1 1

Acknowledgement

The External Evaluation of Post Literacy Programme (PLP), Rohtak has been a challenging,

rewarding and a delightful experience. I am thankful to Prof. A. Gandhi, Head, Department

of Social Work for entrusting this work to me on behalf of the department as well as for her

kind co-operation, support and encouragement.

I would like to express my gratitude to Shri R. S. Doon, Deputy Commissioner and Shri

Satayaprakash, Chief Project Coordinator, JSS for showing confidence in me and extending

full co-operation and help in carrying out the external evaluation.

I am also grateful to the team leaders and students of Jamia Millia Islamia who served as test

administrators, for their excellent work in very testing conditions. The office staff of the

department was also very helpful.

The team members were given a warm welcome in every village. People attired in their best

clothes turned up to meet and talk to us. We also met with district officials, JSS members,

and local leaders, teachers and volunteer teachers who enlightened us with their valuable

insights regarding literacy programme. Thanks to them, this report could be written

comprehensively.

October, 2008 N.U.Khan

2 2

CONTENTS PAGE ACKNOWLEDGEMENT 1 TEXECUTIVE SUMMARY 5 BACKGROUND DATA 6 CHAPTER – 1: INTRODUCTION & BACKGROUND 7

a) History of the campaign 8 b) Approved Expenditure & Balance of PLP fund 8 c) Administration and Organisational 9

CHAPTER - 2: EVALUATION PROCESS 11

a) Objectives 11 b) Sampling 12 c) Tools for the study of the objectives 17 d) Interviews with selected individuals 17 e) Participatory Approach 18 f) Manpower 19 g) Administration of the tools 20

CHAPTER – 3: ASSESSMENT OF SPECIFIC OBJECTIVES AND QUALITY OF PLP INDEX 21

a) Introduction 21 b) Assessment of the objectives 21 c) 5 point scoring scheme 22 d) Objective no. 4 22 e) Calculation of Quality Index 23

CHAPTER - 4: FINDINGS 24

a) Objective No. – 1 24 b) Objective No. – 2 25 c) Objective No. – 3 28 d) Objective No. – 4 29 e) Objective No. – 5 30 f) Objective No. – 6 31 g) Objective No. – 7 33 h) Objective No. – 8 36 i) Objective No. – 9 37 j) Objective No. – 10 38 k) Objective No. – 11 40 l) Objective No. – 12 42 m) Quality of PL Index of Rohtak 43

CHAPTER - 5: CONCLUSIONS 44

3 3

LIST OF TABLES TABLE NO. PAGE 1 DETAILS OF THE SAMPLE PL LEARNERS (ACCORDING TO 15

VILLAGE/BLOCK)

1A DETAILS OF THE SAMPLE MOP LEARNERS 16 2. SUCCESS RATE OF DISTRICT INCLUDING TESTED AND 80

ABSENTEE MOP LEARNERS 3 SUCCESS RATE OF DISTRICT INCLUDING TESTED AND 81

ABSENTEE PL LEARNERS 4 RESULTS ACCORDING TO ACTUAL MARKS 29

5 SHOWING PERCENTAGE AND AVERAGE MARKS OBTAINED 85

IN READING, WRITING AND ARITHMETIC

6 ACHIEVEMENT BY AGE, CATEGORY AND SEX 87

4 4

LIST OF FIGURES

PAGE 1 PERCENTAGE MADE LITERATES 31 2 GENDER-WISE COMPARATIVE PERFORMANCE 83 IN TOTAL SCORE 3 GENDER-WISE COMPARATIVE PERFORMANCE 84 IN READING 4 GENDER-WISE COMPARATIVE PERFORMANCE 85 IN WRITING 5 GENDER-WISE COMPARATIVE PERFORMANCE 86 IN ARITHMETIC 6 CATEGORY-WISE COMPARATIVE PERFORMANCE 88 IN ATTAINING NORMS 7 AGE-WISE COMPARATIVE PERFORMANCE 89 IN ATTAINING NORMS 8 GENDER-WISE COMPARATIVE PERFORMANCE IN 90

ATTAINING NORMS LIST OF ANNEXURE A) MAP SHOWING SAMPLED VILLAGES 14 B) TEST PAPERS (T.P. -1) 45

C) TEST PAPERS (PL) 56 D) INTERVIEW SCHEDULE 64 E) SCHEME OF WEIGHTED SCORE 77 F) LIST OF PERSONS PARTICIPATED IN GROUP DISCUSSION 78 G) LIST OF TEAM MEMBERS 79

5 5

EXECUTIVE SUMMARY QUALITY OF PL INDEX 72.4

The PLP project was sanctioned in March, 2006 at a cost of RS. 99,43,500.00. The district

received Rs. 16, 02,000.00 from the centre and Rs. 43, 57,217.00 from the state. The total

amount released to the district was RS. 59, 59,217.00, the first instalment was released on

16-4-2006.

The sampling was done on the basis for PL learners in different villages. 12 villages were

selected on this basis. All MOP learners in the sample villages were tested as well. In

addition 250 persons were interviewed / participated in group discussion for the study of

different social objectives.

The planed sample size was 772 or 7.43% of PL Learners of the district. The actual turn out

of genuine learner was good i.e. 576 or 74.61% of the sample.

Quality Index of 72.4 is good. It shows that district Rohtak has done a satisfactory work.

6 6

BACKGROUND DATA

TLC

1. Date of sanction of the project: Dec’1992

2. Date of door-to-door survey: May’1993

3. Target after door-to-door survey: 108000

4. Enrolment: 42000

5. TLC Completed: Dec’1995

6. TLC Evaluated: August – Oct. 1995

7. Report Submitted to JSS: Dec’1995

8. No. of persons became literate 30000

9. Total backlog : 78000

Post Literacy Program

1. Date of sanction of project: 23 – 2 - 2006

2. Date of start of teaching: March’ 2007

3. Date of close of project: Jan’ 2008

4. Date of receipt of Instalment: 13 – 4 - 2006

5. Date of re-survey: Jan’ 2007

6. T. No. of MOP Learners: 23,389

7. T No. of PL learners: 10,389

8. T No. of PL + MOP learners: 33,778

9. Planned sample size (PL learners): 772

10. Total Turn out for the test: 75.13 %

11. Turn out of genuine learners for the test: 74.61 %

11. Date of external evaluation: August / September 2008

12. T. No. of Blocks: 5

13. T. No. of Villages: 147

14. T. No. Panchayats: 152

7 7

CHAPTER-1

1. INTRODUCTION The literacy rate of the country has increased from 52.21 per cent in 1991 to 65.38 per cent in

2001. The literacy rate of Haryana has increased from 55.85 percent in 1991 to 68.59 percent

in 2001. This increase in case of district Rohtak is 53.67 percent in 1991 to 73.72 percent in

2001. The table below gives literacy rate of India, Haryana and Rohtak by sex, as per the

census data of 2001:

Literacy Rate by Sex (%)

1991 2001

Male Female Total Male Female Total

INDIA 64.13 39.29 52.21 75.85 54.16 65.38

Haryana 69.10 40.47 55.85 78.49 65.73 68.59

Rohtak 61.08 51.03 53.67 83.23 62.59 73.72

The table shows that the total increase in literacy rate of district Rohtak from 1991 to 2001 is

more than the increase in the same period for the state of Haryana. Yet the situation is

alarming as substantial part of the population is still illiterate. The data shows that this gap is

even more prominent in case of female population. Although the district has done a good job

in achieving substantial increase from 1991 to 2001, it still has to do much to be satisfied. 1.1 Background

Our name was referred by NLM for the evaluation of PLP Rohtak on 25.6.2008 vide letter

no. F.7-2/2006-AE.5 and the agreement with JSS Rohtak were signed on 19.7.2008.

I visited the district on 18.7.2008 to discuss the broad modalities of the evaluation and sign

the agreement. The evaluation team visited the district in August’2008 to carryout the

fieldwork.

The sample for the study of PLP was drawn from the data supplied by the district, taking

village as the last sample unit. The villages were serially arranged and proportionate sample

block wise was selected by random method using random table. All the MOP learners in

sample villages formed the sample for MOP learners.

8 8

The district was informed of the selected villages and wards ten days in advance. This was

adequate advance notice for the district to make necessary arrangements.

1.2 HISTORY OF THE CAMPAIGN

a. The TLC was completed in July 1995. External Evaluation Report of TLC was not available

with the JSS. On enquiry it was revealed that report was destroyed in the floods in 1995.

b. PLP was sanctioned in March’2006 and teaching started in May – June’2007. Project was

completed in February’2008. The process of external evaluation was initiated and the

evaluation got completed in October’2008. The draft report was discussed with the JSS and

final report is submitted in October’2008.

c. The district has got its CE project approved and is ready to start the project.

d. The PLP was started late due to certain administrative problems.

1.3 Approved Expenditure & Balance of PLP fund.

PLP was sanctioned in March’2006 for a period of one year at a cost of Rs. 99,43,500.00.

The district received Rs. 16, 02,000.00 from the centre and 43, 57, 217.00 (17.12 Lakh

balance of TLC phase) from the state which makes it 59, 59,217.00.

The district has made an expenditure of Rs. 53, 07,198.00 of the grant released, which is

89.06% of the grant released and 53.40% of the total amount sanctioned.

9 9

Post Literacy Budget (Expenditure up to 25-8-2008)

S. No.

Name of the Head Amount Approved Total Amount of Expenditure

1. Survey 02,00,000.00 67,498.00 2. Training &

Orientation 18,73,000.00 8,41,548.00

3. EB 5,40,000.00 4,44,316.00 4. Reading & learning

Material 37,89,300.00 19,97,316.00

5. Monitoring & Supervision

9,54,000.00 2,01,087.00

6. External Evaluation 2,50,000.00 1,87,100.00 7. Administration 13,57,200.00 12,43,866.00 8. Income Generating

Skills 5,00,000.00 2,50,078.00

9. Contingency 4,80,000.00 74,314.00 TOTAL 99,43,500.00 53,07,198.00

1.4 Administration and organisation

To study its structure and effectiveness is not part of the final evaluation of PLP, but that of

the mid-term evaluation. We are therefore not going into the details of administration.

However, a brief account of the organisational set up is necessary to understand the efforts of

the JSS, for effective implementation of the program. The literacy program has been run in

the district well beyond the time frame, for which it was sanctioned, to be precise till the last

date of the external evaluation of Post Literacy Program. This could be possible only because

of the strong organisational set up of JSS and dedicated efforts of the district administration.

The General Body of the Jan Saksharta Samiti (JSS) has the Dy. Commissioner, Rohtak as its

Chairman. It has people from all walks of life as its member. Both elected leaders as well as

officials of the district were included in it to make it broad based. The District Education

Officer is its member secretary. The General Body has under it an Executive Committee, a 31

member body, with the Dy. Commissioner, Rohtak as its Chairman. In order to implement

the program effectively sub-committees were formed under the umbrella of the above

executive committee and the work was distributed among them.

10 10

These committees are:

a) Mobilisation Environment Building Committee;

b) Training Committee;

c) Committee for Teaching-Learning Materials;

d) Monitoring and Evaluation Committee; and

e) Finance Committee.

Since the PLP was completed in February’2008, these committees were not functional at the

time of external evaluation.

The program of such massive nature cannot be managed and implemented by a centralised

committee, hence the JSS decided to have sub-committees at different level. Therefore the

following committees were formed at different levels to take the program to the grass root

level:

1) Block Saksharta Samiti;

2) Gram Saksharta Samiti;

3) Jan Chetna Kendra Committee; and

4) Village Women’s Committees.

The compositions of all the committees are such that both the officials of education

department and the members of the public got associated with the literacy program of the

district.

11 11

CHAPTER-2 2. The Evaluation Process 2.1 In the evaluation of Total Literacy Campaign, main concern is in the achievement of the

district in 3R vis a vis the target of illiterates in the district. It is a quantitative evaluation.

However, in Post Literacy Program, achievement in 3R gets changed to retention and

enhancement of literacy skills. Achieving NLM norm in 3R remains only to the level of

MOP. The performance of the district is judged on the basis of its contribution in helping the

learners to improve their social and economic life. PLP evaluation is a qualitative evaluation.

2.2 Objective:

The objectives of the external evaluation were to assess the effectiveness of the programme in terms

of the extent to which they could make an impact on the life of the learners in particular and

community in general. This was assessed with reference to study the 12 specific objectives as

given in the guidelines for Evaluation of Post Literacy Programmes and to work out the

Quality of PL index on the basis of the achievement of the objectives by the district. It is the

Quality of Index, which will indicate the level of success of the district in achieving the PLP

objectives.

The specific objectives as given in the guidelines are:

2.2.1. To assess the accuracy of the re-survey Carried out at the beginning of PLP

2.2.2. To evaluate the impact of the second round of environment building activities

2.2.3. To estimate, the success of the mopping up operation.

2.2.4. To estimate, the No. of persons, Who have enhanced their literacy skills.

2.2.5. To estimate the number and percentage of persons made literate. This would

include, those made literate in TLC phase as well as those made literate in PLP

phase.

12 12

2.2.6. To study the quality of Post literacy materials (library books) produced as well

as procured and to study how the libraries in the clusters have been organised

and the degree of access of the neo-literate to reading material through reading

and borrowing.

2.2.7. To study, the quality of training program. How effectively and how often were

the Volunteers trained?

2.2.8. To study the impact of vocational skills development programmes on individual

learners and the community.

2.2.9. To study the awareness level of neo-literate and the access they have to various

development programs.

2.2.10. To study the impact of activities initiated for the empowerment of women

2.2.11. To study the direct and indirect effect of literacy programs (TLC+PLP) on

individual learners and the community, if any, including the ability to organise

themselves for group action

2.2.12. To study the preparedness, for launching, the continuing education programme.

2.3 Sampling: The following data were procured from the district in advance.

2.3.1. Target number of neo-literate covered in the post literacy programme, category

wise in all blocks, villages/wards in the district.

2.3.2. Statistical details pertaining to the areas covered, number of blocks, villages,

libraries, Saksharta Kendras, etc.

2.3.3. Operational details of the Post Literacy Programme.

2.3.4. Status reports of the post literacy programme.

2.3.5. The details of the mopping up operation, with the number of learners enrolled

their category wise distribution and status of primers completed.

13 13

For the purpose of sampling, village was taken as the last unit and all the learners enrolled in

PLP and mopping up were tested. All the learners enrolled in the PLP were taken as the

`universe’. At the time of drawing out the sample, on the basis of data supplied by the JSS,

there were 10389 neo-literate on roll in Saksharta Kendra. These were spread over 152 Gram

Panchayats in 224 Jan Chetna Kendras. In the mopping up, 23389 learners were enrolled,

spread all over the district. They were taken as the universe for the purpose of sampling in

assessing the result of mopping up operation. The SC and ST populations were spread all

over the district.

It was decided to draw a sample of 700 of the neo-literate enrolled in PLP, which actually

came out to be 772 at the time of drawing the sample, and take all the MOP learners of the

same village for mopping up sample. While drawing the PL sample, MOP in the sampled

villages comes out to 1485. In addition, it was decided to interview 250 learners, villagers,

members of the Panchayats, volunteers and members of the JSS through a

questionnaire/group discussion to assess the level of awareness and impact created by the

post literacy programme, with reference to the 12 specific objectives. To draw the sample, the

villages were serially listed and the sample was drawn using the random number table.

Proportionate random sample was drawn from different blocks. The sample was spread to 12

villages. The details of the sample are given at Table 1 & 1A.

The sample of 772 worked out to be 7.43 per cent of the neo-literate in PLP and in case of

mopping up 1485 worked out to be 6.35 percent of the MOP learners of the district. The

selected villages were of different population size and were scattered all over the district. They

were not located in close proximity with each other. Map showing the spread of villages is

placed at Annex – A. The evaluation team also visited villages, other than those in sample, in

order to verify the authenticity of the data supplied by the JSS. It found that the data supplied

by the JSS was quite accurate. The actual turn out of genuine learners was 576 i.e. 74.61%,

which is quite good and within acceptable norm.

14 14

Annex – A

15 15

Table - 1

S. No. VILLAGE NAME PLP TGT PLP APP. % OF

M F T M F T TARGET 1 GANDHRA 24 72 96 14 64 78 81.25 2 CHULIYA ROSE 8 32 40 4 26 30 75.00 3 BHANI BHAROW 4 4 8 2 4 6 75.00 4 BEHLABA KHAS 41 39 80 27 34 61 76.25 5 SAIMAN 75 48 123 49 44 93 75.61 6 SISRAULI 16 12 28 11 9 20 71.43 7 KHARAK JATAN 108 40 148 75 34 109 73.65

8 MURADPUR TEKNA 18 32 50 10 27 37 74.00

9 JINDRAM 11 4 15 6 4 10 66.67 10 BAHUJAMAL PUR 27 51 78 14 42 56 71.79 11 BHAGWATI PUR 17 41 58 11 34 45 77.59 12 ASSAN 20 28 48 12 23 35 72.92 TOTAL 369 403 772 235 345 580 75.13

S. No. BLOCK NAME PLP TGT PLP APP. % OF

M F T M F T TARGET

1 SAMPLA 32 104 136 18 90 108 79.41

2 MEHAM 120 91 211 78 82 160 75.83

3 LAKHAN MAJRA 124 52 176 86 43 129 73.30

4 KALANAUR 29 36 65 16 31 47 72.31

5 ROHTAK 64 120 184 37 99 136 73.91

TOTAL 369 403 772 235 345 580 75.13

16 16

Table – 1A

S. No. VILLAGE NAME MOP TARGET MOP APP. % OF

M F T M F T TARGET 1 GANDHRA 12 52 64 5 38 43 67.19 2 CHULIYA ROSE 3 43 46 0 35 35 76.09 3 BHANI BHAROW 48 119 167 16 65 81 48.50 4 BEHLABA KHAS 39 112 151 19 72 91 60.26 5 SAIMAN 179 254 433 102 186 288 66.51 6 SISRAULI 6 39 45 2 26 28 62.22 7 KHARAK JATAN 71 79 150 28 52 80 53.33 8 MURADPUR TEKNA 34 104 138 21 76 97 70.29 9 JINDRAM 15 37 52 8 21 29 55.77 10 BAHUJAMAL PUR 0 69 69 0 49 49 71.01 11 BHAGWATI PUR 22 93 115 10 68 78 67.83 12 ASSAN 13 42 55 8 32 40 72.73

TOTAL 442 1043 1485 219 720 939 63.23

S. No. BLOCK NAME MOP

TARGET MOP APP. % OF

M F T M F T TARGET 1 SAMPLA 15 95 110 5 73 78 70.91 2 MEHAM 266 485 751 137 323 460 61.25

3 LAKHAN MAJRA 77 118 195 30 78 108 55.38

4 KALANAUR 49 141 190 29 97 126 66.32 5 ROHTAK 35 204 239 18 149 167 69.87 TOTAL 442 1043 1485 219 720 939 63.23

17 17

2.4 Tools for the study of the objectives:

To evaluate the level of achievement of the two groups of learners, MOP and PL, two

different levels of test papers, as recommended in the guideline were prepared. The one for

the MOP learners were of the, same level of difficulty and type as used in the evaluation of

TLC (Annex-B). The other, to assess the level of enhancement of PL learners was of a higher

level (Annex-C). The tests covered reading, writing, and arithmetic skills with a maximum of

40, 30, and 30 marks assigned to each of the components, respectively. A MOP learner

securing 70 per cent marks in aggregate along with 50 per cent marks in reading, writing and

arithmetic separately was considered to have attained norms (AN). In case of PL learners, they

were considered to have retained/enhanced the skills if they secured 70 or more than 70 percent

in the aggregate and at-least 50 percent in each component. Pictures were used to make the

paper interesting. The test administrators were instructed not to deduct marks for spelling

mistakes in writing or for words used in local language.

To assess the other objectives, a set of interview schedules, one for each objective was

prepared. (Annex-D)

2.5 Interviews with Selected Individuals

Interviews with selected individuals associated with the programme like district officials,

members of Jan Saksharta Samiti, Panchayat leaders / local leaders, MTs / Volunteers and

learners were conducted. These interviews / discussions provided an opportunity of gaining

better insights to the programme. These interviews/discussions were important to assess the

achievement of the objective of PLP. The information collected through these interviews /

discussions during fieldwork have been appropriately incorporated in the text.

Following are the names of some of the persons with whom the evaluation team had interacted

in detail to get information about the programme. Such interactions were held in all the villages

of the sample.

18 18

S. N. Name Position Village

1. Kasturi Devi Sarpanch Gandhra

2. Neetu Devi Coordinator Gandhra

3. Asha Devi Sarpanch Chuliyana

4. Bindu Master Trainer Chuliyana

5. Suresh Pradhan Chuliyana

6. Sudesh Coordinator Bahujamal Pur

7. Sunita Coordinator Bahujamal Pur

8. Bimla Akshar Sainik Bahujamal Pur

9. Raj Bala Coordinator Bhagwati Pur

10 Kiran Master Trainer Bhagwati Pur

11. Shakuntala Coordinator Bhagwati Pur

12. Raj Kumar Coordinator Sisrauli

13. Rajwanti Master Trainer Sisrauli

14. Neelam Coordinator Sisrauli

2.6 Participatory Approach

The JSS was explained the process of drawing the sample, they were also given the option to

participate in the process of drawing the sample. This created better understanding between the

evaluating agency and the JSS. The sample was drawn ten days in advance, which gave ample

time to the JSS administration to make the arrangements at the village/ward level. The dates for

fieldwork were fixed in consultation with the JSS. All information on literacy program in the

district was provided.

The scheduling of visits to the villages was done by JSS. The teams left in the morning with

representatives from JSS. This was done to facilitate evaluation process. They were also invited

to check the marked test papers. However, test papers were constructed, administered and

evaluated by the external evaluation team. The JSS/district administration extended full co-

operation in maintaining a congenial atmosphere during the conduct of the evaluation and in

adhering to the daily schedule.

19 19

2.7 Manpower

To carry out such evaluation exercise, it is very essential to select team leaders and test

administrators who have experience and understanding of working with people particularly

with deprived sections of the society. They should have: -

2.7.1 Objective and sympathetic attitude.

2.7.2 The ability to deal with any situation with due respect for human attitude and

emotions.

2.7.3 The ability to work as enabler and facilitator and to find out what they know

rather than what they do not know

2.7.4 The capability to politely and firmly handle the proxy learners.

The team members were selected keeping in mind the above qualities. The project director

and team leaders were faculty members and formed the core team of the project. They had a

considerable experience of working with the disadvantaged sections of population as well as

of handling such field based projects. The test administrators were students of Jamia Millia

Islamia. They had good experience of working with people specially disadvantaged section of

the population as well as of literacy program evaluation.

The team was given orientation prior to their departure for Rohtak. The orientation of field

staff included the process of familiarisation with various test items and marking system. They

were also oriented about the questionnaire and how to conduct the interviews. The evaluation

situations and the problems likely to be encountered before and during the administration of

the test and conduct of interviews were discussed in detail. A code- book for the purpose of

marking was prepared to ensure uniformity in the evaluation process and was handed over to

all the team members. The analysis of the interview schedules was done manually, since they

were of a descriptive nature. All the staff members met every night in an open and friendly

atmosphere. The team members were requested to make notes of their observations during

the fieldwork and submit reports and share experiences during these meetings. These

meetings were extremely useful in experience sharing, planning, maintaining uniformity,

boosting the team spirit, and retaining the focus and to make amends if required. The JSS

representatives participated in the daily consultations prior to the fieldwork. The team

members had a hectic schedule, they worked for 10 hours a day. Nevertheless, the team

members were very supportive and enthusiastic

20 20

2.8 Administration of the tools:

The MOP TP was given to the learners who had studied the primers, and the PL was given to

learners who had studied the book PL.

Five teams of test administrators and interviewers were formed. The teams were led by a

senior person, who assessed the social and economic aspects of the PLP, mainly through

group discussion, with the learners and other concerned persons like MTs / Volunteers, RPs,

village elders etc, with the help of the interview schedules (Annex-D).

It was first discussed with JSS in detail what actions were taken by it to attain the objectives.

The information was recorded and the relevant ones were checked in the field with learners

and others, mainly through group discussion method.

The total strength of the team was 8 persons. All of them were from outside the district.

21 21

C HAPTE R-3

Assessment of Specific Objectives and Quality of PLP Index

3.1 Introduction

Evaluation of literacy programs and the assessment of the achievement by the district have

been an integral part of the NLM policy. In fact the final evaluation of the program is done by

the agency out of a panel recommended by the NLM, this be also called as External

Evaluation. The districts are judged on the basis of their performance, as assessed in these

external evaluations and are awarded for their performance. This comparison in case of TLC

is very easy, as the performance of the districts is judged and they are mutually compared on

the basis of number of persons made literate Vis a Vis the target. However in PLP the basis

of judging the performance of a district is not only on the basis of persons made literate in the

MOP operation and the level of enhancement of the literacy skills of PL learners, but the

social impact which the program makes. To assess the social impact, there are altogether 12

specific objectives of PLP evaluation, as mentioned in chapter-2. Achievement in 3 Rs is only

in three objectives i.e. objectives Nos. 3,4, and 5 out of the 12 objectives. The rest of the

objectives are meant to assess the social impact of the programme.

3.2 Assessment of the objectives

The evaluator assesses the performance of a district, in respect of each objective, and gives a

score on 5 Point Scale. Allotment of scores depends solely upon the judgement of the

evaluator, except for objectives No. 3, 4 and 5, which are straight quantitative objectives and

are to be expressed in percentages. Once the percentage is known, the 5-point scoring is done

as follows:

22 22

5 Point Scoring Scheme

Percentage 0 1-20 21-40 41-60 61-80 81-100

Score 0 1 2 3 4 5

Explanation: Suppose 40% of total MOP learners had become literate, then this objective

(No.3) will get a score of 2. Similarly suppose the percentage of PL learners who have

enhanced their literacy skills (Obj. 4), comes to 55, then this objective will get a score of 3. If

the percentage of learners, who have become literate, during, TLC+PLP, Obj. 5, comes to 39,

then this objective will get a score of-2.

Objective No.4

This objective has now been slightly modified. It now reads 'to accurately estimate the

number of persons who have enhanced their literacy skills’.

On the same pattern as the scoring of Obj. 3 and 5 is to be done on a 5 point scale, the

following scoring scale has been worked out for scoring this objective.

Score 0 –70 70 71-80 81-90 91-100

Explanation: Those who score from 0 to 70 have naturally not-enhanced their literacy skills

because to be regarded as literate 70% aggregate mark was the minimum criteria during TLC.

It should also be remembered that all PL learners are literate. Therefore the question of pass

or fail does not apply to them. They are all pass i.e., literate learners. What we have now to

see is whether as a result of a further period of study, they have enhanced their literacy skills

from the TLC level.

Hence the learners scoring from 71 to 100 will be regarded as having enhanced their literacy

skill. And those scoring 0 to 70 will be regarded as having not enhanced their literacy skills.

23 23

Example:

Score 0 -70 70 71-80 81-90 91-100

Percentage 60% 5% 20% 10% 5%

100%

The percentage of those who obtained 71-100 marks comes to 35. Hence this objective gets a

score of 2, according to the 5-point scoring scheme.

3.3 Calculation of Quality Index

Each objective has been given a weight- (Annex-E). Weighted composite score is calculated

by multiplying the score, which the objective has received, with the given weight. For

example the chart below shows how weighted composite score is worked out:

'

Objective 5 pt Score Weight Weighted

Out of 100 Composite Score

.3 2 12 24

6 4 10 40

8 4 5 20

9 2 10 20

.10 3 10 30

. 12 1 5 5

T= 139 Composite Score = 139 Quality Index = 139/5= 27.8

The chart shows that the evaluator gave only 2 score (out of 5) to the performance of the

district concerning objective No.3 and 4 scores to objective No. 6 and so on. The Weighted

composite score is arrived at, by multiplying the score received with the weight.

The Quality Index is worked out by dividing the total composite score with 5 (because of the

5-point scale). Hence in this example the Quality Index of the district comes to 27.8.

24 24

CHAPTER-4

FINDINGS

Assessment of Specific Objectives

4.1 Objective No-1

To assess the accuracy of the re-survey Carried out at the beginning of PLP

The external evaluation report of TLC was not made available to the team as no record was

available. The JSS claimed that records were destroyed in the worst ever floods which came

in the year 1995. There was considerable gap of 12 years between TLC and PLP phase, hence

the district decided to conduct a fresh survey to set target for the PLP. As no data on backlog

of TLC was available, they had to re-do the entire exercise. They decided to include all those

who had completed or were at different stages of completing the primers as the target for

PLP. Accordingly the target for PLP for Rohtak came down to 10389 and the target for MOP

came to 23389.

According to the JSS, re-survey was carried out on 15th January’2007. It was a door – to door

survey carried out by the literacy workers specially trained for the job. We also checked with

the learners and villagers in all the sample villages. They confirmed that re-survey was

carried out by the JSS. The number of potential learners worked out was as follows:

.

MOP learners: 23389

PL learners: 10389

The figures of 23389 for MOP learners and 10389 for PL learners were also projected in

the project proposal of PLP, which was approved by the NLM; hence we take this as the

final target for the PLP. The literacy rate of Rohtak district is quite good as compared

25 25

to the national average, which reflects that number of illiterates is not very high; hence

the data of mopping up seems accurate.

Allotment of Score The district conducted a resurvey and set the target for PLP, which was also approved by the

NLM. The evaluation team checked the figures in each sample village, on the criteria

adopted by the JSS, with the local villagers and Panchayats and found that the figures of

JSS re-survey, based on their criteria, is quite accurate. The district is awarded 3 scores for

this objective.

4.2 Obiective-2

To evaluate the impact of the second round of environment building activities

People participation is important for the success of any development program, more so if the

program is of such large magnitude like the literacy drive. To ensure the people participation,

environment building has to be effectively done. An effective environment-building program

helps to generate public awareness regarding the evils of illiteracy and also how to remove it.

It helps in the participation of all section of the society in fighting the evil of illiteracy. Some

of the environment building activities undertaken by JSS Rohtak were; like Slogan writing,

distribution of posters and leaflets, Hoardings, street corner plays and cultural programmes by

Kala Jathas, rallies, sports and debates, meetings etc.

4.2.1. Kalajathas

The kalajathas were formed with the help of 100 folk artist of the district. The district decided

to focus on literacy, female foeticide and discrimination on the basis of sex as the message

through Kalajathas. Using the Haryanvi Folk art of ‘Sang’ and ‘Ragni’ as the medium, these

artists worked for about 3 months and produced story of ‘LADLY’. This was prepared in 14

Haryanvi ‘Ragnis’ in which a story of former has been depicted with female foeticide,

illiteracy and social inequality as central theme. The story makes the family and environment

responsible for these evils and motivates the population to become literate to fight such evils

in the society. The story was written and directed by a neo-literate Mr. Ramphal ‘Zakhmi’.

This story became very popular and appreciated by all. They all remember ‘LADLY’. These

kalajathas are still active and have become part of the life of the local population. Whenever

26 26

district wants to start any program, they take the help of these kalajathas. In all the villages

we visited, the learners talked about these kalajathas specially ‘LADLY”.

Literacy campaign reignited the diminishing Haryanvi folk and converted it into an

instrument of entertainment as well as for educating the masses. The JSS also distributed 600

audio cassettes of ‘Sang’ so that the story of ‘LADLY’ reaches door –to door.

JSS also used Rajasthani folk art of ‘Kathputli’ in which a story based on the problems of

illiterate women was depicted. 80 shows of this form of folk art was organised through out

the district.

4.2.2. Literacy Rallies

As part of Literacy week celebrations, literacy rallies were organised mainly by the learners

and literacy workers. Through these rallies massage of literacy was spread among the masses.

These rallies were also help full in creating awareness for the need of the education for

children.

4.2.3. Hoardings

Hoardings were made and displayed at prominent places all over the district. These hoardings

had slogans and massages of literacy.

4.2.4. Other activities carried out were cycle rallies, audio-video rath and padyatras spreading the

massage of literacy. These activities were organised at the district, block and village level.

4.2.5. Mobile Library:

With the help of National Book Trust and State Resource Centre a three day mobile library

was organised. The mobile library organised book exhibition in various villages and helped to

motivate rural population to buy good books of their interest.

4.2.6. Impact of the EB activities

'

Under this objective emphasis is on the assessment of the impact of EB activities in making

the program a success and achieving public participation in these programs. Following

aspects of the program can be regarded as Indicators of impact:

4.2.6.1. Public Participation

4.2.6.2. Enrolment

27 27

4.2.6.3. No. of class meetings in a month.

4.2.6.4. Average attendance.

4.2.6.5. Recall of EB activities.

The best period to assess the impact of any EB activity is during the middle of the

program. However, here we are trying to assess the impact of EB activities, after the

programme was completed. Therefore it was not easy for the respondents to recall the

activities. Whatever information we got was a recollection in retrospective of the first hand

experiences of the Volunteers, learners and villagers in sample villages on the day of our

visit. The attendance registers which were made available became a dependable source of

information for indicators 2, 3 and 4.

Public Participation

We have seen during the evaluation that in all the sampled villages general people had turned

up to see the evaluation process as well as to encourage the learners to participate in the

process. There was no serious problem in getting persons to serve as MTs and Volunteers.

The turn up for evaluation shows that the public participation was there in the programme.

Indicators 2,3 and 4

These were also checked with the respondents in the sample villages as well as the attendance

registers. The registers were maintained properly and were produced promptly.

Enrolment

As per the record of the JSS, the position of enrolment was found to be as follows:

PL learners MOP learners

No Surveyed 10389 23389

Enrolment 10389 23389

% 100 100

The JSS ensured that all the identified learners in PL and MOP were enrolled in the Saksharta

Kendra and read the PL book ‘Parakh-’.

28 28

No. of days classes met in a month and average attendance

The examination of registers and discussion with the learners shows that on an average about

22 classes were held in the month and about 77 percent learners used to come for the classes.

The turn up attendance for evaluation is also a good indicator for the EB. The very fact that

74.61% percent genuine sampled learners turned up for the evaluation shows that effective

EB had been done.

Recall of EB activities

Among the activities recalled by the learners promptly were the story of ‘LADLY’ and

‘Ragnis’, street corner plays, the illustrated wall painting, posters and slogans and cultural

programs performed by the Kala Jathas. The respondents were of the opinion that the EB

activities have made effect on the non-literates. They understood the benefits of literacy and

were motivated to come to the classes.

4.2.7 Allotment of Score

From the turn up of the learners during the evaluation process as well as the enthusiasm of

the villagers during the evaluation shows that the impact of EB activities on the programme

was quite good. We therefore allot 4 score to this objective.

4.3 Obiective-3 To estimate the success of the mopping up operation

Table – 1A Shows that there were 1485 MOP learners in the sample villages, Out of them

924 i.e. 62.22% genuine learners had turned out for the test, since the evaluation was carried

out after considerable gap, it was acceptable.

The success rate of the MOP learners is shown in Table 2. Since the universe in this case was

MOP learners and not P-III learners as in TLC, the sample MOP represented the total MOP

in the district as well. Therefore the district result and the sample result will be the same i.e.

67.77%

29 29

Allotment of Score

This objective according to the 5 Point Scale automatically gets 4 scores.

4.4 Objective-4

To estimate the Number of persons who have enhanced their literacy skills.

There were 772 PL learners in the sample villages. Out of them, as shown in Table-3, a total

of 576 genuine learners appeared for the test, this gives a turn out percentage of 74.61%,

which was quite satisfactory. This group was given the test meant for PL learner, which was a

little more difficult than the test given to TLC learners. This is because the purpose was to

test the enhancement of literacy skills. The table shows that 86.11% of the genuine learners

tested retained or enhanced their literacy skills. This percentage in case of the target of the

district comes to 75.18% after applying the Ghosh committee recommendations. But we need

the break up in terms of marks achieved, so that PL index could be calculated.

Table – 4

SHOWING ENHANCEMENT IN LITERACY SCORES NO. OF

PERSONS % OF

PERSONS

0 - 69 84 14.48 70 61 10.52

71-80 161 27.76 81-100 274 47.24

TOTAL 580 100.00

Table-4 shows the achievement of learners tested according to marks obtained. The table

shows that 14.48% received less than 70 marks and 10.52% received 70 marks. That is 25%

were not able to enhance their literacy skills. 27.76% received between 71-80 marks,

47.24% between 81-100 marks. That is 75% were able to enhance their literacy skills.

Allotment of Score

75% enhancement automatically gets a score of 4. (PI. see chap.3)

30 30

4.5 Obiective-5 To estimate the number and percentage of persons made literate. This would include,

those made literate in TLC phase as well as those made literate in PLP phase.

The target for the TLC as given by JSS was 1, 08,000. The JSS could not provide the

external evaluation report of the TLC on the plea that all the records were destroyed during

floods. However the JSS carried out its resurvey and projected a figure of 30000 as those who

became literate purely on the assumption that they participated in the TLC and were at some

stage of reading primers. However in their survey at the time of PLP they put the figures for

PLP as 10389 and only 23389 left out as for MOP. They projected this figure in their PLP

project, which was approved by the NLM.

We carried out the evaluation of MOP learners (Obj. 3) and found that 67.77% i.e. 15850 had

become literate; out of the total MOP learns i.e. 23389.

Hence the total number of persons made literate on the figures projected by the JSS in PLP

project comes to as follows:

31 31

Figure - 1

As per the figures provided by

the ZSS

District target original at the

time of starting TLC

1, 08,000

Made literate during TLC

30,000

Made literate during PLP at

67.77%

15850

Total made literate

45850 i.e. 42.45%

of 1,08,000

Allotment of Score

According to the 5 Point Scoring Scheme 78.3% automatically gets a score of 3. (PI. refer to

chap.3)

4.6 Objectives-6 To study the quality of Post literacy materials (library books), produced as well as procured

and to study how the libraries in the clusters have been organised and the degree of access of

the neo-literates to reading material through reading and borrowing.

The district as a first step started establishing Jan Chetna Kendras / Libraries in the backward

communities of all the 152 Panchayats. Mostly libraries were established in the public places like

Chaupals, however at few places where public places were not available, they were opened in the

private premises of the workers. JSS established in all 258 Jan Chetna Kendras / Libraries in 152

Panchayats comprising of 147 villages. It is noteworthy to mention that many villages have more

than one panchayat based on the population of the village. It is also interesting to note that out of

these 258 Jan Chetna Kendras, 114 are managed and run by women. These libraries were opened

with lot of fanfare and JSS made it a point to get each library inaugurated by well known respected

personalities. It had its own impact as in all a total of about 50000 people participated in the opening

32 32

of these libraries. JSS provided 238 titles of books to each library. In addition each Kendra was

provided with one steel almirah, one dari and two chairs along with issue and return register and stock

register. The libraries also received local daily news papers.

The evaluation team found during the evaluation that the libraries were working even after the

completion of the project although due to shortage of funds the supply of newspapers has stopped.

JCKs have maintained the records of the libraries very well and were prompt to present these records

before the evaluation team. The news papers were well documented and kept intact month wise. The

books were purchased from the, State Resource Centre Rohtak, State Resource Centre Shimla and

Gyan Vigyan Samiti Delhi.

Review of Literature: The evaluation team scrutinised the literature procured by the JSS and found

them directly related to the needs of the neo-literates. For example we found that 10% of the books

were on the life of great personalities and their stories, 20% were general stories, 20% were related to

agriculture, rural development and animal husbandry, 20% were related to general and social

awareness, 15% on health education, 5% were literatures of famous writers and 10% were books of the

interest of the children. The average cost of the books was Rs 10/- and the average pages per book

come to 34. The content of the books were analysed and we found that the contents were quite

interesting, in easy language. The type settings of the books were such that it could be red easily.

It was found that issue and return registers for the libraries were maintained properly. These registers

also showed that the library facilities have been used frequently by the neo-literates. It was found that

short story books were in maximum circulation. The volunteers, during discussions, revealed that a

large number of neo-literates read daily newspaper.

However no sports material was supplied at these JCKs. It would have been better if some sports

material had been added at these Jan Chetna Kendras then the interaction of the learners would have

become more interesting.

The learners during discussion told that they benefited with the libraries and an interest for reading has

been created by these libraries. Which was also reflected from the fact the during the mobile book

exhibition, organised with the help of National Book Trust, in three days about 10000 books were sold

in the villages.

33 33

Allotment of Score

The JSS did well by establishing libraries in all its Panchayats which are well managed. These

libraries are still in operation with the same enthusiasm. In fact some Kendras have managed

newspapers from their own resources as they were demanded by the people.

The district is allotted Four scores for this objective.

4.7 Obiective-7 To study the quality of training program and how effectively and how often were the

Volunteers trained?

For the success of any programme, training of its functionaries is considered as be very important.

Focus of the training was to bring about a change in attitudes and values to render social service,

building and strengthening confidence and providing conceptual clarity about the PLP.

The district worked out a very comprehensive training programme for its functionaries. I

September’2006 after identifying Key Resource Persons a one day orientation programme was

conducted followed by a three day workshop of KRP’s and orientation of district level officials in

October’2006. In November’2006 block wise orientation programme for Sarpanches, Block Samiti

and Zilla Parishad members was organised. Two day orientation of whole time workers, school

heads and ICDS officials was also organised in November’2006.

Identification of MT’s (two from each village) and their Block Wise training was conducted in

December’2006. In January ’2007 block wise training of village level volunteers for survey was

conducted so that proper survey could be conducted. First round of cluster wise training of Parerak’s

was organised in the month of February’2007 and the second round of training of MT’s and

Volunteers was organised in the month of September’2008.

Apart from above regular workshops were organised for various functionaries of Panchayats, District

officials, women coordinators and ICDS workers etc. In all the JSS organised 22 workshops to create

awareness on various aspects of the programme.

The training programme provided inputs in the following broad areas:

34 34

1. Brief overview of National Literacy Mission

2. The need for Post Literacy Programme

3. Building and strengthening confidence

4. Methods of teaching and motivating learners

5. Motivation and encouragement of Volunteers

6. Providing inputs about various developments schemes, implemented, in the district.

7. Management Information System (MIS), Collection, analysis and recording of data

related to PLP.

8. Imparting knowledge and techniques of internal and external evaluation of PLP.

9. Some prominent social evils prevailing in the villages of Haryana like female

foeticides, gender based social inequalities and parda system etc.

The best period to evaluate the effectiveness of the training programme is when the

programme is in progress. However here we are trying to assess the effectiveness after a

considerable gap. Some other indicators, which could give some light on the effectiveness of

PLP training, are:

a) Pass percentage of those who were tested.

It is expected that if the teaching had been effective, the pass percentage would also be on

higher side. In case of Rohtak, the performance of learners has already been discussed under

objective 3, 4, and 5. The results are quite satisfactory.

b) Satisfactory level of average attendance

If training had a component on motivation, the Volunteers would be able to motivate the

learners, resulting in satisfactory level of attendance, both during the classes when they were

held and for the external evaluation. The attendance at both levels has already been discussed.

The average attendance in classes is only estimation based on discussions as the programme

was evaluated after considerable gap and that of the turn up for external evaluation was not

very high but in acceptable level.

We also conducted interviews of some of the Volunteers to ascertain the effectiveness of the

training program as also whether the training was conducted as claimed by the JSS. The

following points emerged:

35 35

1. They confirmed that training was conducted as per the program of the JSS and that a

re-training was also organised.

2. They recalled some of the salient topics of the training, like, How to teach the

primers? How to motivate the learners? Some of them also mentioned that they were

told about the development schemes in the districts.

3. The training was organised block wise at the Gram Panchayats / Nayay Panchayats so

that it could be manage properly.

Allotment of Score It is difficult to evaluate the effectiveness of the training program when the program has

already been completed. The training program was meant for the effective implementation of

the PLP in order to achieve the objectives. Since the district has done satisfactory on the

indicators taken to assess the effectiveness of the training program, we assume that the

effectiveness of the training program was satisfactory.

Therefore this objective is allotted 4 score.

36 36

4.8 Objective 8

To study the impact of vocational skills development programmes on individual

learners and the community.

The district had visualised skill development programme in a different way. Under this

objective two pronged strategy was designed. First it focussed on awareness increase among

the society and over eleven hundred activists were trained in Home Nursing and First Aid.

Second, it was decided that before going for any income generating and skill development

programme target group should be ready for their financial share in these activities. Keeping

in view large number of SHGS has been formed. These groups are now ready to take up any

income generation programme. The JSS organised a training programme in ‘First Aid and

Home Nursing’ in which 1125 women were trained. The training was organised in batches of

80 to 85 for the duration of 6 days for each batch. The main focus of the training was

‘Women health’ and ‘importance of breast feeding for the development of child’. Training

was conducted with the help of Red Cross Society. These 1125 women came from different

section of the society and different villages; they have now been able to understand the

importance of mother’s feeding of the child and that too in the first hour of the birth. In

Haryana, the tradition in practice is that mother gives her first feed to the new born in ‘taron

ki chaon’. But these trained women have understood the importance of mother’s milk in the

first hour and are now working tirelessly to break the tradition and educate others.

Allotment of Score Although the district has not organised other skill development programmes, this innovative

training programme is good contribution in developing immune system in the long run in the

children.

Therefore 2 scores are allotted in respect of this objective.

37 37

4.9 Objective-9 To study the awareness level of new-literates and the access they have to various development

programs.

In addition to the various activities, taken up by the JSS to educate and inform the people about

various development and welfare programmes, the JSS organised discussions and interactions with

the functionaries of other departments.

The information of how many learners got the benefit from various development programmes was

not available either at the district level or JSS level. The JSS had not maintained any such record

separately. However, the senior officials of the Block with whom I had discussions maintained that

preferential treatment was given to the learners who have participated in literacy programmes.

To assess the level of awareness that different development programmes/schemes have and the

access the people might have to them, we had to analyse the responses of the learners interviewed

and of those participated in the group discussions. The results are estimations based on the responses

of 250 people, which included both learners and general people in the villages who participated in

the interview / discussions.

Sr. No. Programme Beneficiaries Level of Awareness

Persons Out of 250

% of 250 Persons out of 250

% of 250

1 Family welfare 122 49% 250 100% 2 Indira Awas

Yojana 113 45.20% 231 92%

3 Widow Pension 98 39.20% 202 81% 4 S G S Y 26 10.40% 105 42% 5 SSA 102 40.80% 152 61% 6 SANSAD NIDHI They don’t know who

benefits from this scheme

216 86%

7 PM GRAMIN SADAK YOUJNA

They know that entire village benefits from

this scheme

238 95%

8 ANGANWADI 231 92% 250 100% 9. Ladly Scheme 104 41.00% 250 100%

38 38

The JSS has provided a booklet at each Jan Chetna Kendra which give details of the

development programme in the district and how the learners could take benefit from these

programmes. The district has done reasonable job in orienting and making aware the learners

about various development schemes in the district.

Allotment of Score

The awareness level of the learners shows that JSS has done reasonable efforts to make the

learners aware about various development schemes in the district. We are allotting Three

score to this objective.

4.10 Objective - 10

To study the impact of activities initiated for the empowerment of women

The Post Literacy Programme in Rohtak had women empowerment as one of the main focus

of its activities.

The programme launched a campaign against the Purdah (Ghunghat) a symbol of slavery.

Women became aware of health hazard caused by inhaling polluted air (carbon dioxide)

under cover of Ghunghat. During the group discussions women openly talked of this social

evil and told that they have taken pledge to lead a campaign against this social evil and

ensure that their future generation gets, what they call, a Ghunghat free life.

In order to remove the inhibition from the women in speaking publicly, JSS organised public

speaking programmes for women and gave them in puts for public speaking. 2000 women

were trained in public speaking and lecture delivery. Debate competitions for women were

organised through out the district in which 1576 women participated through out the district.

By training these women in public speaking along with inputs of Panchayati Raj system, JSS

aimed at providing trained and aware women to participate in the Panchayati Raj elections at

all levels with the sole aim to increase the number of aware women representative. Bringing

39 39

these women from the shadow of Ghunghat to public speaking, making them to participate in

the democratic set up as aware citizen is big initiative towards women empowerment.

Special sports and cultural programmes were organised for women at the village level in

collaboration with KDS & Sports department in order to help them come out of the stereo

type and participate actively in various programmes. Women folk had to face lot of resistance

from the men folk in organising these activities, but they collectively faced it and organised

these activities. In some villages, when sports competitions were organised, the elderly

women stood guard along the competition arena while the younger folk (daughters and

bahus) were competing in the events.

Along with the above activities, JSS also helped women to form Self Help Groups so that

they could fight against the social evils as a group. Also self help groups help women to

develop the habit of small savings and involve themselves in some income generation

programme. 107 self help groups have been formed in the district in which 2125 women are

saving more than 2 Lakh rupees per month collectively. These women have been trained to

maintain the accounts. In all the villages we visited, the women were keen to show their pass

books, membership registers and the contributions made by the members. All the SHGs have

well maintained bank accounts.

The efforts of JSS in empowering the women are reflected in the fact that in the entire sample

villages we found that women were very active in participating in the evaluation process.

Details of the self help saving groups in each block are given below:

DETAILS OF THE SELF HELP SAVING GROUPS IN EACH BLOCK

Sr. No. Block Self-help Group

1. Rohtak 45

2. Meham 23

3. L. Majra 16

4. Kalanur 8

5. Sampla 15

TOTAL 107

40 40

Organisation of SHG activity has substantial impact on the target group. Dissemination of

information through these groups has resulted in better hygiene and sanitation, adoption of

small family norm, immunisation and health care.

Allotment of Score

4 Scores are allotted to this objective.

4.11 Objective 11

To study the direct and indirect effect of literacy programs (TLC+PLC) on individual

learners and the community, if any, including the ability to organise themselves for

group action

The effort of literacy is in the hope that the literacy skills acquired and enhanced by the neo-

literates should lead to their application in a living and working situation. It is hoped that the

adult learners would begin using these skills and knowledge in their day to day life. It is

hoped that exposure to such a programme will enhance their level of confidence and make

them able to organise themselves to tackle their problems. In order to assess the extent of use

of skills or the level of confidence to use them whenever the opportunity arises, 821 learners

and others were interviewed. In TLC, major emphasis was in the development of basic

literacy skills among the learners while in PLP, emphasis is on developing the level of

awareness about various issues. During evaluation of PLP, we made an effort to see the

impact of literacy on learners or community in this light. The impact can be both direct and

indirect.

Direct effect:

Of the 250 responses, 68 per cent replied that they wrote letters. 46.6 per cent replied that

although they wrote application, however, they have very limited opportunities in their life to

write applications. Whether they can actually fill application forms or not, a money

withdrawal form at question no.4 of 5 marks was given in the test. It was found that 83.4

percent learners scored 4 -5 marks out of a maximum of 5 marks. It is considered that these

41 41

learners would be able to fill up a bank withdrawal form or with a little help school

application form if the situation so demands.

The volunteers, who were interviewed, said that the majority of neo-literates themselves read

letters received by them. They put signatures whenever required instead of thumb

impressions, as was common practice earlier. The majority of neo-literates admitted that they

are now able to read the nameplates of the buses and shops whenever they go out for some

work. On specific reply to our question whether they read newspapers and books they

admitted that they do read newspapers and books whenever they get the opportunity.

We could not find out whether the learners are maintaining the daily account or not. If they

are doing how regularly they are doing it. Majority of learners, during the course of

discussions, did reply that they are not actually maintaining the daily accounts but do try to

plan out their expenditure. They admitted that management of their affairs has improved after

participation in the literacy programme and acquiring of literacy skills. In order to find out

whether they are able to write the daily account correctly or not, a question of 6 marks was

given at question number 14. In this question they were asked to write their monthly income

and expenditure. 62 percent secured 5-6 marks out of maximum 6 marks, these learners are

expected to maintain their monthly income / expenditure account independently.

Indirect effect

All the respondents were unanimous in their response that they send their children to school

irrespective of whether the child is boy or girl. Now the community makes it sure that their

children are attending the school. There is considerable awareness about the marriage age of

boys and girls. In practice also the learners accepted that now they marry their children only

after they attain the legal marriage age. Some respondents did say that still in some cases

parents do marry their children early but community does try to stop these practices.

Dowry is one sensitive area in which respondents denied about taking or giving dowry,

however they qualified their response by saying that they don’t ask for dowry. The general

opinion was that without dowry it is not easy to get their daughter married. So even if dowry

is not demanded it is very much in practice.

76.3 percent of the respondents responded that literacy resulted in increased social equality of

42 42

male and female in the community. 81.4 percent of the respondents said that there is no

discrimination between boys and girls, this is very significant in the context of Haryana

where female foeticide is prevalent.

All the respondents responded that they get their child immunised as per the schedule. The

respondents responded that not only child immunisation but they are also sensitive toward

mother’s immunisation. The Panchayat leaders and health workers also confirmed that people

have become aware about the importance of immunisation.

Allotment of Score

3 Scores are allotted to this objective as we feel that more efforts are needed to make an

impact of literacy on the life of learners.

4.12 Objective NO-12 To study the preparedness for launching the continuing education programme

The JSS has done the necessary planning. 376 CECs and 38 Nodal CECs have been proposed

and sanctioned. The field officers have been oriented in the concept and the programmes of

CEP. The VECs have been informed in a general manner that CECs will be set up in villages.

Similarly the buildings to house the CECs have been identified informally. Most probably

they will be housed in the BRCs and NPRCs. The JSS is rightly avoiding making

announcement about the establishment of CECs, to avoid raising expectation till the External

Evaluation of PLP. Full time staff for CEP at district and blocks has been put in position.

Apart from this 258 JCKs are ready to be converted in to CEC & NCEC. Block wise 516

Prareks and co-prareks have been trained on CEP details for two days. The process of

selecting the Volunteers and other functionaries has been worked out. JSS is ready to

establish all the 376 visualised CECS with in first three months of CEP Launching.

The launching pad for the CEP is ready. District is only waiting for the external evaluation

report for PLP to be submitted in order to start the CEP.

Allotment of Score

The CEP has been sanctioned to the JSS and all the necessary preparations has been done to

start the programme. Therefore we are allotting full score of 5 to this objective.

43 43

Quality of PL Index of Rohtak

As mentioned earlier the calculation of the Quality of PLP Index is the most essential part of

the PLP evaluation process. This is the yardstick to judge the effort of the district to achieve

the specific objectives of PLP.

Quality of Index will also serve as the basis to compare the districts with each other.

The calculation of the Index is mainly based on the scores allotted to the specific objective.

The calculation of PL Index for Rohtak district is shown below:

OBJECTIVE SCORE

ALLOTTED OUT

OF 5

PERCENT WEIGHT WEIGHTED

COMPOSITE SCORE

1 3 10 30

2 4 5 20

3 4 12 48

4 4 15 60

5 3 5 15

6 4 10 40

7 4 5 20

8 2 5 10

9 3 10 30

10 4 10 40

11 3 8 24

12 5 4 20

TOTAL 100 362

Composite Score = 362

Quality Index = 362 / 5 = 72.4

5 Point Scoring Scheme

Percentage 0 0 - 20 21 - 40 41 - 60 61 - 80 81 - 100

Score 0 1 2 3 4 5

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CHAPTER-5 Conclusions and Suggestions

The calculation of backlog by the districts seems to be arbitrary. The performance of Rohtak

(except for the calculations of backlog) has been satisfactory.

In case of Rohtak, JSS needs to carryout a thorough internal evaluation to correct its figures,

so that no confusion remains in future and proper Mopping up is carried out.

The district has made all the arrangements for launching its CE programme. The district

could not get its programme started because it could not get its PLP evaluated by an external

agency. The district should immediately start the CE programme, the learners in particular

and villagers in general are eagerly waiting for the CE Programme to start.

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ANNEXURE – B

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Annexure – C

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Annexure - D

EXT - EVALUATION OF PLP-ROHTAK

STUDY OF OBJECTIVES

N.U.KHAN

DEPARTMENT OF SOCIAL WORK

JAMIA MILLIA ISLAMTA Village-- ----------------------------------------------------- Block ----------------------------------------------- - ------- No. of Persons interviewed/participated in the discussion/interview

1. KRPs/RPs/Block Co-coordinators N= 2. MTs/ VTs/Preraks N= 3. Village elders/teachers N= 4. Any other (Specify)

-----------------

--------------------

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Obiective-1- To assess the accuracy of re- survey At Village Level

Confirm with the people if the re-survey was done, when and how? Find out if any household was left out.

Obiective-2- To Evaluate the second round of EB At Village level (Check with respondents) 1. What were the EB activities? Did the respondents remember the messages? ------------

------------------------------------------------------------------------------------------------------------ ------------------------------------------------------------------------------------------------------------

2. What was the general effect of the message? Were the learners needed to be persuaded by VT/Pareraks to attend the

centres or they came on their own? --------------------------------------------------------------------------------------------------

--------------------------------------------------------------------------------------------------------------------------------------------

------------

3. Did it generate people's participation? Yes / No / can’t say If yes give details of participation -------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------------------- ----------------------------------------------------------------------------------------------------------------.

Objective 6 - To study the Quality of PL materials (Other than Primers) AT VILLAGE LEVEL- (By physical verification)

1. Location of library

2. Space provided for the library

3. Lighting arrangements

4. Opening timings

5. Frequency of opening

6. How many titles & No. of copies each title (Check stock/accession register)

7. Display

8. Sale Facilities

9. Issue-(Last 3 months)

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Month No. of book issued New literates

Students Gen. Public M F

10. Parerak’s opinion/problem. Obiective-7 - How the Parerak’s were chosen At village level (check)

1. Find out from the villagers the procedure of selection:

2. Check from the villages the details of the Pareraks and fill in the table:

Caste M F Age Educational Qualification Occupation Past Experience

3. Pareraks opinion/problem. Quality of training of Parerak / VT AT VILLAGE LEVEL 1. Was the parerak trained? Yes / No

If ‘Yes’, who trained him and for how many days?

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2. What did they learn during training? 3. How many were there in each batch. 4. Was there anything, which they did not understand during the training? 5. What did they do to motivate the learners? 6. Ask them to demonstrate to you how did they teach L 1 of PI. Objective -8 - To study the impact of Vocational and Skill development programs on individual learners and community At Village Level Check with the respondents 1. Does any vocational and skill development programme was organised? Yes / No

2. If Yes, What were the vocations' Trades?

3. How these vocations' trades were selected

4. Were the learners consulted in the selection of the trade? Yes / No

5. Whether these were need base? Yes / No

6. Does they benefited from these programmes? Yes / No

If yes, in what way

7. Whether self-employment Income generating opportunities were created? Yes / No

If ‘Yes’, what?

8. Has the community also benefited from these programmes? In what way

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Obiective-9- Awareness about various developments programs At Village Level (Enquire from learners about the awareness of the programs)

S. No. Programs

Are you aware No. Benefited

Yes No

1. Family Welfare

2. Aganwadi

3. Indira Awas Yojana

4. Old Age Pension

5. S G S Y

6. S S A

7. Widow Pension

8. Sansad Nidhi

9. PM Gramin Sadak Yojana

10. Ladly Scheme

11. National Employment Guarantee Youjna

12.

13.

- 14.

15.

2. What is the procedure of getting the benefit? 3. Did the deserving persons get the benefit? Yes / No

If ‘No’, what they do?

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Objective- 9.1- To what extent the learners and community overcame Impediments in their

social and economic development At village level (Record how many were asked-----------------------)

Ask people what action they took to get a road built or repaired, to solve water problem, electricity problem, health

problem any other problem or if there was delay in getting help from govt. and So on.

Obiective-10-lmpact of activities initiated for the Empowerment of Women Village level 1. Does Mahila Mandal or any other women's group exist? How many members? What do they do? 2. How many trained in craft / Occupation? Name the craft. Benefits I Problems.

3. Any special health education drives undertaken? What? How many benefited? Problems?

4. Was a thrift group formed? How many members? How much saving? 5. Any other important activity undertaken or suggested by learners / VTs etc.

Obiective-11. Direct and indirect effects of the program on learners and community AT VILLAGE LEVEL Group discussion with new-literates No. Present----------------- Direct effect 1. How many wrote letters/application? How many times

2. How many read books? How many books (average) 3. How many read News papers/magazines

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(Probe) 4. How many-kept account (Probe) 5. Any other direct benefit? Indirect effect:

1. Do people marry their girls young as before or they now marry them when they are 18+?

Is there a difference between literate & non-literate?

2. Do people now use birth control method or they don’t?

Is there a difference between literate and non-literate? 3. Do people still take dowry as before, or now there is a difference?

Is there a difference between literate and non-literate? 4. Who takes decision in major family matters?Wife N= Husband N= Both N=

Is there a difference between literate & non-literate?

5. Some say that men women are not equal and some say they are equal, with which do you agree?

Not equals N= Equals N=

6. Similarly some say that boys should be given better food and clothes than girls, some say that girls should be treated

better than boys, others say that both should be treated equally with which do you agree? Girls better N= Boys better N= Equal treatment N= 7. If a woman is divorced/separated what does she do? Nothing N= Go to court N= No answer N=

Is there a difference between literates & non-literates? 8. Do people send their children for immunization? Some send N= none send N= All send N=

Is there a difference in this respect between literate & non-literate? 9. Some people believe that there are evil spirits and they can do well or harm to you, what do you believe?

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True N= not true N=

Is there a difference between literates & non-literates? 10. Is it true that those who become literate send their children to school or there is no difference between literates and non-literates in this respect? Objective 12- Preparation for launching CE AT VILLAGE LEVEL Check with VEC: 1. Will a CEC be established in that village? Yes / No 2. Has the building to house the CEC been located? Yes / No 3. Do the VEC members know the functions of the CEC? Yes / No 4. Has the criteria for the selection of Pareraks worked out? What are the criteria?

5. Has the training plan of Pareraks been worked out? Who will train them? Have the trainers been trained by SRC?

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AT ZSS LEVEL Obiective-1- To assess the accuracy of re-survey Did the district carryout the re-survey? 1. When: ------------------------------------------ 2. How: ------------------------------------------- If not done, then how the following figures arrived at? 3. Total No. of MOP learners:------------------------ 4. Total No. of PL learners:--------------------------- 5. What was the criteria for learners to be included as:

MOP learner ------------------------------------------------------------------------------------------------

PL learner:--------------------------------------------------------------------------------------------------- Obiective-2- To Evaluate the second round of EB 1. List EB activities: - 2. When done: - 3. Coverage: - 4. Purpose: - 5. Was the purpose achieved?

Objective 6 - To study the Quality of PL materials

(Other than Primers) 1. How many libraries have been established in the district-------------------------------- 2. Criteria for selecting the villages------------------------------------------------------------

3. How many titles and how many copies of each title--------------------------------------

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4. Criteria for selecting the books-------------------------------------------------------------

5. Who are the librarians? Have they been trained in literacy organization?-------------------------- 6. Where are the libraries located?------------------------------------------------------------ 7. If libraries were not established, what were the reasons?

Get a set of library books from ZSS 1. No. of Titles examined by evaluation team:------------------------------------- 2. Average No. of pages per book:--------------------------------------------------- 3. Type size/s:-------------------------------------------- 4. Quality of illustrations, paper & printing:-------------------------------------------- 5. Price range:---------------------------------- (a) Language and content:

Language: Easy or difficult

Content: Easy or difficult (b) Purpose: To inform (N)------------------------

To entertain (N)----------------------

(c) Messages not relevant or of practical use, Example: (d) Interesting or dull reading

Interesting reading (N)-----------------------

Dull reading (N)-------------------------------

6. Grades: (According to DAE's classification) :

Grade 1 Level Grade 2 Level Grade 3 Level

No.------------- ----------------- ------------------

--

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Obiective-7 - How the Parerak’s were chosen 1. Is the Parerak paid, how much? Yes / No 2. Selection criteria 3. Selection Procedure 4. Were the Pareraks trained? Yes / No 5. How often and for how many days were they trained?

3. How many of them were trained

Pareraks VTS

4. Who trained them?

Pareraks

VTs

5. Get a copy of training programs of Parerak / VT, and examine the content Objective -8 - To study the impact of Vocational and Skill development programs on individual learners and community 1. Does any vocational and skill development program was organized? Yes / No

2. If Yes, What were the vocations' Trades?

3. How these vocations' trades were selected?

4. Whether these were need base? Yes / No

5. If ‘Yes’, Does a feasibility study was conducted before the selection of the programme

Yes / No 6. Whether self-employment Income generating opportunities were created? Yes / No

7. If ‘Yes’, What?

8. Has the community also benefited from these programmes? Yes / No

9. If ‘Yes’, In what way?

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Obiective-9- Awareness about various developments programs What are the development programs for the common man? Development programs 1) Health Education Program 2) Aanganwari 3) Family Planning Program 4) Old age pension 5) Indra Awas Yojna 6) DWACRA, 7) Widow pension scheme 8)- Bank loan scheme, 9) Handicapped, orphan pension 10) Social Forestry 11) Othersspecify) 2. What is the procedure of getting benefit from them? 3. Is there any scheme of informing the people about the development programs? 4. Is ZSS involved in any of the development programs? Yes / No If ‘Yes’, nature of involvement?

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Obiective-10-lmpact of activities initiated for the Empowerment of Women Did the ZSS organised any activity for the empowerment of women? Give details 1. Formation of Mahila Mandal 2. Training in craft/occupation 3. Health Education. 4. Thrift Groups 5. Legal awareness camps 6. Any self-propelling groups of women organized? Objective 12- Preparation for launching CE

1. Has it been decided in which villages the CECs will be established? (Criteria of selection)

2. Have the buildings to house the CECS been located?

3. Has the criteria for the selection of Pareraks worked out? (What are the criteria) 4. Has the training plan for Pareraks been worked out? Who will train them? Have the trainers been trained by SRC? 5. Have the modalities of selection/purchase/procurement of library books worked out?

6. Has the VEC, EC, relevant program committee and field level officers been oriented in the concept and programs of

CE? Who organized the orientation course?

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ANNEXURE - E

SCHEME OF WEIGHTED SCORE

OBJECTIVE PERCENT WEIGHT

1 10

2 5

3 12

4 15

5 5

6 10

7 5

8 5

9 10

10 10

11 8

12 5

TOTAL 100

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ANNEXURE - F

LIST OF MEMBERS WHO LEAD THE GROUP DISCUSSION IN

DIFFERENT VILLAGES 1. Mr. N. U. Khan Project Director, PLP Evaluation, Rohtak 2. Mr. Sataya Prakash Chief District Coordinator Rohtak 3. Mr. Abuzar M.A. in Human Resource Management 4. Mr. Nadeem Akhter M.A. (Sociology) B. Ed. 5. Mr. Jamil Ahmed Diploma in Engg. 6. Ms Amtul Saba M. A. (Pol. Sc.) 7. Ms. Nasreen Jahan M. A. Pol. Sc.

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ANNEX - G

LIST OF TEAM LEADERS AND TEST ADMINISTRATORS S.NO. NAME 1. Mr. Jamil Ahmad Technical Assistant, F/O Engg. 2. Nadeem Akhtar M.A. (Sociology) B. Ed. 3. Abuzar MA HRM 4. Iqbal Ahmed M. A. (Pol. Sc) 5. Adeel Ahmad M A (Pol Sc) 6. Nasreen Jahan M. A. (Pol. SC.) 7. Amtul Saba M. A. (Pol. Sc.) 8. Shabana M.A. (Public Administration)

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Table No 2

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Table No 3

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TABLE 5

SHOWING PERCENTAGE AND AVERAGE MARKS OBTAINED IN READING, WRITING AND ARITHMETIC

TOTAL SCORE

SCORES NO. OF PERCENTAGE PERSONS MALE FEMALE MALE FEMALE PERSONS

0 - 49 44 12 32 5.1 9.3 7.6 50-59 13 1 12 0.4 3.5 2.2 60-69 27 4 23 1.7 6.7 4.7

70 & Above 496 218 278 92.8 80.6 85.5 TOTAL 580 235 345 100.0 100.0 100.0

AVG. SCORE 74 76 71

READING

0 - 19 42 8 34 3.4 9.9 7.2 20-40 538 227 311 96.6 90.1 92.8

TOTAL 580 235 345 100.0 100.0 100.0

AVG. SCORE 31 32 29

WRITING

0 - 14 77 17 60 7.2 17.4 13.3 15-30 503 218 285 92.8 82.6 86.7

TOTAL 580 235 345 100.0 100.0 100.0

AVG. SCORE 20 21 19

ARITHMETIC

0 - 14 44 12 32 5.1 9.3 7.6 15-30 536 223 313 94.9 90.7 92.4

TOTAL 580 235 345 100.0 100.0 100.0

AVG. SCORE 22 23 21

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TABLE 6

ACHIEVEMENT BY AGE AGE ACTUAL ATTAINED NLM PERCENTAGE LEARNERS NORMS APPEARED IN TEST < 15 22 18 81.8 15-35 372 312 83.9 ABOVE 35 186 166 89.2 TOTAL 580 496 85.5

TABLE 7 ACHIEVEMENT BY CATEGORY

CATEGORY ACTUAL ATTAINED NLM PERCENTAGE LEARNERS NORMS APPEARED IN TEST SC 258 221 85.7 GENERAL 322 275 85.4 TOTAL 580 496 85.5

TABLE 8 ACHIEVEMENT BY SEX

SEX ACTUAL ATTAINED NLM PERCENTAGE LEARNERS NORMS APPEARED IN TEST MALE 235 218 92.8 FEMALE 345 278 80.6 TOTAL 580 496 85.5

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90 90