Evaluating Phase 1 of the Umang Program in Madhya Pradesh: A Mixed Methods Implementation Research Study
Name: United Nations Population Fund (UNFPA)
Location: Madhya Pradesh
Background Context: The Umang program was introduced in 2017, in secondary schools in district headquarters of all the 51 districts of Madhya Pradesh for class 9-12, with the objective of enhancing the skills of adolescent students to achieve their goals and to make informed decisions for better health and wellbeing.
Prior to the proposed scale-up of the Umang intervention in over 8500 secondary schools in the second phase, the Department of Education (DoE), Government of Madhya Pradesh felt the need to understand and assess the implementation approach and strategies, to enable revisions, if any.
Objectives
Development Solutions was commissioned to carry out an implementation research study to document and assess – how the program was implemented/delivered in its first phase and identify challenges and bottlenecks in implementation. The specific objectives of the research were:
- To assess the processes followed for the training of district-level trainers, to identify strengths, gaps, and challenges faced by the implementers and to assess adherence to the module and methodology suggested in the Umang module
- To document district-level training of nodal teachers training processes and experiences. Identify strengths, gaps and challenges in conducting training of selected nodal teachers and to evaluate the quality of training
- To identify processes followed by nodal teachers in planning the sessions, preparing for the sessions, transacting the sessions and identify strengths, weaknesses and challenges faced by nodal teachers in the schools
- To assess the usefulness of LSE sessions in providing knowledge and skills to students (boys and girls)
- To identify support structures established for the mentoring of nodal teachers and their contribution in skill building of nodal teachers to work independently at the school level
Approach and Methodology
- Method/ Design: A descriptive study, using a cross-sectional design, comprising both quantitative and qualitative methods including semi-structured interviews, self-filled questionnaires, focus group discussions, and classroom observations.
- Key Respondents/ Informants: Assistant District Program Coordinator, district trainers, school principals, students and nodal teachers.
- Key Areas of Inquiry: Key factors impacting the success and challenges in each of the processes; role of principals in the program; perspectives of trainers on the effectiveness and usefulness of training; usefulness and importance of LSE for students; influence of LSE on attitude/confidence of students; monitoring and review of the LSE program.
- Sample: 50 schools in 10 districts- 205 (Qualitative), 1010(Quantitative)
Impact
The implementation research documented and assessed the program implemented and how it was delivered in its first phase. The insights from the research - including good practices, challenges and bottlenecks in implementation, informed the design and implementation of the second phase of the LSE program in government schools in MP.
Contact
17/109, Lower Ground Floor, Vikram Vihar, Lajpat Nagar IV, New Delhi – 110024