Professional Documents
Culture Documents
All Tools-FGD Guide CIPRB
All Tools-FGD Guide CIPRB
List of Tools
Introduction and verbal consent for discussion.............................................................................2
Tool-1: FGD with Anchal caregivers/Mas.............................................................................................4
Tools-2: Parents and caregivers (community members).....................................................................6
Tools- 3: FGD with VIPC, UIPC...............................................................................................................8
Tools- 4: Group Consultation with Anchal supervisors........................................................................9
Tools- 5: Group Consultation with CIPRB field staff (Area Coordinator, Mentor, AMO and others) 11
Tools- 6: KII with UNO, WAO, UHFPO, Thana Education officer........................................................14
Tools- 7: KII with CIPRB project manager..........................................................................................16
Tools- 8: KII with Senior Management of CIPRB and RNLI................................................................18
Tools- 9: Observation Checklist of Community Day Care Centre (Anchal)........................................19
Documents for Review........................................................................................................................21
Checklist
Key question: To what extent are the outcomes of the project still valid?
1.1.3: How the needs and demands of the targeted population were relevant with the
project intervention three years back?Are the interventions still valid?"
1.1.3. wZb
eQi Av‡M jw¶Z Rb‡Mvôxi c«‡qvRbxqZv I
Pvwn`vi mv‡_ c«K‡íi Kvh©µg KZUzKz mvgÄm¨ wQj?
GL‡bv cÖKí Kvh©µg PvjyivLv KZUzKz †hŠw³K?
Key question:Are the activities and outputs of the project consistent with the impact goal
and the attainment of its outcomes?
Key question:Are the activities and outputs of the project consistent with the intended
impacts and effects?
1.3.3: How much the project activities meets the needs of the beneficiaries?
1.3.3. c«K‡íi Kvh©µg myweav ‡fvMx‡`i Pvwn`v KZUyKy
c~iY K‡i?
1.3.4: How did/do the beneficiaries receive the services? How these could be delivered?
1.3.4. Kxfv‡e
myweav‡fvMxiv cwi‡lev ¸‡jv M«nb K‡i‡Q ev
K‡i? cwi‡lev ¸‡jv Kxfv‡e c«`vb Kiv ‡h‡Z cv‡i?
Key question:To what extent were the outcomes achieved?
2.1.2: What are the services provided by the project and to whom ? Which services are
most effective? Why?
2.1.2. cÖKí
†_‡K Kv‡K †Kvb ai‡Yi †mev cÖ`vb Kiv n‡q‡Q?
‡Kvb cwi‡lev ¸wj me‡P‡q Kvh©Ki? ‡Kb?
Key question:How has the project benefited both the intended beneficiaries and other
groups (most vulnerable and marginalized communities)?
2.2.7: How Anchal caregivers/ma do disability screening?
2.3.3.
1. Why regular attendance of 1-2 years is low? [Annual Report 2019-20];
1. 1-2 eQ‡ii wkï‡`i wbqwgZ Dcw¯’wZ Kg ‡Kb?
2.3.3.
2. What is the distance between centre and houses of the children?
2. wkï‡`i emev‡mi Ni Ges ‡K‡›`«i g‡a¨ `~iZ¡ KZ?
Key question:How has the project contributed to higher level changes/Soft changes on the
theory of change- engagement of Anchal staff, leadership of VIPC’s, acquirement of new
skills?
3.3.1: How have the project activities contributed to the changes in lives, health, behaviour?
3.3.1. GB
c«K‡íi Kvh©µg Kxfv‡e Rxeb, ¯^v¯’¨I AvPib
cwie©Z‡b f~wgKv ‡i‡L‡Q?
Key question:What was the community’ perception of effectiveness of pivoted activities
during the suspension period?
5.2.2: How much effective the pivoted activities during the lockdown/ Covid-19 period?
Key question: To what extent are the outcomes of the project still valid?
1.1.3: How the needs and demands of the targeted population were relevant with the
project intervention three years back?Are the interventions still valid?"
1.1.3. wZb
eQi Av‡M jw¶Z Rb‡Mvôxi c«‡qvRbxqZv I
Pvwn`vi mv‡_ c«K‡íi Kvh©µg KZUzKz mvgÄm¨ wQj?
GL‡bv cÖKí Kvh©µg PvjyivLv KZUzKz †hŠw³K?
Key question: Are the activities and outputs of the project consistent with the impact goal
and the attainment of its outcomes?
1.2.1 : What are/were the services available for the target population from the project?
Whether the services have become sufficient enough to meet the needs?
c«Kí ‡_‡K jw¶Z Rb‡Mvôxi Rb¨ wK wK cwi‡lev
1.2.1.
we`¨gvb wQj ev Av‡Q? c«K‡íi GB cwi‡lev ¸‡jv Pvwn`v
‡gUv‡Z ch©vß wQj wKbv?
1.2.2: Extent of services available according to need
1.2.2. c«‡qvRb Abyhvqx cwi‡levi cwigvb
Key question: Are the activities and outputs of the project consistent with the intended
impacts and effects?
1.3.3: How much the project activities meets the needs of the beneficiaries?
1.3.3.c«K‡íi Kvh©µg myweav ‡fvMx‡`i Pvwn`v KZUyKy
c~iY K‡i?
1.3.4: How did/do the beneficiaries receive the services? How these could be delivered?
1.3.4. Kxfv‡e
myweav‡fvMxiv cwi‡lev ¸‡jv M«nb K‡i‡Q ev
K‡i? cwi‡lev ¸‡jv Kxfv‡e c«`vb Kiv ‡h‡Z cv‡i?
Key question: To what extent were the outcomes achieved?
2.1.2: What are the services provided by the project and to whom ? Which services are
most effective? Why?
2.1.2. cÖKí
†_‡K Kv‡K †Kvb ai‡Yi †mev cÖ`vb Kiv n‡q‡Q?
‡Kvb cwi‡lev ¸wj me‡P‡q Kvh©Ki? ‡Kb?
2.1.3: Satisfaction from project interventions? Reasons, if any dissatisfaction (Quality of
services)
Key question: How has the project benefited both the intended beneficiaries and other
groups (most vulnerable and marginalized communities)?
2.1.5: What type of topics and problem shared in the parents meeting ? [Need to have
meeting minutes of caregivers/ parents. This will be source of data for OECD criteria
questions]
2.1.5.AwffveK wgwUs G ‡Kvb ai‡bi welqI mgm¨v ‡kqvi Kiv
nq?
2.2.4: How did/do the parents and caregivers participate in the project specifically their role
in the participation?
2.2.4. wKfv‡e
gv-evev Ges cwiPh©vKvwiiv GB c«K‡í
AskM«nY K‡i, we‡kl fv‡e AskM«n‡Y Zv‡`i f~wgKv wK?
2.2.5: What are roles of the community in the services delivery and demand creation? How
do/did they play role?
2.2.5. ‡mev
c«`vb Ges Pvwn`v m…wó‡Z KwgDwbDwUi
f~wgKv Kx? Zviv wKfv‡e f~wgKv cvjb K‡i‡Q/K‡i‡Q?
2.2.6: Whether there is change of the extent of participation of children, families and
communities over the time?
2.2.6. mg‡qi
mv‡_ mv‡_ wkï, cwievi Ges KwgDwbwUi
AskM«n‡Yi gvÎvi cwieZ©b n‡q‡Q wKbv?
Key question: Are there unintended impacts?
3.3.1: How have the project activities contributed to the changes in lives, health, behaviour?
3.3.1. GB
c«K‡íi Kvh©µg Kxfv‡e Rxeb, ¯^v¯’¨I AvPib
cwie©Z‡b f~wgKv ‡i‡L‡Q?
1.1.3. wZb
eQi Av‡M jw¶Z Rb‡Mvôxi c«‡qvRbxqZv I
Pvwn`vi mv‡_ c«K‡íi Kvh©µg KZUzKz mvgÄm¨ wQj?
GL‡bv cÖKí Kvh©µg PvjyivLv KZUzKz †hŠw³K?
Key question:How has the project benefited both the intended beneficiaries and other
groups (most vulnerable and marginalized communities)?
2.2.5: What are roles of the community in the services delivery and demand creation? How
do/did they play role?
2.2.5. ‡mev
c«`vb Ges Pvwn`v m…wó‡Z KwgDwbDwUi
f~wgKv Kx? Zviv wKfv‡e f~wgKv cvjb K‡i‡Q/K‡i‡Q?.
2.2.6:Whether there is change of the extent of participation of children, families and
communities over the time?
2.2.6. mg‡qi
mv‡_ mv‡_ wkï, cwievi Ges KwgDwbwUi
AskM«n‡Yi gvÎvi cwieZ©b n‡q‡Q wKbv?
2.2.9: Who are the members of VIPCs, UIPCs? How VIPC/UIPC functioning? [Need to have
meeting minutes ]
2.2.9. VIPCs, UIPCs Gi m`m¨ Kviv? wKfv‡e VIPC/UIPC KvR K‡i?
Key question:Are there unintended impacts?
3.3.1:How have the project activities contributed to the changes in lives, health, behaviour?
c«K‡íi Kvh©µg Kxfv‡e Rxeb, ¯^v¯’¨I AvPib
3.3.1.
cwie©Z‡b f~wgKv ‡i‡L‡Q?
Key question:What was the community’ perception of effectiveness of pivoted activities
during the suspension period?
5.2.2:How much effective the pivoted activities during the lockdown/ Covid-19 period?
5.2.2. jKWvDb/‡KvwfW-19 mgqKv‡j wc‡fv‡UW Kvh©µg
KZUv Kvh©Ki wQj?
Tools: DevResonance Ltd. 9
Tools: DevResonance Ltd. 10
Tools- 4: Group Consultation with Anchal supervisors
Checklist
Key question:Are the activities and outputs of the project consistent with the intended
impacts and effects?
New Question-1: "Do you think the interventions have been effective in keeping children
safer around water?"
New Question-2: How the project ensure inclusion of persons/children with disability in the
delivery of the intervention? (Note: explore different type of disabilities)
Key question:How has the project benefited both the intended beneficiaries and other
groups (most vulnerable and marginalized communities)?
2.2.5:What are roles of the community in the services delivery and demand creation? How
do/did they play role?
2.2.5. ‡mev
c«`vb Ges Pvwn`v m…wó‡Z KwgDwbDwUi
f~wgKv Kx? Zviv wKfv‡e f~wgKv cvjb K‡i‡Q/K‡i‡Q?
Key question:What were the major factors influencing the achievement or non-
achievement of the outcomes?
2.2.5: What are roles of the community in the services delivery and demand creation? How
do/did they play role?
2.2.5.‡mev
c«`v‡b Ges Pvwn`v m…wó‡Z KwgDwbDwUi
f~wgKv Kx? Zviv wKfv‡e f~wgKv cvjb K‡i‡Q/K‡i‡Q?
Key question:What were the major factors influencing the achievement or non-
achievement of the outcomes?
3.3.1. How have the project activities contributed to the changes in lives, health, behaviour?
c«K‡íi Kvh©µg Kxfv‡e Rxeb, ¯^v¯’¨I AvPib
3.3.1.
cwie©Z‡b f~wgKv ‡i‡L‡Q?
Key question:What was the impact of Covid-19 on progress towards the original project
targets?
5.1.2: What happened when new children came to villages from town during COVID-19
time?
5.1.2. ‡KvwfW-19
mg‡q hLb bZyb wkïiv kni ‡_‡K M«v‡g
Av‡m ZLb Kx N‡UwQj?
Key question:What was the community’ perception of effectiveness of pivoted activities
during the suspension period?
5.2.1: How the pivoted activities operated during the lockdown/ Covid-19 period?
5.2.1. jKWvDb/‡KvwfW-19
mgqKv‡j wc‡fv‡UW Kvh©µg ¸wj
Kx fv‡e cwiPvwjZ n‡qwQj?
Key question:Are the activities and outputs of the project consistent with the intended
impacts and effects?
New Q: 1.3.1 In your opinion which activities and outputs are more consistent with the
intended impact on a) reducing under 5 mortality, b) reduce risk of drowning and c)
commitment of relevant stakeholders to scale up the model?
1.3.5: How did women and person with disabilities participate in design and planning stage?
1.3.5. c«K‡íi
cwiKíbv ch©v‡q wKfv‡e bvix Ges c«wZeÜx
e¨w³iv AskM«nY K‡iwQj?
Key question:How has the project benefited both the intended beneficiaries and other
groups (most vulnerable and marginalized communities)?
2.1.6: What is the message in Robi Axiata? Whether this is in Bangla or English? Frequency?
[Annual Report 2019-20]
3.3.2: What are the internal and external factors of expected achievement and failures?
3.3.2. AšÍ©MZ
Ges ewn©M‡Zi ‡¶‡Î c«Z¨vwkZ mvdj¨ I
e¨_©Zv ¸‡jv wK wK?
5.1.4: What were the re-opening preparatory tasks of the centres after COVID-19?
5.1.4. COVID-19-Gic‡i ‡K›`« ¸wji cybivq‡Lvjvi c¯‘wZ g~jK KvR
¸wj Kx wQj?
5.1.5: What are COVID-19 specific message to the direct beneficiaries and community when
the centres were closed? [Reference: annual report 2019-20: 13 messages]
5.1.5. ‡K›`«
¸wj hLb eÜ wQj ZLb myweav‡fvMx Ges
KwgDwbwU‡K COVID-19 Gi Kx ‡g‡mR ev evZ©v ‡`Iqv
n‡Zv?
New Q- 4.2.4: How the project has acquired local knowledge and community experience to
deliver the services appropriately ?
4.2.4. cÖKíwU
wKfv‡e ¯’vbxqÁvb Ges KwgDwbwUwi
AwfÁZv¸wj msMÖn K‡i‡Q Ges Zv cÖK‡íi †mev mg~n
cÖ`v‡bi †ÿ‡Î Kv‡R jvwM‡q‡Q?
2.1.4: What have been the most effective interventions of the project? What worked best
and what could be improved?
2.1.4. c«K‡íi
me‡P‡qKvh©Ki Kvh©µg wK n‡q‡Q e‡j Avcwb
g‡b K‡ib ?
Key question:How has the project benefited both the intended beneficiaries and other
groups (most vulnerable and marginalized communities)?
2.2.1: What are the implementation modality with local and natonal authorities ?
2.2.1. Avcbvi
`ßi I wefv‡Mi mv‡_ cÖKíwU wKfv‡e m¤ú„³
wQj? †Kb I †Kvb mg‡q G m¤ú„³Zv ˆZwi n‡q‡Q?
2.2.2: How do they contribute in achieving the results of the project?
2.2.2. Avcbviv
wKfv‡e c«K‡íi djvdj AR©‡b Ae`vb ‡i‡L‡Qb?
miKv‡ii ‡Kvb ai‡Yi D‡Ïk¨ c~i‡Y cÖKíwU KZUzKz mnvqZv
Ki‡Z †c‡i‡Q e‡j Avcwb g‡b K‡ib?
Key question:How has the project contributed to higher level changes/Soft changes on the
theory of change- engagement of Anchal staff, leadership of VIPC’s, acquirement of new
skills?
3.3.1: How have the project activities contributed to the changes in lives, health, behaviour?
3.3.1. GB
c«K‡íi Kvh©µg Kxfv‡e Rxeb, ¯^v¯’¨I AvPib
cwie©Z‡b f~wgKv ‡i‡L‡Q?
Key question:To what extent will the benefits of the project continue after donor funding
ceased?
Key question:Are the activities and outputs of the project consistent with the intended
impacts and effects?
1.3.2: What modalities were adopted to meet recipients' needs?
1.3.2. M«nxZv‡`i Pvwn`v ‡gUv‡Z wK wK c×wZ M«nY Kiv
n‡qwQj?
Key question:How has the project benefited both the intended beneficiaries and other
groups (most vulnerable and marginalized communities)?
2.2.1: What are the implementation modality with local and natonal authorities ?
2.2.1. ¯’vbxqGes
RvZxq ch©v‡q KZ©…c‡¶i mv‡_
ev¯Íevq‡bi c×wZ wK?
2.2.2: How do they contribute in achieving the results of the project?
2.2.2. Zviv wKfv‡e c«K‡íi djvdj AR©‡b Ae`vb iv‡L?
2.2.10. c«KíwU Kx fv‡e IDELA (International Development and Early Learning
Assessment) Uyj c«‡qvM K‡i‡Q?
Key question:What were the major factors influencing the achievement or non-
achievement of the outcomes?
2.3.1: What are the successes, challenges of the participation?
2.3.1. AskM«n‡Yi mdjZv, P¨v‡jÄ ¸‡jv Kx Kx?
2.3.7: How the project use social media for people awareness? Any opinions from viewers?
Explore the challenges and opportunities
2.3.7. ‡mvk¨vj
wgwWqv‡K cÖK‡í wKfv‡e e¨envi Kiv n‡q‡Q
GesKZUzKz Kvh©Ki wQj? `k©‡Ki gZvgZ wK wQj?
‡mvk¨vj wgwWqv e¨env‡ii †ÿ‡Î P¨v‡jÄ Ges my‡hvM ¸‡jv
wK wQj?
Key question:How has the project contributed to higher level changes/Soft changes on the
theory of change- engagement of Anchal staff, leadership of VIPC’s, acquirement of new
skills?
NEW QUESTION: 5.1.6What types of new activities adopted by the project during Covid-19?
Why and how implement these activities? What types of results are generated by these
activities ?
‡KvwfW 19-Gi mg‡q bZzb †Kvb †Kvb Kvh©µg cÖK‡í hy³
Kiv n‡q‡Q? †Kb Gmg¯Í we‡kl Kvh©µg MÖnY Kiv n‡qwQj?
Gi djvdj wK?
Key question:What were the major factors influencing the achievement or non-
achievement of the outcomes?
2. The Anchal decorated as child-friendly, and enjoyable Yes, Partially/ No/ Not Not
space for child. Fully Moderately at all Applicable
a) Has a place to display daily routine, and the artwork of
the children.
b) The walls of the venue are decorated with colorful
papers, posters, flip cards, handcrafted items and
photographs.
c) The wall of the Anchal venue will be decorated with
colorful posters including the alphabet charts,
flowers/animals charts, a regular routine, child ID
document, poems and songs etc.
d) The VIPC members’ list with contacts, CIPRB
safeguarding contact person’s name and contact
number are placed in a poster form, in a visible location.
3. The floor of the room will be covered with a mat
4. Children puts off their shoes outside Anchal; a shoe rack
placed just outside of the room.
5. Anchal center has a fan to keep the room temperature
cool where electricity is available.
6. Spare clothes for children, medical/ first aid kit kept in
the Anchal.
7. Anchal has shelf/lockers/cubbies for children’s toys,
personal papers, tiffin boxes etc.
8. Locker/cubbies are located in a corner of the Anchal.
9. Has a separate private space or room for breastfeeding
of babies for mothers by Anchal Maa.
E. Adaption for Covid-19:
1. Has a hand cleaning space at the front door for the child
to wash hands on arrival and before leaving the Anchal.
2. Frequently used areas are clean with a suitable
household cleaner at the beginning and end of each
session.
3. Toys and resources are clean and regularly wiped down.
4. Where possible children are discourage to bring toys or
any objects from home.
5. Children wears a clean set of clothes each day.
6. Anchal Maa weard appropriate PPE when in close
contact with children, e.g. gloves for nappy changes. A
mask were only worn if dealing with a young child
exhibiting symptoms and close care is needed.
7. Anchal Maa ensured restriction for all visitors during
Anchal session.
8. Caregivers, parents were stick to their agreed drop off
and pick up time to avoid unnecessary contact with
other families arriving or leaving.