginning. They adapt with the environment as they
grow. Changes also take place gradually in their behaviour. All these take place through a
process that makes a person an integral part of a community.

Various levels of person and community

Every individual is core to a community. Everybody is a member in the community; it is
immaterial whether that person is boy or girl, man or woman, rich or poor. Again, every person
is a part of a family or a clan. A society is formed by built on taking a number of clans together.
All live under a common social bond of tie. Therefore we see there are a number of levels in
between the person and the community.

Person
↓
Family
↓ Community
Clan
↓
Society

Levels in a community

The personality, behaviour, attitude, values in a person primarily comes from the family. The
family has a vital role in developing a person as a responsible member of the community.
Family is the smallest community institution. Clan, society etc are integral parts in a
community. To live in a community, people have to meet a number of demands. To meet these
demand people form group-based or society-based organizations. There has to be close relations
and mutual feelings among these. These feelings are developed spontaneously.

8
Commonalties in a community

There are a number of areas where the people live in the same geographic locations, generally
have commonalties. These are:
- Language
- Expression
- Habit
- Religious rituals
- Social customs
- Behavior
- Norms

One community is different from the other. To identify the differences there is a need to analyse
communities

Points to consider for analysing community are as follows:

- Current norms or values

- Behaviour
- Mutual relations
- Relation-based social needs
- Mutual communication
- Social structure
- Leadership
- Gender
- Literacy rate
- Economic condition
- Occupation
- Attitude towards women
- Status of men in the society
- Religious faith and dogmatism
- Attitude towards change
- System for justice

9
 TS-2.1

Social Identity

As a person
As a member of the family
As a member of a group or clan
As a member of a society
As a member of the community

10
 TS-2.2

Social commonalties
Language
Expression
Habit
Religious rituals
Social customs
Behaviour
Norms

11
 TS-2.3

Issues to consider for analyzing community

Current norms or rules Rate of education
Behaviour Economic condition
Mutual relations Occupation
Relation-based social needs Attitude towards
Mutual communication women
Social structure Status of men in the
Leadership society
Gender Religious faith and
dogmatism
Attitude towards change
System for justice

12
 Session No - 3

Title of the session : Social development

Objectives of the session : At the end of the session the participants will be able to-
• explain social problems.
• describe what social development is .
• identify the indicators of social development.
• explain the linkage between basic education and social
development.
• illustrate their role in basic education programmes.

Total time: 2:30 hours

a. Social problems

Process Method Time Materials

Invite any 4 participants to explain Experience 30 min. Board, marker
the socio-economic problems of their sharing brain
own village. Write the problems on storming
the board.
Summarize the discussion using Discussion 15 min. TS.3.1, Handout
TS.3.1 and Handout 3.1. 3.1
Ask the participants ‘what are the Question 20 min. Chalkboard
causes of these problems?’ Write the and answer
responses on the board.
Explain the causes by using TS.3.2. Discussion 10 min. TS.3.2

b. Indicators of social development and development

Process Method Time Materials

Briefly discuss the needs for social Discussion 10 min. Chalkboard
development.
Ask ‘What are the indicators of Question 20 min. Chalkboard
development?’ Write the points on the and answer
board.
Explain the indicators using TS-3.3 Discussion 10 min. TS.3.3
and Handout 3.1.
Handout – 3.1

13
 Ask the participants ‘What steps can Question 20 min. Chalkboard
be taken to ensure social and answer
development?’ Write the answers on
the board.
Explain the issue with TS.3.4. Discussion 10 min. Board marker
TS.3.4

c. Session review

Process Method Time Materials

Review the session with the following Question 5 min. Chalkboard

questions: and answer
- what are the causes of social
problems?
- what are the indicators of
community development?

14
 Handout – 3.1

Problems of community development in Bangladesh

The existing problems in the society considerably influence the basic education programmes.
Basic education programmes cannot run successfully, if the existing problems are not identified.

Disturbance and problems in a society

Due to many factors, the social norms that maintain balance are getting lost and social
disturbance is increasing tremendously. Social control over individuals is gradually being lost
because of social disturbance. Due to this social disturbance the social and moral values in
human beings are being are deteriorating which results in the occurrence of many social
problems. Some of these problems are:

- Poverty - Population with poor health

- Juvenile delinquencies - Unskilled manpower
- Unemployment - Wrangling
- Tendency for crime, murder, robbery - Grouping
- Corruption - Litigation
- Drug addiction - Want, deficiency
- Women repression - Over population
- Prostitution - Religious dogmatism

Historically economic development has been considered as the indicator for development. Now-
a-days social development is equally considered as a development indicator. Generally the
following indicators are used to measure social development:
- Literacy rate
- Individual and family health
- Proper distribution and management of resources
- Population growth rate
- Economic and financial privileges
- Skilled manpower
- Development in personality
- Use of technology
- Appropriate leadership
- Moral and social awareness
- Women empowerment
- Women’s participation in development

15
If we can properly assess the above indicators then it would be possible to ensure community
development. However, the progress against these indicators is not at all encouraging. The main
reason for this is lack of education.

The poor people in our country are becoming poorer mainly owing to lack of basic education.
Population is increasing continuously, while there is an increased deficiency of human resource.
In this modern civilized world there is no alternate to education. The following steps should be
taken as a whole towards community development.

- Expansion of education
- Compulsory eradication of illiteracy
- Women employment
- Women education
- Removal of religious dogmatism
- Ensuring social security
- Ensuring participation of women in development
- Training of the youth
- Expansion of technical knowledge

To ensure the above steps the first requirement is making basic education available to all.

16
 TS-3.1

Social Problems
Poverty Population with poor
Juvenile delinquencies health
Unemployment Unskilled manpower
Tendency to commit Wrangling
crime, murder, robbery Grouping
Corruption Litigious
Drug addiction Want, deficiency
Women repression Over population
Prostitution Religious dogmatism

17
 TS-3.2

Main Causes of Social Problems

Broken social structure
Negative changes in attitude
Degradation in moral values
Negative changes in behaviour
Degradation in religious practices
Rapid growth of population
Lack of basic education
Lack of resources
Lack of communal harmony
18
 TS-3.3

Indicators of Community Development

Literacy rate
Health and ability to work
Skilled manpower
Proper distribution and management of resources
Employment
Use of technology
Economic solvency
Leadership
Social awareness
Women empowerment
Women’s participation in economic activities
19
 TS-3.4

Areas for Development Interventions

Expansion of education
Compulsory eradication of illiteracy
Women employment
Women education
Removal of religious dogmatism
Ensuring social security
Ensuring participation of women in development
Training of the youth
Expansion of technical knowledge
Expansion of information technology
20
 Session No - 4

Title of the session : Basic education

Objectives of the session : At the end of the session participants will be able to -
• explain the concept and process of basic education.
• describe types of basic education.

Duration of the session : 2 hours

a. Basic education

Process Method Time Materials

Make 5 groups from the participants and Game 5 min. Puzzle set
give each group a puzzle set.
Ask each group to match the puzzle set. The Group task 20 min. Puzzle
first group, that can match it, will win.
When the game is over, ask each group to Question- 20 min. Handout-4.1
share their learning experiences. Explain the Answer
fact that basic education is the root of all Discussion
education. Give the participants a
preliminary idea on basic education
according to the Handout 4.1.
Let participants study the Handout 4.1 in 4 Study in small 30 min. Handout-4.1
small groups. groups
After the study, ask each group to present Presentation 40 min.
one topic in a big group and summarize the in a big group
discussion.

b. Evaluation of the session

Process Method Time Materials

Assess the comprehension of the Question- 5 min. Chalk board
participants by asking the following answer
questions:
♦ what do we mean by basic education?
♦ what competencies and skills must a
literate person must have?
♦ what is continuing education?

21
 A SAMPLE OF PUZZLE SET

Continuing Technical

Secondary

Basic
Education
Pre-primary

Non-formal

Madrasha

Primary
Information

Madrasha

Instruction:
♦ Prepare the above puzzle set in a big piece of art paper.
♦ Cut off the (-------------) marked part of the paper.
♦ Distribute the pieces among each group.
♦ The group which can match the cuttings, first, will win.

22
 Handout-4.1

The concept and scope of basic education

The World Conference of Education for All (WCEFA) articulated the expanded concept
of basic education as education that fulfils the basic learning needs of all - children at
first level, youth who are out of school and adults requiring lifelong basic education
support - through a variety of delivery systems, formal primary schooling, non
formal/alternative schooling for those with limited or no access to formal schooling,
literacy programmes and informal education. These basic learning needs "comprise both
essential learning tools (such as literacy, oral expression, numeracy and problem
solving) and the basic learning content (such as knowledge, skills, values and attitudes)
required by human beings to be able to survive, to develop their full capacities, to live
and work with dignity, to participate fully in development activities, to improve the
quality of their lives, to make informed decisions and to continue learning." It is very
clear from this explanation that eradication of poverty is not an objective or goal that is
exogenous to basic education. On the other hand, it only makes explicit what is already
contained in the definition of basic learning needs and imparts substantive content to the
ideal of 'living and working in dignity' and all the principles that it entails.

Broad based literacy and basic education for all is the main foundation and the essential
precondition for the improvement of the quality of life of the people and eventual
eradication of poverty. In the countries of South-East Asian region literacy and basic
education has been used to mean basic ability to read and write as the minimum basis for
further learning. In the particular contexts where poverty is still predominant, literacy
and basic education is perceived as a tool for empowering the clientele towards poverty
eradication and improvement of quality of life.

Such literacy and basic education spans a wide range and variety of programmes
catering to the diverse learning needs of all - children, youth and adults. Children in the
pre-school age years who are not in any formal educational settings, require early
childhood care and education support. Children of school going age need access to
formal primary schools and children who are out of school for a variety of reasons need
more flexible educational arrangements to meet their basic learning needs. Then, there
are the youth and adults, illiterate, semi-literate, literate and with incomplete education
requiring continuing education support in order to continue and sustain themselves as
active and productive members of the society. It is within this overall perspective of
human growth and development that literacy and basic education must be seen as part of
the continuum of life long learning and the foundation for poverty eradication. Basic
education can be a life empowering experience for all and what the poor need most is
empowerment.

Source: report of regional study on literacy as a Tool for Empowerment of the Poor

23
Concept of literacy
Literally, literacy means knowledge of a person about letters or alphabets. But in actual
sense it means the ability of a person to read, write and possess certain life skills. Time
to time the term literacy has been defined differently from different perspectives and will
be defined in future. Since the question of human resource development is linked up
with the emerging needs of changing time, definition of literacy skills will be changing
with the passage of time. Presently the term literacy means an integration of following
skills-
♦ the ability to read and understand,
♦ the ability to express feelings of mind through writing,
♦ the ability to keep day-to-day accounts,
♦ the ability to make others understand about a topic which has been read.
♦ the ability to use acquired skill (reading-writing) in real life situation.

Concept of Continuing Education

Continuing education covers all ranges of educational needs and opportunities other than
basic knowledge in literacy and primary education. This is clear from the following
points
♦ Continuing education (CE) is intended for a literate person,
♦ CE reflects needs and demands,
♦ CE incorporates every experience from formal, informal and non-formal education,
♦ CE provides every scope of life-long education, beyond the level of primary or other
form of education equivalent to it.

Situation and problems of basic education

♦ on average, only half of the learners who enrolled in primary schools till 1991, have
attended schools regularly.
♦ only 35 children out of each 100, enrolled in grade one, continued up to grade five.
♦ usually number of girls are less than boys who completed primary education.
♦ disparity in scopes of education skill exists between rural and urban area.
♦ about 70% of productive labour-force is illiterate.
♦ primary schools in most areas are located in not-easily accessible places.
♦ many schools are not renovated or repaired in time,
♦ in class rooms of many schools, there are inadequate number of benches and sitting
space for learners,
♦ lack of community participation in supervision, maintenance and development for
schools,
♦ unattractive education methods,
♦ inconsistency in teacher student ratio.

24
 Session No - 5

Title of the session : Need assessment for basic education

Objectives of the session : At the end of the session the participants will be able to-
identify the methods of need assessment.
assess the needs for basic education.
identify the issues to be considered for need assessment.

Total time: 3 hours

a. Concept and definition of needs

Process Method Time Materials

Ask the participants what they mean Question 10 min. Board, Marker
by needs of basic education. Collect and answer
the opinions of all the participants.

Explain the issue by using the game Discussion 10 min. Game 5.1
5.1.

Invite the participants to work in Pair group 15 min.

pairs to identify possible needs of
basic education in a community.

Pick up the responses from the pairs Discussion 15 min. Handout 5.1
and explain the issue by using the
Handout 5.1.

b. Area and expansion of needs

Process Method Time Materials

Introduce Game 5.1 relating to needs Square 20 min. Game 5.1
assessment and invite the game
participants to join.

At the end of the game, ask for the Discussion 10 min. Chalkboard
participants’ reaction on the game,
i.e., what they have learnt from the
game.

Collect individual reactions from Discussion 10 min.

everyone and explain the learning
points.

25
 Ask 2/3 participants to share their Discussion 20 min.
experience on the needs of basic
education while working for
development of the rural population.

Divide the participants into 4 groups Group 30 min. Poster paper,

and invite them to identify the issues discussion marker
to be considered in assessing needs
for basic education.

Ask them for group presentation. Discussion 20 min.

Explain through Handout 5.1 and Discussion 15 min. Handout – 5.1

using TS-5.1 the issues to be taken
into account while assessing needs TS.5.1
of the people.

c. Session review

Process Method Time Materials

Review the session with the Question & 5 min. Chalkboard
following questions: answer
- what do we mean by Needs?
- what issues are to be taken in to
account while assessing needs of
the people?

26
 Game 5.1

Draw a big square on the board.

Divide the square into four segments and ask how many squares there are .
Divide each small square into four again and ask the participants to count the number of
the squares.
There would be different responses/numbers. Encourage all to respond.
Correct answer is: There will be 30 squares.

Learning points
What we generally see may not be what reality is. If we analyze in depth then the real scenario
becomes apparent. To identify the real needs, it is necessary to analyze the scenario properly.
Real needs can be identified only through participatory discussion with the people concerned.

27
 Handout 5.1

Need assessment for basic education

What do we mean by needs?

By needs of the people in a community we mean the overall needs of population in an area
covering the requirement for their socio-economic, cultural and political development.
Similarly, the needs of Basic Education imply to the extent of needs or demands of the people in
that area for meeting their basic needs.

Classification of needs

Even if the people live in the same geographical location, their needs might not be same.
Different groups may have different needs. There might be diversity in needs based on the
needs of families, clans or societies. For example,
- Needs at different social levels
- Occupational needs
- Economic needs
- Religious needs

Needs of the people of different levels like rich, poor, mid-level and of occupations like farmer,
fisherman, day labourers, service holders and businessmen would depend on their social system
and features.

Issues to be considered for needs assessment

- Rate of education of different groups
- Motivation for education
- Influence of the family
- Influence of the group
- Nature and authority of leadership
- Ability to mobilise resources
- Availability of teachers
- Place and materials for learning
- Linkage of education with occupation
- Availability of time for learning
- Status of women
- Participation of women in income generating activities
- Experience of participating in activities
- Trends in social decision making
- Knowledge of local community
- Knowledge of behaviour pattern or norms of a specific group of population

28
 - Knowledge about the language
- Gender aspects as practiced in the community
- Social norms and their influence
- Characteristics of different groups
- Social classification
- Socio-cultural ways in life.
- Occupation, skill and source of income

Needs for basic education

Majorities of people in Bangladesh live below the poverty line. They are assetless, landless and
neglected. Among most of them there is no demand for basic education. For example, in a
fisherman community apparently they do not feel need for basic education for their children or
other family members. In some cases they are not interested in basic education. But for
development or improvement in quality of life there is no alternate to education. Due to diverse
nature of the population, the basic educational needs of the population might be diverse. For that
reason there is a need for assessing the nature of needs of the people. At some point if the
importance of education can be properly explained the demand is increased.

Basic education is for improvement of quality of life. But in our country the poor people have
little idea about the improvement in quality of life. If the needs for basic education can be
properly identified this attitude would be changed.

29
 TS-5.1

Issues to be considered for Needs Assessment

Knowing the literacy rate of the community
Knowing the behaviour pattern or norms of the
people
Knowing about the language
Gender aspects as applied in the community
Availability of resources
Characteristics of different groups
Social classification
Leadership trends
Socio-economic condition
30
 Session No - 6

Title of the session : Data collection

Objectives of the session : At the end of the session the participants would be able to-
collect data on socio-economic conditions of a village
assess basic educational needs of that community on the
basis of those data.

Total time: 1 hours

a. Data collection

Process Method Time Materials

Ask why the field visit is important. Question 10 min. Handout 6.1
Write the answers on the board. Explain and answer
the objectives of field visit by using
Handout 6.1.
Explain by using Handout 6.1 and Discussion 10 min. Handout 6.1
TS.6.1 the learning that has to be
acquired during the field visit. TS.6.1

Explain the steps of data collection by Discussion 20 min. TS.6.2

using TS.6.2.
Ask the participants what to do during Question 10 min. TS.6.3
field visit. Explain what should be done and answer
and avoided during the field visit by
presenting TS.6.3.
Explain the following aspects of field Discussion 5 min. Board,
visit to the participants- Marker
Where to go?
How to reach there?
How long to stay?
Where to have lunch?
When to return? Etc.
Divide the participants into four groups. Discussion 30 min. Handout 6.1
Ask the participants to prepare a group
plan for field visit elaborating what types TS.6.2
of data they would collect and how they
would do that.

31
b. Session Review

Process Method Time Materials

Assess the comprehension level of the Question 5 min. Chalkboard

participants through following questions: and answer

• what information is to be collected

through field visit?

• what are the methods for data collection?

• what things are to be avoided during

field visit?

32
 Handout 6.1

Areas and methods of data collection

Objectives of field visit

The participants will visit field to get an idea about the socio-economic condition of a village.
Through discussion with the peoples from various sections in the village, they will get ideas
about their behaviour and social norms. On the basis of the analysis of this information and
utilizing their own experience, the participants will prepare a report showing needs for basic
education as per needs of the village depicting total picture of the village.

Areas of field visit, data analysis and planning

Various aspects have to be observed during field visit. For planning purpose, specific
information that is mentioned in the data collection section should be used. In the guideline for
field visit, it has been mentioned what types of data to be collected; those should be followed
and a report should be prepared analyzing that data or information.

Grouping
There will be four groups. Each group will undertake following activities:
Field visit
Data collection
Data analysis
Planning
Report preparation
The group members will continue working in their respective groups during accomplishing
above works.

Areas of data collection

The types of data to be collected are mentioned below:

• Present situation of child, adolescent • Economic condition

and adult education • Leadership
• Priority for education • Social levels
• Education for facility • Social problems
• Communication • Number of existing schools
• Behaviour patterns • Number of potential learners of
• Social norms different ages
• Difficulties of women • Availability of teachers
• Occupation • Exploring place for learning centres
and local resource

33
 TS-6.1

Areas of Data Collection

Present situation of child, Economic condition
adolescent and adult Leadership
education
Social levels
Priority for education
Social problems
Education for facility
Number of existing schools
Communication
Number of potential learners
Behaviour patterns of different ages
Social norms Availability of teachers
Difficulties of women Exploring place for learning
Occupation centres and local resource

34
 TS-6.2

Methods of data collection

Visit
Group discussion
Question and answer
Individual discussion
Observation
Review of records

35
 TS-6.3

Do and Don’ts during Field Visit

DO DON’Ts
Give impression to the people that Make fun in public
you have come to learn something
Explain the objective and process Give false assurance of future help
of discussion or support
Be prepared to listen to them Use complicated methods that the
carefully. Understand and learn people find difficulty to follow
from what they say
Ask questions at the end of Arrange hasty discussions
conversation/discussion
Explain the method in details Compel somebody for
before the start of the process participation
Encourage them to provide Becoming impatient
information clearly

36
 TS-6.3

Do and Don’ts during Field Visit

DO DON’TS
Work in group spirit Ask many question simultaneously
Control those participants Introduce many issues at a time
diplomatically who dominate the
discussion
Write the points of discussion Signal among the team members
Showing respect to the people (build Interrupt discussion by frequent
rapport) questions
Use local or simple language Over act
Create a lively environment Derail from the key point
Behave naturally Talk too much
Self-criticizing Use unknown words
Conclude the discussion with thanks Show too much regards
and showing gratitude

37
 Session No - 7

Title of the session : Field visit

Objectives of the session : At the end of the session, the participants would be able to-
• collect data and information on socio-economic condition of
the village.

Total Time: 6 hours

a. Field visit and data collection

Process Method Time Materials

Divide the participants into four Discussion 30 min.
groups. Ask the participants to prepare
a group plan for field visit elaborating
what types of data they would collect
and how they would do that.
Divide the participants into four Group work 30 min
groups and orient them to prepare field
visit plan. Ask each group, regarding
the method they would apply during
the field visit. Each group will confirm
the method they would be applying in
the field visit. Advise participants to
prepare everything related to field visit
as per plan.
Participants will collect data from the Field visit 5.Hour
field. Provide necessary assistance
during field visit.

38
 Session No - 8

Title of the session : Data analysis and report preparation

Objectives of the session : At the end of the session the participants would be able to-
• analyze the data collected from the field.
• prepare a report, based on the collected information.

Total time: 3:30 hours

a. Data analysis, report preparation and presentation

Process Method Time Materials

Ask the participants to share their Discussion 20 min. Handout 8.1
experience of field visit and explain the
process of data analysis with the help of
Handout 8.1.

Ask the participants about the issues to Discussion 20 min. Handout 8.1
be included in the data analysis report.
Introduce the concept of report TS-8.1
preparation and explain the structure of
a report from Handout 8.1 and TS.8.1.

Assign them to prepare report in- Group work 1:45 hour

groups.

Invite them to present the report. Presentation 1 hour Draft report

b. Session review

Process Method Time Materials

Assess the comprehension level of the Question and 5 min. Chalkboard
participants through the following Answer
questions-
• what is the process for data
analysis?
• what is the general structure of a
report?

39
 Handout 8.1

Data analysis and report preparation

Data analysis

Analysis is preparing an overview of the data collected through field visit, i.e., documentation
of what the data implies or what can be deducted from the collected data. For example, data
from an area shows that there is an ample opportunity for education but the rate of enrollment in
school is low. The reasons for this situation may be obtained from opinion of the people in that
area. Analysis should be issue-based, like education, health, economic condition, etc. Without
waiting for getting all the data in all sectors, analysis can be started after getting data on one
issue or sector.

For analysis the broad issues should be split into smaller ones and data should be arranged
accordingly. For example, if education is taken as a broad issue, specific issues might be
education centre or institution, ongoing education system, education materials, etc. Sometimes
many small questions are evolved besides the set questionnaire. During analysis response to
those questions should be considered.

After an analysis of issue-based data, a summary should be prepared and a way for solving
those should be worked out. For example, preparing summary and way out on educational
issues after analyzing data in that area.

During presentation, statistical information can be presented in the main report or as in the
annexure. Acceptance of case study is relatively higher.

After the analysis of data on social issues, the findings should be sought from relevant
stakeholders. It might happen that further data collection or analysis would be required at this
stage. Since the people in the field are the primary source of data , the findings should be
validated through verification of their opinion. Otherwise, participation of people or
appropriateness of the plan based on those findings may be questioned. It should be ensured that
the final findings are not totally contradictory; if that is so, those should be explained
adequately.

Report preparation

The report should be prepared on the basis of analysis of data collected from the field visit.
Preparing the report is a very important stage, because if any discrepancy remains at this stage,
the whole purpose of field visit and it effectiveness will be foiled.

Generally two types of people use this report:

1. Community, development worker
2. Institutions, donor agencies, etc.
The nature of report varies depending on the type of users.

40
Points to be considered for preparing a standard report:
1. Use of precise words: Use of word makes a sentence different (in terms of meaning even).
The same word may carry different meaning. So care should be taken in using words.
2. Avoiding ambiguity: The meaning of any expression should be same to the researchers and
other users. The word should be selected in such a way that they carry the same meaning to
all.
3. Orderly presentation of ideas: The findings or information should be presented
sequentially. It helps the users to understand the findings.
4. Avoid exaggeration: Excessive expression should be avoided. Language should be simple
and straight. Only the important issues should be included in the report. Long and complex
sentences interrupt the flow of thinking. Therefore the report should be written in a simple
language avoiding long paragraph.
5. Easy expression: It increases the effectiveness of the report to a great extent.
6. Considering the reader: It is very important to keep in mind for whom the report is being
prepared. The content and language should always be determined considering the level of
the users.

41
 TS-8.1

A general structure of data analysis report

Introduction /General description of the area visited
Contents
Method of data collection and limitations
Information collected
Identified problems
Needs of the people
Local resources and limitations in implementing basic
education program
Recommendations
Conclusion
Annex
42
 Session No - 9

Title of the session : Community participation

Objectives of the session : At the end of the session the participants would be able to-
• illustrate the concept of community participation.
• explain the need of peoples participation in development
activities.
• identify the areas of community participation in basic
education.
• describe the strategies for ensuring community participation.

Total Time: 4 hours 30 minutes

a. Community participation in development activities

Process Method Time Materials

Ask the participants – why community Question / 10 min. Chalkboard
participation is essential in development. answer and
Explain the concept of community
Discussion
participation and assess the
understanding of the participants and add
necessary explanation.
Ask how the people can participate in Question and 10 min.
development activities. Collect opinion Answer
of the participants.
Explain ten types of participation by Discussion 35 min. TS.9.1, TS.9.2
using TS-9.1, TS-9.2 and Handout-9.1.
Handout-9.1
Introduce need based development Discussion 10 min. Handout 9.1
activities and demand based development
activities and explain differences between
the two. Use Handout 9.1.
Explain the areas of participation with the Presentation 1 hour TS.9.3
help of TS-9.3. Explain the concept of and
Handout 9.2
PRA. Explain why PRA techniques are Discussion
needed to ensure community
participation. Discuss the methods to be
applied for ensuring community
participation. Explain five selected PRA
techniques and also questionnaires with
the help of Handout 9.2.

43
 Ask about the advantages of community Question and 10 min. Chalkboard
participation in development, write the answer
responses on the board and explain.
Illustrate the advantages of community Discussion 10 min. TS.9.4
participation with TS-9.4.

b. Community participation in basic education

Process Method Time Materials

Ask the participants in which areas there Question and 10 min. Chalkboard
is need for community participation for answer
implementation of basic education
programme. Write the responses on the
board.

Divide the participants into four groups. Group work 1 hour Poster paper,
Each group will identify the process by marker
which the people can participate in those
activities. The groups will use the Handout 9.1
following format for preparing poster.
Sample format:

- Areas of work
- Possible activities (separated for each
area)

- Strategies to ensure participation

(separate for each area)

Explain the steps to ensure participation

with examples using handout 9.1. Assign
group work, supply materials and
facilitate their work.

Invite each group to present group works Presentation 50 min. Poster

in plenary session. Encourage comments
from other groups.

44
c. Session review

Process Method Time Materials

Assess the learning of the participants Question 5 min. Chalkboard
through the following questions: and answer
- how many forms of participation are
there and what are those?
- what are the advantages of community
participation?
- what steps can we initiate to ensure
community participation in basic
education?

45
 Handout 9.1

Community participation

What is community participation

The term community participation in development indicates a vast arena, where people of every
level are encouraged to participate in development activities spontaneously by building
awareness on their needs, problems, roles and responsibilities. The awareness and spontaneity
make them self-confident. As a result they themselves take the initiative to solve their own
problems.

From experience we find that the extent of community participation at all levels are not the
same. Sometimes community participation is a fashion word, while in other cases the
participation is so high that the community controls almost all levels from project planning to
implementation. To ensure peoples’ participation in development we should know the forms of
community participation. Here ten forms of community participation are given.

1. To get informed: At this stage the community only has a little information about the
activities. The implementing organizations do not try to know the views of the people;
they rather communicate their decision to the people. For example, a basic education
implementing organization has decided to open a school in each union. They
communicate this decision to the community in a public meeting. The people come to
know that there would be a school in their union.
2. Giving opinion: In this case the people do not stop hearing the decision; they also give
their own opinions. That is, the implementing organization at least attempts to hear the
reaction from the community. It results in an exchange of information and opinions
between the two sides. However, though the people have scope to give opinion they have
nothing to do in decision making.
3. Consultation: Here instead of giving comments after hearing the decision, the
community is consulted by the implementing organization asking for their advice on the
issue. The organization may change their decision based on the suggestions from the
community in certain fields. For example, the organization has decided to open a school
nearby their office, which would be very distant for many learners. During consultation,
the community raises the problems of communication and suggests to open the school
close to the learners. Here the implementing organization may change their decision to
establish it near a location close the learners, or can influence the community with
arguments and adhere to their previous decision. That means, though the people are
consulted they are not made part in the decision making process. The implementing
organization remains the ultimate authority for decision-making; they are not obliged to
accept the suggestions from the community.

46
4. Participate in providing data: The organizations require relevant information and
peoples’ opinion for planning development activities. They undertake this information
collection activity through different process, viz., filling questionnaire through home
visit, interview following set guidelines, quick visit to the area to get a general overview
of the area and direct observation. The community people participate by responding to
the questions, helping for visit or observation and supplying information about the
situation, problems and on-going development activities to the implementing
organization. In this case the communication takes place as it is required by the
implementing organization. The community provides information only, they do not have
any authority to decide.
5. Periodical functional linkage: In development interventions, working by the people on
payment for a limited period does not entail to any permanent relation with the employer.
For example, if a few laborers work for construction of a basic education centre or a
teacher works for teaching, their services are used on payment for particular functional
needs. A kind of periodical linkage is developed between the community and the
implementing organization basing on these functional needs. The relations do not have
longevity.
6. Developing long-term functional relations: For implementing developmental activities
longer-term functional relations with the local community is required to be established.
For example, organizing management committee for management and maintenance of
school. This is required as long the school remains there for the interest of proper
management and maintenance of the school. In this committee or group local people are
organized and they are given certain authority to decide a few things locally, for
example, opening schools, closing its operation, selection of learners, etc. These relations
are developed for the interest of the programme and for the beneficiaries.
7. Establishing organization with external interventions: A traditional way of involving
people is organizing groups or associations of them in an area; the workers of
implementing government, non-government organizations work actively in this process.
These organized groups can interact with the implementing organization on various
issues.
8. Participatory decision-making: For implementation of any development programme
there is a need for understanding or agreement with the people in the community. For
example, to set up a school a number of decisions require to be made, like where it will
be established, on whose land, what will be the tuition fee. These decisions can be made
in consultation with the peoples in the locality. The local community can be active in
influencing decisions of the implementing organization when they have strong
organizational base. Otherwise the community people cannot do much in decision-
making. As a result their opinion or interest may be affected.
9. Getting organized at own initiative: The community people may assemble and get
organized for certain activities. Here no external agency can influence. However, in a
rich-poor mixed community the rich people take up leadership and dominate decision-

47
 making. They may use the poor people for their own interest. Since the control and
decision making remains with the selected influential people, the poor people who are the
majority cannot enhance their capacity.
10. Establishing the control and leadership of poor community in project planning and
implementation: The poor people should be made aware of their common needs and
interest so that their initiative and leadership is established towards empowerment. This
would facilitate self-reliance and separate organizational strength. They can decide about
their own interest, which ultimately leads to increased possibility of protecting their
interest. They can participate actively in the decision-making process and on issues that
affects their life. Their participation does not remain confined to the controlled
environment of the leaders of external agencies.

Community participation thus implies the ensuring of their participation at all levels and
showing respect to their decisions. So far all development interventions have been supply-
driven. As a result expected results could not be achieved and the people did not come up to
play any active role to sustain those .For that reason now attempts are being made to make all
development programmes demand-driven. For a demand driven development process
community participation is a pre-requisite.

Characteristics of supply-driven development programme and demand-driven development

programme

Supply-driven development Demand-driven development

- Centrally decided - Decided by the concerned people
- Dependant on availability of - Possibility of mobilizing and availing
resource resource
- People’s need is not emphasized - Based on people’s need
- Possibility of quick - Slow implementation
implementation - Full community participation
- Absence of community
participation

- Management and maintenance is - Effective management and

hampered maintenance
- Resource mobilization is - Proper mobilization and use of
hampered resource
- Does not sustain - Sustainability
- Environment is degraded - Ecological balance

Basic education is also a development intervention. As such to make this development

smooth and continuous peoples’ participation is very important.

48
Following steps should be taken to ensure peoples participation in basic education:
1. Motivating people to participate in basic education programmes
2. Identifying the needs of basic education through group discussion at community level.
3. Deciding the methods and strategies for basic education
4. Preparing action plan through participatory discussion on how the activities would be
implemented.
5. Increasing communication with the community through individual and group discussion and
direct or indirect contact.
6. Identifying strategies for local resource mobilization. Involving community in deciding
where the education would take place and which materials would be used.
7. Involving community in selecting teachers, place and collection of materials.
8. Implementing the programme as per plan and involving people at stages of implementation.
9. Ensuring peoples participation in evaluating basic education programme.
10. Giving leadership and facilitating development of leadership in the community.

49
 Handout 9.2

Participatory rural appraisal

The practitioners of PRA believe that the most important resource of any community is its local
wisdom, knowledge and appropriate technology, which they are applying, in their daily lives.
With this limited knowledge these people are facing the hard reality. It is needed to help the
local people to learn the technique of utilizing their knowledge, experience, values, skills and
innovativeness. The primary stage of an effective development program is to utilize these
knowledge, skills and experiences. For the successful implementation of the program we can
use the various methods and techniques of PRA.

What is PRA?
PRA is the combination of some definite process techniques and works, through which, people
share and explain their knowledge and experiences. Participatory Rural Appraisal helps them to
identify their needs, and problems, basing on which they can make plans, and implement the
plan, monitor and evaluate the whole process.

Why this technique?

The desired result of any program would not be achieved if the related persons were not
included in that program. Participatory Rural Appraisal is an empowerment process where
people identify their own problems and needs and make them confident enough to overcome
those problems. As the rural people make plan for themselves, they become very much
dedicated and enthusiastic for the success of the program. So the voluntary organizations
involved in such process should engage themselves to provide necessary advice's and technical
assistance.

The Principles of PRA:

There are no hard and fast rules. The types and process of implementation of Participatory
Rural Appraisal depends on the area, people, and socio-economic condition of the people and
attitudes of those people. The experience of applying one of these techniques does not
necessarily mean to have the same result to other places. The decision should be taken by
discussing with the others.

To ensure peoples participation in education program the effective PRA techniques which are
used widely, identified as follows:
1. Resource Mapping
2. Semi Structured Interview
3. Venn Diagram
4. Preference Ranking
5. Open Drawing Need Assessment.

50
 Handout 9.2 (A)

Some effective methods of social appraisal

Resource Mapping

To get information regarding local resource this is one of the best methods to be used. The
techniques of developing resource map have been described bellow. We can use these
techniques for various purposes also.
Objective of resource mapping: To have an idea about resources of an area and to provide its
inhabitants a clear idea regarding its resources.
Applicable for: To get information of natural and local resources of any community

Method:
Before an appraisal:

♦ Select an open place with the opinions of local people where many people can work
together.
♦ Explain the objectives of mapping.
♦ Arrange poster paper, big sheet of brown paper, color pen, etc.
During the appraisal:
♦ Initiate a discussion with local people about their area and its resources.
♦ First ask them to make a boundary of the area and put up some easily identified places in
the map of the area.
♦ Ask them to show the roads, rivers, canals, etc. in the map.
♦ Tell them to show the important resources of the community.
After the appraisal:
♦ When the mapping is complete, present it before all the participants. Add or correct if
anything is left out or found wrong.

51
Things to remember
♦ Clarify to its entire objectives well, before preparing a map of the area.
♦ Do not make haste during the activity.
♦ Make sure that all the participants get chances to give their opinions.

(Example of resource mapping)

52
 Handout 9.2 (B)

Semi-structured interview

This method is obviously very important for the outsiders of any area. Through a semi-
structured interview, qualitative information can be collected from different groups of people.

There are different types of semi-structured interview. Such as-

a. Individual interview
b. Key informant interview
c. Group discussion
d. Focus group discussion

Application of the method:

At first:
♦ Select a topic
♦ Decide the questions by which the interview will be taken.
♦ The question must be in line with the above types of interview.
♦ Preserve all required materials.
♦ Make a checklist for a good discussion.

During an interview-
♦ Ask questions very casually.
♦ Do not ask more then one question at a time.
♦ Properly use six types of questions related to what, when, why, how, where and who.
♦ If possible, talk in local dialect.
♦ Write down the opinions of a respondent with her/his permission.

At last-
♦ Check if all questions were answered to.
♦ Explain, in brief, the findings of the discussion.

53
 Taking Interviews Through Semi Structured Interview.
Questionnaire (Sample)
(Appropriate for 10 - 20 families of different classes)

1. How many families live in your cluster?

2. What is the number of family members in these families?

3. Male Female Total (Above 18)

Boy (under age): girl (underage): Total
(* Under age = 0 - 10 years)

Male adolescent (11 - 14)

Female adolescent (11 - 14) Total

4. How many male members can read write and count well?

5. How many female members can read, write and count well?
6. How many school-aged boys attend the school?
7. How many school-aged girls attend the school?
8. How many school-aged boys do not attend the school?
9. How many school-aged girls do not attend the school?
10. Why the school-aged boys do not attend the school?
11. Why the school-aged girls do not attend the school?
12. How many adolescents (male) attend the school?
13. How many adolescents (female) attend the school?
14. Why the adolescents (male) do not attend the school?
15. Why the adolescents (female) do not attend the school?
16. Is there any program going on in your area for the basic
education of adult male?
(If yes, then give a brief description of the program)
17. Is there any program going on in your area for the basic
education of adult female?
(If yes, then give a brief description of the program)
18. Would you find a teacher for the basic education program for adult male?
(If yes, give a brief description)

54
19. Would you find a teacher for the basic education program for adult female?
(If yes, give a brief description)
20. Would you find a teacher for the basic education program for adolescent?
(If yes, give a brief description)
21. How far is the primary school from your place?
22. How far is the high school from your place?
23. What is the rate of dropout in primary school?
24. The causes of dropout?
(If yes, give a brief description)
25. Do you feel the necessity of running basic education program in your place?
26. What kind of support can you provide for the basic education program of your place?
27. How are you going to participate in the Basic education program.?
28. How are you going to administer the program.?
29. How are you going to encourage the others to participate in the basic education
program.?
30. If you don't get the help/financial support from outside, how you are going to run the
program?

55
 Handout 9.2 (C)

Venn diagram
Concept:
Venn Diagram is a process of Participatory Rural Appraisal. Using this technique rural people
will identify the influencing persons, working organizations, skilled personnel, local
representatives and mark these in the Venn diagram and ensure what role they can play for the
programmes success. We can make this diagram in a brown paper. The other name of this
technique is known as Chapati Diagram. After making the Venn diagram we need to
demonstrate it for getting feedback from the people.

Objective:
To identify the key persons, resource persons, organizations’ representatives, people’s
representatives and assess their influence over the rural people.

Materials:
Various colorful seeds round paper cutting like chapati, glue, brown paper, color pen, etc.

Example of Venn diagram

56
 Handout 9.2 (D)

Preference ranking
What is preference ranking?
The method by which problems of an area or a village are identified and prioritized by the
people is called preference ranking.
Its objective:
♦ To identify problems of the area through participatory discussion.
♦ To prioritize these identified problems.
♦ To know people's attitude for solving these problems.
♦ To know people's real capacity in problems solving and have an idea about the duties
of an organization.

Its process:
♦ Arrange every required material beforehand, such as stone chips, seeds, leaves etc.
♦ This can be done at a courtyard or a big piece of paper.
♦ Start discussion on a specific topic and ask people to discuss about their major problems.
♦ Ask them to write their problems in small pieces of paper.
♦ Those who have participated ask them to write their names in small pieces of paper. (It is
better not to write their names in case of a big group).
♦ Help to arrange these problems-written in small pieces of paper vertically at the left.
♦ Those who have participated ask them to arrange their names horizontally at the top.
♦ Now ask one of the participants to rank the problems. (Rank these problems by coding
o1.02.03.04 ... according to their degree of seriousness). Try to realize the argument/cause
behind each ranking.
♦ Thus encourage all the participants to give their opinions.
♦ Give thanks to all and conclude.

Area of implication:
♦ To know the most important component among different components of a program as
thought by local people.
♦ To identify the weakest component of the program.
♦ To identify the most and moderately effective activities out of many activities.
♦ To determine an activity treated as the most important of all activities.

57
\ Things to remember:
♦ Crosscheck the cause behind each preference ranking.
♦ Know the argument behind each ranking by asking questions starts with why.
♦ Do not impose your opinion in their preference ranking.

Note: 1) Preference ranking can be done in several ways:

Individual
a) Scoring
GroupWise
Individual
b) Scoring
GroupWise

Preference ranking can be done separately for children, adolescents, male and female.

58
 Handout 9.2 (E)

Preference ranking
Sample Diagram

Sl. No. Problem % Percentage Variation Remarks/ Comments

1. Low income 18 3rd
2. Diseases 12 4th Necessary attempts
3. Unhygienic environment 10 5th should be taken to
4. Lack of awareness 20 2nd overcome the
5. Lack of education 28 1st education program
6. Problem of selling products 12 4th
Total = 100

59
 Handout 9.2 (F)

Open drawing needs assessment

Concept and Process

Through open drawing need assessment the villagers would draw the expected situation of basic
education of their village. To accomplish the work following steps have to be taken:
Identification of indicators of basic education
Write the present condition of basic education on the left column of the brown paper
Write the impediments to reach the expected goal in the second column form the left
Write what is needed to reach the expected goal in the 3rd column from the left.

This particular technique works well if the groups are homogenous. But it con be done with
heterogeneous groups also.

The facilitator would continue the discussion through question answer while the process of
need assessment continues. The facilitator would encourage the participants to give their
opinion.

The reasons behind their expectations/ opinions should be examined.

- Are the reasons reasonable?
- Is there any preference?
- Are the reasons realistic?
- How could their expectations be achieved?

Objectives
- to identify the indicators
- to know the situation of basic education
- to identify the impediments and possible solutions to overcome those
- to attain/reach the goal by overcoming any sort of problems

Materials
Brown papers, color pencils, etc.

60
Making a matrix
Open Drawing Need Assessment should be presented in a matrix. After demonstration of the
matrix, necessary changes should be done. A sample matrix is presented bellow:

Present condition Impediments to reach Needs Expected result

the expected goal

Things those should be remembered

- clarify the things to the participants before preparing the matrix.
- do not haste.
- each opinion has to be written in the right way.
- topics have to be discussed accordingly.

61
 Handout 9.2 (G)

Matrix scoring
Through matrix scoring why and how a group of villagers or local people relatively compare the
importance of things can be known. We can also understand by what criteria or characteristics
they do an assessment. Matrix scoring is usually done from certain characteristics or criteria.

Objective
♦ To know which one is the most important out of many.
♦ To know which one has the most potentials.
♦ To identify the less effective one.
♦ To have an idea about the criteria by which villagers assess importance of things.

Process
♦ Choose a suitable place to work and select participants fit for this activity.
♦ Ask participants to write the name of the things / topics in small cards and arrange them on
the ground.
♦ Now tell them to write their judgment at the left side of the line. That why they consider a
certain thing is more than important from another.
♦ Draw a table with vertical and horizontal lines and put up the name of the topics / sources
vertically and place the causes horizontally.
♦ Start discussion with the first one.
♦ Now which one is the best, the second best, third best --- ask them in this style. Try to know
how the first one is different from the second one. Request them to give their answers with
the help of materials. Thus things are why good and how far bad can be traced down.
♦ In the same manner, assess the differences between the second one and the third-one.
♦ After considering all characteristics help participants to select the best one and analyze it.
♦ Give thanks to all and draw a conclusion.

62
Area of implication:
♦ What types of treatment do village women for what kind of diseases undertake?
♦ To identify a better option of IGA.
♦ To understand comparative preferences of the sources of loans and their different
characteristics.
♦ To assess comparative choices.
♦ To realize degree of difference of things.
♦ To know the causes behind different degree.
♦ To know about methods of birth controls adopted by women.
♦ To know comparative difference of different components / activities of an organization.
♦ To have an idea about opinions on occupation.
♦ To know status of month-wise demand for loans.

63
 Things to remember
1) Material

Stone chips, seeds, leaves or other materials locally available.

2) Scoring system

a) For each box, use maximum 10 seeds.

b) Divide a specific score among all topics / sources.

c) Rank as per the characteristics / causes. During a discussion with villagers,

observe their usage of arguments against or for any thing. These arguments are
mostly inter-linked and conducive to understand villagers' mentality and outlook.

Example of Matrix Scoring

64
 TS-9.1

Ten Types of Participation

Getting informed
Giving opinion
Advising
Participating in providing information
Periodical functional relations
Long term functional relations
Establishing organizations with external initiative
Participatory decision making
Getting organized at own initiative
Establishing the majority peoples’ control and
leadership in project planning and implementation
65
 TS-9.2

Extent of community participation in development

Degree of participation
Nature of participation
Nominal Partial Full
1. Getting information ▲
2. Giving opinion ▲
3. Advising ▲
4. Participating in providing information ▲
5. Periodical functional relations ▲
6. Long term functional relations ▲
7. Establishing organizations with external ▲
initiative
8. Participatory decision making ▲
9. Being organized at own initiative ▲
10. Establishing the majority peoples’ ▲
control and leadership in project
planning and implementation
66
 TS- 9.3

Areas and ways for community participation in

development
Areas of participation
Situation analysis
Assessment of demands
Setting of objectives
Identification of activities
Planning
Resource mobilization
Deploying manpower
Implementation
Evaluation
67
 TS-9.4

Advantages of community participation

Joint responsibility
Use of local resources
Plan programmes according to own needs
Identifying own needs
Effective use of resources
Ownership/partnership
Maintaining continuity
68
 Session No - 10

Title of the session : Social mobilization

Objectives of the session : At the end of the session the participants would be able to-
• explain the importance of Social mobilization.
• explain the steps of Social mobilization.
• identify the strategies for Social mobilization.

Total time: 2:30 hours

a. Steps of social mobilization

Process Method Time Materials

Assess the current level of Discussion 10 min. Chalkboard

understanding of the participants Handout 10.1
about social mobilization and ask
them why it is required. Explain
the concept of social mobilization,
its objectives, process and ways to
effectively mobilize the society
with the help of Handout 10.1.

Explain the ways to mobilize the Question 10 min. Chalkboard

society. and answer

Explain the steps for community Discussion 10 min. TS.10.1

mobilization through TS.10.1.

b. Mass media

Process Method Time Materials

Introduce and conduct a game Game and 20 min. Game-10.1

with the help of guidelines Game- discussion
10.1. Discuss the learning points
from the game.
Ask the participants about the Question 10 min.
mass media that can be used for and answer
social mobilization.
Introduce the recommended media Discussion 10 min. TS.10.2
for social mobilization with the
help of TS.10.2.

69
c. Who will play roles in mobilization process

Process Method Time Materials

Investigate opinions of the Question 10 min. Chalkboard
participants who will play major and answer
roles in organizing social
mobilization for basic education.
Point out the names of the people Discussion 10 min. TS.10.3
in the community and their
possible roles for organizing
social mobilization.

d. Strategies for organizing social mobilization

Process Method Time Materials

Divide the participants into four Group 30 min. Poster, marker
groups and ask them to find out Discussion
possible strategies for organizing
social mobilization.
Invite the participants to present Presentation 20 min. Poster
group works in plenary.
Explain the possible steps for Discussion 5 min. TS.10.4
social mobilization through
TS.10.4.

e. Session review

Process Method Time Materials

Evaluate the achievement of the Question 5 min. Chalkboard

participants by asking the and answer
following questions:
- what is social mobilization?
- who is responsible for
organizing social
mobilization?
- what are the possible strategies
for organizing social
mobilization?

70
 Game 10.1

Instruction for conducting the game session

• Invite the participants to stand in circle in such a way so that all can see you.

• Touch different parts of your body like nose, forehead, ear, eye, neck, chin, knee, hand, leg,
etc. and ask them to tell the name of the that part you touched.

• All will do what you do.

• Now tell them to follow what you say; name a part and touch that part. Continue it for a
while.

• Suddenly you do something different. For example, pronunce ‘ear’ but touch your ‘nose’.

• You will find they will touch nose instead of ear seeing what you do, not hearing what you
say.

The reason behind this is our general nature is to follow what we see. We remember very
little of what we hear. As such visual media is most appropriate for mass
communication. Only lectures or meetings cannot bring a change in behaviour. For
effective communication it is necessary to use picture or visual materials or examples.

71
 Handout 10.1

Social Mobilization

1. Introduction

For implementation of basic education program, organization of community mobilization is an

essential step. A number of steps can be taken to increase awareness at individual and group
levels. But to ensure basic education for the massive poor population in Bangladesh there is a
need for social mobilization.

2. How to organize community mobilization

Social change is a complex process. Many factors work behind it. We can develop an overall
social awareness by influencing these factors to disseminate common message to the general
people. Through social mobilization a kind of pressure can be exerted on the individual, family
or society to go for basic education.

A man remains busy with his day-to-day works. Due to the curse of poverty they do not dare to
go beyond their traditional thinking. They cannot go beyond what they do daily. To bring them
out of this orbit there should be a greater awareness in the society. Social mobilization cannot
be developed suddenly. It is organized through a set of steps.

3. Steps of social mobilization

Total awareness

Community mobilization

Increased awareness

Motivation

Information dissemination
To organize social mobilization the only way is increased mass communication with the help of
all in the society and disseminating message for basic education.

4. Media for social mobilization

To create awareness among the illiterates the communication media should be visual.
Everybody can follow the language of pictures. Sometimes if a message is disseminated
verbally it is not well accepted. The media for organizing social mobilization are:
• Song, Poem. Story

72
 • Poster, Leaflet, Banner, Signboard, Billboard
• Loudspeaker
• Rally
• Radio, Television, Cinema, Newspaper
• Popular drama

Social mobilization is developed on certain key message. To make the message acceptable and
reliable to the mass people a variety of media require to be used.

5. Stakeholders who have roles to organize social mobilization

• Local leaders
• NGO
• Government institutions
• Private institutions
• Local government
• Political institutions
• Teachers, Youths
• Educated peoples
• Other partners in development

6. Following strategies may be followed for organizing social mobilization towards basic
education:

1. Massive publicity for basic education

2. Increased mass communication
3. Disseminating information about basic education in different mass media to increase
people’s interest
4. Publicity in religious, social and political programmes
5. Discussion in various meetings
6. Continuous discussion with all concerned
7. Coordination among roles of various stakeholders

73
 TS-10.1

Steps of social mobilization

Step-5 Total awareness

Step-4 Community mobilization
Step-3 Motivation
Step-2 Awareness raising
Step-1 Sharing information

74
 TS-10.2

Media for social mobilization

Song, Poem, Story
Poster, Leaflet, Banner, Signboard, Billboard
Loudspeaker
Rally
Radio, Television, Cinema, Newspaper
Popular drama

75
 TS-10.3

Stakeholders who have roles to organize

social mobilization
Local leaders
NGO
Government institutions
Private institutions
Local government
Political institutions
Teachers, youths
Educated peoples
Other partners in development process
76
 TS-10.4

Strategies for organizing social mobilization

1. Highest publicity for basic education
2. Increased mass communication
3. Disseminating information about basic education in
different mass media to increase peoples interest
4. Publicity in religious, social and political
programmes
5. Discussion in various meetings
6. Continuous discussion with all concerned
person/group
7. Coordination among roles of various stakeholders
77
 Session No - 11

Title of the session : Motivation

Objectives of the Session : At the end of the session the participants would be able to-
• explain the concept of motivation, motivation cycle, process
and steps of motivation.
• describe the importance of motivation in basic education.
• describe the strategies for motivation.
• identify their roles in people’s motivation.

Total time: 1:30 hour

a. Process and steps of motivation

Process Method Time Materials

Display the picture 11.1 and ask Question 10 min. Picture 11.1
the participants what they actually and Answer
see in the picture. Why are the
people not looking at the damage
of the school? What should be
done to ensure participation of the
people? Collect the answers and
give emphasis on motivation.

Ask what they mean by Question 5 min. Chalkboard

motivation. Write the key words and answer
on the board.

Explain what is motivation with Discussion 10 min. Handout 11.1

the help of Handout 11.1.

Ask the participants what steps Question 10 min. Chalkboard

can be followed for motivation. and answer
Introduce steps of motivation TS.11.1
using TS. 11.1 and explain.

Ask the difference between Question 5 min. Handout 11.1

awareness and motivation. Collect and answer
the response from the participants
and add your input with the help
of Handout 11.1.

78
b. Importance of motivation

Process Method Time Materials

Ask why motivation is important Question 10 min. Chalkboard

in basic education? Discuss the and answer
opinions of the participants and and
write the point on the board. discussion

Explain the importance of Discussion 5 min. TS.11.2

motivation by showing TS-11.2.

c. Strategies for motivation

Process Method Time Materials

Divide the participants into four Group 25 min. Poster paper
groups and ask them to identify discussion,
the strategies we can pursue to question-
motivate people for basic answer
education and present it.

Explain the points with the help of Discussion 5 min. TS.11.3

TS-11.3.

d. Session review

Process Method Time Materials

Assess the achievement of learners Question 5 min. Chalkboard
with following questions: and answer
- what is the importance of
motivation in basic education?
- what are the strategies for
motivation in basic education?

79
 Handout – 11.1

Motivation

Motivation is a process by which changes take place in the thought, behaviour and activities of
man towards certain objectives.

Awareness and motivation

Awareness is a state where people can assess what is good or bad for them. Motivation is a
continuous process through which attention is drawn, demand is created and changes take place
in behavior towards that demand.

Importance of motivation
Motivation is required to encourage the people towards basic education. Motivation is essential
to raise social awareness and to increase peoples’ participation in these activities.
Through motivation intention and participation of every family and society can be generated for
basic education. Sending children to school, youths and adults to literacy class at free times do
not happen if there is no personal willingness and interest of the people concerned.
Many time poor people do not show interest to basic education programmes. This is because
many of them
- do not realize the benefit of education
- do not feel interested at the cost of economic activities
- are afraid of age
- are not aware of the opportunity for education
- are frustrated about their way of life
- have negative attitude about their life
- are in the orbit of religious dogmatism
- are afraid of change
- lack confidence

In total, it is really difficult to create interest among the children and adult women and men,
particularly in our socio-economic situation. However, if the benefit and opportunities can be
presented to them effectively there would be both interest and willingness. Particularly they
should be made aware how basic education contributes to poverty alleviation.
Strategies for motivation
Following strategies can be followed to motivate people for basic education.
- Establish contact with target people (individually and in group);
- Know the demands or needs of the people;
- Discuss on required information and communicate benefits of basic education;
- Provide examples and realistic explanations;
- Discuss various aspects of basic education;

80
 - Create interest for education and encourage to participate;
- Create opportunity for participation;
- Explain the changes that are taking place due to education;
- Facilitate sustainability of behavioural changes that are taking place for education, i.e.,
encouraging continuity in learning.

Role of development worker for motivating people

It is a great responsibility to motivate all people in the community to work for expansion of
basic education. In this process there is need for coordination between the local leaders and the
development workers. We do not do many things because we do not know that; simultaneously
it is also true that we know many things but we do not do those. To come out of this situation
gradual steps need to be taken.

The first step to expand basic literacy is removing ignorance about it. The target people are so
neglected and ignorant that they can not think of education at all. They do not realize that
ignorance is the main cause of their poverty.

As such, the people should be motivated for basic education formally, informally, individually,
in group, in family or in society. Only motivation would not help to achieve the target if the
scope for continuous opportunity for learning is not created. Sometimes it is seen that the
parents enroll their children in school, but after sometimes they again engage them as day
labour by discontinuing their education. To change this situation motivation is required in the
participation process. This would lead to social awareness and make education a continuous
process.

As a development worker there comes further works after motivation. These are,
- to contact every person, family, group or society
- to inspire them on occasions
- to facilitate in all possible manner
- to congratulate or to give reward.

81
 Motivation takes place through seven steps

7. Follow and
behave 7
STEPS
6. Practice at FOR
intervals M
O
5. Experimental practice T
I
4. Asking for information
V
3. Interest grown A
T
2. Providing information I
O
1. State of unknown
N

82
 TS-11.1

Seven steps of motivation

7. Follow and behave

6. Practice at intervals

5. Experimental practice
4. Asking for information

3. Interest grown
2. Providing information

1. State of unknown

83
 TS-11.2

Importance of motivation

• Creating interest
Bringing
• Encourage
change in
Motivation • Raising awareness behaviour
• Ensure participation

84
 TS-11.3

Strategies of motivation
Establishing contact with target people (individually and in group);
Knowing the demands or needs of the people;
Discuss on required information and communicate benefits of basic
education at family, group or community level;
Create interest for education and encourage to participate;
Identify the reasons for less interest to take education;
Discussion with local leaders;
Providing success stories on education
Facilitate realization of interest and willingness
Enhance social awareness
Work in team with other;
Facilitate sustainability of behavioral changes that are taking place for
education, i.e. encouraging continuity in learning.
85
 Session No - 12

Title of the session : Communication

Objectives of the session : At the end of the session the participants would be able to-
• explain the process of communication.
• describe what effective communication is .
• identify the skills for communication as a development
worker.
• explain the importance of communication in basic education.
• identify the strategies for communication in basic education.

Total time: 3 hours

a. Communication process

Process Method Time Materials

What should we do to motivate Question and 5 min. Chalkboard
people? Ask the participants and answer
collect the response; give
emphasis on communication.

Ask what we understand by Question and 5 min. Chalkboard

‘communication. Listen to and answer
write the answers.

Show TS.12.1. Discussion 5 min. TS.12.1

Explain how communication Discussion 10 min. TS.12.2

takes place, using TS.12.2. Take
help from Handout 12.1. Handout 12.1

Ask about the components of Question and 5 min. TS.12.2

communication. Facilitate to have answer
their response with the help of
TS.12.2.

Explain the media of Discussion 15 min. Handout-12.1

communication and their nature
with the help of the Handout-
12.1.

86
b. Effective communication

Process Method Time Materials

Invite four participants separately Role play 30 min. Role play –12.1
and give a briefing about role-play.
Clearly explain their individual roles
and allow time for their preparation.
Invite them to perform. Take help of
the guidelines entitled, Role-play -
12.1.
Discuss the learning points from the Discussion 5 min. TS.12.3
role-play. Introduce TS.12.3 and
explain the reasons for disruption in
communication.
Explain the essential duties of the Discussion 5 min. Handout – 12.1
message sender for an effective
communication with the help of the
Handout 12.1.
Ask the participants about the skills Question and 5 min. Chalkboard
for the required effective answer
communication in basic education.
Record the responses on the board.
Explain the skills of communication Discussion 5 min. TS.12.4
by using TS.12.4.

c. Communication in basic education

Process Method Time Materials
Introduce the role of communication Discussion 5 min. Handout 12.1
in basic education with Handout
12.1.
Ask – who the communicators in Question and 10 min. Chalkboard
basic education are and record the answer
responses.
Explain the span of communication Discussion 5 min. TS.12.5
in basic education with TS-12.5.
Invite the participants to work in- Question and 1 hr. Poster paper,
group and identify the activities and answer Chalkboard
strategies required for effective
communication in basic education.
Ask to present group works in
plenary. Generalize the discussion at
the end.

87
d. Session review

Process Method Time Materials

Assess the achievement of the Question 5 min. Chalkboard
participants by asking the and answer
following questions:
- what essential things should
the message sender should do
for effective communication
in basic education?
- what communication skills
the development worker
should possess in
implementing basic
education?

88
 Handout -12.1

Communication
Introduction

The first activity to involve people in basic education is to inform them al details about the
programme and then get them involved. Learning is such a process that it fully depends on the
willingness and interest of the person who wants to impart and who wants to receive. That is
why we are discussing about motivation.

For motivation or creating interest, communication is very significant step. It is only through
communication we can inform the people relevant information, create interest and willingness
among them and finally get them involved in education.

Everyday we communicate for various reasons. It takes place in different forms, like,
- with the members in the family
- at workplace
- in social functions
- regarding any difficult situations
- about the development interventions

Communication process

Communication is a continuous process where the sender sends some message, concept or
information through a medium with specific objective to a receiver that create a kind of
reaction to the receiver and accordingly the latter reflects on that message. The process of
communication is shown below:

Media Message
Message

Receiver
Sender

Response
Result Reply

The receiver is the key in communication. Receiver is the whom the message is addressed at.
Depending on the nature of the receiver, the message and the media are determined. When the
receiver responds he becomes sender and the original sender becomes receiver. In a two-way
communication this change is obvious.
Response or reply is what the receiver reflects after getting the message. In communication
response is also significant. If response is not made communication is not complete and the
objective of communication cannot be achieved. Only after getting response the sender

89
understand to what extent his message is communicated and can initiate actions accordingly.
Response may be-
1. Immediate or delayed.
2. Delayed

From the above process the important ingredients of communication become clear and all these
together make the process of communication complete. The ingredients are:
1. Sender
2. Message, views, information, concept
3. Media, channel
4. Receiver
5. Response, result

All the above ingredients are equally significant to make communication effective. If one is
dropped the effective communication may be disrupted leading to a risk of miscommunication
or misunderstanding. There might even be an opposite result.

Mediums of Communication
For meaningful communication a variety of media are used. These include:
Audio media : speaking, lecture, radio message
Visual media : picture, poster, model
Audio-visual media : television, cinema, etc.

Essential tasks to make communication effective:

- Setting objectives
- Presenting the message simply and in an straight manner
- Selecting medium or method for sending message
- Arranging for receiving response
- Ensuring two-way communication

Effective communication skills

To make the communication effective, the field workers should acquire certain specific skills:
1. Expression skill
2. Listening skill
3. Questioning skill
4. Understanding skill
5. Skill to receive response
6. Construct message appropriately
7. Skill to use proper medium

Communication in basic education

To ensure basic education there is need for organizing social mobilization and the importance of
communication becomes significant. Here people from all walks of like should be considered.

90
The sender of message is the development worker while the receivers are the people in the
community, at family, group or community level. Message is basic education, result is learning.
The media are: face-to-face discussion, announcement through mike, distribution of leaflet,
leaders’ speech etc.
The span (stakeholders) of communication is quite wide. In this field communication needs to
be established with following stakeholders:
- NGO personnel
- Education department officials
- Local leaders
- Target people
- Administrative officials
- Others

Communication strategies in basic education

For basic education programmes the communication strategy may be divided in to two
component:
- Inter-personal communication
- Mass communication
Inter-personal communication may again be of two types: Individual, mutual (groups).
Personal communication is individual communication. It means communication between two
persons. In this case both the persons can listen to each other and can understand, due to face-to-
face discussion. The response is spontaneous. Personal communication is possible anywhere at
any time. The main advantage of this is the result is known immediately. For motivation in
basic education this is most effective.

Group communication is held between two or more people. In this process communication can
be established face to face and there is a scope for quick response. Effectiveness of it depends
on the number of people in the groups. This is proved to be an effective approach to involve
community. In basic education Group communication is a formal process. In case of group
communication message, discussion, question and answer are used as strategy. Even visual
media facilitate effectiveness in this case.
Mass communication addresses all in the society. Here the sender does not appear in front of
the receiver; even the identity may not be known. Disseminating general message is the
objective of mass communication. Through this process the awareness of people can be
increased for basic education. Here the scope of getting immediate response remains absent.
Now-a-days television, radio, newspaper are used effectively for mass communication. For
raising peoples’ awareness in basic education these media can be widely used.

91
 Role-play guidelines12.1

Guideline for Role-play

• Select 4 of the interested participants to play some roles.

• They will perform the following identity:

A poor farmer
A schoolteacher
A student
Development worker

• Tell the participants to come out of the classroom. Explain the roles to the participants.
Now tell them to enter the class and perform the roles.

The process of role-play:

• The fourth participant delivers his speech to the second participant.

• You are a respected schoolteacher. Everybody honours you. You can contribute a lot to
the basic education programme. A principal objective of our programme is to include the
poor and neglected people in this programme. Within the next year, it is expected that
10%of farmers, 20% of unemployed youths, 30% of women and 10% of adolescent girl
will get the basic education. You can use your students to reach the message to the
community people.

• The second participant (school teacher) told the 3rd participant (student) to reach the
message to mass people

• After a while the student (3rd participant) will deliver the message to a development
worker (4th participant).

Ask the participants about their experience. Tell the trainees to give their feedback. It will
be obvious that at a certain stage the core message it self has been changed. The principal
reason of this change is because of taking a person as a messenger or media. A person
always takes and delivers a message in his own way and style. There are a lot of differences
between taking and expressing a message. Whenever we are working with the community
we should be very careful about these factors.

92
 TS- 12.1

Communication

Communication is a continuous process where

the sender sends some message with specific
objectives to a receiver and the receiver
responds to that message.

93
 TS-12.2

Communication process
Media
Message
Message

Sender Receiver

Result Response

Feedback
Own feature Own feature

94
 TS-12.3

Reasons for disruption in communication

The view of the sender is not properly reflected

in the message
Any kind of disturbance in the media created
by the sender
Not taking the message properly by the receiver
Not receiving feedback
Not assessing the result

95
 TS-12.4

Skills for effective communication

Expression skill
Listening skill What I say What I listen
Questioning skill
Understanding skill
Skill to receive feedback What I think What I understand
Message construction skill
Skill to use proper medium

Response

96
 TS-12.5

Span of communication in basic education

Education NGO/Develop
ment worker Local
department Leaders

Other
Administration
institutions

Religious Political
Leadership Leadership

Target people
97
 Session No - 13

Title of the session : Leadership for the expansion of basic education

Objectives of the session : At the end of the session the participants would be able to
• explain leadership and its nature.
• explain the importance of leadership in basic education
programme.
• identify the traits of leader.
• describe their own role in expansion of basic education.
Total time: 3 hours

a. Leadership and nature of leadership

Process Method Time Materials

Ask - who should come up to Question and 5 min. Chalkboard
ensure people’s participation in answer
basic education? Collect the
response.
What is leadership? Ask and get Question and 5 min. Chalkboard
participants’ perception. answer
Present TS.13.1 to clear the concept Discussion 5 min. TS.13.1
of leadership. Take help from Handout 13.1
Handout 13.1 and use it after words
in every session related to
leadership.
Explain the forms of leadership Discussion 10 min. TS.13.2
with TS.13.2.
Explain the nature of leadership Discussion 10 min. TS.13.3
with examples using TS.13.3.

b. Importance of leadership
Process Method Time Materials
Write the question ‘why leadership Paper slip 10 min. VIPP card and
is required in basic education’ on scotch tap
the board; distribute a slip paper to
each of the participants.
Request all to write their view in the
slip paper and paste those on the
board.
Read the papers and generalize the Discussion 10 min. VIPP card
points.
Present TS.13.4 and explain the Discussion 10 min. TS.13.4
importance of leadership

98
c. Traits of a leader
Process Method Time Materials
‘What types of traits does a leader Brain 10 min. Chalkboard
require to lead basic education storming
programme in participatory
manner’ - ask it to the participants
and write the responses on the
board.
Discuss and finalize the responses. Discussion 10 min. Chalkboard

Use TS.13.5 to add few more traits. Discussion 5 min. TS. 13.5

d. Role of leader

Process Method Time Materials

Divide the participants into four Group work 1 hour Poster paper and
groups and ask them to identify the marker
roles of a leader to ensure
participation of people in the basic
education programme.
Invite all groups to present their Presentation 20 min. Poster, marker
group work in plenary. Call others
to make comment and generalize.
Explain the roles of a leader and a Discussion 5 min. TS.13.6
field worker with the help of
TS.13.7
TS.13.6 and TS.13.7.

e. Session review

Process Method Time Materials

Assess the achievement of the Question and 5 min. Chalkboard
participants through the following answer
questions:
- what are the traits of leaders?
- what are the roles of leaders in
basic education programmes?
- what are the roles of a
development worker in
implementing basic education
programme?

99
 Handout – 13.1

Leadership in basic education

Introduction

The progress of a community or an institution largely depends on appropriate and active

leadership. General people in our society largely depend on their leaders. At any level in a
society the influence of appropriate leadership is very significant for development.

Leadership is a trait that enables one to influence others opinion to do something according to
his choice. There may be different forms of leadership in the society. Viz.,

• Elected
• Nominated
• Acceptable
• Appointed
• Informal
• Self-proclaimed
• Empowered
• Political

Place of leadership in the community

The position of leadership varies in different situation. Viz.,

Situation Type of leadership

Family Head of family
Group Elected leader
Society Elected or accepted leader
Community Elected leader

100
Different style of leadership depending on the behaviour of leaders

Styles of leadership may vary. Leadership behaviour is generally classified into three types.
These are:

Uncensored leadership
Participatory leadership or
leadership in partnership
Autocratic leadership

These three types are explained below:

Characteristics of autocratic leadership:

• All decisions and strategies are taken by the leader
• Leader directs strategies and steps. Uncertainty remains for future course of actions.
• Leader instructs specific persons to do specific things
• Leader prefers to flourish individualism in all aspects. Praise own initiatives and criticizes
the efforts of team members. Keep aside from active participation from team activities.

Characteristics of partnership leadership

• All decisions and strategies are taken through group discussion, decisions and cooperation.
• Methods and steps are decided through discussion. The leader explains the goal and general
strategies.
• The team members can distribute the works among them through mutual discussion.
• The leader takes into account the realities and keeps confidence of the team members
through praising their initiatives.

Characteristics of uncensored leadership

• The team members are given unlimited freedom to decide; the leader does not interrupt.
• The leader ensures supply of materials and equipment
• The leader keeps aloof from participation
• Only when there is crisis the leader attempts to control the team members

Comparison

Although in autocratic leadership he scope of work is faster, in terms of quality of work the
partnership leadership is better. In autocratic leadership everything is damaged except the
leader. But in partnership leadership very little quality is affected due to change in leadership. In
uncensored leadership both speed and quality of work is worst.

101
Foundation of leadership

In community development the foundation of leadership is participation or democratic practice.

Dictatorship of undemocratic leadership can not lead to sustainable development. In community
development, development is facilitated by the span of participatory process in leadership. Since
in our society the people are not able to participate effectively, the leaders should create scope
to enhance their capacity to participate.

Absence of leadership in expansion of basic education

For social and economic development, there is no alternative to expansion of basic education.
Basic education is a significant step to turn this population into resource. Though they live in
the community the poor are deprived of many facilities. On the one side they do not have
interest for education, moreover they cannot avail opportunity to get education. the basic reason
behind that is lack of leadership among them.

Importance of leadership in basic education

The local leaders play a vital role to ensure peoples’ participation in development activities. The
poor and illiterate population largely depends on the opinion of the local leaders. This
dependency is high due to their ignorance.

A development worker cannot go to every individual personally, particularly where the resource
and time is limited. But it is essential to involve every single individual in the process of
development. This communication can be effectively done through a good leader. In basic
education all people – children, adolescents, youth, aged, rich-poor – should be covered. As
such to implement this programme the role of local leaders is very significant.

Desired traits of a leader in basic education program

To gain confidence of the people a leader in basic education should acquire the following traits:

> Knowledge of the subject

> Ability to work in group
> Honest and attractive leadership
> Good behaviour with all
> Analytical skill
> Inter-personal communication skill
> Patience
> Interest and willingness to work for the poor
> Interested to work for society
> Attitude to help

The education, economic condition, status in the society, age, etc. largely influence the above
traits.

102
The above traits are applicable for any levels. Even to lead a family the family head requires
these traits. These can be acquired through initiatives and efforts. Willingness and challenging
attitude is very much required. Otherwise these traits remain unexplored and these do not come
for any use in the family or society. It results problems in the family and society.

To influence a person, community or group, their current features need to be analyzed first and
from that perspective initiatives should be taken to motivate them. The local leaders can easily
identify these and can use for basic education.

Role of a leader in basic education programme

The local leaders have enormous responsibility in expanding basic education programme. Using
his influence he can involve the people properly. He can discharge the following
responsibilities:

• Knowing the need for basic education

• Help peoples from all walks of life
• Create social awareness
• Mobilize materials, resource and facility
• Communicate with development partners
• Remain respectful to neglected population
• Maintain discipline in the society
• Maintain good relations at all levels
• Make participation of people at all level possible
• Helping poor population
• Informing the population about development initiatives
• Distributing responsibility among the population and ensuring performance of them.

As partners of basic education programme, the field workers should undertake similar
responsibilities. Besides, he should
- Play the role of an appropriate leader
- Promote leadership in the society
- Maintain liaison with local leaders
- Provide necessary guidance and support for appropriate leadership

103
 TS-13.1

Leadership

Leadership is a trait that enables one to

influence other’s opinion to do something
according to her / his choice.

104
 TS-13.2

Forms of leadership in the society

Elected
Nominated
Acceptable
Appointed
Informal
Self-proclaimed
Empowered
Political
105
 TS-13.3

Nature of leadership

1. Autocratic
2. Participatory
3. Laissez-Faire

106
 TS-13.4

Importance of leadership in basic education

To organize the neglected population
To motivate for education
To make participation in education
management
To convince for contribution in education in
terms of time and resource
To mobilize and distribute local resource
To develop human resource
107
 TS-13.5

Traits of leader
Knowledge of the subject
Analytical skill
Ability to understand others
Pleasant expression
Honest and attractive leadership
Reliance/faith on others
Communication skill
Patience and consciousness
Interested to work for society
Attitude to help the poor people
108
 TS-13.6

Roles of leader
Knowing need for basic education
Help people from all walks of life
Create social awareness
Mobilize materials, resource and facility
Communicate with development partners
Remain respectful to neglected population
Maintain discipline in the society
Maintain good relations at all levels
Make participation of people at all possible level
Helping poor population
Informing the population
Distributing responsibility among the population
109
 TS-13.7

Responsibilities of field workers

Acquire the traits of leadership
Play role of an appropriate leader
Promote leadership in the society
Communicate with local leaders
Train of local leaders
Increase peoples’ participation

110
 Session No -14

Title of the session : Need based planning

Objectives of the session : At the end of the session the participants would be able to-
• develop a plan for basic education basing on the information
collected from the field.

Total time: 2 hours

a. Need based plan preparation

Process Method Time Materials

Tell the participants that they are Discussion 5 min.
going to develop a plan for basic
education based on the information
that they have collected from the
field. Give emphasis on the point that
the plan has to be consistent with the
needs of the locality.
Introduce the plain format in TS.14.1. Discussion 10 min. TS.14.1
Explain with examples of people’s
participation and social awareness.
Divide the participants into four Group work 1 hour Poster, marker
groups and assign them to develop a
plan.
Invite to present the plan developed Presentation 40 min. Poster
in large group. Provide feedback.

b. Session review

Process Method Time Materials

Assess the achievement of Question 5 min. Chalkboard
participants’ with the following and answer
questions:
- on what basis are the issues
determined in the planning?
- what are the components for
preparing a need-based plan?

111
 TS- 14.1

Basic education programme implementation

(Sample format)
Village: ………….........………..………Thana: ………...…….....…………… District: ………………...........…………
Objectives: ………………………………………………………….……………………………………………………....…..
………………………………………………………………………………….……………………………......…
..…………………………………………………………………………………………………….…………....…

Sl. Activity Who to When to Resources required Impleme Strategies to

No. do accomplish ntation ensure peoples’
Human Materials
process participation

112
 Session No - 15

Title of the session : Preparing the plan of action

Objectives of the session : At the end of the session the participants would be able to-
• describe the plan of action and steps of preparing plan of
action including the factors to be considered.
• explain the advantages of action plan.
• prepare an objective oriented plan of action.

Total time: 1:30 hours

a. Preparing plan of action

Process Method Time Materials
Ask participants about the first thing to Question and 5 min. Chalkboard
do to implement basic education after answer
returning to the working area. Explain
the importance of making a plan of
action.
Ask them what they mean by plan of Question and 5 min. TS.15.1
action and assess their previous answer
knowledge regarding the issue and
clarify the necessary steps by showing
them the TS.15.1.
Introduce the factors to be considered Discussion 5 min. Handout 15.1
for preparing plan through handout
15.1.
Invite all participants to prepare plan to Individual 50 min. Poster, marker
utilize their learning from the training. work Handout 15.1
Suggest them to use the plan format
given in the Handout 15.1.
Invite some of the participants to Presentation 20 min.
present their plan.

b. Session review

Assess the achievement level of Question and 5 min. Chalkboard

participants through following answer
questions-
- what is a plan of action?
- what are the essential components of
a plan of action?

113
 TS-15.1

Plan of Action
Name: ………………………………………………………………..……………………..Date:……………….
Address:…………………………………Plan:…………….Period: From……………………To………

Subject : Implementation of basic education programme

Objective : To ensure peoples’ participation in basic education

Sl. Activities How Who When/ Indicators for

No. would do would do how long measurement
it would
take

114
 Handout – 15.1

Plan of Action
Plan of action refers to how few future activities would be accomplished. To determine this
following things need to be set:
1. Finalizing issues
2. Setting objectives
3. Identifying activities
4. Deciding how each of the activities to be accomplished
5. Determining who will do what and how
6. Setting time-frame when to accomplish the works
7. Deciding how to evaluate the works.

A plan may be individual, mutual or institution-based.

Provision has been made to prepare a plan of action by the participants basing on their learning
from this training. The training implementing organization would be able to follow-up the
training on the basis of the plan and develop next training or workshop. This planning of action
is very important to facilitate acquiring functional skill through a continuous process.

The factors to be considered in preparing plan of action are mentioned below:

- The present and future plan of the organization for basic education
- Scope of present and future resource
- Situation of management system and field personnel
- Methods of participatory basic education activities
- Others

Each participant will prepare a plan of action using the given format and hand over a copy to the
training implementing organization.

115
 Plan of Action

Name:
………………………………………………………………………..Date:…………
Address:…………………………………………..…………………Plan:………………
….
Period: From………………....……To………………………..………

Subject : Implementation of basic education programme

Objective : To ensure people’s participation in basic education

Sl. No. Activities How to do Who will do When/ it will Indicators for
be done measurement

116
 Session No - 16

Title of the session : Course review and evaluation

Objectives of the session : At the end of the session the participants would be able to-
• present the synopsis of the issues discussed in the training
course

Total time: 1:30 hr.

a. Course review

Process Method Time Materials

Divide the issues discussed during Small group 30 min.
the course into four parts and discussion
distribute those to the participants of
four groups. Ask them to discuss a
key issues.
Ask the groups to write key learning Presentation 30 min. Poster paper,
points in poster papers and present and question – marker
them in plenary. Invite other groups answer
to comment whether any issue is
missing.

b. Post-Test

Process Method Time Materials

Distribute the Post-Test sheet among Individual 30 min. Post-test sheet
the participants and ask all to fill it. work
Collect the filled-up sheet.
Assess the post-test sheets and give Assessment
score out of 100 marks.
Using given format arrange pre-test Arrange the Sample
and post-test scores. score at the
end of the
session

117
 Community Participation and Community Mobilization in Basic Education
Assessment Sheet (Post-Test)

Name of the Trainee:…………………..

Organization:……………………..……
Date:……………………………..…….

Which is the correct answer according to you? Please put tick (√ ) mark in the blank box.

1. What is basic education a) Primary education

b) Girls education
c) Education based on basic needs
d) Technical education
2. What is community participation a) Participation in the decision
making process of the organization
in development activities
b) Paying subscription in development
activities
c) Participation in project activities
through physical labour
3. What is development a) Social change
b) Any kind of change in condition
c) Financial gain
d) Expected development of person or
community
4. What is community mobilization a) Movement for community
development
b) Problem-based movement
c) Increasing community awareness
d) All answers above
5. What is motivation a) Advising
b) Cooperation
c) Encouraging
d) Bringing change in attitude

118
Briefly answer the following questions (Marks: 5 × 15 = 75)

1. How does basic education contribute to community development?

2. What are the social problems in the context of socio-economic condition of

Bangladesh?

3. How to motivate the people for basic education?

4. Appropriate leadership can help the basic education system, how?

5. In which areas is community participation possible in basic education activities and

how?

119
 Session No - 17

Title of the session : Closing

Objectives of the session : At the end of the session the participants would be able to-
• give their views of evaluating various aspects of the training
course.

Total time; 1 hour

Process Method Time Materials

Distribute the Evaluation sheet - 1 Individual 10 min. Evaluation sheet – 1
among the participants and ask them work
to give their views as per instruction.

Distribute Evaluation sheet – 2 and Individual 10 min. Evaluation sheet - 2

tell them to give score in white paper work
according to their assessment of
achievement.

After giving scores individually in Individual 20 min.

sheet –2, tell them to hang it on the observation
board. Ask one participant to
generalize the opinion.

Explain and distribute the pre-test and Discussion 5 min.

post-test results among the
participants.

Draw an end to the course with Discussion 15 min.

closing speeches from the participants
and the organizers.

120
 Training workshop on
Community Participation and Social Mobilization in Basic Education
Evaluation Sheet-1
1) How far has this training fulfilled your demand?
Completely Partly None

2) Give your opinions on the contents discussed in the course:

I have achieved a clear

Sl.
Content concept
No.
Fully Partly None
1. Basic education
2. Streams of education and situation in
Bangladesh
3. The role of basic education in development.
4. Planning
5. Social appraisal
6. Field visit
7. Data analysis and presentation
8. Program planning of a project
9. Project implementation planning
10. Resource planning

3) Give √ mark in appropriate box:

Aspects very good good moderate not

satisfactory
Training room facilities
Quality of food
Recreation

121
4. Mention three things during the course you liked and did not like

I liked I did not like

1. 1.
2. 2.
3. 3.

5. Of all contents discussed in the course.

You liked most
You disliked most

6. Give your overall impression about the training with √ mark.

Very good Good Not bad Not

satisfa-
ctory

7. If you have any additional comments, write here.

122
 Evaluation Sheet2

Action plan 6

Need based action plan 10

Ledership for expanding the 7

programme basic education

Communication 9

Motivating people 9

Social mobilisation 10

Peoples participation 8

Data analysis and preparing 10

report

Field visit 9

Data collection 7

Need assessment of basic 8

education

Basic education 8

Social development 9

Group community and society 10

0 1 2 3 4 5 6 7 8 9 10

Instructions: Give marks (highest 10) in each of the box according to the achieved
learning.

123
 Sample Format
Community Participation and Social Mobilization in Basic Education

Assessing individual learning of the participants

Comparative scores of pre-test and post-test results

Sl. No. Name of participant Score in Score in Achievement Progress

pre-test post-test (%)

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

Total score:

Average score:

File: Community Par. & Social. Mobi. Final

124