Girls enjoying a library set up by Save the Children in a school located in the state of Rajasthan, India, where

our programming works to allow girls a wide range of age-appropriate reading material, especially for those
belonging to minority communities and families living below the poverty line.
Photo: Save the Children

Girl Rising and

Save the Children Federation, Inc.
Country Partnership in Bihar and Rajasthan, India
A Request for Your Support
Revised Proposal Re-Submitted: June 10 2015
Brooks Truesdell, Manager
Strategic Foundation Partnerships
475.999.3271 btruesdell@savechildren.org

501 Kings Highway East, Suite 400, Fairfield, CT 06825 | 1-800 Save the Children

SavetheChildren.org

Table of Contents
Executive Summary3
Girls Education: A Priority for Save the Children...4
Save the Children and Girls Education in India.4
Geographic Reach...5
Project Overview.....8
Objective........8
Expected Results....8
Beneficiary Reach............8
Project Activities for Each Expected Result.8
Result 1: Train Teachers.....8
Result 2: Raise Awareness.....10
Result 3: Increase Enrollment and Improve Access..12
Tools Development...13
Organizational Capacity...14
Project Management.....14
Local Partner Organizations.14
Project Management.15
Project Organogram.16
Monitoring....17
Evaluation.....17
Sustainability.17
Financial Management...17
Conclusion...17
Annex 1: Theory of Change....18
Annex 2: Logframe Indicator Analysis......19
Annex 3: Gantt Chart Work Plan (attached separately)
Annex 4: Budget (attached separately)
Annex 5: Budget Narrative (attached separately)
Annex 6: Partner Assessments (attached separately)

Executive Summary
Girl Rising and Save the Children share a deep commitment toward a shared cause: the education of
girls. As Girl Rising knows so well and as Save the Children works every day to achieve girls
education is the key to changing the course of a family and, ultimately, the course of a nation. The more
time a girl spends in school, the better her chances of breaking the cycle of poverty and becoming a
mother who raises healthier children and sends her own children to school.
Our experience with girls education and our long track record working among underserved communities
in India makes Save the Children well-positioned to present Girl Rising with this proposal to partner
together in the states of Bihar and Rajasthan, India, where we will mobilize and engage men, women
and school youth to increase access to quality education for girls.

Save the Children respectfully requests Girl Risings consideration of the 12-month project
described here, at a funding level of $213,005, to reach 6,000 children (3,000 girls and 3,000 boys)
aged 6-18, as well as 80 teachers and 8,000 parents, in 40 villages located in the two states of
Bihar and Rajasthan, India.
Our proposed program draws on our experience with education programs for disadvantaged children in
India and will use the Girl Rising film and media tools developed by Ten Times Ten to create a dialogue
among community stakeholders, with the goal of increasing awareness and acceptance of education of
girls in target communities in Bihar and Rajasthan. We will accomplish this through multi-stakeholder
collaboration, community participation, innovation and the effective engagement of boys and men.
Key activities to mobilize communities in order to increase access to quality education for girls will
include:
Forming adolescent girl and boy groups and raising their awareness through Girl Rising tools
(translated into Hindi, the local language for both states).
Conducting workshops with prominent religious and community leaders, boys and men, and PRI
(local government) representatives in the community, using Girl Rising tools, to encourage them
to advocate for girls education and act as change agents.
Engaging with parents and grandparents through locally-adapted Girl Rising media tools.
Networking with local cable television operators to procure time slots for showcasing the Girl
Rising short film/video clips and broadcasting Girl Rising film screenings.
Conducting workshops with local folk artists on adapting traditional media tools.
Organizing school enrollment drives through mobilization camps for girls centered on the Girl
Rising movement.
Building the capacity of partner NGO staff, teachers, school management committee members
and local community members on how to use Girl Rising tools (training sessions on the Girl
Rising curriculum, inclusive education aimed at gender inclusion and gender awareness).
Using the Girl Rising curriculum to empower children to organize theatrical plays at their schools
that focus on issues affecting girls.

Girls Education: A Priority for Save the Children

Save the Children invests in childhood every day, in times of crisis and for our future. Around the
world and in the United States, we are dedicated to ensuring every child has the best chance for success.
Our pioneering programs give children a healthy start, the opportunity to learn and protection from
harm. Our advocacy efforts provide a voice for children who cannot speak for themselves. As the
leading expert on children, we inspire and achieve lasting impact for millions of the worlds most
vulnerable girls and boys. By transforming childrens lives now, we change the course of their future and
ours.
Why does Save the Children focus on education? A quality education helps children reach their full
potential. The good news is that the global education for all movement has resulted in more children
than ever before going to school. However, millions of children and youth in low-income countries
remain out of educations reach.
Why does Save the Children focus on girls education in particular? We put great emphasis on reaching
children who are missing out on a quality education and girls are a priority. Girls face specific
adversities that make them even more vulnerable than women or boys. For example, household- and
community-wide perceptions that girls have limited economic value, compared to boys, can result in
reduced family desire to keep their daughters in school. We focus on communities in the greatest need,
designing programs that make it easy to participate even for girls who work or have missed years of
schooling and make the lessons meaningful to girls lives and local culture.

Save the Children and Girls Education in India

Save the Children works to reduce the obstacles to girls education through programs in countries around
the world. In India where Save the Children has worked for more than 60 years gender-based
discrimination in education is both a cause and a consequence of deep-rooted disparities in society.
Despite constitutional provisions requiring equal opportunities for women, gender remains an important
determinant in the lack of accessibility to basic services and opportunities, especially among low-income
families.
India is the worlds second most populous country. Of the total population, which exceeds one billion,
approximately 120 million are women living in poverty.
The growth in the number of girls attending and completing primary school is comparatively low. In
rural areas, the number of girls between 15 and 17 attending school is 28% lower than those in urban
areas. Fewer girls are enrolled in school than boys: for every one boy enrolled in school, only 0.93 girls
are enrolled. And even fewer girls continue their education at the secondary level (83 percent of girls
compared with 87 percent of boys).1

UNESCO 2008b

As the chart below shows, decade by decade, there is a decided gap in literacy between girls and boys,
and while there has been progress in closing this gap, it still remains a challenge for the girls of India.
Year

Literacy Rate
Male
56.4
64.1
75.3
82.1

1981
1991
2001
2011

Female
29.8
39.3
53.7
65.5

Gap in Literacy
26.6
24.8
21.6
16.6

About 20 percent of the worlds adolescent girls live in India, where there is a clear need to engage early
and effectively with adolescents, particularly girls, for numerous reasons. Adolescents are at a stage where
they are no longer children and not yet adults this stage is critical for any development initiative seeking
to bring about behavior change and give adolescents the information they need to be able to make
informed decisions on health, education and employment. The project recognizes that adolescence is a
period of rapid physical, sexual, social and psychological change; and that awareness is a critical first step
for girls to access rights such as quality learning, skill-based vocational training, basic health care and
facilities to address sexual and reproductive health, hygiene and sanitation needs.
Adolescent girls are particularly vulnerable in the states of Bihar, Rajasthan and Uttar Pradesh, where
statistics speak for themselves: over half of all adolescent girls are married before the age of 18; as many
as 95 percent drop out of school before the age of 17; and over 50 percent face domestic violence.2

Geographic Reach
Save the Childrens proposed areas of intervention for this project are high-need communities in two of
the least developed and most educationally challenged states in India. Rajasthans overall literacy rate is
below the national average of 74 percent, and its female literacy rate is the lowest in the nation. Bihar
follows closely behind Rajasthan, with a female literacy rate of 53 percent compared to a male literacy
rate of 73 percent.
Location
Rajasthan State
Bihar State
India

Overall Literacy Rate

67.06
63.82
74.04

Male
80.51
73.39
82.14

Female
52.66
53.33
65.46

In Bihar, we propose to work in the Gaya District. In Rajasthan, we propose to work in the Alwar
District.
Bihar State: Project Rationale for Gaya District
2

Owning Her Future: Empowering Adolescent Girls in India; Dasra

Gaya is the district with the highest population of scheduled castes (socially marginalized castes) in Bihar,
with these castes comprising almost 30 percent of the population. Dropout rates in primary and upper
primary school are high, ranging
between 60-75 percent. The overall
literacy rate for Gaya is 66.4 percent,
but the female literacy rate is only 55.9
percent.
See the chart below for enrollment
details.

Enrollment of Girls from Grade I-VIII

Series1
71144

70037

67919
61234

56038
40907

37337
30314

Grade I Grade II Grade III Grade IV Grade V Grade VI Grade VII Grade
VIII

Rajasthan State: Project Rationale for Alwar District

In Alwar District the overall literacy rate is
71.7 percent, yet the female literacy rate is
only 56.8 percent. This is just one example
of the serious gender disparity in literacy in
Rajasthan. Socio-economic issues, early
marriage, sibling care, lack of basic services
such as toilets and drinking water at schools,
and the poor quality of education are major
obstacles that deter the active participation
of girls in the schooling process.3 This
disparity is more acute in the enrollment of
girls from scheduled castes and minorities.
See the chart below for enrollment details.

Enrollment of Girls from Grade I-VIII

Series1
48275

52682
45992
40499

38350

34463

32608

31934

Grade I Grade II Grade III Grade IV Grade V Grade VI Grade

VII

Grade
VIII

Annual Status of Education Report (ASER) 2011

Project Overview
Objective
The one-year project objective is to mobilize and engage men, women and school youth in the
community to actively increase access to quality education for girls in Bihar and Rajasthan.
Expected Results
To meet this objective, the project has set forth three expected results:
Result 1:
Teachers are trained to promote and demonstrate gender-sensitive and inclusive education.
Result 2:
Awareness is increased among communities about barriers to girls education, using media
as a tool to communicate, promote and popularize the Girl Rising film and movement.
Result 3:
Enrollment of girls in school is increased and access to quality learning is improved.
Beneficiary Reach
The project will reach the following beneficiaries in 40 villages in the two districts (20 villages in each
district):
3,000 girls aged 6-18 (75 per village)
3,000 boys between 6-18 (75 per village)
80 teachers (2 per school)
8,000 parents/ caretakers (mothers, fathers, grandparents, and older relatives or caretakers)

800 SMC members (10 per school; with childrens participation, including equal representation of both
girls and boys.)

Project Activities for Each Expected Result

Specific project activities are described here in detail. They are also set out in our work plan, which is
attached separately (Annex 3) as a Gantt chart.
Result 1:
Teachers are trained to promote and demonstrate gender-sensitive and inclusive
education.
1.1.

Capacity building of teachers on Girl Rising curriculum, gender sensitivity and inclusive
education
A total of 80 teachers in 40 schools (two teachers per school) in Bihar and Rajasthan will be trained on
how to use the Girl Rising curriculum, as well as related information, education and communication
materials, as powerful tools to link the classroom to the wider world, and to engage their students
effectively.

The Teachers Guide, which is part of the overall Girl Rising curriculum, will be used to help teachers
involve children in a progressive, meaningful manner. The Teachers Guide will help to increase a
fundamental focus on gender sensitivity in all aspects of education, particularly through building the
capacity of teachers to address prevailing gender and social issues in and beyond the schools.
Based on the Girl Rising approach and movement, and building on Save the Childrens experience in
working to increase access to quality education among the same communities in Bihar and Rajasthan,
inclusive education will be promoted throughout the program, with a specific focus on the importance of
equal access for girls to quality education.
1.2.

Recognition of teachers to act as change agents within the education community and the
larger community
We plan to reach 20 villages in each state, and train 80 teachers in the 40 villages to work as change
agents.
Save the Children will organize two small-scale events per village, such as Teachers Day celebrations and
celebrations related to other significant days and annual school events. This approach will publicly
recognize teachers who perform well, in order to motivate other teachers to take the steps necessary to
empower girls and improve access to quality learning for girls.
1.3.

Formation/strengthening of adolescent girls and boys groups in communities to raise

awareness of gender issues and create gender-friendly spaces in schools
One adolescent girl group and one adolescent boy group will be formed in each of the 40 villages of
Bihar and Rajasthan, with about 8 to 12 members in each group. The reason these groups will be formed
as separate for boys and girls is because it has been consistently observed in community-based activities
in these locations, that girls, particularly adolescent girls, are less likely to vocalize issues and opinions in
the presence of boys and men. Recognizing this, the program seeks to progressively increase interaction
and peer-to-peer learning among boy and girl groups after the group of boys and men are sensitized and
have been productively engaged to willingly act as agents of change for girl rights among their families
and communities; and contribute to creating a gender-friendly space in local schools. Groups will consist
of adolescent girls and boys between the age of 13 and 18 this will include children who are both in
and out of school. Monthly meetings will be held for these groups over the period of one year, with
interaction increasing progressively and as the natural result of our intervention. There will be a planned
event at the six-month point to join the efforts of boy and girl adolescent groups in advocating for girl
rights and popularizing the Girl Rising film and movement among their communities. Apart from their
general involvement in community events, such as community screenings of the Girl Rising film, this sixmonth event will involve a peaceful and participatory rally across target communities, with youth from
both groups carrying posters displaying messages of their choice on the rights and issues of girls and
women in the country. Adolescent groups will also inspire and be involved in contributing to our Girl
Rising Facebook posts and GR tweets on Twitter, a space where their messages go beyond the
stakeholders of this action.

1.4.
Annual student publication
A compilation of various articles, stories and poems written by children over the year, on issues of
gender equality, will be published in the form of a newsletter in each state. Poetry readings and
storytelling sessions will be organized within communities in order to be inclusive of both literate and
illiterate members of the community.
1.5.
Student-led Girl Rising-inspired theatre production
Interactive sessions will be used to train girls and boys to express themselves and communicate social
messages effectively to the wider community. Sessions will be conducted with students about theatre
production, culminating in a Girl Rising-inspired theatrical show. A five-day residential theatre workshop
for 15 students will be organized in each block (a block in India is a district sub-division), led by a
resource person.
1.6.
Sports for social development activities in schools
Save the Children will work with adolescent girls once every four months to promote their right to play.
We will promote sports as a tool to develop social and leadership skills, and qualities that go beyond the
classroom. Each of the 40 schools will be provided with sports material such as a basketball, football,
volleyball and a sports kit to gear them up. Through sports such as hockey and cricket, girls will develop
a range of skills such as teamwork and discipline. Sports can also be used to provide another way to learn
about gender equality through physical activity or games. While traditionally sports have been aimed
primarily at males, there is increased experience and interest in using sports to empower girls, teaching
them new skills, enabling play, and fostering their visibility and right to be active in public spaces.
1.7.
Book clubs to popularize reading in the community at large
In every village, a book club will be set up as a reading corner and promoted, in order to popularize
reading among youth and adults in the community. Book clubs will be led and managed by the members
of the adolescent boy and girl groups. They will be open to all members of the community with the aim
of encouraging community ownership of the clubs. A range of books, from educational textbooks to
short stories, will be available for community access at each of the 40 book club sites. Keeping reading
preferences and interests in mind, we will progressively include age-appropriate reading with a focus on
books likely to foster gender equality and awareness within the larger community. Every month, girls
and boys will discuss books they read and what they learned from them, creating a space and opportunity
for them to share their own thoughts and experiences related to what they learn and read. This will
encourage peer learning and will increase their inclination to read books other than their school
textbooks.
Result 2:
Awareness is increased among communities about barriers to girls education, using
media as a tool to communicate, promote and popularize the Girl Rising film and
movement.

10

2.1.

Awareness and advocacy campaigns to promote education for girls, using the Girl Rising
movement as a backdrop
Two mass awareness-raising campaigns per village will be planned at the community level to increase
awareness on the rights of girls, as well as on the Girl Rising movement, through screening of the film
and the use of tools, guidance and resources provided by Ten Times Ten. Save the Children aims to
maximize impact under this activity by using social and print media as tools to strengthen advocacy
efforts. To draw the attention of the public and in particular government, civil society and media
representatives to the aims of this program, Save the Children will share regular updates of this project
and the Girl Rising movement with its vast and diverse network on Facebook and Twitter, which will
reach audiences across the world. Locally, print media will showcase the programs purpose and
achievements, while relevant posters and wall paintings will be displayed in prominent spaces in the
community.
2.2.
Engagement with local religious leaders through special screenings and discussions
Religious leaders play an important role in shaping the mindsets of communities. Therefore, raising their
awareness about the significance of educating girls could potentially result in these leaders becoming
extremely effective advocates for equal rights to education and other girl-sensitive topics. Our workshops
in this activity are targeted to the entire community, with particular emphasis on prominent religious and
community leaders. We will include a screening of the Girl Rising film, as well as the use of Girl Rising
resources and tools, as appropriate. An open group discussion will be held after the screening of the film,
to record opinions and thoughts on the status and needs of girls education in India. The support of
these leaders will be sought in efforts to integrate and institutionalize gender equality at the community
level. We will track this through attendance sheets at the workshops, and will seek to involve these local
leaders in all community mobilization activities, as they are considered extremely influential.
2.3.
Engagement with parents or guardians, grandparents and elderly relatives/ caretakers
Two or three field supervisors trained on program delivery will go door-to-door visiting parents or
guardians as well as grandparents and elderly relatives/ caretakers raising their awareness about girls
rights and introducing them to the larger Girl Rising movement as well as inviting them to community
screenings of the Girl Rising film and other related community-based activities. This will take place at
two points in the project: once, to introduce the project and its goals and to gauge the understanding
they have of gender issues; the second will take place at the end of the project, to assess the level of
impact this intervention has achieved for those who participated in this particular activity.
Save the Children will organize one focus group discussion every four months with mothers and local
PRI representatives, using the Girl Rising tools to orient them on the importance of girls education. The
monthly meetings of adolescent groups will be used as the platform for these participatory group
discussions.
2.4.
A public demonstration (or chaupal) on girl empowerment
Using platforms and spaces provided by the local governing structure (Gram Sabha), we will organize a
semi-annual public screening and demonstration of Girl Rising tools in each of the 40 villages (with

11

approximately 50 participants at each screening) to highlight the importance of helping girls access
quality learning. This will involve a public showing of the Girl Rising film, followed by a group
discussion among prominent and influential members of the community to raise the awareness of
adolescent girls, women, men and Panchayati Raj Institution (PRI) members (representatives of local
government structures) about girls rights. Within these groups, a few community members with
noteworthy leadership and community mobilization skills will be identified to continue raising awareness
among their communities, and to become active advocates for the Girl Rising movement.
2.5.
Work with local cable television operators to screen the Girl Rising film
The project will network and work closely with local cable television operators (the target number will
depend on the data collected in the baseline survey). Our intent is to help them understand the purpose
of the film and to help them screen the film, as well as other related programs, at regular intervals in
order to increase community awareness. Every month, cable operators will share the screening schedule
of the film with the field team so they can disseminate it among the wider community.
2.6.
Workshop with local folk artists
One workshop will be conducted in each state with local artists, to engage them in creating awareness on
the issues covered in the film. Recognizing the popularity and influence of folk music and other art
forms in the area, Save the Children seeks to work with the local folk artists to create local and familiar
renditions of the Girl Rising film through traditional Indian art forms like folk music, painting, dance and
theatre. One performance will take place at the block level in each state (i.e., a total of two performances
overall), inspired by the Girl Rising theme.
2.7.
Community film festival
The project will organize a district level film festival in both states, with a screening of the Girl Rising
film and other films related to girls empowerment. We will focus on selecting films that are locally
relevant.
2.8 State Level Consultation
Two state-level consultations with key government duty bearers and other relevant stakeholders will be
organised by Save the Children to showcase the Girl Rising movie and larger movement.. A total of 25
particpants will attend the consultation in each state capital. The consultation will be designed to
introduce and promote the movement and film, with the aim of sensitizing participants on girl rights.
Result 3:
Enrollment of girls in school is increased and access to quality learning is improved.
3.1.
School enrollment drives through mobilization camps for girls
School enrollment drives will be conducted through a mobilization drive two per village in the first
month and the last month of the project, reducing barriers for out-of-school girls to join, or return to,
school and to encourage the community at large to decrease obstacles to equal educational opportunities

12

for girls. During the camp, participating children will be engaged in activites around the Girl Rising
campaign and in discussions around their perception of needs, rights and education. Community leaders,
including school management committee members, adolescent group members, field supervisors, parents
and teachers will be engaged in this camp, which will be led by field staff with support from the
community, to generate interest on education among adolscent girls.
3.2.
Empowerment of school management committees through capacity building workshops
We will help form school management committees where they do not exist, and strengthen the school
management committees that are already in place. Twice during the project cycle, we will conduct
workshops to build the capacity of school management committee members on their roles and
responsibilities, and to raise their awareness of issues related to girls education, so they can support and
monitor related activities.
3.3.
Reading camps for children during out-of-school periods
Our partner organizations will organize reading camps twice a year to take place during the times when
school is not in session. Reading camps will use books that are used in the book clubs and provide
children with a platform to read aloud their favorite poems or excerpts from short stories to their
families and to the wider community. This will encourage them to speak and read publicly. Reading
camps will be available to children (especially girls) currently enrolled in school and also those who are
not. Numbers of enrolled and non-enrolled children will be determined during the baseline survey.

Tools Development
Girl Rising materials will be translated into Hindi, the local language, for appropriate impact. The Girl
Rising materials we will use are:
1. Girl Rising stories: The appropriate Girl Rising chapters, provided by Girl Rising.
2. Program tools: A facilitators guide, clearly identifying the use case and desired behavior and
target audience; as well as the Teachers Guide for the Girl Rising curriculum, will be used to
guide implementation, in consultation with Girl Rising.
3. Other useful tools: We envision developing and adapting a broad range of tools, in consultation
with Girl Rising, such as:

Effective audio and visual tools to reach out to large sections of the target population
who are illiterate
Discussion guides
Relatable role model stories
Scripts for theatrical activities
Flyers, leaflets, posters, flip-charts
Other tools (creative ways to engage audiences around role model behavior)

13

Organizational Capacity
Save the Children has been helping children in India for over 60 years and has an operational presence in
15 states. Save the Children in India works to increase childrens access to quality inclusive education
(both elementary and early childhood education); protect children from abuse, harm, exploitation and
neglect; improve child survival and nutrition; and respond to and reduce the risk of disasters. Save the
Children works closely with implementing NGO partners at the local level, piloting innovative methods
and approaches that are replicable and building community structures to ensure that the rights of
children are protected and maintained in a sustainable manner. We also work with government entities at
the block, district, state and national level to promote more effective implementation of government
services and programs.
Save the Children Programs in India
States

Andhra Pradesh
Assam
Bihar
Delhi
Gujarat
Jammu &
Kashmir
Jharkhand
Maharashtra
Odisha
Tamil Nadu
Uttar Pradesh
Rajasthan
West Bengal
Uttarakhand

Child
Protection

Child Survival/
Health &
Nutrition

Humanitarian
Response/
Disaster Risk
Reduction

Child Education

Save the Children has considerable expertise in community mobilization; strengthening schools/early
childhood development centers and community relationships; developing creative and stimulating
teaching and learning materials; improving the physical environment of schools/early childhood
development centers and classrooms; and enhancing the capacity of teachers/early childhood care

14

workers to use innovative and effective pedagogy. Across India, Save the Children has played a leading
role in promoting effective implementation of the Right to Education Act of 2009 both through
technical support to the government and community mobilization that generates demand for
entitlements. We have considerable experience in promoting and focusing on campaigns that address
girls issues.
Project Management
Save the Childrens Bihar and Rajasthan state offices and our local partner organizations will be
responsible for project implementation in Gaya and Alwar Districts. Our Delhi office will be responsible
for overall management of the grant. Partner organizations will be responsible for recruiting field teams
for intervention and implementing project activities in both the districts. They will work directly with
local administration, communities and parents. They will also be submitting monthly, quarterly and
annual reports to Save the Childrens Bihar and Rajasthan offices. Monthly reports will be bullet point
updates; quarterly and annual reports will be more detailed.
Local Partner Organizations
Save the Children uses a robust partner selection process and has identified two NGO partners to
implement this project in the two states. To select these two partners, Save the Children used our
stringent assessment process. (Please see Annex 6 for the partner assessment material).
Our implementing NGO partnership will help in leveraging local support - infrastructure, manpower,
knowledge of local area, relationships with stakeholders - leading to reduced project set up time, increased
efficiency, cost effectiveness and enhanced sustainability. Partners PGVS in Bihar and Ibtada in Rajasthan
come with the experience of working in these communities on securing equal access for girls and women
to rights and entitlements.
Partners will be responsible for
Managing day to day activities on the ground, at village and community level
Conducting advocacy at the block & district level
Implementation of actions through partners, with the overall guidance and technical support of Save the
Children on training, capacity building etc. will help in the leveraging of field level resources, participation
and fostering local links. This partnership will also facilitate a mutual exchange of skills and knowledge,
particularly in the areas of community awareness, youth engagement, etc., which will contribute to
sustainability.
Save the Children will be responsible for
-

Overall strategic and project direction

Providing technical support to partners: overall supervision, monitoring and collaborative advocacy
actions at the district and state level
Contract, grant and overall project management
Strengthening collaborative linkages with key government duty bearers and facilitating more robust ties
between partners and government agencies

15

Learning from SCs experience of forming active community-based groups in another district of Bihar to
address issues of gender inequalities, primarily through the engagement of boys and men, will be carried
forward and built on through this program.
Pragati Grameen Vikas Samiti (PGVS) in Bihar: With a vision to work for the most marginalized and
vulnerable segments of society, Pragati Grameen Vikas Samiti was formed in 1985 when they began
working in six villages of Patna, Bihar to transform livelihood opportunities, particularly for women and
children. PGVS firmly believes in the empowerment of communities through organization building
around the principles of non-violent peoples action, self-reliance and local governance. PGVS has been
associated with Save the Children since 2011, working in 1,308 villages of 34 blocks in 17 districts of
Bihar. They reach 16,600 individuals (9,560 women) in community-based structures such as womens
self-help groups, womens farming groups, and groups for water, sanitation and hygiene management at
the community level. PGVS has also worked with other international organizations such as WaterAid and
Oxfam.
Ibtada in Rajasthan: Ibtada, which means the beginning in Urdu, is a nongovernmental organization
that works towards creating a society in which poor and deprived social groups are economically, socially
and politically empowered to take part in development processes and have equal access to rights and
entitlements. With a central focus on the empowerment of girls and women, Ibtada works to promote
self-reliance and reduce social barriers to gender equality and empowerment.
Project Organogram
State Program
Manager Bihar

Project Coordinator-Bihar

Block Coordinator
(Partner)

Field Supervisor
(Partner)

Girl Rising
Coordinator

State Program
Manager
Rajasthan
Project CoordinatorRajasthan
Block Coordinator
(Partner)
Field Supervisor
(Partner)

There will be one dedicated focal point for the Girl Rising project (Girl Rising Coordinator) and two
Project Coordinators, one in Bihar and one in Rajasthan. Under the Project Coordinators, there will be
two Block Coordinators and 40 Field Supervisors, one per village, in the field.

16

Monitoring
Project monitoring will be done on a monthly basis by Save the Childrens Head Office in Delhi and our
Bihar and Rajasthan state offices, against the work plan, the indicators and the project outputs. Two
Project Coordinators, two Block Coordinators and Village Level Workers will work directly with
communities, youth/adolescents and parents. Records of the projects progress will be maintained at the
village and organization level for all completed activities. The progress review of the project activities will
be conducted on a monthly basis at the project team level and on a quarterly basis at the state level. Save
the Childrens Head Office in Delhi will monitor the progress of the project quarterly and compile
quarterly reports to be submitted to the donor.
Evaluation
The KAP Study will be conducted by FLUENT (the M&E company selected by Girl Rising). Objectives
and indicators will be included in the M&E plan provided by FLUENT. Save the Children will provide
technical support and will undertake regular monitoring visits to the field.
Sustainability
While the project period is one year in duration, there will be a focus throughout on sustainability
through community ownership and community-based activities. This is expected to result in certain
activities that are continued to be carried out beyond the life of the project. We will also seek out and
invest any potential resources to continue the project, if possible.
Financial Management
Save the Children will follow its robust finance management policies and procedures for all procurement
and purchases under the project, in line with Save the Children International guidelines.

Conclusion
Save the Children is deeply committed to the education of girls, and would be proud to partner in India
with Girl Rising. We are confident that our two organizations share the same goal: to help girls in the
developing world become successful in school and have a voice in their families, so they can grow up to
be successful women on their own terms in life. Save the Children helps provide women and girls with
opportunities to define success for themselves, rather than letting it be defined by others. With the
support of Girl Rising, we can work to make this happen in Bihar and Rajasthan, India.

17

Annex 1: Theory of Change

Save the Childrens Theory of Change outlines how we work to achieve maximum impact for children through four pillars: Be the Innovator (develop and
prove evidence-based replicable solutions); Be the Voice (advocate for policies to fulfill childrens rights); Build Partnerships (collaborate with communities
and governments); and Achieve Results at Scale (support implementation of best practices).

Removing/Addressing
Barriers to Girls Education

B
e
t
h
e
I
n
n
o
v
a
t
o
r

Community Mobilization +
Strengthened Community
Structures of Adolescents +
Adolescents Empowerment

Policies

Be the
Voice

Girl children accessing

quality formal education

Awareness of community
and teachers for affirmative
action

Build
Partnerships

Strengthened linkages with

education system

Innovative tools from Girl

Rising

Achieve
Results at
Scale

Implementation of Right To
Education Act - right to free
and compulsory education for
all girls and boys

Sustainable Structures
Childrens (adolescents)
groups
School management
committees

Practice
Promote girl child education through PRI
resolutions & parent pledges
Active child participation in school
management committee meetings leading
to girl child enrollment and retention in
schools
Constituted structures listening,
addressing and raising girls child rights
violations at appropriate forums
Enhanced access to entitlements for girls

Partnership Wheel
Community
Government (Education Department)
Civil society networks and corporate
sector
Elected representatives and service
providers
Media

Knowledge Management
Intervention Scalability
Girl Rising media tools
Girl Rising media tools
Orientation plan for school
Replication of school management training
management committee
module & mechanism
members to track and identify
girls who are enrolled and to be
enrolled

18

Annex 2: Logframe Indicator Analysis

Title

Girl Rising: Country Partnership in Bihar and Rajasthan, India

Principal
Objective

To mobilize and engage men/women/youth in the community to actively increase access to quality education for girls
Intervention Logic

Objective
(O)

To mobilize and engage men,

women, and school youth in the
community to actively increase
access to quality education for
girls in Rajasthan and Bihar

Objectively Verifiable Indicators (OVI)

OVI 1: % increase in reporting of
gender discrimination cases in schools
to school management committees
(SMCs)

OVI 2: % of schools that have

established gender-friendly reporting
mechanisms
OVI 3: % improvement in enrollment,
attendance and retention of girl
children in schools

Sources of Verification
- Case management
- Minutes of school
management committee
(SMC) meetings
- Documentation of case
studies
- Case studies
- Minutes of SMC meetings
- Baseline and endline
assessment
- Baseline and endline
assessment
- Project MIS

Risks and Assumptions

-

Community
willingness
Socio-cultural
environment
Willingness of
schools to
support project
objectives
Willingness of
teachers to work
on project
objectives
Functionality of
SMCs
Willingness of
SMC members

19

Title

Girl Rising: Country Partnership in Bihar and Rajasthan, India

Principal
Objective

To mobilize and engage men/women/youth in the community to actively increase access to quality education for girls
Intervention Logic

Objectively Verifiable Indicators (OVI)

Result 1

Teachers are trained to

promote and demonstrate
gender-sensitive and inclusive
education

- % of schools in which teachers are

demonstrating gender equity and
inclusion in their teaching
- % of children demonstrating
improved awareness on importance
of girls education
- % of teachers involved as change
agents for ensuring gender
awareness within the education
community
- % of schools that have created
gender-friendly spaces
- % of schools that have
institutionalized reporting systems
for gender discrimination

Result 2

Awareness is increased among

communities about barriers to
girls education, using media as a
tool to communicate, promote
and popularize the Girl Rising
film and movement

- % of survey community having

improved awareness on gender
- % of villages demonstrating equal
participation by men and women in
community chaupals
- % of functional chaupals to address
the issue of gender discrimination
in the community

Sources of Verification

Risks and Assumptions

- Case management
- Observation checklist
- Baseline and endline
assessment
- Case studies
- Minutes of SMC meetings

- Baseline and endline

assessment
- Meeting minutes of
community chaupal
- Case management

20

Title

Girl Rising: Country Partnership in Bihar and Rajasthan, India

Principal
Objective

To mobilize and engage men/women/youth in the community to actively increase access to quality education for girls
Intervention Logic

Result 3

Enrollment of girls in school is

increased and access to quality
learning is improved

Objectively Verifiable Indicators (OVI)

- % increase in enrolling out-ofschool girls
- % increase in attendance of girls
enrolled in school by the project
- % of schools where SMCs have
been trained on gender sensitivity
using the Girl Rising tools
- % of schools where SMCs
demonstrate increased involvement
in retention of girl students

Sources of Verification
-

Risks and Assumptions

Baseline and endline

assessment
Project MIS for tracking
enrolled girls
Training report
Analysis of Girl Rising tools
Meeting minutes of SMCs
Awareness campaign report

21