CSCF ANNUAL REPORTS. 101 Pentonville Road, London N1 9LG

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1 CSCF ANNUAL REPORTS CSCF ANNUAL NARRATIVE REPORT SECTION 1: BASIC INFORMATION (Maximum 2 pages) 1.1 UK Organisation Name Sense International 1.2 UK Organisation Address 1.3 Project partner(s) (with countries where they are based if more than one country). Please highlight if there are any changes to partners 101 Pentonville Road, London N1 9LG Partners based in India: Sense International (India) Lead Partner India Partners based in Bangladesh (expansion from 6 to 16): a. Centre for Disability in Development (CDD), Dhaka- Lead Partner in Bangladesh b. Research and Educative Action on Disability (READ), Dhaka c. Gram Bikash Sangstha (GBS), Bogra d. Jhikorgaha Development Organization (JDO), Jessore e. Assistance for Blind Children (ABC), Narshingdi f. Bangladesh Organization for Disabled Advancement (BODA), Gazipur g. Development, Equality & Emancipation for Disadvantaged (DEED), Munshiganz h. Manab Kallayan Sangstha (MKS), Satkhira i. Manabadhikar Janakallayan Sangstha (MJ), Satkhira j. Janasheba Shacchasheby Pally Unnayan Sangstha, Kushtia k. Social Welfare Advancement Committee (SWACO), Jhenidha l. Drishty Sangstha, Rangpur m. Association for Alternative Development (AFAD), Kurigram n. Community Development Centre (CDC), Dinajpur o. Kamarkhand Pally Unnayan Sangstha (KPUS), Shirajganz p. Bangladesh Equality Society (BES), Sylhet q. Pratibandhi Shishu Shikkha O Porichorja Shamiti (PROSHIPS), Jamalpur 1.4 Project Title Developing a Sustainable Infrastructure for the Inclusion of Deafblind People in Bangladesh 1.5 CSCF Number Country/ies Bangladesh 1.7 Location within country/ies Dhaka, Gazipur, Narsingdi, Bogra, Jessore, Munshigonj, Shatkhira, Rangpur, Dinajpur, Sylhet, Shirajgonj, Jamalpur, Kushtia, Jhineidah, Kurigram 1

2 1.8 Project Start & End Dates Start: 04/2008 End: 03/ Reporting Period From: 04/2011 To: 03/ Project Year (e.g. Year 1, Year 4 Year 2) 1.11 Total project budget 360, Total funding from DFID 280,427 requested for project 1.13 Financial contributions Total 80,000 (private individual donor) from other sources Please state all other List all contributions sources of funding and amounts in relation to this project. Sources should be listed in brackets, e.g.: 75,000 (ABC Foundation) 1.14 Date report produced 30/06/ Name and position of person(s) who compiled this report 1.16 Name and position of contact point for correspondence relating to this project address(es) for correspondence 1.18 Acronyms Please list all acronyms used in this annual report. Name: Sadaf Chowdhury Position: Development Manager, National Resource Centre (NRC), Bangladesh Name: Uttam Kumar Position: Manager - Programmes Sense International (India) Name: Philip Middleton Position: Programme Funding Manager, Sense International (UK) Name: Philip Middleton Position: Programme Funding Manager, Sense International (UK) 1: Philip.Middleton@senseinternational.org.uk 2: Iveta.Ouvry@senseinternational.org.uk ABC Assistance for Blind Children BBM Bangladesh Blind Mission BODA Bangladesh Organisation for Disabled Advancement CDD Centre for Disability in Development DEED Development, Equality & Emancipation for Disadvantaged DFE Deaf Blind Educators GBS Gram Bikash Sangstha JDO Jhikargacha Development Organisation NRC National Resource Centre READ Research and Educative Action on Disability SI (UK) Sense International UK SI (I) Sense International (India) 2

3 SECTION 2: PROGRESS AND RESULTS (maximum of 3 pages) 2.1 KEY RESULTS Please list three of the most significant results you have achieved over the last year, making specific note of who has benefitted and what contribution DFID funding has made. For a more detailed summary of progress against the outcome and outputs, see Annex A or B as appropriate. 1. Involvement of ten new partners: The involvement of ten new partners within the project has been an important step over the last year to reach more deafblind people. This has expanded the network of partners from 6 (phase 1 during Years 1-3) to 16 partners (phase 2 during Years 4-5). The new partners and their field educators have so far identified an additional 235 deafblind people from their respective locations, a significant contribution to the 482 deafblind beneficiaries to date. However, a challenge is that the support the 10 new partner organisations can provide is more limited than the 6 core partners, who have been involved since the beginning of the project and have more experience, partly due to limitations in the budget available. 2. Enrolment of 20 deafblind children in mainstream schools: In the fourth year of the project, appropriate conditions were created for the enrolment of 20 deafblind children in mainstream school. This is in a context where the Government of Bangladesh previously only recognised people with mild disabilities as being able to attend mainstream schools. Deafblind people were deprived of any services in the country and their involvement in the education sector was totally absent. With the right support of partners as well as with the committed efforts of educators, 20 deafblind children are now enrolled in school. This is encouraging these schools to provide better access for deafblind students and can have a demonstration effect for other schools. The investment in teachers to build-up their capacity to teach a deafblind child in school in an inclusive environment was a challenging move initially which required good levels of communication with school authorities. In order to realise this in practice, the National Resource Centre (NRC) on Deafblindness, which has been established under the project, had organized counselling sessions as well as training for teachers in schools. The school authority was also sensitized to allow children with deafblindness to have equal opportunity in education, like non-disabled students. NRC has delivered needs-based learning and teaching materials for deafblind students. This enrolment has been in regular government primary schools and non-formal primary education. 3. Strengthened networking among parents groups: Parents and caregivers of deafblind children usually feel very isolated and do not have opportunities to seek advice or comfort from each other. With the support of our partners, parents of 482 deafblind children and adults started networking. While the networking is still informal, parents started meeeting on a quarterly basis. These meetings of parents helped each parent to exchange various types of experiences and activities, have the opportunity to share frustrations and also swap different ideas and techniques to use with their own children. A key cross-cutting achievement from CDD s contributions to the new disability law was that on 26 th April 2011 deafblindness was incorporated as a unique category in the proposed disability law which is expected to be passed by parliament during December 2012 and the outcome of this will be described in the next report. 3

4 2.2 TIMESCALE AND BUDGETING Please explain whether the project is on-track against (a) its budget and (b) against the original timescale. If you are off-track in either your expenditure or your timescale for completion, please provide an explanation and detail the remedial actions you are taking. You should also indicate when you expect to be back on track. If appropriate please link this to your Risk Assessment (see Section 2.6). a) Budget: The project is largely on-track against its budget. However, a knock-on effect from the project delays in the first year, due to political issues in Bangladesh, meant the underspending in Year 1 required the remedial actions of a revised budget and the carrying-forward of co-funding to subsequent years. In terms of DFID funds, there has only been underspending in Year 4. Originally the budgeted co-funding of 80,000 was only for the first 3 years, with 100% DFID funding in years 4 and 5. The co-funding is now being utilised in all 5 years of the project, as mentioned in the end of Year 3 claim and annual financial report documents. b) Timescale: Despite the late start of the project in year 1 which caused delays in that year and a knock-on effect as explained above, the project is on-track with its activities. 2.3 CHANGES Have there been any significant changes to the project design, context or partners this year? How have these impacted on the delivery of the project? If appropriate please link this to your Risk Assessment (see Section 2.6). The target of 800 deafblind beneficiaries remains an ambitious target, although it is possible by the end of the project with the target of 500 beneficires through the 10 new phase 2 partners in addition to the target of 300 beneficiaries through the 6 phase 1 partners who are able to provide more comprehensive support. It is important to note that the original project budget provided more emphasis on the 6 original and to enable some support to the 10 new partners a budget line (using co-funding) was introduced for this using previous underspends in the project. According to the assigned activities between Sense International (India) and CDD, it is clearly indicated that 6 partners will be treated as direct partners who will offer all programme support services for their identified deafblind children and families including income generation support, nutrition support, assitive device if required, clinical support, therapeutic services and each child will receive 3 visits by an educator per week (number of visits depend on the condition of the child). On the other hand, the additional 10 partners will not receive programme support for their identified clients. Their activities are concentrated on the assessment, screening and identification process. In some emergency cases, they can be offered clinical support for the identified client. 2.4 HAS YOUR LOGFRAME/ACTIVITY LOG/BUDGET CHANGED? Are you proposing any new changes to the logframe, activity log or budget? Please explain the rationale for this and highlight the changes in the logframe and/or activity log. Please ensure that your activity log (if applicable) reflects all of the planned activity for the next year. We are not proposing any new changes to the logframe (minor updates were proposed and highlighted in Years 2 and 3) or activity. The change to the budget, as in previous years, relates to carrying-forward co-funding from the underspending. 4

5 2.5 RISK MANAGEMENT AND MITIGATION Please list the risks to the achievement of the project s Outcome (Purpose) and Outputs. You should differentiate between the internal risks and those that are part of the external environment and over which you have less (or little) control. Please use the table below to tabulate risks showing their potential impact and probability and how you intend to mitigate these. With internal risks to the project it is important to show how you are addressing these and overcoming any problems to effective implementation. Risk Likelihood Impact Outcome (Goal and Purpose level): Challenges of communication with deafblind people Output 1: Continued capacity and resources of partner organisations (internal and external) Output 2: Loss of trained human resources (internal) Output 3: Unavailability of trainers and mentors with advance level skills (internal) Output 4: Dispersed parents and families as well as teachers limit participation in networks (external) Output 5: Change in government could delay progress with disability bill (external) High / medium / low Medium Medium Medium Medium Medium High / medium / low Medium High High Medium Medium Mitigation measures Show how you are tackling the risk in question. Continued process of inclusion of deafblind people and their parents in all spheres of planning Continuous follow-up and monitoring of programmes including organizational mangement and Capacity Building of partners for in-country resource mobilisation Develop alternative resource persons with similar level of skills and training (CDD and partner staff trained) Complementary support from SI(I) Continuous training to project staff to fill the gap. Increased event based participation with an interval of family network meeting Low Low Continued persuasion of government to importance of deafblind people being recognised in disability bill Overall Risk Rating for Outcome/Output High/ medium/ low Medium Medium High Medium Medium Low 5

6 SECTION 3: VALUE FOR MONEY AND SPECIFIC CONDITIONS (maximum of 2 pages) 3.1 VALUE FOR MONEY (VfM) All projects need to be able to relate the costs and inputs incurred to the achievement of results. In considering the VfM offered by the project, please explain whether (a) The results are appropriate to the costs incurred? (b) Whether the results could have been achieved at a lower cost or with fewer inputs. (c) Whether more or better results could have been achieved with the same inputs and costs. a) The results are appropriate to the costs incurred since the project is the first to target deafblind people in Bangladesh, with deafblindness an unknown category of disability prior to the project. This explains the challenges in reaching a large number of beneficiaries, as well as deafblind people being a marginalised minority. While directly we are able to reach out to 482 deafblind persons and their families, it is creating the potential for policy changes in Bangladesh to benefit approximately 70,000 deafblind persons through the forthcoming new disability bill. The project has brought respect to the family. Deafblind children are now able to go out from their homes to play with neighbouring children and also to attend schools and Madrasas; b) In terms of whether results could have been achieved at lower cost or with fewer inputs, the social benefits and inclusion of families in the community as well as the more intensive support required for disabled people are not easy to be valued in monetary terms. Nevertheless, by considering the average annual budget and the 482 deafblind beneficiaries reached to date, we are spending approximately 150 ( per month) per child in a year. c) It is difficult to know whether more or better results could have been achieved with the same inputs and costs. The model of including deafblindness within organisations already specialising on working with disabled people has been cost-effective and avoided duplication. We could argue that being less ambitious than targeting 800 deafblind beneficiaries could enable more focused support on fewer people, although since this is the first project working directly with deafblind people we consider that a next phase project could achieve more results with similar levels of inputs as awareness and capacity on deafblindness is now being built. 3.2 CONDITIONALITIES Many grant agreements contain specific provisions (e.g. relating to the building of capacity for partners in relation to child protection). Please list the specific provisions in your grant agreement and provide an update on progress against them. The 2008 DFID CSCF grant agreement does not contain specific provisions other than the general grant arrangement conditions and specific agreed project details and budget. Sense International (India) and CDD provide technical assistance to partner organizations to ensure implementation of relevant policies such as child protection policy and disability policy. 3.3 MANAGEMENT RESPONSE TO DUE DILIGENCE REPORT (For projects funded after 1 st May 2011 only), please provide an update on any action taken following the Due Diligence Assessment by KPMG. N/A 3.4 INTERNATIONAL AID TRANSPARENCY INITIATIVE (IATI) (For projects funded after 1 st May 2011) Please provide an update on progress made towards applying IATI standards. (Please refer to for further information). Although not applicable since this project was funded prior to 1 st May 2011, Sense International has completed the IATI implementation schedule and as of June 2012 is publishing data for this project on the Sense International website. 6

7 SECTION 4: LESSONS (maximum of 2 pages) 4.1 LESSONS Please describe lessons either identified or learned as they relate to one or more of the four key lesson learning areas for the CSCF below (these have been jointly identified by the Fund Manager and DFID s Civil Society Department). Please note you do not have to provide lessons under each area. Lessons are observations or conclusions that can be applied to improve performance and shared with others. Try to avoid presenting obvious lessons (e.g. the participation of women in project activities is key to their empowerment ). (a) Approaches to Empowerment and Advocacy: What lessons have you identified or learned in relation to empowering individuals and/or communities to negotiate and advocate for better outcomes with decision-makers and service providers? Please consider whether there are particular lessons in relation to negotiation or advocacy in terms of (a) service delivery (relevance, quality, availability, and access), (b) political participation, (c) economic participation and (d) household decision-making. If something has worked particularly well, why? If a particular approach did not work well, why was this? How has this learning been applied in your project? A key lesson learned is the value of approaching empowerment and advocacy at multiple levels. First, participation of deafblind beneficiaries and their parents/caregivers through informal networks improves the understanding they and members of their communities have about the challenges they face. Second, sharing successful stories of where the project has supported individual deafblind people, such as the impact of education or an assistive device, helps develop their own confidence and the confidence of others. Third, advocacy at schools and the University of Dhaka has increased the potential for wider awareness. For example, at Prayash school - a school for children primarily with autism - NRC has trained 35 teachers on deafblind orientiation and this practical step means the school will be more ready to provide education for deafblind students. Another example is the advocacy NRC has conducted at the University of Dhaka to involve students as Ambassadors to create more awareness about deafblindness (where students of the Department of Special Education took particular interest). Fourth, continued sensitization of government bodies has been critical to incorporating deafblindness in service delivery and the newly drafted Bangladesh Disability Bill which is pending ratification by parliament in the final year of the project. Empowerment and advocacy at multiple levels is creating favourable conditions for connecting policy level change with practical benefits for deafblind people. (b) Equity: What observations or conclusions have you made in relation to strategies to engage marginalised and excluded groups (as defined by your project this might include people of a certain age or ethnicity, etc.), particularly women, in project activities or benefits? What has worked particularly well and why? If something has not worked well, why was this? How has this learning been applied in your project? 7

8 The project is primarily focused on children with deafblindness, rather than adults or elderly persons. However, while the majority of beneficiaries are children, the project has incorporated all these types of clients to ensure equal facilities as much as possible. A higher proportion of deafblind beneficiaries in the project are male, although there has been an increase in the proportion of female beneficiaries over the past year. We have learned that there can be gender discrimination, for example where families with limited resources may prioritize supporting their sons to attend school where they are viewed as potentially having higher future income-earning opportunities. This gender disparity tends to be exaccerbated for people with disability. Having female special educators as part of the group of trained educators has been valuable in reaching out to more deafblind girls. (c) Capacity building: Which approaches to the capacity building of local partners and community groups have been most impressive in achieving project results, and in particular improving the capacity and ability of women to take a leadership role? If something has not worked well, why was this? How has this learning been applied in your project? In Bangladesh, particularly in more rural communities, the voice or opinion of women is arguably less respected. Under such circumstances, if women are able to create their own group and contribute in decision-making processes, this strengthens their capacity, develops their leadership and earns them respect. An example has been the community group meetings of parents, often dominated by women and enabling them to voice their opinion. At a community meeting where special educators were providing sensitation and awareness-training on deafblindness, one women from a nearby community who was in attendance informed the educators that she thought her child was deafblind and they arranged to follow-up on this. Without such a community meeting, information on deafblindness and the support of the project may not have spread. (d) Monitoring & Evaluation: What tools and methods have been most useful and practical in measuring and demonstrating evidence of results, including disaggregation of data? If something has not worked well, why was this? How has this learning been applied in your project? The involvement of Sense International (India) and their longer experience of monitoring and evaluating projects in India has been a valuable resource for partners in Bangladesh. Regular monitoring visits helped to identify areas of progress and bottlenecks so that this learning could be applied going forward. Monitoring tools have included visits and interviews with deafblind beneficiaries and their families, which have contributed to the case studies documented (example provided in Annex E). A mid-term external evaluation in Year 3, with the evaluation report included with last year s annual report, has been helpful in providing external analysis and recommendations for the remaining period of the project. In February 2012, a monitoring visit was conducted by the Senior Programmes Manager of Sense International which was important in discussing challenges and progress to date, also to start looking beyond the end of the project to what a next phase may look like. 8

9 ANNEX B: ACHIEVEMENT RATING SCALE (maximum of 4 pages) To be completed for all projects which started BEFORE 31 st MARCH 2010 Please insert your purpose and outputs from your latest logframe, as well as your logframe indicators and baseline values for those indicators. If the baseline data has been obtained at different times during the project then the date of data collection should be clear. All baseline data should be linked to the corresponding indicator. Use numbering to cross-reference between columns. This can be submitted in landscape format or in Excel format. Please note that you should use the following scale to rate the likelihood of achieving your project s purpose and outputs by the end of the project period. 1 = likely to be fully achieved, very few or no shortcomings 2 = likely to be largely achieved, despite a few shortcomings 3 = likely to be only partially achieved, benefits and shortcomings finely balanced 4 = very limited achievement is likely, extensive shortcomings 5 = unlikely to be achieved Purpose : To establish a strong and supportive national infrastructure in order to increase services and provide a coherent voice for deafblind people in Bangladesh. Overall Assessme nt Score (likelihood of achieving the anticipated purpose/ou tput by the end of the project) Logframe Indicators 2 (i) Appropriate services for deafblind children and adults established. (ii) Increase in deafblind people accessing information and community places. (iii) Deafblindn ess is a recognisable/famil iar entity within disability, development and government agencies. (iv) Increased levels of Baselin e Values for indicat ors Progress against Indicators in the current year 0 (i) Reaching-out to 482 deafblind persons through 16 partners, extension of 10 new partners in ten districts. (ii) Deafblindness categorised as a separate category of disability. (iii) Revised Disability Law also including deafblindness. (iv) 28 field educators trained on deafblindness are involved for providng services to 482 deafblind persons. (v) Two local mentors Comments on changes over the whole project period, including unintended impacts With the extension of new partners and following the progress of various activities like; recognition of deafblind issue as a separate type of disability and also its inclusion in the revised and proposed disability Bill, deafblindness is not only getting recognition in the development arena or government body 9

10 Output 1: Model sustainable services established by 16 partner organisations in Bangladesh by 2013 for 800 deafblind children and young adults as well as 4,000 family members in primary caring roles and 250 support workers. independence for deafblind children and adults. (v) Number of activities (networking and training) organised locally and nationally relating to deafblindness. (vi) Number of teachers/professi onals involved in the field. (vii) Number of inter-organisation meetings and activities. 3 (i) Number of deafblind children and young adults accessing high quality appropriate services. (ii) Number of family members and support workers benefiting from high quality appropriate services. (iii) Number of organisations providing high are supporting 6 partner organizations in mentoring. (vi) A National Symposium on Disability was held; deafblindness was the main focal issue and 80 participants were oriented. (vii) 25 government employees were given basic training on deafblindness. (viii) Information materials on deafblindness developed in local languages and video documentary was also produced to create awareness. (ix) 8 exposure visits were undertaken. (x) Advisory committee meeting also held in February (xi) 5 local level trainings, and 2 refresher trainings as well as 2 onsite trainings were held during the year. 0 (i) 18 deafblind field educators providing services to 247 deafblind children. Many of them are socially rehabilitated and leading a life similar to normal persons. (ii) 1793 family members of deafblind persons including community members are under support services by deafblind field educators. (iii) 6 partenrs are providing good quality rather it is creating access to have required rights and privileges for deafblind persons in the country. Government initiative in this regard was also one of the positive indications to achieve its set goal for a sustainable programme. 247 deafblind persons are receiving need based support services and other 10 partners are also involved in assessment process. Initially these ten new partners were reluctant to work on the issue due to its complexity although their confidence is increasing with experience. 10

11 Output 2: Established National Resource Centre (NRC) by 2011 to provide information and support to organisations and other stakeholders throughout Bangladesh. (The NRC will also oversee the implementation of all activities). quality appropriate services. (iv) Developm ent of sustainable service model for deafblind people that can be articulated and replicated. 2 (i) Relevant and appropriate resources obtained. (ii) Number and type of useful materials produced and disseminated to interested parties. (iii) Key stakeholders aware of and accessing resources and information. (iv) Qualified staff members recruited to run NRC. (v) Work guided by biannual Advisory committee meetings. services to beneficiaries. (iv) The sevice model has been developed and this will be articulated in the final year of the project (final report and evaluation). 0 (i) NRC with its full capacity is working as a deafblind resource centre for information dissemination as well as referral. All the required staffs are in place. (ii) Newsletters (1,000 copies in Bengali and English twice per year); materials in Braille, video documentary, sensitization materials (1,000 hand fans with information on deafblindness) developed and printed, successful cases of deafblind persons, 1 Advocacy Toolkit (1,000 copies), Kit Bag for educators (50), handbook on deafblind awareness (200) photographic exhibition in March (iii) 484 key stakeholders have received all the concerned and relevant information and need based resources developed by NRC-CDD till date. (iv) Qualified staff members are running NRC. (v) Advisory board played an important role by placing their opinions in regards to strengthening the NRC considers itself to have capacitated enough to conduct any local training and mentoring on deafblind issues in Bangladesh. Its strength lies in the systematic monitoring as well the materials and items it produced for creating awareness and sensitization at any level in the country. 11

12 relationship with govt. to include deafblindness in the disability law, govt. run health programmes and reinforce advocacy at various levels. Output 3: A programme of appropriate training workshops and mentoring programme available to organisations working with deafblind people by 2011, and conducted primarily by Bangladesh trainers and mentors by 2013 Output 4: Local, regional and national networks run and managed by teachers of deafblind people, families and deafblind people set up and active by (i) Number of local mentors and trainers trained. (ii) Number and type of organisations receiving support through the mentoring programme. (iii) Number and range of people attending trainings. (iv) Number of requests for mentoring received. (v) Increasing use of local mentors and trainers. 3 (i) Number of local, regional and national networks established. (ii) Networks are proactive in sharing experiences and undertaking advocacy initiatives. (iii) Number of members registered with the local, regional and national 0 (i) 28 local trainers and 2 mentors trained. (ii) 3 mentoring programmes conducted. (iii) 5 orientation trainings on deafblindness, 2 Refresher Trainings, 2 onsite trainings; were conducted by NRC. On-site hands on training by trainers from India organised during July 2011 and February (iv) All 6 partners requested frequent mentoring support which took place twice each quarter. (v) With the support of NRC trainers, the trainers of partners have increased their capacity to have their own local trainers. 0 (i) NRC established strong local networks in six districts. (ii) Six local level meetings were conducted and shared experiences. (iii) Supported 1793 family members in counselling. NRC is capacitated enough with 18 trained human resources to deliver training programmes in the country. Meanwhile, 2 of its local mentors are also engaged in mentoring local trainers who were already trained by the mentors of SI(I). So far local trainers have trained 10 educators of ten new partners locally. Family networking is getting stronger with the demand of the required needs of families. Increased awareness at community level as well as among deafblind family by educators are the main cause of such impact and changes in mindsets. 12

13 Output 5: Advocacy and campaigning activities initiated and influencing policy practice and public awareness by 2013 Activities Please comment on the relevance, efficiency and effectiveness of the activities overall networks. 2 (i) Increased capacity of partners and networks to undertake advocacy activity. (ii) Number of awareness raising events. (iii) Number of advocacy and campaigning activities. (iv) Increased awareness of key stakeholders about deafblindness and associated issues. 0 (i) Initiated 4 advocacy campaigns at govt. level, other disability related org, different developmental org., educational institutions. (ii) 4 numbers awareness-raisiing events. (iii) 9 advocacy and campaigning activities were organized (e.g. with schools, government officials). (iv) NRC increased awareness of CBR workers of disability org, therapy assistants of govt. one stop health centres for persons with disability (e.g. awareness raising fair with materials, day care service demonstration, photography exhibition). The impact of advocacy in the country is at a promising stage. The involvement of government and their keen interest in the issue will speed up the process further. The activities are relevant as they form part of the first project working specifically with deafblind people in Bangladesh, thereby filling an important gap in raising awareness about the needs of deafblind people. The project activities are efficient as they involve local partners which are all organisations working with disabled people, to build-up their capacity on deafblindness to enable them to include deafblind people in their work. This approach has proved effective as in a releatively short space of time, considering this is the first intervention with deafblind people in the country and the delays faced during the first year, 482 deafblilnd people have now been identified and 247 are receiving regular support services. A challenge in the effectiveness of activites has been the budget not being sufficient for all 16 partners to provide these regular services, meaning 235 are receiving support on a quarterly basis. The inclusion of deafblindness in the new Disability Bill going before Parliament in Bangladesh later this year should ensure the Government makes additional provisions for deafblind people. 13

14 ANNEX C: PORTFOLIO ANALYSIS (maximum of 3 pages) To be completed for all projects DFID aims to capture and compare performance and results across the whole CSCF portfolio based on the information provided in the Annual Reports. For each question below you are either asked to respond yes or no ; or you are asked to provide a score of 1 to 4 in terms of level of achievement: 1 = no evidence of achievement 2 = low / early indications of achievement 3 = significant achievement 4 = substantial achievement Please tick one box only using an X. 1. Is your project contributing to a change in government policy or practice? If you answer No, go to Question 2 Yes X No 1.1 What type of change has been achieved to-date? (a) Change in discourse - e.g. verbal support for proposed changes; popular demand emerges; technical expertise applied. (b) Policy development e.g. proposed changes/principles reflected in draft policies or legislation. (c) Policy adoption e.g. support for legislative body is secured, policies are approved/passed into law. X X X 2. Is your project leading or contributing to changes in rights and/or government services? If you answer No, go to Question 3 Yes X No 2.1 What type of change has been achieved to date? (a) People are aware of their rights which are being targeted by the project (b) Rights which have been targeted by the project are being claimed. (c) Rights which have been targeted by the project are being enforced. (d) People have improved access to government services which have been targeted by the project. (e) People experience improved quality of government services which have been targeted by the project. X X X X X 14

15 3. To which of the Millenium Development Goals (MDGs) is your project contributing directly? Please select up to three MDGs and prioritise these as 1, 2 and 3 (with 1 being of highest significance). If none apply, please go to Question 4 MDG 1: Eradicate Extreme Hunger and Poverty 2 MDG 2: Achieve Universal Primary Education 1 MDG 3: Promote Gender Equality and Empower Women MDG 4: Reduce Child Mortality MDG 5: Improve Maternal Health MDG 6: Combat HIV/AIDS, malaria and other diseases MDG 7: Ensure Environmental Sustainability MDG 8: Develop a Global Partnership for Development 3 4. How far have the following factors influenced project success or failure to-date? Please select up to three factors and prioritise these as 1, 2 and 3 (with 1 being of highest significance). 4.1 The capability of the project partners The level of government engagement 4.3 The level of ownership by citizens / beneficiaries 4.4 The level of participation of citizens / beneficiaries Understanding of the context 4.6 Flexibility of approach and being able to adapt to changes in the external environment 4.7 The capability of the project leader 4.8 The quality and extent of communication between key stakeholders 4.9 Integration with the work of government and other actors 4.10 Use of specific tools and methods developed for the project The capacity for good financial management 4.12 The geographical reach or spread of the project If you consider there are other factors which have influenced project success or failure, please note them in the box below 5. What is the main methodological approach being used by the project to bring about the changes envisaged? Please select up to three factors and prioritise these as 1, 2 and 3 (with 1 being of highest significance). 5.1 Rights awareness e.g. making rights holders more aware 2 of their rights so that they can claim rights from duty bearers. 5.2 Advocacy / Campaigning e.g. advocating publicly for changes in policy and/or practice, campaigning on specific targeted issues. 5.3 Modelling e.g. demonstrating best practice / approaches / 1 15

16 behaviours which can be adopted or relicated by others to bring wider improvements in policy or practice. 5.4 Policy engagement e.g. building relationships with decisionmakers behind the scenes, pragmatic collaboration on policy development to achieve incremental improvements. 5.5 Service provision in collaboration with government e.g. working with government to enhance the services already provided. 5.6 Service provision in parallel to government e.g. providing an alternative service. 5.7 Monitoring of government policy e.g. monitoring budgetmaking or enforcement of rights 3 If you consider there are other key methodological approaches which are being applied and which are not listed above, please note them in the box below. 6. Whose capacity (in the main) is being built through the project? Please identify one only 6.1 End-beneficiaries (poor and vulnerable groups) X 6.2 Local leaders / change agents 6.3 Local Community-Based Organisations 6.4 Civil Society Organisations / Networks 6.4 Local government 6.5 National government 6.6 Local implementing partner(s) 6.7 Trade unions 6.8 Private sector organisations 6.9 Other (Please name below) 16

17 ANNEX D: BENEFICIARY TABLES (maximum of 6 pages) To be completed for all projects How to Use the Beneficiary Table: The beneficiary table asks you to insert information about your project s beneficiaries to-date at Outcome and Output levels. You should disaggregate this information as much as possible by gender and other relevant sub-groups. Note that the total number of people targeted by each output cannot be simply added together to get the total number of project beneficiaries. This is because the same people may be targeted under different outputs, and there is thus a risk of doublecounting. You should also note that the number of beneficiaries at the outcome level may be different to the total number targeted at output level. A development outcome, such as a change in policy, could impact on a greater number of people than the total reached by the outputs. Please relate the number you provide in the beneficiary table with your logframe. If the logframe does not mention any number of beneficiaries at the outcome (purpose) level (e.g. policy or institutional change), please provide the number of people that the project will affect. This has to be a very realistic figure. For dissemination activities, unless the project is directly targeting groups/individuals, wider communities who will benefit indirectly through radio and other means should not be included within the outputs. This can be included at outcome level but the resulting change from the dissemination should be clear and measurable. See attached example to see how this has been completed. It can be presented in Excel or Word format. 17

18 Outcome (Purpose) Consoldiated number of beneficiaries for outcome Types and number of beneficiaries targeted Type of Beneficiary Total number of deafblind people benefitting from the project directly Identified Deafblind persons/children Gender of Beneficiaries Total Number Female Other Disadvantaged Groups (as applicable. Please note that you can amend these titles so that it reflects the emphasis of your project. If a specific ethnic group is included in the project but not People Living with HIV/AIDS you can change the title below to reflect this) Minority Groups People with Disabilities People Living with HIV/AIDS How were these numbers calculated? By adding the total numbers of deafblind persons in project Additional Information What changes have occurred as a result of the project outputs for those people Partner organizations provide needs based support services. Output 1 Type of Beneficiary Total Number Consolidated number of Beneficiaries for this Output Types & number of beneficiaries targeted in this Total number of deafblind people benefitting from the project directly Deafblind people identified and functionanlly assessed Female Minority Groups People with Disabilities People Living with HIV/AIDS How were these numbers calculated? Total number of deafblind people identified and What type of benefit was received by this group? Partner organizations provide needs-based support services to identified deafblind 18

19 Output Clinically assessed deafblind persons/ children Family Councelling (Families/caregivers of Deablind persons/children) Community members 1,793 Deafblind children included in mainstream education Deafblind persons received Assistive devices functionally assessed Number of people receiving clinical assessment 2 family care givers per deafblind family member Through network meeting, uthan baythak etc. Number of deafblind children attending mainstream schools people by trained educators and with functional assessments. By ENT specialist and ophthalmologist of the partner location of 6 initial partner organisations. Families/caregivers have required skills and techniques to provide services to their deafblind children, reducing dependence on educators. Community people are now much aware about deafblindness and interested to know more and keen to work with persons with deafblindness. Access to education in an environment where non-disabled children are receiving education, creating inclusion. N.B. Output 2 Not Applicable for breakdown of beneficiaries as output was to establish NRC which contributes to all other outputs. 19

20 Output 3 Consoldiated Number of Beneficiaries for this Output Type of Beneficiary Community Health Workers Community Health Workers Total Number Female Minority Groups People with Disabilities People Living with HIV/AIDS How were these numbers calculated? Number of health workers trained What type of benefit was received by this group? Community health workers received orientation training on deafblindness and are providing services to deafblind people. Output 4 Consolidated Number of Beneficiaries for this Output Types & number of beneficiaries targeted in this Output Type of Beneficiary Parents/caregivers and educators of deablind persons/children and local people in the networks Parents/caregivers and educators of deablind persons/children and local people in the networks Total Number Female Minority Groups People with Disabilities People Living with HIV/AIDS How were these numbers calculated? By adding all network and family network development meeting participants What type of benefit was received by this group? Parents/caregivers and educators of deablind people, school teachers, local people, head of a sub-district attending meetings. 20

21 Output 5 Consolidated Number of Beneficiaries for this Output Types & number of beneficiaries targeted in this Output Type of Beneficiary Total number of Government Officials and Teachers sensitized Other organizations Total Number Female Minority Groups People with Disabilities People Living with HIV/AIDS How were these numbers calculated? Total of Government Officials (62 8 female) and Teachers ( female) sensitized 70 Govt. officials 62 8 Teachers sensitized Through network & advocacy meetings & and dissemination of awareness raising materials Through training, network meeting, advocacy for sensitization and awareness raising materials By all advocacy workshop and meeting What type of benefit was received by this group? Other organizations are sensitized and has also received training from the deafblind programme to work with deafblind persons Deafblindness included as unique disablity in draft Bangladesh disability Welfare act- 2011; Govt. plans to establish centre for persons with disabilities, including deafblindness. Teachers of special schools for intellectually impaired sensitized about deafblindness 21

22 Overall outputs Overall Consolidated Number of Beneficiaries Type of Beneficiary Total number of deafblind people benefitting from the project directly (482); Community Health Workers (55); Parents/caregivers and educators of deablind persons/children and local people in the networks (287); Government Officials and Teachers sensitized (209); Total Number Female Minority Groups People with Disabilities 1, People Living with HIV/AIDS 22

23 ANNEX E: CASE STUDY (year 2 onwards) As this may be used for public dissemination purposes, please be clear and concise and avoid the use of jargon or acronyms. 1. Project details - this should include the title of the case study; project title and CSCF reference, country/region, project start and end dates and main local partner name. 2. Project Summary - please provide a brief project summary including the overall change(s) that the initiative is intending to achieve and who will benefit. The location of the project benefits should also be clear. (The project summary should be 200 words maximum half a page). 3. Provide 2 good photographs (as jpegs, with captions to describe them). 4. If possible include a good quote or human interest story about a named individual or family that has been helped by the project. 5. Note: DFID are particularly interested in receiving case studies covering the following areas. Please could you put X against the areas which are particularly relevant to your project (you do not have to tick any if they are not relevant). More information may be requested for either communication or learning purposes. Subject area X 1. Private sector development with a particular emphasis on women's economic empowerment 2. Violence against women and children 3. Education with a particular emphasis on girls education 4. Reproductive health/maternal and neo-natal health 5. HIV/AIDs, malaria, tuberculosis 6. Disability X 7. Child labour 8. Youth 9. Elderly 10. Access to justice and rule of law 11. Climate change and environment 23

24 Title of Case Study: Moslema: A deafblind girl in Bangladesh Title of CSCF Project CSCF Reference Number Country/ies Name of UK and local CSOs Project duration (dates) Total CSCF Funding Developing a Sustainable Infrastructure for the Inclusion of Deafblind People in Bangladesh CSCF 440 Bangladesh Sense International (UK) Sense International (India) - Lead Partner India a. Centre for Disability in Development (CDD), Dhaka- Lead Partner in Bangladesh b. Research and Educative Action on Disability (READ), Dhaka c. Gram Bikash Sangstha (GBS), Bogra d. Jhikorgaha Development Organization (JDO), Jessore e. Assistance for Blind Children (ABC), Narshingdi f. Bangladesh Organization for Disabled Advancement (BODA), Gazipur g. Development, Equality & Emancipation for Disadvantaged (DEED), Munshiganz h. Manab Kallayan Sangstha (MKS), Satkhira i. Manabadhikar Janakallayan Sangstha (MJ), Satkhira j. Janasheba Shacchasheby Pally Unnayan Sangstha, Kushtia k. Social Welfare Advancement Committee (SWACO), Jhenidha l. Drishty Sangstha, Rangpur m. Association for Alternative Development (AFAD), Kurigram n. Community Development Centre (CDC), Dinajpur o. Kamarkhand Pally Unnayan Sangstha (KPUS), Shirajganz p. Bangladesh Equality Society (BES), Sylhet q. Pratibandhi Shishu Shikkha O Porichorja Shamiti (PROSHIPS), Jamalpur 1 st April st March ,427 24

25 Project Summary Deafblind people are profoundly excluded. In most poor countries there is little awareness about deafblindness and consequently no support exists. They face enormous challenges but with the right support, it is possible for them to lead quality lives and be active members of society. This initiative is unique in addressing for the first time the needs of deafblind people in Bangladesh. It draws upon Sense International s innovative approach in India to support local partners in Bangladesh to become best practice models, and thereby promote cross-regional learning. Through supporting a network infrastructure, we are increasing the level and quality of services accessible to deafblind people and their families against the absence of governmental and non-governmental services, as well as empowering them to realise their rights. A National Resource Centre (NRC) has been established as a centre for technical expertise and model of best practice. The project is being implemented in 2 phases: during phase 1 (Years 1 to 3), the capacity of the NRC will be built along with an initial 6 partners. From phase 2 (Year 4 to 5), the NRC will itself support the technical development and capacity of 10 more partners. This will minimize the dependency on external support and also increase the overall cost efficiency of the project. Networking, training and mentoring programmes will contribute to national capacity drawing on the expertise of our partners in India who are increasingly engaged in advocacy, policy development and management roles. It is investing in the capacity of associations of deafblind people and family members to self-advocate through organisational strengthening and rights-awareness work. Sensitisation meetings are being held for government and NGOs to promote the inclusion of deafblind issues into mainstream development. Of critical importance is the way the work is investing in the capacity of partners to document, evaluate and disseminate knowledge of practice and policy using the NRC to disseminate accessible resource materials about deafblindness, particularly information that can be used by families, teachers and other organisations. 25

26 Human interest story Name: Moslema Begum Age: 14 years Type of Disability: Deafblind due to partial hearing, blindness and speech problem Address: Village: Chongpara, P.O: Shonatola, Union: Putia, P.S: Shibpur, Dist: Narshingdi Partner Organisation: Assistance for Blind Children (ABC) Educator: Afrina Akter 14 year old Moslema, from the village of Chongpara under Narshingdi district, was partially deafblind. With three other siblings and a wife to feed, Moslema s father worked in his own nursery, to make ends meet. He was the sole income-earning member of the family. Moslema s disability was congenital. Moslema s mother had prolonged abdominal pain when she was pregnant with her, but fortunately the girl s birth was natural. However, upon arriving in this world, Moslema did not greet her new life with a cry like other babies. Moslema was completely quiet and upon inspection it was seen that even her eye structure seemed incomplete. Her parents did not think too much of it then. Slowly, the situation worsened as Moslema began to grow. By the time Moslema learnt to walk, they noticed that she was stumbling and even bumped against objects in her path, seemingly unaware. She could not move, eat or do anything on her own. They also noticed that Moslema loved to isolate herself in her own little world and was hardly aware of the presence of her family members. However, her parents could not understand the reason for her behavior. Extreme poverty and the pressure to make ends meet on a daily basis, prevented her parents from paying too much heed to Moslema s problems. In 2009, the educators of ABC, a partner organization of NRC, CDD, identified Moslema during their regular survey. After identification, they completed her clinical assessment of vision and hearing. Doctors declared that she had vision, hearing and speech impairment and advised her to use a hearing aid. With the financial support provided by NRC, CDD, her educators provided her with a hearing aid, improving her ability. After that, the educators developed an educational plan for her in consultation with her parents. In this education plan, the educators mainly focused on her activities of daily living (ADL), and besides these they also trained her with nursery work. But a lack of money ensured that her father s nursery business was not going well. ABC organization and educators then decided to give her family IGA support (income generating activity) so that Moslema could also make this as her occupation. According to the plan, they provided IGA support to them and recommended they involve Moslema in supporting the plant nursery work of her father. Now Moslema is able to do her daily living activities independently and also helps her mother with the household chores. She also tries to say some words, developing the ability to call her parents out for the first time. Moslema also helps her father very efficiently in the nursery on a regular basis, twice a day. She waters the plants, mixes fertilizers in the soil and packs it in a plastic bag. Moslema is able to count from one to ten. Her proudest achievement is being able to help her father. Moslema now dreams of one day owning her own nursery and she, along with her entire family, revel in the joy that life has suddenly 26 brought for them.

27 Photograph 1: Moslema assisting her father with the plant nursery Photograph 2: Moslema with her mother, educator, uncle and father 27