Community Roles in Monitoring and Evaluation

Community Roles in Monitoring and Evaluation.

INTRODUCTION. The relation of school with local community is pre-requisite for educational development in the county. The community participation can be ensured to streamline and smooth functioning of educational institution, therefore policy guideline are essential that how community can participate in the development of education. Community participation in school education means positive contribution of parents, general public, people representatives and other local community members to enhance enrollment, minimize teachers’ absenteeism, provide voluntary teachers at school and generate resources such are financing and monitoring different activities in the schools. After 18th constitutional amendment in 2010 education is a provincial subject, therefore the provincial governments had designed several policy interventions for the involvement of community in the development of education through SMC/PTC, the roles and functions, responsibilities have been clearly defined in their respective provinces..

Conti,,,,,,,. Monitoring and Evaluation are two different terms but at this particular level these are complementary process to reinforce each other so that a common man can understand meaning of these two different terms. For the better understanding of the students, there is need to clarify these terms. Monitoring is the ongoing, systematic collection of information to assess progress towards the achievement of objectives, outcomes and impacts. It means that monitoring focuses on the activities of the program at school level, availability of teachers, students and provision of physical facilities, etc. On the contrary evaluation is “the systematic and objective assessment of an ongoing or completed project or program its design, implementation and results, with the aim to determine the relevance and fulfillment of objectives, development efficiency, effectiveness, impact and sustainability.” It is quite clear that evaluation is always take place against the objectives of the program..

The community participation can monitor the activities in the context of:-.

Cont,,,,,,,. c) Performance Monitoring ; The district management of education department emphasizes to enhance outputs of the school in their respective areas. The emphasis of this kind of monitoring may increase academic achievement of the students as well as of the teachers. d) School record keeping ; The monitoring through community participation is to maintain school record regarding data such as students enrollment (school entrance, attendance, academic achievements etc.), total number of teachers, and non teaching staff, school funds detail of expenses, and physical facilities (quantity and quality of school building, classrooms, furniture, equipment etc.). Usually information from such systems are consolidated which is sent to the district management office for census purposes Conclusion, It can be concluded that head of educational institution must establish good working relationship with community so that development of education in the respective areas, these different management committee may ensure to monitor activities in the schools in accordance with defined rules and regulations designed by the provincial governments.

CLASS ROOM AS DEMOCRATIC COMMUNITY. INTRODUCTION ; Classroom is a place where students are regularly involved in decision-making processes with regard to the classroom learning environment. Democratic education is an educational ideal in which democracy is both a goal and a method of instruction. It brings democratic values to education and can include self-determination within a community of equals, as well as such values as justice, respect and trust. Creating a democratic classroom environment means involving students, on a regular basis and in developmentally appropriate ways, in shared decision making that increases their responsibility for helping to make the classroom a good place to be and learn..

Following ways can be used to make a democratic class room.

Cont,,,,. Ask students how they best like to learn ;Ask them how they best like to learn via discussion, lecture, interaction, videos, groups, individual reading, etc. Students will tell you their favorite ways to learn– be sure to incorporate it into your teaching, and even ask them for ideas of how they’d like it to be. It may be helpful to take a quiz to see which type of learner they are. Hold them accountable to the methods they request! Have them teach your lesson plan ;Create small groups of students (3 or so) and sit down with them a week before the lesson is to be taught. Tell them what information you wanted to share, and allow them to present it to the rest of the class however they find most engaging. Offer them help if they are struggling, but encourage them that they are smart and can do anything they put their minds to..

Cont,,,,. Have each student perform a different role in the classroom ; Have them brainstorm a list of roles. Help them to come up with roles like timekeeper, evaluator, notetaker, whiteboard recorder, facilitator, etc. This gives students a unique way to participate and feel they have a crucial role in the functioning of class. Have students switch roles each time. Give them options for projects ; Let them decide if they’d rather do an on-the-ground fieldwork project, write a paper, or make an art project. Require that they make a case for whichever option they desire most. Again, do not be afraid to hold them accountable to their own ideas if they begin to slack off..

Cont,,,,. Develop a relationship with each student ‘Students are more likely to try hard and show up to class if they feel like you will notice and care if they are gone. Show that you are concerned with everybody’s well-being. Check in with them when you know they are experiencing hardship or life changes. It is important to remain professional, but to show the students you care. After all, you may be the only adult in their lives who makes that effort. Move the desks into a circle Simple, but effective! Students are more likely to feel heard and valuable if everybody can see them speak. It also makes them feel closer at school and remember each other’s faces better! Make sure your content is culturally competent Always provide different methods of learning/teaching.

Social Organization Involvement in Learning. The examples of organization can easily be understood from the organs of human body which are technically joined together called organization of parts in human body. The parts of a table are prepared separately by the carpenter and then fitted together in a technical order. This table is an organized body. It means organization is arranging of parts into its whole. Similarly, social group is an organization of individuals into a social unit. The individuals set themselves at their positions (status) and by interaction (role) they make a social group. It means they are fitted themselves into the group according to their positions. This participation of individual into group is said to be a social organization..

Continue. The concept of the learning organization began to gain popularity in the late 1980s. While the literature is disparate, it is generally agreed that the learning organization is a necessity, is suitable for any society and that an organization’s learning capability will be the only sustainable competitive advantage in the future. Most scholars see the learning organization as a multi-level concept involving individual behavior, team work, and organization-wide practices and culture..

Continue. A learning organization is a place where the beliefs, values and norms of employees are brought to bear in support of sustained learning; where a “learning atmosphere”, “learning culture” or “learning climate” is nurtured; and where “learning to learn” is essential for everyone involved progress has been made in advancing the concept, either in research or practice..

CULTURAL EVENTS. Culture is commonly thought of as the customs, practices, and traditions of a social group. While these are all part of culture, in a more general sense, according to Sprawled and McCurdy (1972), culture is "the knowledge people use to generate and interpret behavior" In short, culture can be thought of as knowledge of shared rules. A learning culture is a collection of organizational conventions, values, practices and processes. These conventions encourage employees and organizations develop knowledge and competence..

ROLE OF MEDIA. Media is defined as “the main means of mass communication (broadcasting, publishing, and the Internet) regarded collectively.” Modern media comes in many different formats, including print media (books, magazines, and newspapers), television, movies, video games, music, cell phones, various kinds of software, and the Internet. Each type of media involves both content, and also a device or object through which that content is delivered. Following are the major types of media:. Mass media Print Media Electronic media Social Media.

ROLE OF OTHER SOCIAL ORGANIZATIONS IN LEARNING. Renowned social psychologist Sherif.M (1967) formulated a technical definition of a social group. It is a social unit consisting of a number of individuals interacting with each other with respect to: 1. common motives and goals 2. an accepted division of labor; 3. established status relationships; 4. accepted norms and values with reference to matters relevant to the group; and 5. The development of accepted sanctions, such as raise and punishment, when norms were respected or violated..

CONTEXTUALIZED CURRICULUM. Cross-curriculum integration is an important part of CTL that connects academic and career and technical education (CTE). The key benefit of this strategy is that "students experience the subject matter as connected and reinforcing, rather than separate and unrelated" (James. G, 2009). To contextualize curriculum, teachers use authentic materials, activities, interests, issues and needs from learners’ lives to develop classroom instruction. Contextualized Curriculum help students to learn language and other effective skills by teaching the skills using the authentic contexts in which students must use those skills in the real world..

CONCLUSION. For learning to be effective in an organization, the knowledge that is encouraged must be related to the objectives of the organization. More so, individuals in an organization should be working together rather than learning individually. Shared learning enables groups to increase their staff knowledge and solve problems more efficiently. The question that every organization faces as it considers a learning culture is its readiness to embrace such a radical concept..