Measuring the Effectiveness of School Improvement Plan (SIP) of Plan BangladeshGoutam RoyResearch and Evaluation CoordinatorPlan Bangladesh

May 10, 2012

• School improvement plan (SIP) of Plan Bangladesh is a process through which schools plan and set long-term goals for improvement.

• The objectives of the process are: to improve learners’ achievement by creating a positive

environment for learning. to establishing an effective school management system. to increasing the degree to which parents and community are

involved.

• Plan Bangladesh works with the GPS, RNGPS and NRNGPS through SIP.

Background

To measure the effectiveness of school improvement plan (SIP) of Plan Bangladesh in order to ensure the quality of education.

Specific Objectives- To know the impact on learning and academic

achievements of SIP school learners- To find out the effectiveness of teachers’ training

provided under SIP- To find out the effectiveness of the learning network- To know the degree and effectiveness of child ministries- To explore the involvement of community people,

parents, education authorities

Study objective

• Both qualitative and quantitative approaches were taken and data were collected from Khansama upazila of Dinajpur zilla.

Sample: 15 SIP and 5 control schools were taken as sample.Learning tests: Students of grade II and grade IV

• Classroom observations • Interview with teachers, UEOs and AUEOs• FGDs with UP leaders, parents, SMC and CBO members

Methodology

Grade Gender SIP Non-SIP

Total

Grade II Boy 44 38 82 (54.7%) 150Girl 41 27 68 (45.3%)

Grade IV Boy 43 29 72 (48.3%) 149Girl 47 30 77 (51.7%)

Total 175 124 299

Achievement of the students

• The students of SIP schools achieved significantly higher scores.

• The differences of performances between boys and girls are not statistically significant.

• Students’ performance in primary school completion (Samaponi) examination was evidently better.

Findings

Score of the grade II students last school examination

Findings (contd.)

Type Mean SD Significance (p)

Type Intervention 71.2 11.9 P<0.01Statistically significantControl 58.5 13.6

Sex Male 67.8 14.1 p=0.3227Not statistically

significantFemale 65.3 13.6

Pre-school Have 69.8 13.2 P<0.01Statistically significantHave not 60.2 13.3

Score of the grade IV students last school examination

Key Findings (contd.)

TypeMean SD

Significance (p)

Type Intervention 67.3 14.2 P<0.01Statistically significantControl 53.3 12.6

Sex Male 63.3 15.8 p=0.6456Not statistically significantFemale 62.1 14.7

Pre-school

Have 67.0 15.5 p<0.01Statistically significantHave not 55.7 11.8

Teacher’s training

• Majority of the teachers received training from SIP. Trainings had positive impact on enrolment, performance and retention of the students.

• The teachers participated in enrolment campaign, Upazila and union level planning and assessment workshops though their participation at Union level workshops on teaching materials was not satisfactory.

• Teachers’ classroom management and students’ assessment practices improved significantly.

Key Findings (contd.)

Learning network

• Students were very much active in learning networks but this was not much familiar to community members, parents and local leaders.

• Learning network was very effective among students and it made the students more concerned about education.

• Students had opportunities to share their ideas and thoughts through learning networks.

Key Findings (contd.)

Child ministry

• Child ministry was established in all SIP schools. This intervention developed learners’ leadership skills and explored the potentials of the children.

• According to a of the UP member

“Once some children of a primary school came to UP office and informed one of their friend’s parent were going to arrange marriage of her. They wanted to protect their friend and requested to the UP leaders to take initiatives. Based on their information, UP leaders protected the girl from early marriage”.

Key Findings (contd.)

Parents and community participation

• Community members visited school activities and conducted home visit regularly and involved in generating school fund, tree plantation, gardening in school etc. They also observed national and international days and arranged co-curricular activities.

• CBO members frequently monitored school activities and constructed pre-school building through local resources.

• Participation of women in school activities increased. Parents became aware of and participated actively in school.

• UP leaders took initiatives to protect child marriage.

Key Findings (contd.)

• Use of teaching aids should be given more emphasis in teachers’ training. SIP should include all regular teachers under their training process.

• SIP should be more active in influencing the teachers to participate in workshops.

• Water preservation system, sports equipment and library facilities should be more priorities.

• Awarding poor and meritorious students by scholarship can be considerable component of SIP.

Thank You.

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