Ford India
Gap Assessment study in 26 Government primary schools for the “100 Happy Schools” programme of Ford India in Sanand Taluka of Gujarat
Partner/Client
Ford India
Sector
Corporate
Location
Ahmedabad
KEY HIGHLIGHTS
- 887 respondents, including students, teachers, parents, government officials participated in the study.
- 26 schools in 25 villages were reached in the study
- Only 5 schools had usable and hygienic toilets.
- Even though all schools had computers, they are not used either because they do not work or teachers are unable to operate them.
- Not a single school had a good library.
Gap Assessment study in 26 Government primary school
The “100 Happy Schools” mission of Ford aims to improve academic performance, enhance health and nutrition status, and create awareness about auto safety among students of Government primary schools in rural areas. The study identified existing gaps in schools (education, water, nutrition, etc.) and identified partners for engagement. It helped establish partnerships with Government bodies and Non-Governmental Organisations (NGOs) to create improved learning environments, leading to enhanced learning outcomes amongst children in these schools.
According to research findings, the main focus areas were:
- Infrastructure development concerning toilets, water, library, sports, science equipment, and Mid-Day Meal (MDM) kitchens
- Social issues of advocacy related to caste and gender discrimination
- Teacher and staff motivation and personality development
- Improving the quality of education concerning access to technology, career awareness, and partnerships with Government programmes.
RESEARCH TOOLS
01. School Profiling
02. Surveys/ Academic Tests
03. Convergent Interviewing
04. Observations
APPROACH
A School Appraisal Monitoring and Evaluation (M&E) System was built to track changes and impacts in schools after the programme was initiated. Each school was graded on 14 criteria during this study. Each criterion had three to four impact measurement parameters, the grade for which was established through this study. The grading was the basis to decide on the short-term, medium-term, and long-term targets for each school and overall. This study also helped in building strategic programme design, setting targets, and ensuring regular monitoring and impact assessment of the programme.
