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Girls enjoying a library set up by Save the Children in a school located in the state of Rajasthan, India, where

our programming works to allow girls a wide range of age-appropriate reading material, especially for those

belonging to minority communities and families living below the poverty line.

Photo: Save the Children

Girl Rising and

Save the Children Federation, Inc.

Country Partnership in Bihar and Rajasthan, India A Request for Your Support

Revised Proposal Re-Submitted: June 10 2015

Brooks Truesdell, Manager

Strategic Foundation Partnerships

475.999.3271 btruesdell@savechildren.org

2

Table of Contents Executive Summary3

Girls Education: A Priority for Save the Children...4

Save the Children and Girls Education in India.4

Geographic Reach...5

Project Overview.....8 Objective........8 Expected Results....8 Beneficiary Reach............8

Project Activities for Each Expected Result.8 Result 1: Train Teachers.....8 Result 2: Raise Awareness.....10 Result 3: Increase Enrollment and Improve Access..12

Tools Development...13

Organizational Capacity...14 Project Management.....14 Local Partner Organizations.14

Project Management.15 Project Organogram.16

Monitoring....17 Evaluation.....17 Sustainability.17

Financial Management...17

Conclusion...17

Annex 1: Theory of Change....18

Annex 2: Logframe Indicator Analysis......19

Annex 3: Gantt Chart Work Plan (attached separately)

Annex 4: Budget (attached separately)

Annex 5: Budget Narrative (attached separately)

Annex 6: Partner Assessments (attached separately)

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Executive Summary Girl Rising and Save the Children share a deep commitment toward a shared cause: the education of girls. As Girl Rising knows so well and as Save the Children works every day to achieve girls education is the key to changing the course of a family and, ultimately, the course of a nation. The more time a girl spends in school, the better her chances of breaking the cycle of poverty and becoming a mother who raises healthier children and sends her own children to school. Our experience with girls education and our long track record working among underserved communities in India makes Save the Children well-positioned to present Girl Rising with this proposal to partner together in the states of Bihar and Rajasthan, India, where we will mobilize and engage men, women and school youth to increase access to quality education for girls. Save the Children respectfully requests Girl Risings consideration of the 12-month project described here, at a funding level of $213,005, to reach 6,000 children (3,000 girls and 3,000 boys) aged 6-18, as well as 80 teachers and 8,000 parents, in 40 villages located in the two states of Bihar and Rajasthan, India. Our proposed program draws on our experience with education programs for disadvantaged children in India and will use the Girl Rising film and media tools developed by Ten Times Ten to create a dialogue among community stakeholders, with the goal of increasing awareness and acceptance of education of girls in target communities in Bihar and Rajasthan. We will accomplish this through multi-stakeholder collaboration, community participation, innovation and the effective engagement of boys and men. Key activities to mobilize communities in order to increase access to quality education for girls will include:

Forming adolescent girl and boy groups and raising their awareness through Girl Rising tools (translated into Hindi, the local language for both states).

Conducting workshops with prominent religious and community leaders, boys and men, and PRI (local government) representatives in the community, using Girl Rising tools, to encourage them to advocate for girls education and act as change agents.

Engaging with parents and grandparents through locally-adapted Girl Rising media tools.

Networking with local cable television operators to procure time slots for showcasing the Girl Rising short film/video clips and broadcasting Girl Rising film screenings.

Conducting workshops with local folk artists on adapting traditional media tools.

Organizing school enrollment drives through mobilization camps for girls centered on the Girl Rising movement.

Building the capacity of partner NGO staff, teachers, school management committee members and local community members on how to use Girl Rising tools (training sessions on the Girl Rising curriculum, inclusive education aimed at gender inclusion and gender awareness).

Using the Girl Rising curriculum to empower children to organize theatrical plays at their schools that focus on issues affecting girls.

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Girls Education: A Priority for Save the Children Save the Children invests in childhood every day, in times of crisis and for our future. Around the world and in the United States, we are dedicated to ensuring every child has the best chance for success. Our pioneering programs give children a healthy start, the opportunity to learn and protection from harm. Our advocacy efforts provide a voice for children who cannot speak for themselves. As the leading expert on children, we inspire and achieve lasting impact for millions of the worlds most vulnerable girls and boys. By transforming childrens lives now, we change the course of their future and ours. Why does Save the Children focus on education? A quality education helps children reach their full potential. The good news is that the global education for all movement has resulted in more children than ever before going to school. However, millions of children and youth in low-income countries remain out of educations reach. Why does Save the Children focus on girls education in particular? We put great emphasis on reaching children who are missing out on a quality education and girls are a priority. Girls face specific adversities that make them even more vulnerable than women or boys. For example, household- and community-wide perceptions that girls have limited economic value, compared to boys, can result in reduced family desire to keep their daughters in school. We focus on communities in the greatest need, designing programs that make it easy to participate even for girls who work or have missed years of schooling and make the lessons meaningful to girls lives and local culture.

Save the Children and Girls Education in India Save the Children works to reduce the obstacles to girls education through programs in countries around the world. In India where Save the Children has worked for more than 60 years gender-based discrimination in education is both a cause and a consequence of deep-rooted disparities in society. Despite constitutional provisions requiring equal opportunities for women, gender remains an important determinant in the lack of accessibility to basic services and opportunities, especially among low-income families. India is the worlds second most populous country. Of the total population, which exceeds one billion, approximately 120 million are women living in poverty. The growth in the number of girls attending and completing primary school is comparatively low. In rural areas, the number of girls between 15 and 17 attending school is 28% lower than those in urban areas. Fewer girls are enrolled in school than boys: for every one boy enrolled in school, only 0.93 girls are enrolled. And even fewer girls continue their education at the secondary level (83 percent of girls compared with 87 percent of boys).1

1 UNESCO 2008b

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As the chart below shows, decade by decade, there is a decided gap in literacy between girls and boys, and while there has been progress in closing this gap, it still remains a challenge for the girls of India.

Year Literacy Rate Gap in Literacy

Male Female

1981 56.4 29.8 26.6

1991 64.1 39.3 24.8

2001 75.3 53.7 21.6

2011 82.1 65.5 16.6

About 20 percent of the worlds adolescent girls live in India, where there is a clear need to engage early and effectively with adolescents, particularly girls, for numerous reasons. Adolescents are at a stage where they are no longer children and not yet adults this stage is critical for any development initiative seeking to bring about behavior change and give adolescents the information they need to be able to make informed decisions on health, education and employment. The project recognizes that adolescence is a period of rapid physical, sexual, social and psychological change; and that awareness is a critical first step for girls to access rights such as quality learning, skill-based vocational training, basic health care and facilities to address sexual and reproductive health, hygiene and sanitation needs.

Adolescent girls are particularly vulnerable in the states of Bihar, Rajasthan and Uttar Pradesh, where statistics speak for themselves: over half of all adolescent girls are married before the age of 18; as many as 95 percent drop out of school before the age of 17; and over 50 percent face domestic violence.2

Geographic Reach Save the Childrens proposed areas of intervention for this project are high-need communities in two of the least developed and most educationally challenged states in India. Rajasthans overall literacy rate is below the national average of 74 percent, and its female literacy rate is the lowest in the nation. Bihar follows closely behind Rajasthan, with a female literacy rate of 53 percent compared to a male literacy rate of 73 percent.

In Bihar, we propose to work in the Gaya District. In Rajasthan, we propose to work in the Alwar District. Bihar State: Project Rationale for Gaya District

2 Owning Her Future: Empowering Adolescent Girls in India; Dasra

Location Overall Literacy Rate Male Female

Rajasthan State 67.06 80.51 52.66

Bihar State 63.82 73.39 53.33

India 74.04 82.14 65.46

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Gaya is the district with the highest population of scheduled castes (socially marginalized castes) in Bihar, with these castes comprising almost 30 percent of the population. Dropout rates in primary and upper primary school are high, ranging between 60-75 percent. The overall literacy rate for Gaya is 66.4 percent, but the female literacy rate is only 55.9 percent. See the chart below for enrollment details.

71144 70037 6791961234

56038

4090737337

30314

Grade I Grade II Grade III Grade IV Grade V Grade VI Grade VII GradeVIII

Enrollment of Girls from Grade I-VIII

Series1

7

Rajasthan State: Project Rationale for Alwar District

In Alwar District the overall literacy rate is 71.7 percent, yet the female literacy rate is only 56.8 percent. This is just one example of the serious gender disparity in literacy in Rajasthan. Socio-economic issues, early marriage, sibling care, lack of basic services such as toilets and drinking water at schools, and the poor quality of education are major obstacles that deter the active participation of girls in the schooling process.3 This disparity is more acute in the enrollment of girls from scheduled castes and minorities. See the chart below for enrollment details.

3 Annual Status of Education Report (ASER) 2011

4827552682

4599240499 38350

34463 32608 31934

Grade I Grade II Grade III Grade IV Grade V Grade VI GradeVII

GradeVIII

Enrollment of Girls from Grade I-VIII

Series1

8

Project Overview Objective

The one-year project objective is to mobilize and engage men, women and school youth in the community to actively increase access to quality education for girls in Bihar and Rajasthan. Expected Results

To meet this objective, the project has set forth three expected results: Result 1: Teachers are trained to promote and demonstrate gender-sensitive and inclusive education. Result 2: Awareness is increased among communities about barriers to girls education, using media as a tool to communicate, promote and popularize the Girl Rising film and movement. Result 3: Enrollment of girls in school is increased and access to quality learning is improved.

Beneficiary Reach

The project will reach the following beneficiaries in 40 villages in the two districts (20 villages in each district):

3,000 girls aged 6-18 (75 per village)

3,000 boys between 6-18 (75 per village)

80 teachers (2 per school)

8,000 parents/ caretakers (mothers, fathers, grandparents, and older relatives or caretakers)

800 SMC members (10 per school; with childrens participation, including equal representation of both girls and boys.)

Project Activities for Each Expected Result Specific project activities are described here in detail. They are also set out in our work plan, which is attached separately (Annex 3) as a Gantt chart. Result 1:

Teachers are trained to promote and demonstrate gender-sensitive and inclusive

education.

1.1. Capacity building of teachers on Girl Rising curriculum, gender sensitivity and inclusive

education A total of 80 teachers in 40 schools (two teachers per school) in Bihar and Rajasthan will be trained on how to use the Girl Rising curriculum, as well as related information, education and communication materials, as powerful tools to link the classroom to the wider world, and to engage their students effectively.

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The Teachers Guide, which is part of the overall Girl Rising curriculum, will be used to help teachers involve children in a progressive, meaningful manner. The Teachers Guide will help to increase a fundamental focus on gender sensitivity in all aspects of education, particularly through building the capacity of teachers to address prevailing gender and social issues in and beyond the schools. Based on the Girl Rising approach and movement, and building on Save the Childrens experience in working to increase access to quality education among the same communities in Bihar and Rajasthan, inclusive education will be promoted throughout the program, with a specific focus on the importance of equal access for girls to quality education. 1.2. Recognition of teachers to act as change agents within the education community and the

larger community We plan to reach 20 villages in each state, and train 80 teachers in the 40 villages to work as change agents. Save the Children will organize two small-scale events per village, such as Teachers Day celebrations and celebrations related to other significant days and annual school events. This approach will publicly recognize teachers who perform well, in order to motivate other teachers to take the steps necessary to empower girls and improve access to quality learning for girls. 1.3. Formation/strengthening of adolescent girls and boys groups in communities to raise

awareness of gender issues and create gender-friendly spaces in schools One adolescent girl group and one adolescent boy group will be formed in each of the 40 villages of Bihar and Rajasthan, with about 8 to 12 members in each group. The reason these groups will be formed as separate for boys and girls is because it has been consistently observed in community-based activities in these locations, that girls, particularly adolescent girls, are less likely to vocalize issues and opinions in the presence of boys and men. Recognizing this, the program seeks to progressively increase interaction and peer-to-peer learning among boy and girl groups after the group of boys and men are sensitized and have been productively engaged to willingly act as agents of change for girl rights among their families and communities; and contribute to creating a gender-friendly space in local schools. Groups will consist of adolescent girls and boys between the age of 13 and 18 this will include children who are both in and out of school. Monthly meetings will be held for these groups over the period of one year, with interaction increasing progressively and as the natural result of our intervention. There will be a planned event at the six-month point to join the efforts of boy and girl adolescent groups in advocating for girl rights and popularizing the Girl Rising film and movement among their communities. Apart from their general involvement in community events, such as community screenings of the Girl Rising film, this six-month event will involve a peaceful and participatory rally across target communities, with youth from both groups carrying posters displaying messages of their choice on the rights and issues of girls and women in the country. Adolescent groups will also inspire and be involved in contributing to our Girl Rising Facebook posts and GR tweets on Twitter, a space where their messages go beyond the stakeholders of this action.

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1.4. Annual student publication A compilation of various articles, stories and poems written by children over the year, on issues of gender equality, will be published in the form of a newsletter in each state. Poetry readings and storytelling sessions will be organized within communities in order to be inclusive of both literate and illiterate members of the community. 1.5. Student-led Girl Rising-inspired theatre production Interactive sessions will be used to train girls and boys to express themselves and communicate social messages effectively to the wider community. Sessions will be conducted with students about theatre production, culminating in a Girl Rising-inspired theatrical show. A five-day residential theatre workshop for 15 students will be organized in each block (a block in India is a district sub-division), led by a resource person. 1.6. Sports for social development activities in schools Save the Children will work with adolescent girls once every four months to promote their right to play. We will promote sports as a tool to develop social and leadership skills, and qualities that go beyond the classroom. Each of the 40 schools will be provided with sports material such as a basketball, football, volleyball and a sports kit to gear them up. Through sports such as hockey and cricket, girls will develop a range of skills such as teamwork and discipline. Sports can also be used to provide another way to learn about gender equality through physical activity or games. While traditionally sports have been aimed primarily at males, there is increased experience and interest in using sports to empower girls, teaching them new skills, enabling play, and fostering their visibility and right to be active in public spaces. 1.7. Book clubs to popularize reading in the community at large In every village, a book club will be set up as a reading corner and promoted, in order to popularize reading among youth and adults in the community. Book clubs will be led and managed by the members of the adolescent boy and girl groups. They will be open to all members of the community with the aim of encouraging community ownership of the clubs. A range of books, from educational textbooks to short stories, will be available for community access at each of the 40 book club sites. Keeping reading preferences and interests in mind, we will progressively include age-appropriate reading with a focus on books likely to foster gender equality and awareness within the larger community. Every month, girls and boys will discuss books they read and what they learned from them, creating a space and opportunity for them to share their own thoughts and experiences related to what they learn and read. This will encourage peer learning and will increase their inclination to read books other than their school textbooks. Result 2:

Awareness is increased among communities about barriers to girls education, using media as a tool to communicate, promote and popularize the Girl Rising film and

movement.

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2.1. Awareness and advocacy campaigns to promote education for girls, using the Girl Rising movement as a backdrop

Two mass awareness-raising campaigns per village will be planned at the community level to increase awareness on the rights of girls, as well as on the Girl Rising movement, through screening of the film and the use of tools, guidance and resources provided by Ten Times Ten. Save the Children aims to maximize impact under this activity by using social and print media as tools to strengthen advocacy efforts. To draw the attention of the public and in particular government, civil society and media representatives to the aims of this program, Save the Children will share regular updates of this project and the Girl Rising movement with its vast and diverse network on Facebook and Twitter, which will reach audiences across the world. Locally, print media will showcase the programs purpose and achievements, while relevant posters and wall paintings will be displayed in prominent spaces in the community. 2.2. Engagement with local religious leaders through special screenings and discussions Religious leaders play an important role in shaping the mindsets of communities. Therefore, raising their awareness about the significance of educating girls could potentially result in these leaders becoming extremely effective advocates for equal rights to education and other girl-sensitive topics. Our workshops in this activity are targeted to the entire community, with particular emphasis on prominent religious and community leaders. We will include a screening of the Girl Rising film, as well as the use of Girl Rising resources and tools, as appropriate. An open group discussion will be held after the screening of the film, to record opinions and thoughts on the status and needs of girls education in India. The support of these leaders will be sought in efforts to integrate and institutionalize gender equality at the community level. We will track this through attendance sheets at the workshops, and will seek to involve these local leaders in all community mobilization activities, as they are considered extremely influential. 2.3. Engagement with parents or guardians, grandparents and elderly relatives/ caretakers Two or three field supervisors trained on program delivery will go door-to-door visiting parents or guardians as well as grandparents and elderly relatives/ caretakers raising their awareness about girls rights and introducing them to the larger Girl Rising movement as well as inviting them to community screenings of the Girl Rising film and other related community-based activities. This will take place at two points in the project: once, to introduce the project and its goals and to gauge the understanding they have of gender issues; the second will take place at the end of the project, to assess the level of impact this intervention has achieved for those who participated in this particular activity. Save the Children will organize one focus group discussion every four months with mothers and local PRI representatives, using the Girl Rising tools to orient them on the importance of girls education. The monthly meetings of adolescent groups will be used as the platform for these participatory group discussions. 2.4. A public demonstration (or chaupal) on girl empowerment Using platforms and spaces provided by the local governing structure (Gram Sabha), we will organize a semi-annual public screening and demonstration of Girl Rising tools in each of the 40 villages (with

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approximately 50 participants at each screening) to highlight the importance of helping girls access quality learning. This will involve a public showing of the Girl Rising film, followed by a group discussion among prominent and influential members of the community to raise the awareness of adolescent girls, women, men and Panchayati Raj Institution (PRI) members (representatives of local government structures) about girls rights. Within these groups, a few community members with noteworthy leadership and community mobilization skills will be identified to continue raising awareness among their communities, and to become active advocates for the Girl Rising movement. 2.5. Work with local cable television operators to screen the Girl Rising film The project will network and work closely with local cable television operators (the target number will depend on the data collected in the baseline survey). Our intent is to help them understand the purpose of the film and to help them screen the film, as well as other related programs, at regular intervals in order to increase community awareness. Every month, cable operators will share the screening schedule of the film with the field team so they can disseminate it among the wider community. 2.6. Workshop with local folk artists One workshop will be conducted in each state with local artists, to engage them in creating awareness on the issues covered in the film. Recognizing the popularity and influence of folk music and other art forms in the area, Save the Children seeks to work with the local folk artists to create local and familiar renditions of the Girl Rising film through traditional Indian art forms like folk music, painting, dance and theatre. One performance will take place at the block level in each state (i.e., a total of two performances overall), inspired by the Girl Rising theme. 2.7. Community film festival The project will organize a district level film festival in both states, with a screening of the Girl Rising film and other films related to girls empowerment. We will focus on selecting films that are locally relevant. 2.8 State Level Consultation Two state-level consultations with key government duty bearers and other relevant stakeholders will be organised by Save the Children to showcase the Girl Rising movie and larger movement.. A total of 25 particpants will attend the consultation in each state capital. The consultation will be designed to introduce and promote the movement and film, with the aim of sensitizing participants on girl rights. Result 3:

Enrollment of girls in school is increased and access to quality learning is improved.

3.1. School enrollment drives through mobilization camps for girls School enrollment drives will be conducted through a mobilization drive two per village in the first month and the last month of the project, reducing barriers for out-of-school girls to join, or return to, school and to encourage the community at large to decrease obstacles to equal educational opportunities

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for girls. During the camp, participating children will be engaged in activites around the Girl Rising campaign and in discussions around their perception of needs, rights and education. Community leaders, including school management committee members, adolescent group members, field supervisors, parents and teachers will be engaged in this camp, which will be led by field staff with support from the community, to generate interest on education among adolscent girls. 3.2. Empowerment of school management committees through capacity building workshops We will help form school management committees where they do not exist, and strengthen the school management committees that are already in place. Twice during the project cycle, we will conduct workshops to build the capacity of school management committee members on their roles and responsibilities, and to raise their awareness of issues related to girls education, so they can support and monitor related activities. 3.3. Reading camps for children during out-of-school periods Our partner organizations will organize reading camps twice a year to take place during the times when school is not in session. Reading camps will use books that are used in the book clubs and provide children with a platform to read aloud their favorite poems or excerpts from short stories to their families and to the wider community. This will encourage them to speak and read publicly. Reading camps will be available to children (especially girls) currently enrolled in school and also those who are not. Numbers of enrolled and non-enrolled children will be determined during the baseline survey.

Tools Development Girl Rising materials will be translated into Hindi, the local language, for appropriate impact. The Girl Rising materials we will use are:

1. Girl Rising stories: The appropriate Girl Rising chapters, provided by Girl Rising. 2. Program tools: A facilitators guide, clearly identifying the use case and desired behavior and

target audience; as well as the Teachers Guide for the Girl Rising curriculum, will be used to guide implementation, in consultation with Girl Rising.

3. Other useful tools: We envision developing and adapting a broad range of tools, in consultation with Girl Rising, such as:

Effective audio and visual tools to reach out to large sections of the target population who are illiterate

Discussion guides

Relatable role model stories

Scripts for theatrical activities

Flyers, leaflets, posters, flip-charts

Other tools (creative ways to engage audiences around role model behavior)

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Organizational Capacity Save the Children has been helping children in India for over 60 years and has an operational presence in 15 states. Save the Children in India works to increase childrens access to quality inclusive education (both elementary and early childhood education); protect children from abuse, harm, exploitation and neglect; improve child survival and nutrition; and respond to and reduce the risk of disasters. Save the Children works closely with implementing NGO partners at the local level, piloting innovative methods and approaches that are replicable and building community structures to ensure that the rights of children are protected and maintained in a sustainable manner. We also work with government entities at the block, district, state and national level to promote more effective implementation of government services and programs.

Save the Children has considerable expertise in community mobilization; strengthening schools/early childhood development centers and community relationships; developing creative and stimulating teaching and learning materials; improving the physical environment of schools/early childhood development centers and classrooms; and enhancing the capacity of teachers/early childhood care

States

Save the Children Programs in India

Child

Protection

Child Survival/

Health &

Nutrition

Humanitarian

Response/

Disaster Risk

Reduction

Child Education

Andhra Pradesh

Assam Bihar

Delhi

Gujarat Jammu &

Kashmir

Jharkhand

Maharashtra Odisha

Tamil Nadu Uttar Pradesh

Rajasthan

West Bengal Uttarakhand

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workers to use innovative and effective pedagogy. Across India, Save the Children has played a leading role in promoting effective implementation of the Right to Education Act of 2009 both through technical support to the government and community mobilization that generates demand for entitlements. We have considerable experience in promoting and focusing on campaigns that address girls issues. Project Management

Save the Childrens Bihar and Rajasthan state offices and our local partner organizations will be responsible for project implementation in Gaya and Alwar Districts. Our Delhi office will be responsible for overall management of the grant. Partner organizations will be responsible for recruiting field teams for intervention and implementing project activities in both the districts. They will work directly with local administration, communities and parents. They will also be submitting monthly, quarterly and annual reports to Save the Childrens Bihar and Rajasthan offices. Monthly reports will be bullet point updates; quarterly and annual reports will be more detailed. Local Partner Organizations

Save the Children uses a robust partner selection process and has identified two NGO partners to implement this project in the two states. To select these two partners, Save the Children used our stringent assessment process. (Please see Annex 6 for the partner assessment material).

Our implementing NGO partnership will help in leveraging local support - infrastructure, manpower, knowledge of local area, relationships with stakeholders - leading to reduced project set up time, increased efficiency, cost effectiveness and enhanced sustainability. Partners PGVS in Bihar and Ibtada in Rajasthan come with the experience of working in these communities on securing equal access for girls and women to rights and entitlements.

Partners will be responsible for

Managing day to day activities on the ground, at village and community level

Conducting advocacy at the block & district level

Implementation of actions through partners, with the overall guidance and technical support of Save the Children on training, capacity building etc. will help in the leveraging of field level resources, participation and fostering local links. This partnership will also facilitate a mutual exchange of skills and knowledge, particularly in the areas of community awareness, youth engagement, etc., which will contribute to sustainability.

Save the Children will be responsible for

- Overall strategic and project direction

- Providing technical support to partners: overall supervision, monitoring and collaborative advocacy actions at the district and state level

- Contract, grant and overall project management

- Strengthening collaborative linkages with key government duty bearers and facilitating more robust ties between partners and government agencies

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Learning from SCs experience of forming active community-based groups in another district of Bihar to address issues of gender inequalities, primarily through the engagement of boys and men, will be carried forward and built on through this program. Pragati Grameen Vikas Samiti (PGVS) in Bihar: With a vision to work for the most marginalized and vulnerable segments of society, Pragati Grameen Vikas Samiti was formed in 1985 when they began working in six villages of Patna, Bihar to transform livelihood opportunities, particularly for women and children. PGVS firmly believes in the empowerment of communities through organization building around the principles of non-violent peoples action, self-reliance and local governance. PGVS has been associated with Save the Children since 2011, working in 1,308 villages of 34 blocks in 17 districts of Bihar. They reach 16,600 individuals (9,560 women) in community-based structures such as womens self-help groups, womens farming groups, and groups for water, sanitation and hygiene management at the community level. PGVS has also worked with other international organizations such as WaterAid and Oxfam. Ibtada in Rajasthan: Ibtada, which means the beginning in Urdu, is a nongovernmental organization that works towards creating a society in which poor and deprived social groups are economically, socially and politically empowered to take part in development processes and have equal access to rights and entitlements. With a central focus on the empowerment of girls and women, Ibtada works to promote self-reliance and reduce social barriers to gender equality and empowerment. Project Organogram

There will be one dedicated focal point for the Girl Rising project (Girl Rising Coordinator) and two Project Coordinators, one in Bihar and one in Rajasthan. Under the Project Coordinators, there will be two Block Coordinators and 40 Field Supervisors, one per village, in the field.

State Program

Manager Bihar

Girl Rising

Coordinator

State Program

Manager

Rajasthan

Project Coordinator-Bihar Project Coordinator-

Rajasthan

Block Coordinator

(Partner)

Block Coordinator

(Partner)

Field Supervisor

(Partner)

Field Supervisor

(Partner)

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Monitoring

Project monitoring will be done on a monthly basis by Save the Childrens Head Office in Delhi and our Bihar and Rajasthan state offices, against the work plan, the indicators and the project outputs. Two Project Coordinators, two Block Coordinators and Village Level Workers will work directly with communities, youth/adolescents and parents. Records of the projects progress will be maintained at the village and organization level for all completed activities. The progress review of the project activities will be conducted on a monthly basis at the project team level and on a quarterly basis at the state level. Save the Childrens Head Office in Delhi will monitor the progress of the project quarterly and compile quarterly reports to be submitted to the donor. Evaluation

The KAP Study will be conducted by FLUENT (the M&E company selected by Girl Rising). Objectives and indicators will be included in the M&E plan provided by FLUENT. Save the Children will provide technical support and will undertake regular monitoring visits to the field. Sustainability

While the project period is one year in duration, there will be a focus throughout on sustainability through community ownership and community-based activities. This is expected to result in certain activities that are continued to be carried out beyond the life of the project. We will also seek out and invest any potential resources to continue the project, if possible. Financial Management

Save the Children will follow its robust finance management policies and procedures for all procurement and purchases under the project, in line with Save the Children International guidelines.

Conclusion Save the Children is deeply committed to the education of girls, and would be proud to partner in India with Girl Rising. We are confident that our two organizations share the same goal: to help girls in the developing world become successful in school and have a voice in their families, so they can grow up to be successful women on their own terms in life. Save the Children helps provide women and girls with opportunities to define success for themselves, rather than letting it be defined by others. With the support of Girl Rising, we can work to make this happen in Bihar and Rajasthan, India.

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Annex 1: Theory of Change

Save the Childrens Theory of Change outlines how we work to achieve maximum impact for children through four pillars: Be the Innovator (develop and prove evidence-based replicable solutions); Be the Voice (advocate for policies to fulfill childrens rights); Build Partnerships (collaborate with communities and governments); and Achieve Results at Scale (support implementation of best practices).

Sustainable Structures Partnership Wheel

Childrens (adolescents) groups

School management committees

Community Government (Education Department) Civil society networks and corporate

sector

Elected representatives and service providers

Media

Policies Practice

Implementation of Right To Education Act - right to free

and compulsory education for

all girls and boys

Promote girl child education through PRI resolutions & parent pledges

Active child participation in school management committee meetings leading

to girl child enrollment and retention in

schools

Constituted structures listening, addressing and raising girls child rights violations at appropriate forums

Enhanced access to entitlements for girls

Knowledge Management Intervention Scalability

Girl Rising media tools Orientation plan for school

management committee

members to track and identify

girls who are enrolled and to be

enrolled

Girl Rising media tools

Replication of school management training

module & mechanism

B

e

t

h

e

I

n

n

o

v

a

t

o

r

Removing/Addressing

Barriers to Girls Education

Community Mobilization +

Strengthened Community

Structures of Adolescents +

Adolescents Empowerment

Girl children accessing

quality formal education

Awareness of community

and teachers for affirmative

action

Strengthened linkages with

education system

Innovative tools from Girl

Rising

Be the

Voice

Build

Partnerships

Achieve

Results at

Scale

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Annex 2: Logframe Indicator Analysis

Title Girl Rising: Country Partnership in Bihar and Rajasthan, India

Principal

Objective

To mobilize and engage men/women/youth in the community to actively increase access to quality education for girls

Intervention Logic Objectively Verifiable Indicators (OVI) Sources of Verification Risks and Assumptions

Objective

(O)

To mobilize and engage men,

women, and school youth in the

community to actively increase

access to quality education for

girls in Rajasthan and Bihar

OVI 1: % increase in reporting of

gender discrimination cases in schools

to school management committees

(SMCs)

- Case management - Minutes of school

management committee

(SMC) meetings

- Documentation of case studies

- Community willingness

- Socio-cultural environment

- Willingness of schools to

support project

objectives

- Willingness of teachers to work

on project

objectives

- Functionality of SMCs

- Willingness of

SMC members

OVI 2: % of schools that have

established gender-friendly reporting

mechanisms

- Case studies - Minutes of SMC meetings - Baseline and endline

assessment

OVI 3: % improvement in enrollment,

attendance and retention of girl

children in schools

- Baseline and endline assessment

- Project MIS

20

Title Girl Rising: Country Partnership in Bihar and Rajasthan, India

Principal

Objective

To mobilize and engage men/women/youth in the community to actively increase access to quality education for girls

Intervention Logic Objectively Verifiable Indicators (OVI) Sources of Verification Risks and Assumptions

Result 1 Teachers are trained to

promote and demonstrate

gender-sensitive and inclusive

education

- % of schools in which teachers are demonstrating gender equity and

inclusion in their teaching

- % of children demonstrating improved awareness on importance

of girls education - % of teachers involved as change

agents for ensuring gender

awareness within the education

community

- % of schools that have created gender-friendly spaces

- % of schools that have institutionalized reporting systems

for gender discrimination

- Case management - Observation checklist - Baseline and endline

assessment

- Case studies - Minutes of SMC meetings

Result 2 Awareness is increased among

communities about barriers to

girls education, using media as a

tool to communicate, promote

and popularize the Girl Rising

film and movement

- % of survey community having improved awareness on gender

- % of villages demonstrating equal participation by men and women in

community chaupals

- % of functional chaupals to address the issue of gender discrimination

in the community

- Baseline and endline assessment

- Meeting minutes of community chaupal

- Case management

21

Title Girl Rising: Country Partnership in Bihar and Rajasthan, India

Principal

Objective

To mobilize and engage men/women/youth in the community to actively increase access to quality education for girls

Intervention Logic Objectively Verifiable Indicators (OVI) Sources of Verification Risks and Assumptions

Result 3 Enrollment of girls in school is

increased and access to quality

learning is improved

- % increase in enrolling out-of-school girls

- % increase in attendance of girls enrolled in school by the project

- % of schools where SMCs have been trained on gender sensitivity

using the Girl Rising tools

- % of schools where SMCs demonstrate increased involvement

in retention of girl students

- Baseline and endline assessment

- Project MIS for tracking enrolled girls

- Training report - Analysis of Girl Rising tools - Meeting minutes of SMCs - Awareness campaign report