EvALUATION STUDY - Rail Vikas Nigam · PDF file · 2017-11-251.1Mid – term Evaluation 2016-17 08 ... 1.7 Methodology of the Mid-Term Evaluation Study 11 4. Chapter two ... 1.7 Methodology

FOR CORPORATE SOCIAL RESPONSIBILITY AND SUSTAINABILITY PROJECTS

EvALUATION STUDYon InclusIve educatIon and HealtH & educatIon for rural Poor

2016-17

Prepared byNATIONAL CORPORATE SOCIAL RESPONSIBILITY HUB,TATA INSTITUTE OF SOCIAL SCIENCESMarch 2017

an

Prof. venkatesh KumarProject director

Debanjana Das data collection

Prachi Kathuriadata analysis, data collection report Writing & documentation

RESEARCH TEAM

3MID-TERM EVALUATION REPORT 2016-17

1. Executive Summary 06

2. List of Abbreviation 07

3. Chapter one – Introduction 08

1.1 Mid – term Evaluation 2016-17 08

1.2 Project Backgrounds 09

1.3 About National Corporate Responsibility Hub 10

1.4 About Rail Vikas Nigam Ltd. 10

1.5 Purpose and objectives of Mid-Term Evaluation 10

1.6 Key issues addressed 10

1.7 Methodology of the Mid-Term Evaluation Study 11

4. Chapter two – Findings from the field 12 2.1 Introduction 12

2.2 Inclusive education project at Institute of Handicapped and Backward

People (IHBP) 12

2.3 Educational Support to underprivileged children and health

suppor to the downtrodden villages in the Naora by Ramakrishna Math 18

5. Chapter three- Recommendations and Conclusions 22 3.1 Inclusive education project at Institute of Handicapped and Backward

People (IHBP) 22

3.2 Educational Support to underprivileged children and health support to

the downtrodden villages in the Naora by Ramakrishna Math 24

6. Selected Bibliography 26

7. Annexure - Study Tools 27

CONTENTSACKNOWLEDGEMENTDIRECTOR’S NOTE

We have undertaken this Mid-term monitoring and evaluation study and documentation of RVNL’s CSR activities for FY 2016-17 in partial fulfillment of the TISS-RVNL collaboration.

We would like to express our deep gratitude to Mrs Gita Mishra, Director(Personnel), RVNL, Mr. D. Ghosh Roy, Executive Director (Mech.), RVNL and Mr. Anil Kumar Mahato (Coordinator, CSR), RVNL for their continuous support and guidance to the National CSR Hub research team.

A special thanks to Dr. M.A. Hasan Sahani (Director) and the entire staff at IHBP, Behala, Kolkata and Swami Chidrupananda (Adhyaksha, Ramakrishna Math, Naora), and the staff for their whole hearted support and cooperation in helping us to complete this study within the stipulated time frame. Further, we would like to extend appreciation to the entire staff at Ramakrishna Math, Naora for their hospitality.

Prof. B. venkatesh Kumar director, national csr Hubtata Institute of social sciences, Mumbai

4 MID-TERM EVALUATION REPORT 2016-17 5MID-TERM EVALUATION REPORT 2016-17

EXECUTIvE SUMMARYThe following report is an outcome of the association between National Corporate Social Responsibility Hub and Rail Vikas Nigam Limited a public sector enterprise bound by Memorandum of Understanding signed between RVNL and NCSR Hub. The report is an attempt to understand the current status of the project: facilities provided by RVNL under CSR intervention on inclusive education and health and education for the rural poor. The study was conducted in 2 locations in West Bengal. The inclusive education project focuses on education of differently abled children (2-18 years) from poorest of poor families while the other project aims to provide health and education services for scheduled tribes and minority families in district 24 South Paragnas, West Bengal.The report is a result of in-depth primary data research. The available of secondary data from RVNL-CSR intervention locations, has added richness to the entire perspective.

The main objectives of the study were:

• To assess if the objectives of individual projects are being met;

• To understand the continued relevance of the individual projects in their respective contexts;

• To identify issues in programmatic implementation and provide recommendation to fulfil the objectives efficiently.

The mid-term evaluation study covered current status of the projects, the facilities provided under the projects, stakeholder feedback, and issues in the implementation of the projects and how the issues can be rectified and implementation can be efficiently continued. The mid-term evaluation study report is divided into three chapters. Chapter one – introduction – includes project backgrounds, purpose of evaluation (objectives), key issues addressed, and methodology of the evaluation and structure of the report. Chapter two encompasses the projects and their development context; findings and conclusions. Chapter three lists the issues and recommendations.

csr corporate social responsibility

central Public sector enterprises

rail vikas nigam limited

national corporate social responsibility Hub

tata Institute of social sciences

department of Public enterprises

Institute for the Handicapped and Backward People

ramakrishna Math

scheduled caste

scheduled tribe

Gram Panchayat

Hearing Impaired

cerebral Palsy

cPses

rvnl

ncsr Hub

tIss

dPe

IHBP

rKM

sc

st

GP

cP

HI

LIST OF ABBREvIATIONS


INTRODUCTION

Following sections of the chapter provides a brief discussion of the study being carried out, stakeholders involved and brief descriptions of the projects. Further, the methodology of the study is also discussed along with the tools used to carry out the study.

Chapter One

1.2 Project Backgrounds

There are two projects which were being carried out in the financial year 2016-17: Inclusive education project at Institute for the Handicapped and Backward People for 100 students and

Educational support to underprivileged children and health support to the downtrodden villages around Ramakrishna Ashram Math, Naora.

1.1 Mid-Term Evaluation 2016-17

A mid-term evaluation is a ‘systematic and objective assessment of an on-going or completed project or programme, its design, implementation and results. The aim is to determine the relevance and fulfilment of objectives, development efficiency, effectiveness, impact and sustainability’ (Austrian Development Agency, 2009)

The following report details the mid-term evaluation of the projects undertaken by Rail Vikas Nigam Ltd. (RVNL) in accordance to their CSR policy laid out in 2014. A cogent CSR policy is a requirement laid out in the Companies (CSR policy) Rules, 2014 conferred under the Companies Act, 2013.

IHBP was founded by Dr. M. A. Hasan Sahani as a registered society in year 2000. According to him, when he established the organisation there was no other organisation in Kolkata focusing on academic learning of the differently abled children. Therefore, with his own capital, he started this organisation which caters to various needs of the differently abled children. Under the RVNL project, 100 students in the age group 2-18 yeas are fully funded which includes academic learning material, nutritional needs, uniform and medical needs.

The Institute pays special attention for creating an individualised curriculum for each child as per their special needs which are catered to by trained teachers and other staff.

Objectives of the project:

• To provide schooling and education to about 100 under privileged differently-abled children.

• To provide needs based support to differently-abled children- hearing impaired, mentally chal lenged and affected with cerebral palsy.

• To provide cost effective education and also provide free meals, cloth, uniform, book, medicine, speech, occupational therapy and artificial equipment etc. for development of differently-abled children in the society.

• To focus on meeting individual needs, goals and aspirations of differently abled children with an exceptional staff team who provide dedicated support and high quality education.

It is a flagship project of RVNL which is developed with collusion with Ramakrishna Math, Belur, Howrah. At the center in village Naora, there are multiple activities for holistic development of the underprivileged children along with provision of medical services for tribal and minority population of Bhanagar and Canning II blocks of 24 South Paraganas district.

The current activities at the Ramakrishna Math, Naora are:

• Gadadhara Abhyudaya Prakalpa (covering health, physical and academic needs of children of age 6-12 years),

• Coaching Centre, • Physical education training,• Computer training, • Adult education, • Cultural activities and • Health services – Allopathy and homoeopathy

clinics, ENT, dentistry and ‘MMU’

One of the most prominent strengths of the project is effective targeting that is the activities are targeted towards the vulnerable sections of the society. RVNL as their CSR activities is supporting the coaching center, computer center, physical education training and health services

1.2.1Inclusive education project at Institute of Handicapped and Backward People (IHBP)

1.2.2Educational Support to underprivileged children and health support to the downtrodden villages by Ramakrishna Math


1.3 About National Corporate Social Responsibility Hub, TISS

1.4 About Rail vikas Nigam Ltd.

National Corporate Social Responsibility Hub, (NCSR Hub) was established in 2011 by the Department of Public Enterprises to enable the Public Sector Enterprises to design and implement holistic and rights-based CSR initiatives. Tata Institute of Social Sciences (TISS),

Mumbai and Department of Public Enterprises (DPE), Government of India had come to realize that there is a need to have centralized system where core functions of CSR including learning and knowledge dissemination take place.

Ministry of Corporate Affairs had introduced the CSR as a mandatory activity that every company having a net worth of 500 crore INR, or more or a turnover of 1000 crore INR or more, or a net profit of five crore INR or more under section 135 of Companies Act 2013. Post this; Rail Vikas Nigam Limited designed their CSR policy which aimed to

improve the quality of life of the communities and stakeholders on a sustainable basis, preferably in the project areas where it is operating. RVNL has also constituted a CSR committee to budget, implement and monitor the CSR activities of the company. (RVNL, 2011)

• Vision and strategic direction setting for Policy and Programme• Advisory role for PSEs on Policy and Programme implementation• Research and development and ‘evidence-based’ policy advocacy• Capacity building of PSEs, partners and civil society institution• Impact assessment, monitoring and evaluation• Empanelment and partner management (http://www.csr.tiss.edu/front-page)

The core activities of the Hub are:

• To assess if the objectives of individual projects are being met;

• To understand the continued relevance of the individual projects in their respective contexts;

• To identify issues in programmatic implementation and provide recommendation to fulfil the objectives efficiently.

• Implementation mechanisms used by the Imple mentation Agencies;

• Monitoring mechanisms undertaken by the IAs;

• Scope of improvement as articulated by various stakeholders;

• Efforts towards ensuring sustainability of the pro jects;

• Plans for exit strategy of RVNL’s collaboration;

• Documentation of the project design, outcomes and achievements.

1.5Purpose and objectives of Mid Term Evaluation:

1.6Key issues addressed:

1.7 Methodology of the Mid Term Evaluation Study

According to Kothari, the research methodology is the back bone of any study and a systematic way to solve the research problem at hand and understanding the logic behind using certain methods and techniques.Kothari outlines many research types such as applied, fundamental, quantitative etc. For this study, qualitative research methods have been used to investigate the attitudes, opinions and behaviours of all the stakeholders with respect to the projects being implemented. (Kothari, 2004)

• Defining the research objectives• Review of secondary literature and data• Outlining the research design • Primary data collection• Analysis of data• Presentation and documentation of data

1.7.1Process of research:

• Semi-structured interview: such interviews are guided by an interview guide which provides a basic framework of the interview which allows flexibility to probe for details. (Case, 1990)

• Key Informant Interviews: KIIs are ‘loosely structured conversation with people who have specialised knowledge about the topic you wish to understand’. It helps in exploring an issue in depth. (USAID, 1996)

• Focused Group Discussions: FGD is an exploratory tool which is a discussion between small groups of six to ten people structured around a set of predetermined questions.(Kothari, 2004)

• Observations

1.7.3Research tools:

Sampling is the process of obtaining information about an entire population by examining only a part of the population. The usual approach is to make generalisations and draw inferences based on the data collected from the sample population. Deliberate or purposive samplingwas used for this study. It is a sampling method which involves the selection of particular units of the population as per the judgement of the researcher. (Kothari, 2004) Therefore, in this study, care was given to provide representation of all stakeholders as far as possible and feasible.

1.7.2Sampling:

The report is divided into three chapters. Chapter one – introduction – includes project backgrounds, purpose of evaluation (objectives), key issues addressed, and methodology of the evaluation and structure of the report. Chapter two encompasses the projects and their development context; findings and conclusions. Chapter three lists the issues and recommendations.

1.7.4Structure of the report:


FINDINGS FROM THE FIELDChapter Two

There are 21 teachers and staff that are employed to successfully implement this programme. To ensure sustainability of management of the organisation, Dr. Hasan specified that he is in the process of training two staff members in various

aspects of administration and management so that they can take over after Dr. Hasan’s retirement. Following is the list of staff members that enable the organisation to deliver the project efficiently.

Table 2.2 composition of 100 beneficiaries under RVNL CSR initiative

2.2 Inclusive education project at Institute of Handicapped and Backward People (IHBP)

A mentioned in the previous chapters, IHBP was founded by Dr. M.A. Hasan with a mission to support differently abled children in health, education and daily living activities. The focus is on mental, hearing and speech impaired beneficiaries. Vocational training such as computer training, sewing, handicrafts etc. is also provided to the beneficiaries who pass a certain competency level. There are total225 students, out of which RVNL sponsors 100 students to fulfil their academic and medical needs. According to the Memorandum of Association between RVNL and IHBP, the objective of the project is:

2.2.1 Background of the Project:

“To provide schooling and education to about 100 under privileged differently able children including need based support i.e. Hearing impaired, mentally challenged, cerebral palsy etc., nutritional meal, uniforms, books, medicine, speech and occupational therapy etc. for their development in the society. In order to focus on meeting individual needs, goals and aspirations of differently able children, arrangements have also been mad for trained and qualifies professional who will provide dedicated support and high quality education.”

Hearing Impaired 35 21

Mentally challenged 11 17

cerebral Palsy 3 13

Total 49 51

Female Male

Table 2.1 No. of staff employees at IHBP under RVNL CSR initiative

special education teachers 10

1

1

1

1

1

3

1

1

20

occupational therapist

speech therapist

Physical instructor

doctor (part-time)

accountant cum office clerk

ayah/attendant

Peon

sweeper

Total

Position No. of Staff Employed

This chapter provides a brief description of the projects followed by the findings from the field. The study aimed to record responses from all the mapped stakeholders for each project and the responses are presented for IHBP project in the first section and RK Math, Naora project in the

second section of the chapter. Responses from all the stakeholders are presented comprehensively on every aspect of the project. On the basis of these findings, recommendations and conclusions in the next chapter were formulated.

2.1 Introduction

Beneficiary Profile:

As mentioned above, 100 beneficiaries are being supported by the RVNL CSR initiative from particularly underprivileged socio-economic backgrounds. Following is the composition of beneficiaries with varied levels of disabilities. It

is important to note here that there are multiple beneficiaries who have multiple disabilities and in the following table, the beneficiaries are categorised with their predominant disability.


Primary data collection was carried out with the following stakeholders: Founder, teachers, students and the parents. Following are the results of primary data collection for the mid-term evaluation of this project.

2.2.2 Findings and observations

12 hearing impaired students have given 10th state board exams in March 2017. Results awaited.

Academic learning through teaching aides

ACADEMIC COMPONENT

According to Dr. Hasan, a key element of the organisation is to focus on academic learning of the beneficiaries. Each beneficiary at the time of admission is assessed on generic skills, job analysis and work behaviour. It is done with the help of a tool developed by A.T. Thressia Kutty, “NIMH Vocational Assessment and Programming System for Persons with Mental Retardation”. Using this as a reference base, the organisation has further developed a tool in Bengali language to track the progress of the beneficiary every quarter. Components of the tool are performance of everyday activities, understanding of various alphabets, numerals among others. Thus, this tool is filled in by the assessor from the organisation at the time of admission of the beneficiary which helps them categorise the child in different academic classes.

After the primary assessment, the beneficiary’s progress is tracked through the same tool and it is made sure that the progress is well documented. Therefore, each beneficiary has a separate folder which is maintained by the teachers and other staff of the organisation.

Every classroom has a separate teacher who develops curriculum based on individual need of each child. There is also a separate classroom

for the hearing impaired students equipped with microphones and hearing aids are provided to all beneficiaries so that they can encourage academic learning among the beneficiaries. According to Dr. Hasan, the organisation is trying to procure accreditation for conducting class 11th and 12th for the appropriately competent students.During the course of the study, it was found that teaching tools such as television, microphones, educational toys etc. were being used to enhance focus of the beneficiaries enabling them to learn effectively. The daily updates of the progress and activities are given to the parents by the teachers when the parents come to pick up their ward. In case, the student is absent from school for more than two days, regular follow-ups and house visits are conducted to resolve the issues faced by the parents. Furthermore, according to the teaching staff, the entire staff meets Dr. Hasan every Thursday to discuss the various issues during the week and to chalk out the plan for the coming week.

This system, according to the teachers helps them in tracking the progress of beneficiaries as well as understanding what changes needs to be made to effectively educate the beneficiaries.


EvERYDAY LIvING ACTIvITIES

Another important element of the project is the focus on training the beneficiaries in everyday living activities. The differently abled children find it difficult to carry out activities such as using the toilet, eating, bathing, sitting still, other behavioural activities etc. the staff at the organisation pays special attention to the children to train them in these activities and their progress is thus tracked. Milestones such as using a spoon, holding a pencil or sitting in one place for 20 minutes may seem routine and simple aspects of our lives, but are important milestones for the beneficiaries of the project. One of the parents acknowledged the efforts put in by the staff and said that she’s seen marked improvement in her ward; for example, her child after joining the institute now brings water for his father when asked, puts his plate away and has stopped fighting with his sibling.

vOCATIONAL TRAINING

The organisation imparts compute training, sewing and jewellery making as vocational training to the beneficiaries as per their competency and interest. At the time of the study, computer training and sewing activities were suspended as there were not enough beneficiaries. However, the jewellery making is one of the extra-curricular activities which are enjoyed by the beneficiaries.

MID-DAY MEAL COMPONENT

Tiffin as described by Dr. Hasan is lunch provided to 100 beneficiaries at the organisation. The food is prepared on the premises and distributed among the students. After discussion with the parents, they were satisfied with the quality of food being provided to their wards. The parents, on behalf of the institute voiced concerns that the tiffin allowance per child may not be sufficient as according to them, due to inflation, the prices of various commodities has increased such as chicken, eggs and rice. This has led to decrease in frequency of chicken dishes which according to the parents was among the favourite of the beneficiaries. There is a pre-determined weekly timetable which is followed for the ease of operation. According to the staff, the tiffin is a pull-factor for the parents to regularly send their wards to school as they may not be able to provide the nutritional food that their differently abled child requires due to their economic challenges.

CHALLENGES FACED BY vARIOUS STAKEHOLDERS

During the focussed group discussions and KIIs with the stakeholders, three issues were unanimously stated, across the organisation. First, travel allowance fixed at Rs. 100 per month by RVNL was deemed extremely low. One of the parents has to travel 2 hours, one way, changing three modes of transport to get to the centre. Her average expenditure is Rs. 100-150 as reported by her. Therefore, approximately Rs. 7000 is usurped in travel expenses alone. Another parent, who shifted from Bihar to Kolkata only to be able to send their ward to IHBP has to travel 1 hour to reach the organisation. As per the parent, her average expenditure on travel is Rs. 5000. The parents narrated incidences of not being allowed to enter a state bus as their children were visibly impaired.Second, the medical allowance set at Rs. 10, according to the stakeholders is also very less. The medicine bills alone amount to average Rs. 5000 as reported by the parents. According to them, Dr. Hasan tries to manage the homoeopathic medicines as much as he can but the cost of allopathic medicines is stated to be high. Therefore, there is an appeal to increase this allowance as well. Third, the salaries of the teaching and administrative staff are also reported as low according to Dr. Hasan and the teaching staff. The average salary at the organisation is Rs. 7500.


Following are the findings culled out from in-depth interviews, key informant interviews and focused group discussions.

Ramakrishna Math and Ramakrishna Mission are worldwide organizations which have been engaged in various forms of humanitarian, social service activities for more than a century. The organizations were brought into existence by Sri Ramakrishna (1836-1886), chief disciple of Swami Vivekananda. While the Mission is headquartered in Belur, West Bengal, the CSR initiative by RVNL is being carried out in RKM, Naora. Village Naora is about 40 kms from Kolkata and the Math was established a decade back. Village Naora lies in Gram Panchayat Bodra, Bhanagar-I block of district 24 South Paragnas. The operational areas of RKM, Naora are blocks Bhanagar-I, Bhanagar-II and Canning – II.Currently, at RKM, Naora, following activities are being carried out: free coaching centre, early childhood education centre, mobile medical unit, welfare work, religious activities, vocational training unit, adult education centre, dispensary, cultural centre and rural development work. However, computer education, spoken English classes, physical education activities and dispensary are under RVNL’s CSR initiative.

2.3.1 Background of the Project:

2.3.2 Findings and discussions:

2.3 Educational Support to underprivileged children and health support to the downtrodden villages in the Naora by Ramakrishna Math

Under the RVNL’s CSR initiative at Ramakrishna Math, Naora there are three components of educational activities, namely, Coaching Centres, Spoken English Classes and Computer training. The coaching classes are carried out six days a week in villages Naora, Behulabari, Mulchatki and D. Ishwaripura centres of the RKM. Subjects taught at these centres include English, Mathematics, Science and Social Studies. Whereas, spoken English and computer training classes are only conducted in the Naoravillage centre. The study was carried out villagesNaora, Behulabari and Gangacheri (not officially listed as a coaching centre as it is a new establishment). Through KII and FGDs it was found that no such free of cost activities in the 20 km radii of the villages whereas there are private tutors available in the village charging Rs. 250-300 per month as fee.

The parents of the beneficiaries were especially happy about the quality of academic training at the centre as they stated focus is given to each child’s growth as compared to school and private tuitions. Examples of 20-25 % increase in marks were also shared by the parents whose wards go to government schools and attend the coaching classes offered by RKM. The parents further shared that the children are enthusiastic to learn even though some of them have to wake up as early 7 am to attend the classes. The beneficiaries themselves shared the difference in approach to teaching in the coaching class and other academic institutions. One such example was that the strength of a class 8thclassroom in school is 60, whereas the maximum strength in the coaching centre is 20 students. The small classrooms enable the children to take the learning at their

54 year old clerk working with the state government has enrolled in the computer training program so that it can help

him in his job.

Spoken English class

They recognise English as a language as being a ‘gateway’ to communicating with the world and it makes it easier to understand the subjects being taught in their colleges as well. The classes are therefore conducted on Saturday and Sunday. Further, there are 6 batches divided on the basis of proficiency such as Pre-beginners course, Beginners course, Intermediate course, Senior course, Advance course and Higher course. Total 111 beneficiaries are enrolled in the spoken English course. Through KIIs, it was discovered that before RKM, no one else conducted such classes in the area and the students had to pay Rs. 500 to Rs. 600 per month for classes in Kolkata whereas the course is free of cost at RKM. The assessment is carried out periodically to track the progress and promote the beneficiaries from one proficiency level course to the next.The computer training centre at village Naora provides a basic computer course (6 batches) and a diploma course (3 batches). The beneficiaries of the computer centre are provided theoretical and practicalknowledge of computers on 16 functional computers. The age group of beneficiaries of the computer classes is 18 years to 54 years. In the basics course, basics of computer hardware, MS Office and other tools are taught whereas the diploma course teaches advance course in various photo editing tools, advanced tools in MS office among others. The total numbers of beneficiaries enrolled are 95, 59 in the basic course and 36 in the diploma course.

pace. Students are encouraged to learn through understanding instead of cramming up for the exams. Individualised attention is a key element of the coaching centre. Unfortunately, due to lack of infrastructure it was observed during the study that multiple classes were being taught in the same room albeit through different teachers. The classes were separated through only curtain acting as partitions. In the four centres, there are 419 total beneficiaries with 231 girls and 188 boys. Progress of all the beneficiaries is tracked yearly to gauge the percentage of students who have passed and failed their school exams. Periodic internal assessments are also carried out to further the track the progress of the beneficiaries. In village Gangacheri, about 20 kms from RKM, Naora has 94 students enrolled in classes from 5th to 9th who are taught by local boys studying in 1st year of graduation degree. The classes are carried out in a makeshift thatched room in the compound of a temple. Apart from the coaching classes, uniforms, books, writing material etc are distributed to all the beneficiaries and are provided with a tiffin of biscuits, fruits and eggs (except in village Gangacheri).Spoken English is the second component of the educational activities whose centre is in village Naora. The beneficiaries of the spoken English classes were mostly students studying in colleges in Kolkata and had faced difficulties and bullying in their respective colleges.

EDUCATION


RKM Naora has established a dispensary in Naora village which provides allopathic and homoeopathic medicines. The dispensary also provides basic dental, ENT, orthopaedic and eye care services. Apart from these, basic pathological tests are also conducted at the dispensary. Allopathic medicines are provided on Monday, Wednesday, Friday and Saturday while the homoeopathic medicines are provided on Tuesday and Saturday. Pathological tests are conducted only on Sunday which causes a hindrance in treatment of severe illness as the patient has to wait for one week to get the results. There is an X-Ray facility available at village Rajendrapur, established by RKM. According to the beneficiaries, the dispensary at Naora is effective for mild to moderate illnesses while for acute illness, they have to go to the government hospital in Kolkata. Even though all the doctors are males, the female beneficiaries share their sensitive information with the female attendant that is present at the dispensary. Further, the general doctor reported that the common illness in the area is malnutrition among women and children, orthopaedic issues and dental problems.

The nearest primary health centre is 19 kms from village Naora while the sub health centre is in Behulabari which caters only to ASHA workers and their patients. For severe illness the patients are referred to government hospital in Kolkata which is 45 kms away. Also, the basic pathology tests cost around Rs. 200 from private labs, X-Ray costs Rs. 100 – 500 and MRI can cost Rs. 1500.

As part of the health services, RKM also provides basic medical assistance at Ishwaripura, Gangacheri, Behulabari, Rajendrapur and Mulchutki. The activity involves a ‘mobile medical unit’ which transports medicines, doctors and attendants to makeshift structures in these villages. This service caters to 5-6 villages around each location where government medical services have not penetrated. The records of each patient are recorded and Rs. 10 is charged as consultation fee daily in each of the locations. The beneficiaries, who cannot afford the same, are provided the consultancy free of cost.

In this chapter, the recorded findings and observations of the field were presented for each of the two projects. It was imperative to present feedback from the perspective of all the stakeholders to understand the entire range of viewpoints. On the basis of the findings and observations, recommendations and conclusions were articulated which may be incorporated by respective projects for efficient implementation.

HEALTH SERvICES

Physical education activities rum through the basic ideology of the RKM as they believe it enables a holistic development of the children. Keeping in line with this ideology physical education activities are carried out in four centres of RKM namely, Naora, Behulabari, Mulchutki and D. Ishwaripur villages. The beneficiaries are trained in yoga, kabaddi, kho-kho, PT and Parade, bratachari, net ball, band music, hand ball, athletics and cricket.

Total 405 beneficiaries are enrolled in the four centres with 195 girls and 210 boys.

In addition to above beneficiaries,42,641 people are benefitted during FY 2016-17 with the medical/medicine/pathological facilities provided to the underprivileged and weaker section of the society in the backward district of South 24 Parganas under this CSR project.

During the FGDs, it was culled out that the beneficiaries earlier used to while away time playing with marbles or roaming around in the village but now the discipline of sports has entered their personal lives as well which helps them on focusing on studies as well. The beneficiaries themselves were able to relate the changes in their lifestyles that have occurred after joining the physical education classes. For example, one of them said that it has helped in boosting his confidence and self-worth as he excels in football in school as he is one of three people who are being trained in the sport.

Apart from physical training, all the beneficiaries are provided with supper which consists of rice/puffed rice, a curry, eggs twice a week and chicken once a week.

PHYSICAL EDUCATION

Table 2.3: Caste composition of beneficiaries

Total Beneficiaries 38 156 191 20

Gen SC ST OBC

Athletes who have participated in district level athletics meet Patients being treated village Mulchutki Mobile Medical Van


RECOMMENDATIONS & CONCLUSIONS

This chapter discusses the recommendations that may be incorporated by respective projects in order to make the implementation even more effective. Even though, the overall perception of the beneficiaries has been positive towards each project, there are certain shortcomings that were highlighted during the study which are discussed in the following section:

Chapter Three

3.1 Inclusive education project at Institute of Handicapped and Backward People (IHBP)

Under this special CSR initiative of RVNL, IHBP is providing quality education and training to 100 differently abled children from underprivileged, backward and weaker section of the society in a special school and thus, giving quality service to the differently abled children and society in general. According to the head of IHBP, they are totally dependent on RVNL for the financial support as they are the only long term investor to the institute and majority of activities are done with the help of RVNL. The project is for socially and economically backward section of society which

leads to increased importance of the project. In view of special kind of work being performed by the institute, IHBP needs the support of RVNL for three more years. During the interaction with parents, the importance of RVNL was realized the most. Each and every parent requested for continued support from RVNL as they were very happy with the performance and progress of their child who are moving towards self-dependent stage. Audit team is of the opinion that RVNL should continue to support IHBP in order to get positive impact in the weaker section of the society from the project.

Following are the recommendations for the project:

DIRECT BANK TRANSFERS

From the KIIs with various stakeholders; it has come to attention that the travel allowance to the parents is Rs. 100, which is low according to the parents. As the parents have reported that they have sometimes choose between bringing their children to the organisation or serve food at home therefore the children end up missing school on an average of 4-5 days per month. The travel allowance maybe re-evaluated for the FY 2017-18 but it must be ensured that the travel allowance is directly transferred to the beneficiary’s personal account instead of the common account of the organisation. Another solution for this may be provision of bus passes directly to the beneficiaries so that they are not denied entry in the public buses, instances of which the parents have often reported. Also, salaries may be also re-evaluated to come to par with the pay scale provided by Sarva Shiksha Abhiyan.

EMPLOYMENT FOR PARENTS

It was observed that the parents of almost 50 students stay back at the school and leave after the school gets over as they travel long distances. Needs assessment study can be carried out to gauge the skill sets of the parents and then collaborations can be made with small scale industries to gainfully employ the parents while they wait for the school to finish. At present, the parents spend time chatting, singing songs etc.

FOCUS SHOULD BE MORE ON RURAL CENTRE

During the course of the study, it was brought to notice that there is a rural centre of IHBP where 50 students are enrolled but is lacking infrastructure, teaching aids, teachers etc. According to Dr.Hasan, the rural centre caters to the poorest of the poor differently abled children. It may be beneficial for the organisation and for the PSU to focus on developing the rural centre so as to provide standardised facilities for the beneficiaries of the centre. Mid-term evaluation team is of the opinion that RVNL should continue to support IHBP in order to get positive impact in the weaker section of the society from the project.

FOCUS SHOULD BE ON PROvISION OF PLAYGROUND

During the study, it was noticed that the students are confined within the gates of the three storey building of the organisation. It is recommended that the organisation make attempts to collaborate with other schools in the vicinity so that they can take playgrounds on rent. It will enable a holistic development among the students of IHBP and encourage physical fitness.

IN-HOUSE TRAINING OF TEACHERS

It was discovered that only 2-3 teachers have been involved in workshops in the last two years. It is recommended that in-house capacity building of all the staff employed by IHBP needs to be carried out periodically for up-gradation of knowledge and skills. Collaborations with organisations like Indian Institute of Cerebral Palsy can be initiated to conduct annual teacher training programmes.


3.2 Educational Support to underprivileged children and health support to the downtrodden villages by Ramakrishna Math

At present RKM, Naora is imparting quality education for overall development and growth of 400 children belonging to underprivileged and backward/SC/ST communities in the backward district, identified by Planning Commission (GoI) under CSR initiative of RVNL.

RKM is also providing free medical check-up, free medicines to the underprivileged people of three gram panchayat of Bhangar I & Canning-II Blocks in the backward district of South 24

Parganas, West Bengal by establishing six health centers in six various places. Qualified Doctors and Para medical assistants/nurses are looking after all these health centers. There is a great zeal and enthusiasm amongst the deprived and underprivileged people towards the CSR project. The audit team noted that RVNL has been a very co-operating and supporting partner in this CSR project through close monitoring, periodical visits, and interactions and follow up.

FOCUS ON OTHER INTERIOR CENTRES

Project areas such as Naora and Behulabari are infrastructurally and programmatically well-established whereas centres such as Gangacheri are in their initial phase of establishment. It would be ideal if these centres are focused upon for their development. This can be done through either raising funds especially for these centres or earmarking the available funds only for these centres.

INCREASE IN OUTREACH ACTIvITIES

From the study conducted, various beneficiaries noted that the BCC activities used to happen periodically at the commencement of the project at RKM, Naora but have stopped in the last 2-3 years. The awareness generation campaign should be resumed as a part of the project as it will enable successful implementation of the project and ensure sustainability of the impact on the community by the project. Behavioural Change and Communication (BCC) has a long lasting impact and would continue even after the project exits the community.

Following are the recommendations for the project:

TRAINING OF TEACHERS PERIODICALLY

There are exceptional teachers working with RKM who belong to the project area and have been able to procure education so that they can serve their community. Efforts should be made for formal in-house training of teachers on new teaching methods, up-gradation of skill sets and knowledge for better implementation of the project.

MOBILE MEDICAL UNIT Currently, the mobile medical unit is a van which transports medicines, doctors and attendants to various locations. In order to become an efficient MMU, focus can be shifted on provision of primary health-care facilities in the van such as stretcher, oxygen tank, basic blood test equipment, awareness material etc. Once furnished with basic medical equipment, the MMU can efficiently travel to remote villages untouched by government or private medical care. Collaboration with other implementation agencies may be considered to efficiently implement this component of the project.

DIFFERENT SPACE FOR SEWING AND ENGLISH CLASSES

During the monitoring visit it was found that the sewing classes were being conducted in the same room as the spoken English class simultaneously. Even though there was a wooden partition, it did not mute the noises of the sewing machine. Efforts should be made to minimise the noise or shift the classes elsewhere so that the beneficiaries of either class are not disturbed during their lectures. Having two classes in one room is a norm for the project, thus efforts should be made to demarcate the spaces for different classes explicitly so that one class does not disturb the others.

The mid-term evaluation, therefore, was carried out to analyse the functioning and effectiveness of the projects running under the CSR initiative of RVNL. The study aimed to encompass feedback and responses of representative sample of all stakeholders of each project. Both the projects are targeting the extremely vulnerable population of India which are usually ignored in the mainstream. The recommendations have been provided through careful consideration of the findings from the field and discussions with various stakeholders. Over all, the beneficiaries were largely satisfied with the projects.

In view of very positive feedback and impact the program has generated among the stakeholders, the mid-term evaluation team is of the opinion that RVNL should continue this CSR project for the betterment of the underprivileged children and people in the backward district and should continue this project for its sustainability on the long run.


Austrian Development Agency, E. U. (2009). Guidelines for Propject and Programme Evaluations. Vienna: Austrian Development Agency.

Case, D. D. (1990). The community’s toolbox: The idea, methods and tools for participatory assessment, monitoring and evaluation in community forestry. Rome: Food and Agricultural Organisatiom of the United Nations.

Evaluation, U. C. (1996). Performance Monitoring and Evaluation. Retrieved March 2017, from USAID: http://pdf.usaid.gov/pdf_docs/pnabs541.pdf

Hub, N. C. (n.d.). About NCSR Hub. Retrieved March 15, 2017, from National CSR Hub, Tata Institute of Social Sciences: www.csr.tiss.edu/front-page

Kothari, C. (2004). Research Methodology: Methods and Techniques. New Delhi: New Age International (P) Ltd Publishers.

Limited, R. V. (2011, October). Corporate Social Responsibility Policy. Retrieved March 15, 2017, from Rail Vikas Nigam Limited: http://www.rvnl.org/admin/uploaded1/leftdocument/20160316172835_CSR_Policy_Oct_2014.pdf

SELECTED BIBLIOGRAPHY ANNEXURE - STUDY TOOLS CHECKLIST OF IMPORTANT DISCUSSION THEMES FOR SEMI-STRUCTURED INTERvIEWS

Project ONE: IHBP

FGD Primary Care Givers

• Family Income• Educational Background• Type of disability of child• How did you come to know about IHBP?• For how many years have you been associated with IHBP• Services provided at IHBP/who provides these services? Different types of therapies provided/

co-curricular activities?• What are the infrastructural facilities at IHBP? Are they made for ease of access for all children?

What is lacking and how can it be bettered? (ramps/washrooms/health center etc)• Do you know the trainers and their qualifications?• Do you think IHBP provides a safe and healthy environment for the child? If yes, how so. If no,

why?• Cost of the services? Has the total expenditure of your household increased or decreased after

joining IHBP? If increased, how do you manage the additional costs, if decreased, how has that helped you in your daily lives?

• How many times do you meet the trainers of your children? What are the topics of discussion? (updates about the child/challenges faced by the child etc)

• Do the officials take feedback about the services from you? • How is behavior of the staff and attendants towards your child? And towards you?• What is support you get from the centre with respect to your child? (counseling/training sessions/

group therapy/coping mechanisms/things you can do at home to provide a healthy environment)• What changes have you seen in your child since they have joined IHBP? (social interaction/

behavior/academic/mood etc) How they were before and how are they now?• Can you quote some instances which show how your child has changed before joining IHBP and

after joining due to the services provided by IHBP?• How has your interaction changed with your child before and after joining IHBP?• Have you learnt coping mechanisms to parent your child?• What are the stresses you feel while dealing with your child on a daily basis? How are these

stresses dealt with at IHBP?• What are the main challenges you face in IHBP?• What are the ways to over-come these challenges? Have you spoken to the officials about them?

How were they addressed?• What is the motivation behind sending your child to IHBP?• What is the benefit you see in the future for your child if they continue at IHBP? How is this helping

your child prepare for the future? (making them independent/self-reliant)• What are the key things that are missing from IHBP? What are the needs that are not met by IHBP?


• Educational Background/Training/Experience of working in this specialization.• How did you come to know about IHBP?• For how many years have you been associated with IHBP?• Services provided at IHBP/who provides these services? Different types of therapies provided/co-

curricular activities? How are they different from other schools of the same nature?• What are the infrastructural facilities provided? What is lacking and how can it bettered?• Do you think IHBP provides a safe and healthy environment for the child? If yes, how so. If no,

why? How do you ensure the safe environment?• Cost of the services?• Are the attendants and staff sensitized towards the needs of differently abled children? If yes,

how? If no, why? Are background checks done while selecting the trainers and attendants?• How do you think these services help the varied children with different disabilities?• How do you map the individual needs of the child?• What are the ways in which you meet the individual needs? What are the mechanisms developed

to cater to 100 students? Lesson plan/How many children do you deal with? Individual attention?• What are the measures taken to address the gender specific needs of the students? (To address the

biological changes in their bodies) what are the main challenges faced in this?Puberty• What the process of designing the lesson plan for the students? Are you consulted while making

the curriculum? Are the other stakeholders consulted? (to understand the extent of participatory nature) different therapies and counseling/ common component/ academic/motor/activities of daily living/

• Is there a mechanism to map the levels of disability?• What is the mechanism to map the growth and development of the students? What are the modes

of assessment used?• How are the parents involved in the development of their children? What the mechanisms that

encourage their participation?• Is there a need for ToT? How do you think that can help you in your professional life?• Your perception of the growth of the children?• What are the challenges you face while engaging with the parents? How do you overcome them or

what are ways in which they can be overcome?• What are the main goals of the services provided at IHBP? How are the goals achieved?• What are the main challenges at IHBP as a trainer? How can they be overcome?• How is IHBP preparing the students for the future? • How is IHBP helping in mainstreaming of the children?• What are the positive features and negative features of this project for the students?• Are you satisfied with the services provided at IHBP?• Do you believe the children are being holistically developed?• What according to you is the key activity which has helped your child? Why?• How would you rate the overall services provided at IHBP?

• Background of the IA- Why? Goals? Initial investors? First batch? How has the IA evolved over the years? How do you see the IA in next 5, 10, 20 years? What are the concrete steps to make these goals attainable? Plans of scaling-up? Structure of the org.

• What is the socio-economic profile of the students? • What is the eligibility criterion of selecting the students? What are the grounds of rejection?• What is the eligibility criterion to select the trainers? • What are the services provided to the beneficiaries and their families? (therapies and infrastructure)• What are the biggest challenges faced while providing these services? (programmatic,

infrastructural and financial)• Is there a mechanism to build capacities of families of the students? How are the families involved

in the development of their children?• What are the measures taken to provide a safe and healthy environment for the students?• How important are background checks while selecting the trainers and attendants? (to prevent

abuse)• How do you map the individual needs of the children? How is it ensured that they are met?• Vocational training- Purpose, helped in placement of students in various trades, small ventures,

keeping accounts or help in the same?• Skill development- different trades, are skills useful to earn a livelihood• What is the mode of assessment to gauge the growth and development of the students?• How are the initiatives of the IA different from the other agencies of similar nature? What are the

innovative measures taken by you to aid in the development of the students? Elaborate with an example? Cross-sustainability? Charging any fees? What are they doing for financial sustainability?

• Leadership- second rung of leaders? For sustainability/Management structure, governance body (trustees/board)

• Is there a provision of ToT to gain new and innovative knowledge in the specialization? If yes, give example, if no, why?

• Financial: funders? What is the total expenditure per capita? What is the average contribution by the family? What are the govt. subsidies availed? External auditor? What are the plans funding for the next 5 years? What is process of applying for funding from various donors?

• How do you think the services at IHBP can be improved? What are the measures taken to improve? • Do you think IHBP is preparing the students for the future? How?• What are the main challenges in this process?• What are the efforts made to mainstream the students? (competitive exams/sports/participation

in other cultural activities)• What are the key services that you feel are the most beneficial for the students and their families?

What are the main challenges you face in delivering these services and how do you cope with the challenges?

• Do you think that there are significant changes in the students after they join IHBP? Can you elaborate with an example?

• How are the gender specific needs of the students addressed? What are the challenges faced in this?

• Relationship with the GOI/GoWB• Mechanism for follow-up of alumni. How they are doing in their lives?

FGD/KII Trainers

KII - IHBP Official• Are you satisfied with the services provided at IHBP? • How can the services be made better at IHBP?• Do you believe your child is being holistically developed?• What according to you is the key activity which has helped your child? Why?• Out of 10, how would you rate the overall services provided at IHBP?


Project TWO: EDUCATIONAL SUPPORT TO UNDERPRIvILEGED CHILDREN AND HEALTH SUPPORT IN THE BACKWARD DISTRICT OF SOUTH 24 PARAGANAS (WEST BENGAL)

KII- village Leaders (for education and health services)

KII- Teachers

• Name, age, designation, educational qualifications• Description of village/community- demography, average income, main occupation, average land-

holding, average family size, resource mapping, govt. services available, etc• What are the main challenges in the village?• What are the main challenges with respect to education and health?• What are the services provided by the project? How are they different from the services already

available? • How does RMK help in ease the challenges esp. with respect to education?/Perception• And with respect to health services?

• EdUCATION:

• What are the main services provided? • What is the cost/fee of these services? • What is profile of the students in the project?• What is your opinion about the selection procedure of beneficiaries of the project?

Do you think the under-previleged is given a fair chance to avail the services of the project?

• What is the most unique approach taken by this project?• Do you personally know anyone who avails the services of the project?• How do you think it has helped the beneficiary? Elaborate with example?• What is the level of involvement of the families of the beneficiaries in the project? • What are the main drawbacks of the project? Is there a feedback mechanism

available for the people to record their feedbacks?

• HEALTH SERvICES:

• What are the main services provided? • What is the cost of these services? • Who are the primary beneficiaries of this project?• How is this project different from the already existing institutions?• Are there qualified professionals providing health services to the beneficiaries?• With respect to preventive health education, have there been any awareness camps

in your panchayat? How many? What were the topics? Did you learn anything new through these camps? How have they been beneficial? (ASHA)

• Name, educational qualifications, teaching experience, no. of years associated with the project?• Services provided? Profile of the beneficiaries?• Eligibility criteria for selection of the beneficiaries?• How do you think the services are helping the over-all development of the students? Give example?• What are the main achievements of the project?• What are main differences in children you see after joining the project?• What are the parameters on which the students are assessed? (academically and over-all

development)• Is there a mechanism to involve the families in the development of the children?• In what way do you think these services have impacted the larger community?• What is the main response of the community to the services provided? • How is the project empowering the beneficiaries in terms of readiness for the future?• To what extent is the provision of supplementary nutrition, clothes, uniforms, books etc. to the

poor children help in the development of the children? (wrt to academics, quality of life, health etc)

• What do you think are the long-term effects of the project?• What are the main challenges in the execution of the project? What are the steps taken to over-

come them?• What are the major drawbacks of the project? What can be done to over-come them?

• Are there any food supplements provided to pregnant and lactating mothers and children? How do you think that’s beneficial for the target population? What are the main advantages and drawbacks of this intervention?

• Have you or anyone you know availed the services of free dispensary facility at the RKM? What are the services provided there? Who are the main beneficiaries of the intervention? Are their professionally qualified persons to provide consultations? Do they provide medicines for ailments? What kinds of ailments are treated? Is there any fee for the same?

• Do you know about the MMU? What are the services provided by this intervention? What is the profile of the beneficiairies? How many times does the MMU visit each panchayat? How many doctors and attendants are present in the MMU? What ailments are treated by the MMU? Are you satisfied with the intervention? What are the main advantages and main drawbacks of this intervention? Referral? Schedule and frequency?

• Are you satisfied with the overall services of the project? Can you rate from 0 to 5?


The National CSR Hub is envisioned as a think tank with its work spread across the country, engaging multiple stakeholders. The Hub emphasizes on cultivating an environment for learning and problem solving, by substantially expanding the access to opportunities for the marginalised communities of our society.

• To be an incubator of good CSR practices, fulfilling the criteria of

sustainability, scalability and replicability of measurable impact.

• Identification of flagship programme within the broad framework of the

National CSR Guidelines issued by the department of Public Enterprises,

Government of India.

• To identify and certify credibility and competency and build capacities of

the Not-for-Profits as mandated by the department of Public Enterprises,

Government of India.

• To create a repository of rich resource material based on extensive

research in the backward districts of the country.

• To set governance and strategic direction for companies’ CSR initiatives.

• To work constantly with various ministries at multi-stakeholder level,

creating linkages for innovative social models.

FGD Primary Care Givers

• Family Income• Educational Background• Type of disability of child• How did you come to know about RKM?• For how many years have you been associated with RKM?• Services provided at RKM/who provides these services? Different types of therapies provided/co-

curricular activities?• What are the infrastructural facilities at RKM? Are they made for ease of access for all children?

What is lacking and how can it be bettered? (ramps/washrooms/health center etc)• Do you know the trainers and their qualifications?• Do you think RKM provides a safe and healthy environment for the child? If yes, how so. If no, why?• Cost of the services? Has the total expenditure of your household increased or decreased after

joining RKM? If increased, how do you manage the additional costs, if decreased, how has that helped you in your daily lives?

• How many times do you meet the trainers of your children? What are the topics of discussion? (updates about the child/challenges faced by the child etc)

• Do the officials take feedback about the services from you? • How is behavior of the staff and attendants towards your child? And towards you?• What is support you get from the centre with respect to your child? (counseling/training sessions/

group therapy/coping mechanisms/things you can do at home to provide a healthy environment)• What changes have you seen in your child since they have joined RKM? (social interaction/

behavior/academic/mood etc) How they were before and how are they now?• Can you quote some instances which show how your child has changed before joining RKM and

after joining due to the services provided by RKM?• How has your interaction changed with your child before and after joining RKM?• What are the main challenges you face in RKM?• What are the ways to over-come these challenges? Have you spoken to the officials about them?

How were they addressed?• What is the motivation behind sending your child to RKM?• What is the benefit you see in the future for your child if they continue at RKM? How is this helping

your child prepare for the future? (making them independent/self-reliant)• What are the key things that are missing from RKM? What are the needs that are not met by RKM?• Are you satisfied with the services provided at RKM?• How can the services be made better at RKM?• Do you believe your child is being holistically developed?• What according to you is the key activity which has helped your child? Why?• Out of 10, how would you rate the overall services provided at RKM?

ABOUT NATIONAL CORPORATE SOCIALRESPONSIBILITY HUB

32 MID-TERM EVALUATION REPORT 2016-17

P : +91 (0) 22 - 25525849

PHONE

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EvALUATION STUDY - Rail Vikas Nigam · PDF file · 2017-11-251.1Mid – term Evaluation 2016-17 08 ... 1.7 Methodology of the Mid-Term Evaluation Study 11 4. Chapter two ... 1.7 Methodology