Annual Report & Outcome Assessment 2011

1st of January, 2011 to 31 st of December, 2011 Rose Charities Sri Lanka Swiss Foundation Project

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Rose Charities Srilanka's approach to building sustainable communities: Rose charities entered Kalmunai in 2005 immediately after the Tsunami in December 2004 and has since worked with the community. The intent is to support the under privileged children living in surrounding villages focusing health and safety of the children and later establishing a structured counseling program to address the post trauma distress of the children. The program then evolved into education, starting with preschool and moving on to primary, secondary and supporting university studies as well as vocational training to a considerable number of members, making a real difference in their lives. Since the beginning of 2010, the project was supported by the Swiss Optimus Foundation to expand and to put more emphasis on young women and children. The work of RCSL has evolved into a community based program which integrates education and economic sustainability. This is accomplished in partnership with individual communities. The core education program is enhanced by enrichment activities that include art, music, English, computer skills, sports and other training workshops. This is further reinforced by women's group, girls' group and children's group that were established in the community. Profile of the Project Area Ampara district is located in the south east of Srilanka in the Eastern Province and Batticaloa district is located in the Central Part of Eastern Province. These districts are of the most diverse in Srilanka, both ethnically and religiously. Ampara and Batticaloa are of the less developed districts in the country with its population living below poverty line ( ADB, 2005 ) with areas of poverty are scattered throughout the districts. About 35-40% of households have access to electricity compared to 77% nationally ( CEB ). Less than 10% have access to pipe borne water ( National Water Supply and Drainage Board ). There is extreme food insecurity in Kalmunai where 80% of the population lives below poverty line with income below $2/day. The districts have been affected by the civil war which has killed people, internally displaced persons. A high number of IDP families have been settled here by government resettlement programs. Due to the 2004 tsunami, people died and houses were destroyed or damaged. The hazards prevailing in the districts are; Cyclones, Flood, Drought, Lightening, Epidemics, Elephant Attacks, Industrial related hazard to human and environment and Human made disasters such as Ethnic conflict & War. Gender - Although women in the North-East constitute 64% of the working age population, women’s labour force participation rate is significantly lower than men’s. A large number of women died in the tsunami resulting in children being left without a female caregiver. This has had a serious psycho-social and economic impact on families with young children. A major number of households are headed by women due to death, disability/disappearance of the male head during the conflict times. In various surveys concerns were raised that many widows who were self employed had lost their livelihood due to the conflict and tsunami, and had not been assisted. Children and Youth - Children were the most vulnerable of the disasters, losing two to three years of schooling. Additionally, the compounding effect of the 30 year old civil war forced vulnerable children to drop out of the schools. Rural areas in the districts were isolated from the rest of the country during the war. This resulted in a lack of education facilities and resources, therefore students who were fortunate enough to remain in the school system nevertheless fell behind the rest of the country. According to UNICEF ( 2006 ) over 40%children in the district do not live in a protective and supportive environment with parental and/or family care. Incidents of child labour, abuse, neglect, exploitation are regularly and widely reported. There is also a high number of low weight births and high infant mortality (UNICEF, 2006 ). According to WFP and UNICEF the district also has higher than national average statistics for children of age under five who are underweight and/or suffering from wasting and stunting. Education statistics for Ampara are among the worst for the country: Literacy is one of the lowest in the country at 85.9 % compared to 91.1 % nationally.

Activities in 2011 Interruption in the beginning; RCSL has started its activities with heavy rain and flood! From December of 2010, in to January and February of 2011 an intense rain and flooding in almost the entire project area made a halt in almost all of the programs. RCSL had to put most of its activities on hold to embark on flood relief activities within the communities we were working with. For more than a month, the project office has been transformed in to a relief centre. A load of provisions had been bought and stored

Annual Report & Impact Assessment - 2011 Page 2 temporarily in RCSL office. The staff put their own time and effort on packing and distributing. More than 1500 members of Rose Community Based Organizations and Rose Children Clubs were provided with relief provisions. We have estimated that our activities have been delayed by at least three months due to the floods. This caused gaps, delays and or in some cases no events in our scheduled programs. Specially all of our preschools were closed for more than two weeks due to flooding and after-flood effects. We have informed our Funders of this situation and have received an extension of delivering on these activities. Staffs resources have been used double time accommodate the missed out programs with the regular programs.

Despite the floods RCSL was back on track with Godspeed by March 2011. This enabled to catch up and fulfill all the milestones by the end of 2011. Even though there was some budget variance at the end of 2010 with many programs under spent which was not helped by the floods, due to the immense effort of the Staff, RCSL was able to greatly improve the budget variance in 2011. In 2011, the progress of all the programs was specifically successful. The staffs are especially happy about the successful introduction of the impact assessment program which has proved valuable data as to the effectiveness of the programs. This has enabled to monitor and fine-tune many of the programs and teaching techniques. The training provided to the staff has continued all year, with the volunteer teachers visiting from Canada who provided English and Computer classes for the staff. The challenge for 2012 will be to develop baseline data for the next phase of the project.

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Project Milestone & Non-Milestone Targets, Budgetary Allocation & Utilization and Comments - Review for the covered period – January to December, 2011 Activity Milestones - 2011 Achievement in 2011 Reasons for Variance Management of Resources (according to agreement) (January –December) in case of Variance EARLY CHILDHOOD AND GENERAL EDUCATIONAL SUPPORT PROGRAM ECCE Open 7 preschools with 550 Opened 7 new preschools with 608 • school enrollment is at full • minimal effect on resources children students capacity needed for each school Start 7 village groups and Started 7 new village groups and held No Variance Not Applicable hold weekly activities weekly activities Hold 24 training or planning Held 24 training or planning activities No Variance Not Applicable activities Hold 6 public awareness Held 6 public awareness activities No Variance Not Applicable activities

Primary Education 300 children attending 410 primary students of 11primary • Program made available to • Schools provided voluntary classes schools attending classes the children sitting services to make up the scholarship exams from 11 necessary extra resources. schools Hold 6 teacher workshops Held 6 teacher workshops No Variance Not Applicable 20 school drop -outs assisted 21 school drop -outs assisted out of • All the school drop-outs have • a local teacher was employed for 41 school drop-outs identified been identified from an the program- minimal effect on initially for assistance isolated village resources needed for the program

Secondary 500 students assisted 492 students assisted • a minimal variance in the • it was unrealistic to identify a Education number of students new school in order to reach the target number of students Hold 2 computer training Held 2 computer training courses No Variance Not Applicable Hold 1drop out support Held 1drop out support No Variance Not Applicable re-integration program re-integration program

SPECIAL IMPACT PROGRAMS Empowerment of Start 12 girls clubs Started 12 girls clubs with 372 No Variance Not Applicable Girls in Education members Program Start 7 new sports teams Started 4 girls Basketball teams and 4 • unexpected request and • With minimal effect on girls Volley ball teams interests in starting sports resources, more teams were teams started and given training Hold 36 meetings of clubs/ Held 42 meetings of clubs/teams • Minimal variance in the • With minimal effect on teams number of meetings resources, more meetings were held

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At Risk Children Hold 6 CSW training Held 6 CSW training workshops with • Minimal variance in the • With minimal effect on Program workshops to train 14 CSW 25 CSW participation. number of participants resources, more participants 429 children have access to the CSWs were reached through visits etc

Support in Hold 6 village campaigns/ Held 6 supporting community No Variance Not Applicable Community meetings meetings with 79 participants Hold 6 community Held 6 community awareness No Variance Not Applicable awareness programs programs with 430 participants.

POST SECONDARY WOMEN EDUCATION / TRAINING / OTHER PROGRAMS Women University Award 60 scholarships. 3 student received scholarship • Less Qualified applicants • The targets will be achieved or Support Program identified reached in 2012

Young Women Establish 6 women groups Established 7 women groups • 7 new communities were • Mobilized the staff resources to Support Program identified to work in multi tasking Hold 12 6 women groups workshops (904 No Variance Not Applicable meetings/workshops participants), 6 women group meetings (1035 participants)

Vocational hold 9 vocation training 9 Vocational Trainings have been No Variance Not Applicable Training for Wives successfully completed with a grand and Mothers total of 229 student

SUSTAINABILITY and EVALUATION Sustainability Hold fundraising activities Held 2 fundraising activities • Ongoing program throughout • Fundraising activities have been the project planned for three years of the whole project Hold 12 community Held 12 community integration No Variance Not Applicable integration meetings meetings with 935 participants

Total Budget and Utilization for 2011 Budget Budget Allocation for Budget Utilization in 2011 Variance Management of Resources in case 2011 of Variance Rs. 24,553,151.53 Rs. 21,263,789.72 +13.40% • Unutilized fund will be used in the year 2012

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A) EARLY CHILDHOOD AND GENERAL EDUCATION SUPPORT PROGRAMS 1. Early Childhood Care and Education

Objective: • Increase access to pre-school education for low-income families • Increase community awareness and investment in early education • Improve the quality of education by creating opportunities for extra-curricular activities. ECHCE program of RCSL has entered the year 2011 with the existing 7 preschools which have been established in 2010 with 338 students. With another 7 new preschools with 248 children joining the family of Rose Preschools in January 2011, from Kalmunai and Sammanthurai Education Zones in Ampara district with 608 children of age 3 to 6 getting access to the Preschool Education under the Rose ECHCE program funded by the OPTIMUS/SWISS Foundation.

# Preschool Area Students Boys Girls Teachers Preschools Started in 2011 1 Bharathiyar Preschool Malwatta 49 22 27 2 Preschool is located in Malwatta , a Tamil village at the border of the Sinhalese part of Ampara district. People in t his village were affected by the civil war severely and village was completely damaged. The rebuilding of the school as well as the village took place after the situation came to normalcy. The school was managed by an Organization and left off a year back. RCSL took over the administration of this preschool on the requests of the Village Leaders, RDS and Parents. 2 Nehru Preschool Karaitivu 32 15 17 2 This school was completely damaged by the disastrous Tsunami in 2004. Then it was rebuilt by the Rural Development society of the area. The Organization administered the school left it off a year back. RCSL took over the school on the request of the parents, teachers and the society leaders. 3 Sithanaikutti Preschool Karaitivu 35 27 8 2 This school was washed away by the Tidal waves of the Tsunami which was rebuilt and then handed over to the villagers by an Organization. This is a mixed school of Muslims and Tamil children. RCSL took over the administration. 4 Aims Preschool Karaitivu 22 9 13 2 This is a Christian Preschool managed by an Organization and left off a year back. The cleric of the area and the parents req uested RCSL to take over the management. 5 Immam Hazaly Preschool 12 th Colony 54 22 32 3 This is a Muslim school located in a rural area of poor income generating families. RCSL took over this school on the request of the parents, teachers and the society leaders of the area. 6 Iwa Preschool Sammanthurai 35 15 20 2 This school is a Muslim school in a remote area. The school building was donated by the RDS of the area. There are no preschools in the surrounding area. RCSL took over the school on the request of Teachers and the parents. 7 Weharagama Preschool 10 th Colony 21 11 10 2 st The 1 Sinhalese Language Preschool in a Sinhalese Village which was badly affected by the civil strife. Members of every family in this village were in some way affected by the war. There were no Preschools in the area. An abandoned building was repaired and built in order to function the preschool by the parents and the villagers with the help of RCSL. Preschools Established in 2010 8 Rose Preschool Periyaneelavanai 47 22 25 2 9 Rose Preschool Annamalai 26 16 10 2 10 Mega Preschool Chalambaikeny 65 29 36 2 11 Zahira Preschool 12 th Colony 38 18 20 2 12 Rose Preschool Veeracholai 24 12 12 2 13 Rose Preschool Veeramunai 58 25 33 2 14 Domino’s E.C.E.Centre Kalmunai 102 52 50 4 Total 14 608 295 313 31 In 2011, about 250 Preschoolers have been graduated from Early Childhood Education Program by the ROSE Preschools . This program will ease their way in to primary schooling from 2012. For them, it has been an excellent and enjoyable experience in the past two or more years with the carefully designed learning and extracurricular activities of Rose Preschools. Expectantly, in the future Rose Charities Srilanka is setting up the intent, in due course, to increase the number of Preschools in order to enhance access to some form of ECCE to as many

Annual Report & Impact Assessment - 2011 Page 6 children as possible from low income families of Ampara and Batticaloa Districts either through pre-school for the lucky few, or through support programs. A total of about 32 committed teachers who have received trainings and the skills in the art of joyful learning dedicate their time with the help of the supervisory staff, coordinators and the remarkable guidance of the Chief Executive Officer at the helm.

Rose Preschools – an overview: Community and or Area Profile; Rose Preschools were established in communities various ethnicity which have been identified as needy. The needs of the community as well as the children are analyzed carefully in order to recognize the requirement of a preschool. Areas affected by the civil strife and or completely affected by natural disasters such as tsunami of 2004 where people have displaced and or resettled. Communities with low income generating families and villages with no preschools were also considered to reach the under privileged children.

Class Structure; Students are placed in Play Group, Lower Kindergarten and Upper Kindergarten based on their ages. For Play Group and LKG, teaching is through activities. Students will be taught all three languages such as English, Tamil and Singhala. Students will be engaged in extracurricular activities such as music, dance, drama and sports. Classes are in week days from 8.30 a.m. to 11.30 a.m.

Calendar of Preschool Activities; Activities for the school year are pre planned and executed well. First term; Sports meet, Educational picnic, Term Assessments and Parents teachers meeting Second term; English day, Cultural activities, Term Assessments and Parents teachers meeting Third term; Religious ceremonies, Year end Assessments, Parents teachers meeting, Preschool Day Celebrations and Graduation

Support and Facilities for Rose Preschools; Necessary furniture, stationary items, learning materials of various kinds and music instruments were issued to each preschool. Domino’s Early Childhood Education Center in Kalmunai has all the teaching and learning facilities available and essential. Modern teaching equipments like computers, multimedia, television are used for teaching purposes. A library facility is also available.

Promotion; Early Childhood Care and Promotion Campaigns have been conducted throughout the communities where RCSL has been working in by the Community Support Workers and the field staff of RCSL. The members of the Rose Women Groups, Girls Clubs are also engaged in the promotion of the preschool education. Child Health and Nutrition Program have been embedded in to the monthly parents and teachers meetings at the preschools.

Events along the Year: In advance; In order to start the school year effectively, on 27 th , 28 th and 29 th of December 2010, a three days long Preschool Teacher Seminar and Workshop have been held long before the beginning of the schools. The Preschool Teachers attached to the Rose Preschools have received trainings in the following topics. The present preschool system in Srilanka; Montessori methods of teaching; Relationships with students and parents; Promoting the attendance; Main skills of language; Activity and play methods of teaching; Use of teaching aids; Communication and child development; Leadership abilities and Techniques in English language.

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Regular Monitoring; A Team of Supervisory Staff from Rose Charities Srilanka performs monthly and or as required inspection of the functioning of the preschools and its records. In the weekly meeting preschool teachers report their activities and progress. Staffs from the Department Education, Preschool Education Bureau and the Divisional Secretariat make supervisory visits to Preschools.

January and February; The preschools were opened for its first term activities on 5 th of January 2011. For each preschool teaching and activity materials were provided. Educational and learning materials were issued under the direct preschool support program for Preschool children from less privileged-low income families and for preschool students who have been identified as ‘at-risk’, drop-out, destitute, vulnerable and orphans due to tsunami or civil war. A total of 633 children have been reached by this activity. School uniforms, school bags, drink bottles; books and stationeries were issued for the ease of continuing their schooling. All of our preschools were closed for more than two weeks due to flooding and after-flood effects prevailed in the region. A faction of the Eastern Provincial Government, Preschool Education Bureau started registering all the preschools including the teachers in the province to take over a part of the governance of those preschools. By working with this government sector we could be able to sustain the functioning of all of our preschools in the future. As a part of the Flood Relief the families of Rose Preschool students were provided with necessary provisions and in most of the case food packs and materials. An Awareness Program on the importance of preschool Education and infection control after the flooding was conducted to the Preschool Mothers of Malwatta.

March and April; March is the month for Sports Meet. In the 1 st and 2 nd Week all the pre school students have divided into houses and participated in various sports events such as track races, duck walk race, rabbit race, eating bun, Identifying & collecting colours, collecting fruits, picking sweets and fancy dress competitions. The preschool teachers have decided to pick the names of the advisory and committee members of Rose Charities Canada as their house names in order to honour their services towards the people in Ampara District. Thereby the houses have been decorated as follows; Mike House, Michael House, Josephine House, Lawrence House, Laurie House, Yoga House, William House, Erica House Krutzen House, Gail House, Charles House and so on. The students have participated enthusiastically in the sports festival with joy.

At the end of March students of Rose Preschools sat for their First Term Assessments where their progress and performance have been analyzed following which they have enjoyed two weeks of vacation time. A Mother and Child Drop-in Group Program on the importance of malnutrition of the child, immunization and health habits were conducted to the Preschool Mothers of Veeracholai.

May and June; May and June are the months for Education Tour for the preschool children. According to the Sri Lankan Preschool Curriculum every preschool children should be taken out on Educational Tour to show them of worship of different communities, Railway station, post office, hanging bridge, sea shore, light house have been arranged for preschool Teachers on 1 st and 2 nd of May 2011. It was conducted by Ms. Sonia Herndier, a volunteer teacher from Canada. She trained the preschool teachers how to teach through activities. Apart from this the teachers received more than a month long training in order to increase their English Language skills. July and August; On 1st of July a cake in the shape of a maple leaf was cut to celebrate the Canada Day. The students of Rose Preschools enjoyed the event happily. July is the month for the Second Term Examinations. After sitting for common exams students have enjoyed a month long vacation. At the beginning of the vacation, English Day was celebrated by Domino’s Early Childhood Education Centre and Bharathiyar Preschool, Malwatta with cultural and fun filled events.

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Students received Certifications for their achievement and Prizes. The guests have not failed to show their awe of seeing the preschooler’s performance.

September and October; A one day workshop trip was arranged for the preschool teachers where they have seen the functioning and the administration of a “Model School” a small Town in Badulla District. Here they have studied and observed the methods carried out by the principal and teachers of a “Model School”.

November and December; December is the month for the third and the final term assessment of the year. An event to celebrate the preschool day and the Graduation of the UKG students of Rose Preschools take place. Students perform and show their talents to bring the event to a maximum delight. The Domino’s Early Childhood and Education Centre celebrate its graduation with a touch of Christmas. Along with the Certifications students received Medal of Graduation and Prizes.

Challenges; Preschool education is almost a new trend in education in most of the parts where Rose Charities have been working with. A complete awareness of the importance of preschool education is yet to come. Some parents do not take the Early Childhood Care and Education seriously and fail to show the utmost interests in their child’s preschool education. Irregularities in attendance are the main challenge to the Teachers. Repeated Government elections and examinations in the entire of Srilanka caused closing of schools and offices. As a result of this there were temporary delays and holds in the scheduled activities. Unexpected events of nature such as heavy rain and flooding caused closure of schools and related activities.

Impact Assessment: Data Collection and Assessment of Results The following data is compiled from the following methods; 1. Tests and or evaluation of each student by the teachers which are usually done at different stages of the preschool year. 2. Questionnaires given to teachers and parents at the beginning and end of the preschool year. 3. The teacher survey to evaluate each child’s ability at the start of the school year and the child’s ability after the school year. The following methods to depict the result and or impact; 1. A positive or negative change when comparing the test &/ evaluation of each student which are done by the teachers in the beginning and in the middle of the preschool year. 2. An increase in a selected indicator shows positive development, while a decrease shows a negative development. 3. An increase in number of children is indicated by a positive number, while a decrease is indicated by a negative number. The outcomes in the middle and or at the end of the project year are drawn from the total net change in ability of each preschool. Teachers evaluated a total of 300 students, representing 49.5% of all preschool students. Surveys used in drawing the outcomes asked direct questions by a preschool teacher and or a RCSL staff in an informal setting. In this setting, parents were comfortable to give feedback on indicators such as teacher performance, changes in child behavior and quality of education. Neutrality is maintained since lack of progress is indicated by the “No” option.

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Indicators for Half Year 1. Increase in number of children who are able to idenidentifytify objects and Year-End 2. Increase in number of children who are able to identidentifyify colors. Assessment. 3. Increase in number of children who are familiar witwithh the Tamil alphabet. 4. Increase in number of children who are familiar wit h the English alphabet. Student Evaluation by 5. Increase in number of children who are familiar witwithh numbers Teachers 6. Increase in number of children that show interest inin education. 7. Increase in number of children that show interest inin reading 8. Increase in number of children that show interest inin writing 9. Increase in number of children that show interest inin drawing 10. Increase in number of children that show interest inin coloring 11. Increase in identification of talents among preschool children 12. Incre ase in a preschool child’s social activity 13. Increase in a preschool child’s extracurricular actiactivityvity 14. Increase in a preschool child’s comprehensive ability 15. Improvement in a preschool child’s behavior 16. Positive change in observed behavior pattern 17. Increase in identification of special needs 18. Increase in number of children who are interested iinn doing school work. 19. Increased number of children who are interested in ddoingoing school work at home. 20. Increased in number of parents interested in their cchild’shild’s educational de velopment.

Percentage Increase in the Outcomes of Indicators throughout the year

50% 49% 48% 46% 47% 40% 39% 39% 30% 30% 31% 31% 25% 27% 22% 21% 23% 22% 18% 14%

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20

Test/Evaluation For A Total of 300 Students Student’s score in the initial evaluation Student’s score in the final evaluation Objects Numbers Art Language English Objects Numbers Art Language English <50 >50 <50 >50 <50 >50 <50 >50 <50 >50 <50 >50 <50 >50 <50 >50 <50 >50 <50 >50

152 148 165 135 161 139 170 130 212 88 65 235 78 222 80 220 79 221 115 185

The Test/Evaluation of the Student Shows; • When comparing the initial and final evaluations, ththereere is considerable increase in the number of students scoring more than 50 marks in every evaluaevaluattionion • In the final evaluation, an average of 83 students sscoredcored less than 50 marks. This is 28% of the total students. When comparing the initial evaluation, this is a 30% fall • In the initial evaluation an average of 128 studentstudentss scored more than 50 marks. This is 43% of the total students. When comparing the final evaluationevaluation,, this rise is 29% of the total students

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Through RCSL’s Preschool Support Program:

• 40% increase in students who have gained the ability to identify colors throughout the year • 49% increase in children who are familiar with the English alphabet at the end of the year • 48% increase in children who show a new interest in reading throughout the year

• There has been a 46% improvement in preschool children’s social activity • There has been a 47% increase in the comprehensive ability of preschool children • There has been a 39% increase in the preschool children’s extracurricular activities • 27% of parents are now invested in their child’s preschool education

PARENT FEEDBACK Total Respondents = 20 Parents Indicator Yes No Excellen Good Fair t 1. Quality of experience of school in this 71% 21% 08% preschool 2. Observed development in child’s behavior after 78% 22% attending preschool 3. Changes in the child’s interest in education 90% 10% after school 4. Increased interest in doing school work at 85% 15% home 5. Increase in reading after school by child 85 % 15 % 6. Increase in writing after school by child 96% 04% 7. Increase in drawing after school by child 91% 09% 8. Improvements in child’s extracurricular 93 % 17% activities after school 9. Changes in social activity after school 82 % 18 % 10. Changes in child’s communication after school 95% 05% 11. Development in any known or unknown talents 76% 24% of the child after school 12. New skills achieved after school 85% 15% 13. Changes in language skills of the child after 95% 05% school 14. Performance of the teachers 79 % 18 % 03 % 15. Availability of teaching aids and resources 60% 25% 15% 16. School environment 70% 19% 11% 17. Parent -teacher interaction 70 % 20 % 10% 18. English Language Immersion program 55% 30% 15% 19. Music Education program 30% 50% 20% 20. Dance opportunities provided 60 % 25 % 05 % 21. Sports programs 75% 20% 5% 22. Audio, Video and visual aids used during school 65% 25% 10% 23. Encouragement of storytelling 45% 40% 15%

Through Rose Sri Lanka’s Preschool Support Program; • 75% of preschool students have an observed development in behavior. • 87% of preschool students show interest in art activities at school. • 81% of preschool students are now interested in doing school work after school. • 78% of preschool students have achieved new skills. • 92% of preschool students have improved their language skills. • 55% of parents believe that the English Immersion program is excellent and 38% believe it is good. • 70% of parents believe that the school environment is suitable for Early Childhood Education. • 68% of parents believe that parent’s teacher’s interaction is excellent.

Overall; Analysis of data shows that there is a percentage… • Increase in number of children who are able to identify objects and colors. • Increase in number of children who are familiar with the Tamil alphabet, English alphabet and numbers. • Increase in number of children that show interest in education, reading, writing, drawing, and coloring. • Increase in identification of talents among preschool children. • Increase in a preschool child’s social activity, extracurricular activity and comprehensive ability. • Improvement in a preschool child’s behavior. • Positive change in observed behavior pattern. • Increase in number of children who are interested in doing school work and doing school work at home. • Increased in number of parents interested in their child’s educational development.

In Conclusion: The ECCE program that is offered by Rose Preschools of Rose Charities Sri Lanka is regarded highly in the whole region by the educational community due to its enrichment. The children are given the opportunity to develop early in their life equipping them to be very successful as they go through the school system. The program is recognized to the extent that good schools in the region are giving preference to the children who have gone through the program. Last year 92% of the students graduated from the Rose Preschools have been assimilated by popular schools in the area.

2. Primary Education Objective • Improve Grade 5 Exam results • Increase the amount of government scholarships awarded to students • Improve primary school students’ ability to write exams

Fundamentals: The Scholarship Examination the Grade 5 Scholarship exam is a highly competitive Sri Lankan examination conducted by the Department of Examinations of the Ministry of Education. It is optional for students to undertake it during the final year of primary school (Grade 5, usually ages 9-10). Based on the results of the exam, students could transfer to prominent national schools. This Exam is a means for gifted students from villages to move to better schools with government scholarships. Annually based on demand for individual schools, cut-off marks are set by the Ministry of Education. In recent years the exam has become extremely competitive. Every parent likes to enroll their child to a popular good school in major cities. If they fail in the first round to enter their child to Grade 1, then their next goal would be to get a good school by preparing their child to obtain a high mark in Grade 5 Scholarship examination. In this Examination, students get direct raw mark, unlike other examinations. Therefore this may be the hardest exam in Sri Lankan school system, considering the age of the candidates.

Involvement: RCSL, under its Primary Enrichment Program has intended to improve; the access of low-income children to primary education, the quality of primary education through teacher training workshops and Integrate school drop-outs back into school. RCSL helps students who are from areas of poor income generation and do not have the resources and access to gain practicable knowledge to prepare them for exam by conducting Enrichment classes after schools. RCSL is not only focusing the Grade 5 students but also preparing grade 4 students in advance to sit for the Scholarship Exam in the year after. Through these Enrichment Classes skills have been improved for primary teachers. Re-integrate school drop-outs with expenses, such as school uniforms and books back into school. In 2011 : RCSL has implemented the Primary Enrichment Program in 14 schools in the area with a total of 410 students in grade 5 and 11 schools with 314 students in grade 4 . In Detail: 1. Kalaimagal Vidyalayam, Vellavely ( Grade 4 Enrichment Classes ) 2. Kanapathipuram Vidyalayam, Malwatta ( Grade 4 Enrichment Classes ) 3. Holy Cross Vidyalayam, SoriKalmunai ( Grade 4 Enrichment Classes ) 4. Kalaimagal Vidyalayam, Veppayadi ( Grade 4 & 5 Enrichment Classes ) 5. Kannagi Hindu Vidyalayam, Karaitivu ( Grade 4 & 5 Enrichment Classes ) 6. Saraswathy Vidyalayam, Neelawanai ( Grade 4 & 5 Enrichment Classes ) 7. Maha Vishnu Vidyalayam, Pandiruppu ( Grade 4 & 5 Enrichment Classes ) 8. Vipulananda Maha Vidyalayam, Malwatta ( Grade 4 & 5 Enrichment Classes ) 9. G.T.M. School, Puthunagar ( Grade 4 & 5 Enrichment Classes ) 10. Pulavarmani Sherifudin Vidyalayam, Maruthamunai ( Grade 4 & 5 Enrichment Classes ) 11. Al/Maslam Vidyalayam, Nintavur ( Grade 4 & 5 Enrichment Classes ) 12. Sri Sakthi Vidyalayam, Navithanvely ( Grade 5 Enrichment Classes ) 13. Annamalai Maha Vidyalayam, Navithanvely ( Grade 5 Enrichment Classes ) 14. Vinayagar Vidyalayam, Addappalam ( Grade 5 Enrichment Classes ) 15. Gazzaly Muslim Vidyalayam, Sammanthurai ( Grade 5 Enrichment Classes ) 16. RKM Girls School, Karaitivu ( Grade 5 Enrichment Classes ) 17. Al/Ashraf Maha Vidyalayam, Mavadipalli ( Grade 5 Enrichment Classes )

Extent: Due to the unexpected heavy rain and flooding in the district in the beginning of the year, the commencing of the program had to be postponed. The Primary enrichment classes for grade 5 students started in February and came to completion in June, 2011. The Grade 5 students who underwent the enrichment classes sat for the Government Exams in the later part

of August, 2011. The result of this exam was released in October, 2011 which shows the actual outcome of the program. The 2 nd phase of the Primary Enrichment Program for Grade 4 students was started in July and ended in November, 2011.

Classes: Daily enrichment classes in subjects such as Tamil, Mathematics, English, Environment and Singhala were held by teachers who have been trained in primary education. The classes were conducted after the regular school hours. Along with review of model questions, examinations and evaluations of the student’s progress were maintained by the teachers. RCSL’s Community Support Workers visit centers and issue teaching materials and stationeries required.

Grand finale: As a part of the conclusion of this enrichment classes some of the students who were unable to afford for educational materials were issued with past paper books. This has been done with the association of Dr.A.Jogarajah of Loyal Publications, Colombo. Book containing exam papers of past 10 years and model questions were issued to a number of students, sit for the Exams in August, 2011.

Felicitation: A ceremony was organized to mark the achievements of the students involved in primary enrichment classes and passed the Scholarship Examination in 2011. These students of various schools were felicitated by RCSL. Students were given certificates of recognition and medals of honour during this function.

Impact Assessment: Indicators • Increased scores on Grade 5 Scholarship Exams • Increase in pass rate of students sitting for the Government Exams • Increase confidence level of students and reduce anxiety over Exams STUDENT FEEDBACK SURVEY (administered to 300 students involved in the primary school-49%) Indicators Yes No 1. Have you attended the enrichment classes regularly? 235 65 2. Did you receive enough material to prepare you for the exam? 215 85 3. Did you understand all of the exam material before the enrichment class? 195 105 4. Do you understand all of the exam material after the enrichment class? 189 111 5. Have these classes helped prepare you for your Grade 5 Scholarship Exam? 220 80 6. Did you feel confident about the exam before attending in the Rose 100 200 enrichment classes? 7. Do you feel confident about the exam after attending the Rose enrichment 210 90 classes? 8. Do you think you will achieve good marks now? 225 75

Achievement: Analysis based on a set of indicators shows, through the Primary Enrichment Program the followings were achieved in 2011. Improved primary school students’ ability to write exams Increased the confidence level of students and reduce anxiety over Exams Increased scores on Grade 5 Scholarship Exams Increase in pass rate of students sitting for the Government Exams Improvement in Grade 5 Scholarship Exam results in the area Increase the amount of government scholarships awarded to students.

Name of the School Students Sat for Students Passed % Students Sat for Students Passed in % Grade5 in Grade5 Grade5 Grade5 Scholarship Scholarship Scholarship Scholarship Exams in 2010 Exams in 2010 Exams in 2011 Exams in 2011 1 Saraswathy Vidyalayam 16 3 19% 11 2 18% 2 Pulavarmani Vidyalayam 55 23 42% 43 27 63% 3 Veppaiyadi Vidyalayam 23 7 30% 19 8 42% 4 Navithanvely Maha Vidyalayam 34 8 24% 20 15 75% 5 Vipulananda Vidyalayam N/A N/A N/A 26 8 31% 6 Puthunagar G.T.M.S N/A 12 N/A 25 17 68% 7 Gazaly Muslim Vidyalayam N/A 2 N/A 21 1 5% 8 SriSakthi Vidyalayam N/A 3 N/A 9 2 22% 9 Kannagi Hindu Vidyalayam N/A 9 N/A 12 5 42% 10 R.K.M.Girls School N/A 44 N/A 24 20 83% 11 Vinayagar Vidyalayam N/A 1 N/A 13 3 23% 12 Al/Mazlam Vidyalayam N/A 6 N/A 23 5 22% 13 Al/Ashraff Vidyalayam N/A 23 N/A 40 18 45% 14 Maha Vishnu Vidyalayam N/A 9 N/A 15 10 67% Total N/A N/A N/A 301 141 47%

Comparison of the evaluations done by the teachers show the following: Comparison of the Exam Results in 2010 and in • There is a 19.5% increase in students who scored more than 2011 show the following: • The pass rate in scholarship exams improved 100 (the Pass Mark for 2010) • 47% of the students who have sit for the exams • There is a 5% increase in students who scored more than 140 achieved a pass (the Cut-Off Mark for 2010) • There is a 19.5% decrease in students who scored less than 100 or failed

3. Secondary Education Objective • Improve O’Level and or A’Level Exam results • Improve confidence level of students taking exams • Improve secondary students exam writing skills • Provide individual tutoring in different disciplines

Fundamentals: The Sri Lankan Ordinary Level (O-level ) and Advanced Level (A-level ) are General Certificate of Education (GCE) qualifications conducted by the Department of Examinations of the Ministry of Education. It is based on the British GCE qualifications. An O- level is a qualification of its own right, but more often taken in prerequisite for the more in- depth and academically rigorous Advanced Level exams. It is usually taken by students during the final two years of Senior Secondary School (Grade 10 & 11 (usually ages 14-15)) or external (non-school) candidate. A-level is usually taken by students during the optional final two years of collegiate level (Grades 12 & 13 or external (non-school) candidate, after they have completed GCE O-level exams. The qualification is used as an entrance exam for Sri Lankan state universities. The students are allowed to sit for the exam 3 times only (i.e. the student can attempt 3 times in 3 years). If a student fails to gain entrance to a University or a desired course in his first attempt, he has 2 more opportunities to attempt again and gain the required marks to make up for his desired course/University. In recent years the exam has become extremely competitive and even traumatic for most high school students in Sri Lanka, since only top 11% of students who pass this exam are selected to the state universities by the government agency tasked with university admission, the University Grants Commission (UGC).Admission at undergraduate level to these public universities are based solely on the results of the G.C.E. (A/L) Examination and the Z-score, which considers the difficulty level of the subjects.. Due to restricted facilities admissions have become extremely competitive.

GCE O-level Enrichment; The annual Education Enrichment program implemented by Rose Charities Srilanka was inaugurated on the 6th of June 2011. Classes for the students who were going to sit for the General Certificate of Education (Ordinary Level) Examination in December 2011 have been on track. Science, English, Math, Tamil and History have been the subjects in focus. There were about 461 students from 9 schools in Ampara and Batticaloa districts have been the beneficiaries of this year’s program. 45 Teachers were engaged for conducting the classes in 7centers. 8 field staffs and a team of project staffs were involved for the effective implementation of the program.

Number of students and teachers in each school is; 1. Malwatta Vipulananda Maha Vidyalayam – (77 Students, 10 Teachers) 2. Maruthamunai Pulavarmani Maha Vidyalayam – (50 Students, 5 Teachers) 3. Sorikalmunai Holly Cross Maha Vidyalayam – (55 Students, 5 Teachers) 4. Thambalawathai Junior Vidyalayam – (37 Students, 5 Teachers) 5. Veppayadi Kalaimagal Vidyalayam – (22 Students) 6. Mandur R.K.M. Vidyalayam – (37 Students, 5 Teachers) 7. Mandur Navodaya Maha Vidyalayam – (47 Students, 5 Teachers) 8. Mandur Vigneswara Vidyalayam – (30 Students, 5 Teachers) 9. Vellaveli Kalaimagal Vidyalayam – (55 Students, 5 Teachers) 10. Annamalai Maha Vidyalayam, Navithanvely – (51 Students, 5 Teachers) As part of the Enrichment Classes model exam papers printed in each subject were given to the students which then discussed with the help of the teachers. . RCSL’s Community Support Workers visit centers and issue teaching materials and stationeries required. Program came to an end in October 2011 with a grand Seminar series in subjects such as Mathematics and Science.

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Grand Seminar Series: A team of experienced teachers with the aid of multimedia and using animation techniques conducted a series of Mathematics and Science seminars 6 to be exact for a grand total of about 500 students from 13 schools. More than 15 teachers were involved in these seminars.

GCE A-level Enrichment; The Secondary Education Enrichment program implemented by Rose Charities Srilanka for the students, who were going to re-sit for the General Certificate of Education (Advanced Level) Examination in August 2011 in the Arts stream which has been six months long project, started in February and came to completion in July. Political Science, Hindu Culture, Logic and Scientific Methods, Tamil and Drama & Theater have been the subjects in focus. There were about 40 students from Kalmunai, Natpiddimunai, Navithanveli, Karaitivu Veeramunai and Mandur areas of Ampara and Batticaloa districts have been the beneficiaries of this year’s program.

Impact Assessment: Indicators • Improved success rate for students writing O’level and or O’level Exams • Increased knowledge of subjects from tutored classes • Increased confidence level from exam seminars • Student’s satisfaction with classes and seminars

What students gained • Able to gain additional knowledge on the subjects from the enrichment • It was very helpful to prepare for the exam questions programs? (Comments) • Able to get good explanations to questions • Able to understand difficult material and unknown topics • Very useful • We were able to get additional explanations that our school did not provide • It was helpful for our revision works and easier to understand through multimedia • It helped me achieve higher marks in my school tests • I feel that we will all get good results in the national exams now • We were very happy to be learning through multimedia for the first time • Able to get good results on the final exams • I was able to avoid the examination fear and tension by following the enrichment classes conducted by Rose Charities

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• Secondary Enrichment Comparison of the evaluations done by Initial Evaluation at the beginning: the teachers show the following:

• 25% increase in students who have scored % more than 40 which is considered as Pass Number of Students 48 100% in G.C.E.(A/L) Students Scored < 40 16 33% • 28% increase in students who have scored Students Scored > 40 32 66% more than 70 where there might be Students Scored > 70 08 16% chances to be selected for University Final Evaluation at the end: Education % • 7% drop in students who have scored less Number of Students 48 100% than 40 which is considered as failure to

Students Scored < 40 4 9% qualify

• The real outcome of this program can be Students Scored > 40 44 91% Students Scored < 70 21 44% depicted when the results of G.C.E.(A/L) will be released

Item Name of the School Number of Students Qualified % of Students Students for G.C.E.A/L in2011 Qualified for G.C.E.O/L 1 Vipulanantha Vid, Malwatta 77 2 Pulavarmani Vid, Maruthamunai 50 3 Holly Cross Vid,Sorykalmunai 55 4 Annamalai Navithanvely Vid, Annamalai 51 5 KanishtaVid, Thampalawatta 37 6 Klaimakal Vid, veppayadi 22 7 R.K.M Vid, Mandur 37 8 Navothaya Vid, Mandur 47 9 Vigneshwara Vid Sangarpuram 30 10 Kalaimakal Vid, Vellavely 55

***Legend Note Results are expected to be released in 2012 N/A Results unknown or should be collected STUDENT FEEDBACK (administered to 35 students involved in the Secondary Education-phase 1-( 88%) Survey Questions Yes No 1. Have you participated in Rose Charities educational enrichment 85% 15% program for secondary school students? 2. Have you attended classes and seminars regularly? 73% 27% 3. Was the class material clearly and effectively taught? 80 % 20 % 4. Do you think that these classes have and will help you in your school 85% 15% classes? 5. Do you think that the material in the seminars was taught effectively 85 % 15 % and clearly? 6. Do you believe that these seminars will help you write exams? 76 % 24 % 7. Do you think you will be successful on the exam due to the seminars? 68 % 32 %

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B) SPECIAL IMPACT PROGRAMS 4 – Empowerment of Girls in Education Programs - Young Women and Girls Clubs Objective • Promote social support groups among girls • Increase the participation of girls in sports and other social activities • Increase confidence level of young girls • Increase awareness of the importance of academic excellence • Increase the leadership abilities • Increase the awareness of the importance of savings • Building cooperative behavior among different communities Rose Girls Clubs activities accomplish more and more through 12 Rose Girls Club with 372 members of ages 10 to 17 from 9 villages. The members of the Clubs are mainly from families of lower income generation and or members of Rose Community Based Organizations who were affected by the civil strife and Tsunami. Girls from both Tamil and Muslim communities of Pandiruppu, Kalmunai, Natpiddimunai, Annamalai, Karaitivu, Veeramunai, Malwattai and Veppayadi who don’t have access to sports and other social activities joined the Clubs to fulfill their interest. This program is a challenge in increasing awareness of the importance of academic excellence through sports and other social activities. In addition, to promote the university entrance level and bring peace through education. Moreover, work for the welfare and protecting the rights of children in collaboration with Government and Non-Government Organizations to increase the leadership activities and build the cooperative behaviour among different communities. Club Activities: Areas and Members: 1. Kalmunai-1 and Kalmunai-2 (44 members) 2. Natpiddimunai-1 and Natpiddimunai-2 (55 members) 3. Karaitivu-1 and Karaitivu-2 (52 members) 4. Pandiruppu (24 members) 5. Annamalai (27 members) 6. Veppaiyadi (50 members) 7. Veeramunai (45 members) 8. Malwatta (35 members) 9. Vellavely (40 members)

• In 2011, 42 Girls Club Meetings have been held where many productive decisions were reached among members. • In the beginning of 2011, During Heavy Raining and Flooding, 118 Club Members were provided with relief provisions. • Annamalai Rose Children Club has successfully implemented a Dengue Eradication and Awareness and clean up activity. • Clean up activity done by the Malwatta Club around the Malwatta Preschool. • Participated in sports activities such as Basket ball, Net ball and Volley ball. • Sports materials and equipments were issued for the members of all the Clubs in order to promote sports activities. • A Grand Sports Meet Celebration of all the Children and Girls Clubs where delegates from Rose Charities Canada have participated. Nearly 300 girls have participated and winners were rewarded with trophies and medals. • Mobile libraries to encourage reading skills and to develop general knowledge. • Members involved in education and related enrichment classes.

• Educational tour organized by the Clubs.

• Learned the habit of individual and group savings and involved in fund raising activities.

• Involved in cultural activities such as Arts, Music and Drama.

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Impact Assessment: Indicators • Increased access to involvement in sports and other social activities • Positive academic effect, increased grades in school • Improved mental and physical development for girls • Motivation to contribute to community

FEEDBACK SURVEY (administered to 100 Club Yes No Excellen Good Fair Members out of 372 involved in the-30%) t

1.Quality of experience of Children Club 75% 20% 5% 2. Observed development in Member’s social 80 % 20% behavior after involving in the Club 3.Changes in the interest in education after 85% 15% involving in the Club 4.Increase in reading after involving in the Club 85% 15% Library services 5.Improvements in member’s extracurricular 85% 15% activities after involving in the Club 6.Changes in social activity after involving in the 80% 20% Club 7.Changes in member’s communication after 80% 20% involving in the Club 8. Development in any known or unknown talents 60 % 40% after involving in the Club 9.New skills achieved after involving in the Club 65% 40% 10. Performance of the Rose Field Staff 65% 25% 10% 11.Availability of sports and other resources 80% 15% 5% 12.Club Members interaction 87% 10% 3% 13. Music opportunities provided 20 % 40% 40 % 14.Dance opportunities provided 35% 40% 25% 15.Sports programs / opportunities provided 80% 15% 5% 16. Encouragement and guidance of activities 75% 15% 10%

Through Rose Sri Lanka’s Women and Girls Club Support Program:

• 80% of girls have an observed development in behavior • 65% of girls have achieved new skills

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5 – Empowerment of Girls in Education Programs - Girls Sports Clubs Objective • Promote social support groups among girls • Increase the participation of girls in sports and other activities • Increase confidence level of young girls • Increase awareness in the community of the importance of extra-curricular activities for academic excellence The sports for girls program is intended to create a sporting network that is available and used by the girls from different religious and cultural groups in Kalmunai, Malwatta, Natpiddimunai, Karaitivu , veppayadi , Annamalai and surrounding areas. The program will foster the principals of sportsmanship, ethics, multiculturalism and conflict resolution. The focal point of sports training is to involve girls in activities that link young people and families of different communities. Girls were selected and given full training in Basket ball, Net ball and Volley ball by a well qualified coach. Sports associations were formed in all communities to conduct sports tournaments and for assistance to develop sports activities in the area. The basket ball training center in Navithanvely has been set up for the training and activities of the girls and children. This Centre consists of a Basket ball, Net ball and Volley ball Courts and a Community Centre. At the beginning 43 children came for practice. The number has increased to 83 knowing the importance of this game. Recently, due to other priorities such as education and related enrichment classes, about 50 children come to this practice regularly. Most of the children attending the practice did not know the game of basketball and did not have the resources and facilities to play this game. The training, coaching ad practice provided by RCSL made a great success of the program. The children have developed leadership abilities, cooperation and unity among communities. The cultural and human values, friendship and unity are seen highly among these children. Before they start practicing, laziness and carelessness were common among the children, but now they not only are the best athletes, but also their activities and competitive manner is healthy. We expect that this training will lead them to a best future in their lives. They are interested in getting the training. Their personalities are seen well. In March 2011, the children participated in a Grand Sports Meet that was organized by RCSL was a great opportunity for the children and develop their skills more and more. All the sports clubs were given sports kits, uniforms and materials. Under the “Kreeda Sakthi” which is an assistance given by the Ministry of Sports and Youth Affairs for selected athletes of poor income generating families, our children receive a monthly stipend of Rs.1000.00 until they finish their A/Level. This helps their families and encourages these children in sports activities. Activities carried out: The following basic skills such as Passing, Dribbling, Step Shooting, Lay- Ups and other basics in Basket ball, Net ball and Volley ball were taught to the players . Planned activities: Now as the players have gathered the basic skills, for the next period we are planning to train them on game Situation where they will play as a team and be able to play the skills they learnt. Challenge : The additional finance is needed to purchase more sports shoes and other materials and to repair the ground. The children face difficulties in attending practice as they have private classes. The children who come to the practice are girls so the parents of these girls don’t allow them to come here because they travel from a long distance.

Impact Assessment: Indicators • Increased access to involvement in sports • Positive academic effect, for example, increased grades in school • Improved physical development for girls • Motivation to contribute to community

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FEEDBACK (administered to 32 out of 40 students involved in Sports Training-( 80%) Survey Questions Yes No 1. Age 40 % 14 year olds 34% 15 year olds 26% 16 year olds 2. What area are you from? 14 % Karaitivu 8% Natpauttimunai 42% Verpaiady 36% Annamalai 3. Were you interested in sports before being involved with the 90% 10% Rose Girls Sports Clubs? 4. Were you a member of a community sports club before Rose? 30 % 70% 5. Do you have access to sports activities at school? 70 % 30% 6. Do you have access to sports activities in your community? 80 % 20 % 7. Do sports activities interrupt your school work?* 10% 90% 8. Do sports activities interrupt your family activities?* 10% 90% 9. Do sports activities interrupt your social life?* 10 % 90% 1. Do your family members support your sports? 95 % 50% 2. Has this program caused any changes in your life? 90 % 5% 3. If so, what kind of changes? Increased self -confidence Health awareness Good health Happy Active 4. Have you noticed a change in your social life due to this 95% 5% program? 5. If so, what kind of change?* Encouragement Increased social activity 6. Has there been a change in your leadership skills due to this 95% 5% program? 7. Has there been a change in your physical health due to this 100% 0% program? 8. If so, what kind of change? Physical development Healthy Active Lost body weight 9. Has there been a change in your academics due to this 80 % 20% program? 10. If so, what kind of change?* I have learnt good health Educational development I am studying well Better grades in school 11. What kind of effects has this program had on your life? I have learnt teamwork I am learning better in school 12. Due to this program, are you motivated to contribute to your 100% 0% community? 13. Would you like to continue this activity? 100% 0% *Social pressures in Sri Lanka do not encourage sports for girls as it is seen as a distraction from academics. Rose sports programs in Muslim areas have been very unpopular among community leaders therefore deterring girls to participate. Questions ask the respondent if sports activities interrupt their academic, family and social life. Feedback from respondent show that sports activities do not interrupt other aspects of life, in fact they improve academic and social life.

Through Rose Sri Lanka’s Girls Sports Program:

• 70% of girls involved with the program were not involved in sports before Rose • 90% of girls agree that sports do not distract them from schoolwork, family activities and social activities, disproving the common notion in some communities that girls should stay away from sports for this reason. • 90% of girls think that the program has changed their lives by increasing self-confidence, health awareness, maintaining good health and making them happy. • 95% of girls have gained leadership skills • 80% of girls have seen a change in their educational development through learning about good health, better grades in school and studying well. • 100% of girls are now motivated to contribute to their community and would like to continue involvement with the Rose Girls Sports Program Annual Report & Impact Assessment of RCSL Page 22

6 – At Risk Children Program Objective • Increase access to education for children who have dropped out of school and want to catch up • Provide educational support for orphans • Improve the quality of special education • Provide support for the Mental Health Unit in Kalmunai

Program Number of Outcome Children Drop-Out Re-Integration 41 Students are given school supplies and books. Rose also provides the students with a teacher to individually tutor the students in each class. Students therefore receive enriched, individual supplementary classes that help them catch up to regular classes. At Risk Children Support 429 Children are given school Books and school supplies to eliminate their costs for education. Self Help Group 22 Students are given school supplies, books and uniforms. Rose also provides the students with tuition support to individually tutor the students in each class. Students therefore receive enriched, individual supplementary classes that help them catch up to regular classes. Total 492

• The students in the Veerocholai Drop-Out Re-Integration and Malwatta Self Help Group are successfully catch up to regular classes

Impact Assessment: Indicators • High rate of students in drop out classes that catch up and rejoin regular classes • Eliminated educational cost for children living in orphanages • Increased amount of students who pursue secondary school, particularly A/Levels • Increased extra-curricular activity for children in Mental Health Unit

TEACHER FEEDBACK (administered to 175 students involved in the program - (36%) Yes No 1. Were the students interested in education before the program? 40% 60% 2. Are they interested in education after the program? 68% 32 % 3. Do the materials given by Rose help with their academics? 100% 0% 4. Have you noticed a difference after counseling? 72% 28% 5. Has the program created a social support group for the students? 60% 40% 6. Have any students been able to catch up to regular classes? 70% 30%

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7 – Support in Community (Mother & Child Drop-in Group, Awareness, Health & Nutrition and At-Risk Female Counseling Programs) Objective Promote awareness of the following topics for young mothers: • Nutrition and health • Breast feeding and Complementary feeding • Well women clinic and Anti natal care clinic • Child development • Mother and child nutrition • Pregnant and feeding mother nutrition • Disease infection and Personal Hygienic measures • Dengue and Immunization • Education, Vocational Training and Livelihood

Health & Nutrition, Awareness, Mother & Child Drop in Group Programs are held in backward remote areas which were affected by war with the association of the DS Office, MOH at DPDHS in Vellavely. This Programs Promotes Preschool Education and Primary Education and also takes more care on well nutrition for mother and infants. Awareness, Mother & Child Nutrition for people in backward remote areas is an urgent need. Public , Children , Pregnant Mothers & Lactating Mothers and Parents of Preschool Children Were given Guidance, advices and Awareness of health education, Health habits and Importance of preschool Education given by the department of Education , DS , ADP , HRDO , Area GS, Medical officer , Public Health Nursing Sister, Senior Public Health Midwife, Senior Public Health Inspector and Public Health Midwife. Through these programs, they Mostly insisted on lactating and Pregnant mothers about Child Nutrition , Breast Feeding , Family Planning , Dengue , Disease Infection, Eradicating Dengue, Health , Child Feeding Methods , Nutritional Foods , Child Development , Education Development , Importance of English Language , Dropout Details , Vocational Training , and Livelihood . According to the Srilanka Health Department, the child should be breast fed from one to six month. About 80% of lactating mothers in remote areas don’t know the importance of Breast feeding. The mothers were advised how they should feed the children and how much weight should be increased to the child and what kind of foods they can be given. Then the pregnant were advised that what kind of foods they can take to the child and mothers during the pregnancy. So they can deliver a healthy and clever child. Through child nutrition, they were given what kind of activities they should do before and after lactating / breast feeding. They were also told of the effect the child can get if they do not follow these regulations.

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Date Program Participants 26.01.2011 Mother & Child drop in group For 83 Pregnant & Breast Feeding Mothers of 6th Workshop Colony, Navithanveli MOH 29.01.2011 Awareness Program For 55 Preschool Parents and Teenage Mothers of Malwatta 15.02.2011 Mother & Child drop in group For 93 Pregnant and Lactating Mothers with Children Workshop under 5 years old of Kallaraisal, Sammanthurai MOH 28.02.2011 Awareness Program For 74 Pregnant and Young Mothers of Veppayadi 01.03.2011 Child Health & Nutrition For 46 Primary School Parents of Malwatta Program 07.03.2011 Mother & Child drop in group For 72 Teenage Mothers, Preschool Mothers and Workshop Preschool Children Veeracholai, Navithanveli MOH 22.03.2011 Awareness Program For 61 Young and Unemployed Women of Vellavely 31.03.2011 At Risk Female Counseling For 79 Young and Unemployed Women of Vellavely 07.04.2011 Mother & Child drop in group For 73 Pregnant and Breast Feeding Mothers of Workshop Kannapuram, Vellaveli MOH 05.05.2011 Mother & Child drop in group For 79 Mothers of Selvapuram, Vellaveli MOH Workshop division 19.05.2011 Awareness Program For 65 Young Widows of Thumbenkerni, Vellaveli 10.06.2011 Mother & Child drop in group For 84 Pregnant Women and Feeding Mothers of Workshop Nediyavaddai, Vellaveli MOH 07.07.2011 Mother & Child drop in group For 82 participants from Sangarpuram PHM area Workshop 02.08.2011 Awareness Program For 83 participants from Kannapuram GS area 18.08.2011 Mother & Child drop in group For 73 participants from Thumpankerni PHM Area Workshop 18.10.2011 Awareness Program For 92 participants from Thampalawattai, Palamunai GS Area 25.10.2011 Mother & Child drop in group For 78 participants from Vivekananthapuram PHM Workshop area of 9 th division 07.11.2011 Mother & Child drop in group For 79 participants from 40 th Colony GS area Workshop 07.11.2011 At Risk Female Counseling For 84 participants from 39 th Colony GS Area 17.11.2011 Mother & Child drop in group For 80 participants from Kakachivaddai PHM area Workshop 24.11.2011 Child Health & Nutrition For 40 participants from Thikkodai GS Area Program 24.11.2011 At Risk Female Counseling For 87 participants from Thumpankeny GS Area 12.12.2011 At Risk Female Counseling For 277 participants from Thikkodai GS Area 17.12.2011 At Risk Female Counseling For 281 participants from Selvapuram GS Area 21.12.2011 At Risk Female Counseling For 319 participants from Kakachivaddai GS Area

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Awareness Program The Awareness Program targets expectant mothers, lactating mothers, as well as young women, widows and parents with grown children. Rose Charities facilitates the Awareness Program on request for various communities based on the needs of the communities. For example, if there are high suicide rates in the region, the program will include discussion of suicide prevention. In addition, the Awareness Program also includes topics ranging from Child Nutrition, Child Care, Health, Child Development, Educational Development, and Importance of the English Language, Vocational Training, Livelihood, and Dropout Details. Rose Charities selects speakers from the community based on the content of the workshop. Rose facilitated 06 Awareness Program sessions this year 2011.

Mother & Child Drop-in Group Program The Mother & Child Drop-In Program targets Pregnant Mother & Lactating Mother is facilitated in coordination with the MOH in the district, who determines the needs of the area. Topics range from Child Nutrition, Child development, Breast Feeding, Family Planning, Dengue, Disease Inspection, Health, Child Feeding Method, and Nutritional Foods. Rose facilitated 11 Mother & Child Drop-in Group Programs this year 2011.

At Risk Female Counseling This activity identifies High Risk activities and act in response through counseling in remote communities. The following have been identified as high risk activities; alcoholism, abuse, domestic violence, influence of ‘kasippu’(home brewed liquor) to the community & family, suicidal activities, violence against women, early marriage, child labour, human rights violation, social stigma, lack of knowledge in law & order and barriers in civil rights. CSW’s and counselors visit villages and schools where they have listened to problems and counsel women, children and families in order to focus on increasing the awareness of the communities regarding the high risk activities. By providing educational opportunity, training and guidance for young women, mothers and men with the association of various agencies the quality of life will be improved. The At risk female counseling Program facilitated in coordination with the DS in the district, who determines the needs of the area and the Department of Police in the area. Rose facilitated 05 At Risk Female Counseling Program sessions this year 2011. Child Health & Nutrition Program The Child Health & Nutrition Program targets parents of children at Rose Charities pre-schools. The program itself focuses on the importance of proper nutrition for children between the ages of 3 and 5. Topics include: Child Nutrition, Child Care, Health, Child Development, Education Development, the Importance of English Language and Livelihood. Rose Charities also hands out nutrition packs at these workshops. Rose facilitated 02 Child Health & Nutrition Program sessions this year 2011. Impact Assessment: Data Collection and Assessment of Results; Respondents were the participants and officials of Government Departments and institutions from area where these programs have been implemented by RCSL. The MOH and the Officials are aware of health statistics and trends in their respective areas, therefore these surveys are reliable measurements of the outcomes of RCSL’s Health and Nutrition Program.

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The officers in the Area Vellaveli, Batticaloa Medical Officer Of Health Dr. S.Krishnakumar Senior Public Health Nursing Sister Mrs.K.Saundararajah Senior Public Health Midwife Mrs.T.Maheswaran Senior Public Health Inspector Mr.S.Rajendra Divisional Sectaries Mr.U.Uthayasridar Human Resource Development Officer Mr.R.Puvanendran Assistance Director Of Education Mr.T.Nadeshamoorthy Superintend Of Police Mr.Ajantha Samarakon Assistance Superintend Of Police Mr.Piyantha Liyanage * GS, PHM, and PHI of Each Division Indicators according to the MOHs and other Officials 1. Increased safe delivery among pregnant mothers 2. Increase in the number of early registration of pregnant mothers 3. Improvement in understanding family planning 4. Feeding mothers gained awareness on the nutrition of the baby 5. Increased awareness in child nutrition 6. Improvement in personal hygiene among young mothers and children 7. Mothers comprehend exclusive breast feeding and complementary feeding 8. Greater awareness in the significance of growth monitoring 9. A considerable drop in dengue and other infectious diseases 10. Increased awareness of education, self employment and livelihood

FEEDBACK SURVEY (administered to 100 out of 400 participants in the program - 25%) 0 1 2 3 4 5 1. What was your knowledge of pre-natal care before the workshop? 59% 17% 9% 7% 5% 3% 2. What is your knowledge of pre-natal care after the workshop? 4% 8% 11% 16% 18% 43% 3. What was your knowledge of immunizations before the workshop? 51% 17% 11% 9% 7% 5% 4. What is your knowledge of immunizations after the workshop? 3% 9% 13% 16% 18% 41% 5. What was your knowledge of child nutrition before the workshop? 36% 20% 17% 13% 10% 4% 6. What is your knowledge of child nutrition after the workshop? 2% 8% 11% 14% 21% 44% 7. What was your knowledge of disease/infection prevention before the workshop? 43% 21% 15% 11% 7% 3% 8. What is your knowledge of disease/infection prevention after the workshop? 7% 11% 13% 16% 19% 34% Yes No 9. Were you aware of the importance of early breast feeding before the workshop? 18% 82% 10. Are you aware of the importance of early breast feeding after the workshop? 92% 8% 11. Were the materials provided by Rose helpful towards you and your child's health? 100% 0% 12. Had your child been ill before the workshop? 43% 57% 13. Has your child been ill after the workshop? 77% 23%

Knowledge of pre-natal care before the workshop? 41% Knowledge of pre-natal care after the workshop? 96% 55% increase in knowledge of pre -natal care Knowledge of immunizations before the workshop? 49% Knowledge of immunizations after the workshop? 97% 48% increase in knowledge of immunizations Knowledge of child nutrition before the workshop? 64% Knowledge of child nutrition after the workshop? 98% 34% increase in knowledge of child nutrition Knowledge of disease/infection prevention before the workshop? 57% Knowledge of disease/infection prevention after the 93% workshop? 36% increase in knowledge of disease/infection prevention Aware of the importance of early breast feeding before the workshop? 18% Aware of the importance of early breastfeeding after the 92% workshop? 64% increase in awareness of the importance of early breastfeeding The materials provided by Rose helpful towards your child’s health? 100% Had your child been ill before the workshop? 57% Has your child been ill after the workshop? 23% There was a 34%decrease in child getting ill due to workshop. Annual Report & Impact Assessment of RCSL Page 27

C) POST SECONDARYWOMEN EDUATION/TRAINING/OTHER PROGRAMS 8 - Women’s University Scholarship Program Objective • Increase access of post-secondary education to students from low income families • Subsidize the cost of post-secondary education for parents and students Indicators • Increased amount of students able to attend university • Improved family life for students • Changed career goals after attending university due to increased confidence • An improvement in grades

Through the Women’s University Scholarship Program 2 students was able to attend university who otherwise could not due to financial need. Ms. RAJENTHIRAN SARATHA of Thampalawatta, Ms. THAVARASA MATHANI of Vellaveli Village and Ms. S. YOGESWARY of 40 th Village were assisted to continue their University studies. Progress: The recipients have submitted their academic progress report at the end of their school year in 2011. Impact: It was very useful program to promote University entrance to the students from the low income families and affected by war. Opportunities were given to the students whose parents were lost in the war. It was highly appreciated by the Department of Education and the Community leaders of the area.

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9 – Women’s Livelihood Groups (Women’s Support Groups and Vocational Training Programs) Objective • Create awareness in communities about women’s rights and empowerment • Facilitate guidance and counseling for women in the support groups • Improve women’s sustained economic independence by teaching skills like saving • Increase the educational and income opportunities for isolated young wives • Improve economic independence of women • Increase awareness and accessibility of credit to low income families, particularly women who are household heads

RCSL, with surveys and other gathered information and requests, identified the needs for livelihood improvement among young women in different communities. Women Support Groups were created in these communities. From these support groups; Girls/Wives/Mothers who are either Unemployed or a Widow or Displaced due to the past war situations or Someone who has finished their higher education and looking for job opportunities or Women who don’t pursue higher education to gain skills were selected and occupied in Vocational Training Activities in order to; Help them to gain skills to obtain job opportunities to support their families and Give them the prospect to improve their livelihood and to establish their own business in a small scale. With this we intent to reduce the poverty in selected villages. For the year of 2011, Nine Vocational Training Programs were successfully completed in RCSL’s Vocational Training Centers, in Kalmunai, Karaitivu, Malwatta and Vellavely. A grand total of 245 students have completed their trainings and been graduated. Each training program is well designed to meet the needs of the participants and conducted by certified teachers who were well trained and have experience in said filed. Transportation assistances were given to selected participants who are unable to provide for their transportation. After the training, the progress of the women are monitored and according to the needs and necessities, advice, guidance and micro credit loans are issued for these women to pursue employment.

The DS Office (Porativu Patru) The officials facilitated the Vocational Training Program by selecting suitable candidates from various areas and providing a space for the Training at the DS Office. The DS also promised to open a self helped employment opportunity for these students who have passed out from the training.

The following Vocational Trainings have been implemented

1. Saree Designing @ Karaitivu Students – 25 Teachers – 2 Duration – 1 month

2. Sewing @ Malwatta Students – 25 Teachers – 1 Duration – 2 months

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3. Candle Making @ Veeracholai Students – 17 Teachers – 1 Duration – 1 week

4. Candle Making @ Natpiddimunai, Kalmunai & Pandiruppu Students – 44 Teachers – 1 Duration – 1 week

5. Sewing @ Veeramunai Students – 25 Teachers – 1 Duration – 2 months

6. Cake Making, icing and cookery Training @ Vellavely Students – 16 Teachers – 1 Duration – 1 month

7. Candle Making @ Thumbankeny Students – 37 Teachers – 1 Duration – 1 week

8. Flower Pot Making @ Thikkodai Students – 20 Teachers – 1 Duration – 2 weeks

9. Beauty Culture @ Kalmunai Students – 20 Teachers – 1 Duration – 6 weeks

No Name D.S Division Total Married Unmarried Widows Single no.of mother members 01 Kalmunai Kalmunai 230 197 14 16 03 02 Natppiddimunai Kalmunai 260 213 28 19 - 03 Pandiruppu Kalmunai 99 56 29 12 02 04 Karaitivu Karaitivu 183 146 14 12 09 05 Veeramunai Sammanthurai 95 76 05 06 03 06 Veerachcholai Sammanthurai 22 20 - - 02 07 Neelavanai Kalmunai 48 41 05 01 01 08 Kokkaddichcholai Panddippalai 35 33 - 02 - 09 Navithanvely Navithavely 407 318 52 31 06 10 Malwatta Sammanthurai 55 43 10 02 - 11 Vellavely Vellavely 17 17 - - - 1451

Vocational Training Outcome: Women involved in the Women who are now self Rate of Employment Through RCSL Vocational Training employed RCSL’s Vocational Training Program Program 229 156 69% Annual Report & Impact Assessment of RCSL Page 30

Impact Assessment: Indicators • Recent employment • Increase involvement of women in the community • Increased number of women that save • Development in women’s social activity • Rate of women in vocational training who are now self employed

Surveys were taken from respondents some of who are involved in the Women’s Livelihood Groups. These Livelihood Groups encompass both Microcredit Women’s Groups and Vocational Training Groups and help women improve their overall livelihood. These women also have children in the educational enrichment programs including the girl’s sports team, primary and secondary school programs. They therefore have insight on the outcomes of the overall programs. Since the surveys were in English, they women were interviewed by RCSL staff.

FEEDBACK (administered to 115 out of 229 students involved in Vocational Training-(51%) Survey Question Yes No 1. Were you aware of the project implemented by Rose 70% 30% Charities Srilanka? 2. Are you a member of any of RCSL’s Community Based 60% 40% Organizations? 3. If you have answered ‘yes’ to the above question, which was Women Support it? Groups/Microfinance/ Livelihood Programs/ Vocational Training Programs PRE -ASSESSMENT 4. Were you employed before involving with RCSL? 20% 80% 5. If your answer was ‘no’ to Q5, have you tried to get a job 100% 0% during that time? 6. If your answer was ‘yes’ to the above, why do you think you Financial problems, Lack of Skills were unsuccessful? 7. Were you a member of (or involved with) any other 60% 40% Voluntary Service Organizations before involving with RCSL? 8. Did you have any skills other than your education that 50 % 50 % helped to improve your livelihood before involving with RCSL? 9. Did you have the habit of saving? 85% 15% 10. Were you socially active before involving with RCSL? 50% 50% 11. Have you had (or do you have) access to a good education? 65% 35% 12. If your answer was ‘no’ to the above, why? Married earlier Fairly available No financial assistance to continue studies 13. Have you had access to a good health care system? 85% 15% 14. If your answer was ‘no’ to the above, why? Live in remote area 15. Did you have the habit of reading? 90% 10% 16. Have you had access to a library facility? 65% 35% 17. Have you participated in this project? 100% 0% 18. What is the name of the project you were involved with? Vocational Training 19. Approximately how many hours per week did you spend 25 Hours per week working on this project? 20. Approximately how many hours in total did you spend 25 Hrs, 96 hrs, more than 190 hrs

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working in 2011, on this project? 21. How have you got involved in this project? Word of mouth, contacted the teacher or field officer and joined

POST-ASSESSMENT 22. Has this project made any difference in your life? 90% 10% 23. Was the difference positive? 90 % 10% 24. Were there any changes in the quality of your life due to this 90% 10% project? 25. Was the change positive? 90 % 10 % 26. Was there any development in your social life due to this 90% 10% project? 27. Were there any new changes in your life style due to this 90% 10% project? 28. Was the change positive? 90% 10% 29. What do you feel are the short and longer term benefits for Short term: relief work, receiving you? training. Long term: loan helps me improve my livelihood through awareness, savings and loans 30. Do you think that these benefits will continue after you stop 100% 0% participating in this project? 31. Presently are you employed? 70% 30% 32. If your answer was ‘yes’ to the above, how long have you 4 - 3 months been employed? 33. If your answer was ‘no’ to the above, Have you tried to get a 65% 35% job? 34. Do you have any skills other than your education to help to 85% 15% improve your livelihood after involving with RCSL? 35. Do you think that skill has helped to improve your 75% 25% livelihood? 36. Presently do you have the habit of saving? 95% 15% 37. Are you socially active after involving with RCSL? 85% 25% 38. Do you think the project of RCSL increased/improved the 90% 10% access to a good education? 39. Do you think the project of RCSL increased/improved the 90% 10% access to a good health care? 40. Do you think the project of RCSL increased/improved the 85% 15% awareness of the society? 41. Have the project members got along well? 90% 10% 42. Have the team members treated each other fairly and with 100 % 0% respect? 43. Were all team members’ ideas valued by the team? 100% 0% 44. Was working on this team project a valuable experience? 100 % 0% 45. Have you enjoyed working with this team? 100% 0% 46. Were the project goals accomplished in the time frame 100% 0% required?

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If you are a member of a Community Based Organization of RCSL (ex. a Women’s Support Group): 5 = Always 4 3 2 1 = Not At All How productive did you find the team meetings? 50% 25% 15 15% 0% % How often was the team able to reach a consensus on project 40 % 25% 20 10% 5% decisions? % How often did all the team members come to the meeting 35% 27% 19 15% 4% prepared to discuss the project? % How often did the team members complete their assigned 55% 25% 10 5% 5% duties for the project in the time frame required? % How effective were team members in communicating their 50% 25% 10 15% 0% ideas to each other? %

Please tell us with examples • This project has improved my livelihood how this project made an • Their project extended our business and changed our life impact in your life • Got ideas to improve our life skill • This project helped me to be economically independent and self employed • Social activity and behavior pattern was changed • Awareness to use the time to develop livelihood • Improved my savings • Improved sari design skills Suggested Changes • The awareness and monthly meetings held by Rose Charities should be increased in numbers and time to be effective. • Rose should identify the problems of each village and address the need. • Help women sell their business

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D) SUSTAINABILITY AND EVALUATION 10 - Sustainability Objective • Achieve sustainability in all activity’s Indicators • Community initiatives

In 2011, two Fundraising Activities were executed that allowed us to expand the program. We were able to raise Rs 63,910.00 from the two fund raising events. 12 community integration meetings have been held.

Although RCSL has relied on funding from external agencies, much of the sustainability of the programs can be attributed also to the dedication of the staff, the support of the community, local government and businesses and the thousands of hours donated by local and international volunteers. These components have been responsible for much of the added value and impact of the funded programs. RCSL recognizes the importance of developing economic self- sustainability to ensure the continued growth of RCSL should funding cease. To this end we have been working on a self-sustainability plan that would enable the core programs to continue albeit in a decreased capacity. Some elements of the plan are:

1. Discussions with government to initiate government funded pre-school staff training, staff salary and maintenance programs 2. Discussions with other NGO's (e.g. World Vision) to act as their Executing Agency for local projects 3. Rose Micro-credit- generates profit each year and could be used to support staff salaries of Community Support workers, women groups, some vocational training etc 4. Collaboration with the Commercial Bank that is supporting the micro-credit loans 5. The VIBE computer lab, donated by the Vancouver Board of Trade that has income generating capacity. The profit can be used cover costs of some of the educational enrichment programs 6. The primary and secondary tutoring programs could have a fee paying component for those who can afford it- to support non-fee paying needy children 7. Fund-raising activities have been initiated at the women groups, sports groups and girls clubs to introduce them to the concept of raising funds to maintain their activities without future input from Rose Charities 8. The high level of local volunteers who are prepared to donate their time and resources are a strong factor in program sustainability 9. Support from local businesses and civil society who have sponsored sporting and cultural events- important for sustainability 10. For the implementation of effective project and the service RCSL was awarded two Awards of Recognition. This shows that RCSL is valued within the Sri Lanka 11. Ongoing relationship with Rose Charities Canada who sources funding opportunities for RCSL (eg: Education generation scholarships) and sends volunteers and resources 12. Membership of Rose Charities International that supplies a network of support and resources 13. Through the Network of government and non government organizations functioning in the coastal region of Amapara district, the network of Human Rights Commission in Ampara as well as Batticaloa districts and the network of Agencies functioning in Batticaloa district; activities, results and outcomes have been communicated and shared among organizations The following are the Non-Government Organizations in the Network; • Human Rights Commission – Kalmunai region • Human Development Organization • Mahasakthi Organization • Women Development Committee

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• Women Development Federation • Norwegian Refugee Council • Sarvodaya Organization • HHR • AWF • Save the Children • World Vision • ZOA • People in Need • Archenova • UNDP • SEDO Vision • SOND • CARE • OFFER • SEVA Lanka • BDVF

The following are the Government Organizations in the Network; • Department of Police, Srilanka • Divisional Secretaries • Children Rights Commission • Probation and Child Care • Human Rights Commission • Department of Education • Department of Health • Mental Health Unit, Kalmunai • Department of Agriculture • Department of Veterinary • Department of Youth and Sports • Rural Development Societies • Women Rural Development Organizations

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11 – Evaluation The aim was to analyze and gather together lessons-learnt which would inform present project cycle and also support in future designing – improvising the project beyond the present project period, scaling-up and/or replication at different geographical location. The evaluation was being conducted mid-term – second-half to second year of a three year project. An External Evaluation was conducted by Ms. Shruti Joshi, an External Evaluator from India in order to evaluate and assess the project in terms of;

• What is the social change the project envisages and how do they measure it? • How is the cost-efficiency of the project? • Is the community involvement appropriate? • Is the project apt for replication and/or scaling up? • Where would you recommend putting the focus of the project in future? The Evaluator used an approach of formative and utilization-focused evaluation . The evaluation was designed by the Evaluator to be participatory and the RCSL staff was active participants. The evaluation undertook the following methodology: • Desk-review of project documents • Project Visit and Interviews The Evaluator shared perceptions, findings and some of the recommendations with RCSL.

Overall Assessment of the Evaluator: • The project is providing critical support in terms of education, girls’ sports and to a certain extent health of mother and child. • The project is supplementing government’s education and health systems to ensure that the hitherto underserved communities are able to access improved facilities and services. • The most important strength of the project is its team . Majority of the staff has been with the project from starting of the project and some have been from prior to the present project. • Another strength of the project is establishment of excellent relationship with government officials. This project is a rare example of a beneficial working relationship between government and civil society organization. • Project needs to have a database and improve collection of data to check if changes are taking place. • Now that the project team is well-familiarized with the project area and communities, it would be useful to set more realistic milestones with inputs from the field staff. • RCSL team is struggling with available financial resources, which always seem to fall short, when compared to needs and demand from the communities . In this process, the resources are getting spread thinly. A balance needs to be achieved and make optimal utilization of the available resources. • Currently, the project is not optimally developing the various community based groups being formed. The project team needs to consider principles of self help and transformational learning. This will ensure sustainability of the positive changes initiated by the project. • In the present project period, the focus needs to be on working more intensively with the present communities and not expanding geographically. The initiatives planned under the project need to be implemented as a set to achieve intended impact.

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• The next phase of the project could focus on consolidating gains from the present phase while working towards sustainability and phasing out (at least from present role to a more facilitator’s role). • It will be fruitful for RCSL to build its capacities in the following area: o Project Planning and Management - There are many techniques and systems available. o Fluency of all staff in English – Besides enabling communications, this skill is more important to enable staff to undertake self-study in their focus areas. • RCSL is over-dependent on USBOF for financial support and this is a major risk. RCSL might want to consider broadening its financial support based as risk-mitigation measure. • It would be useful for RCSL to develop a 5/10-year perspective plan .

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