25

Chapter

Management Of
Development Programmes

Learning Objectives
After completing this chapter the learner will be able to:
zz know the concept of Development and the importance of people’s
participation in Development
zz comprehend the concept of Programme Development and Evaluation
zz understand the skills needed for Programme Development and
Evaluation professionals.

Introduction
India today faces several developmental challenges. Despite the fact that
India has experienced rapid economic growth in recent years, 22% of
Indian population continues to live below the poverty line, accounting
for nearly one third of the world’s poor. In keeping with the Millennium
Development Goals (MDGs), a range of development programmes are
responding to the challenges India faces. Over time, as circumstances and
resource availabilities have changed and newer problems and realities
have emerged, development programmes have endeavored to provide an
appropriate response, evolving new methodologies and strategies to meet
the challenges.
433
 Significance
Human Ecology and Family Sciences – Part 2

The discipline of Communication and Extension has made an effort to

respond to the development challenge faced by communities, families and
individuals for promoting their development.

Basic concepts
Programme Development : Development is the process of enlarging
capabilities, choices and opportunities of people to lead a long, healthy and
fulfilling life. This process includes the expansion of people’s capacities
and skills to gain access to and control over factors that affect the basic
needs of their lives. Development aims at enabling people to use their
capabilities and resources to the fullest.
What are the Millennium Development Goals?
The Millennium Development Goals (MDGs) are eight broad time-
bound development goals the world has agreed to strive towards. These
eight goals provide concrete, numerical benchmarks for tackling extreme
poverty in its many dimensions. Adopted by world leaders in the year 2000
and were set to be achieved by 2015, the MDGs were both global and local,
tailored by each country to suit specific development needs. They provided
a framework for the entire international community to work together
towards a common end — making sure that human development reaches
everyone, everywhere.

zzGoal 1: Eradicate extreme poverty and hunger.

zzGoal 2: Achieve universal primary education.
zzGoal 3: Promote gender equality and empower women.
zzGoal 4: Reduce child mortality.
zzGoal 5: Improve maternal health.
zzGoal 6: Combat HIV/AIDS, malaria and other diseases.
zzGoal 7: Ensure environmental sustainability.
zzGoal 8: Develop a Global Partnership for Development.

Programme development focusses on the deliberate efforts made to change

a given state of affairs. By and large the areas include development of
434 different programme strategies and activities as well as understanding the
impact of these efforts on the lives of the target client groups.
Programme Evaluation: Programme evaluation is a process used to
determine the effectiveness of the design and delivery system, and how far
its goals have been achieved. The scope of programme evaluation activities

Unit VI - Communication and Extension

may differ. It can be applied on a small scale to an individual workshop;
on a larger scale to a comprehensive community initiative or to a county
or statewide programme of action. 
While designing programmes for achieving developmental goals,
most programmes have one or more of the following three components
namely, Developmental, Institutional and Informational, that guide the
approach and focus of the activities carried out. The developmental
component comprises the activities that focus largely on conceptualising
the interventions. The institutional component involves the capacity
building of different personnel for their roles in executing the programme.
The informational component attempts to provide the critical programme-
related information to different stakeholders using different communication
channels.
Programme development is currently seen as a democratic exercise,
requiring dialogue and consensus building around a range of issues
regarding PD&E (Programme Development and Evaluation) like the
following:
zz How can a given situation be described and analysed?
zz What are the major problems, needs and expectations?
zz What are the alternatives to solve the problems?
zz What kinds of resources, information and technologies are required?
zz What projects and activities should be implemented? When? How?
Where? By whom?
zz How should evaluation be seen? Who should do it and when?
zz How and by whom will the programme be managed and controlled?
People’s Participation in PD&E: PD&E is currently recognised as a
process and a social practice. As a social practice, it implies a negotiation
of interests and the construction of some type of common platform
involving different stakeholders. Democratic development of programmes
requires participation of different stakeholders without any bias for gender,
dominant groups and marginalised sections of the community. People
from different sections of the community should be encouraged to voice
their views without any economic, social and or political risks.
Creating programmes with the people implies a broad view of people’s
involvement. Participation in the past was seen as the occasional presence
of people in an information meeting, the simple use of public services, the 435
 voluntary contribution (with labour, money etc.) to a project, or as any kind
of activity to increase support to preplanned top-down projects. However
Human Ecology and Family Sciences – Part 2

in the modern context, participation requires people’s involvement in

reflection and action, a process of empowerment and active involvement in
decision making throughout the programme implementation, and access
and control over resources and institutions. Further, this requires a new
view about local people and their role in development programmes rather
than the earlier paternalistic and superior attitude of programme planners
who thought they ‘knew best and had the right answers’ to development
problems.
Stakeholders’ Participation: Increasingly development practitioners
have realised that one of the essential pre-requisites for the success of
any development programme and for achieving sustainable results is the
nature and level of stakeholder participation in them.

Who are stakeholders?

zzStakeholders
are those persons who have definite interest in a
programme and are in some way involved in it.
zzPrimary stakeholders are persons who are directly or ultimately
affected by the programme. Secondary stakeholders are
intermediaries such as implementing organisations, or other
individuals, groups, organisations, even donors involved in
interventions.
zzForachieving development goals, different stakeholders need to
work together, contributing the diversity of resources that are
needed for realising them.

Several benefits of stakeholder participation are recognised, making it an

essential tool in development programmes.
zz Providing basic services effectively: Participation enables the
development of effective mechanisms for the provision of basic
services like health, education, water etc. in a more cost effective
and inclusive manner, making them more accessible and affordable,
especially to the marginalised groups.
zz Voice in policy formulation: By participating in policy formulation
activities of research, local governance initiatives, public hearings
and budgeting etc. the voice of different stakeholders — especially the
ordinary citizens — can be fed into the policy formulation process.

436
 Thus more ‘people-responsive’ policies and programmes can be
developed.
Monitoring progress towards goals: Participation enables involvement

Unit VI - Communication and Extension

zz
of different stakeholders in the direct monitoring of programme
activities and their effective regulation.
zz Facilitating reflection and learning: Participation creates opportunities
for dialogue, critical reflection and learning among different
stakeholder groups, which are central elements in development
programmes or projects.
On one end, participation can be a peripheral activity indulged in
for a cosmetic reason and on the other, a mainstream activity guiding
and directing development activity leading to sustainable change in
communities.

Programme Development Cycle

1.
Analysing
situation or
content

4. 2.
Evaluating Designing
the plan an action
plan

3.
Implementing
the plan

(i) Analysing the Situation or Context: During this stage the

development problem is understood and defined. Involving different
stakeholders can provide multifaceted insights and a holistic
understanding of the key issues. Appropriate tools and methods
must be used to collect facts in an unbiased manner. Efforts must be
made to know past experiences related to the development problem,
understand individual and community knowledge and attitudes,
prevailing norms and practices and other information about socio-
economic and cultural perspectives for a complete understanding of
the problem. 437
 Another important aspect of this phase of programme development is
to create mechanisms for different stakeholders to dialogue and build
Human Ecology and Family Sciences – Part 2

understanding amongst themselves about the key issues. Dialogue

will enable not only an understanding of different stakeholders,
perceptions about needs, problems, risks and solutions perceived
by them but also help reconcile different perceptions, develop
consensus about the prioritisation of issues and define solutions/
programme objectives they are agreeable to.
(ii) Designing an Action Plan: During this phase the strategy that
will be adopted and the activities that need to be carried out for
realising the programme objectives are decided upon. Successful
strategy design begins with clarity about the definition of objectives.
Objectives that are broad and vague are poorly understood and
can become a major cause of programmes failure. The SMART (i.e.,
objectives must be Specific, Measurable, Attainable, Realistic and
Timely) requirement can be considered as a guideline to define
objectives in a feasible and measurable manner.
Another important aspect of this phase is the identification of relevant
individuals, groups and institutions with whom partnerships need
to be formed for realising the goals and improvement of the situation.
Since individual and group motivations and commitments for a
programme might vary, nurturing partnerships, active participation
and support of partners at all times is a challenge that needs to
be considered. Also, while developing the programme strategy it is
important to consider and clearly define what is expected and how
to assess and measure it.

Activity 1
Read the following case-study to know ‘designing the action-
plan’.
The people of Dasghara village were facing acute water shortages. The
village people decided to develop a programme to solve the problem.
A committee was formed for overseeing the programme. Members
included local leaders, government officials, village SHG and youth
club leaders and NGO functionaries. The programme decided upon
for solving the problem included the revival of traditional water
harvesting structures, cleaning and regulating the use of the village
wells, as well as planting more trees to raise the water table of the area.
The Youth Club members along with the NGO functionaries agreed to
take responsibility of the tree plantation campaign. The SHG members
along with the local leaders volunteered to clean the wells as well as
438 develop and enforce a system for their use. The government officials,
 as part of an ongoing government scheme, were requested to expedite
the revival of traditional water harvesting structures in the village.

Unit VI - Communication and Extension

Discuss
zz Who were the partners collaborating for solving the village’s
water problem?
zz Comment upon the roles and duties assigned to different groups
and individuals.

(iii) Implementing the Plan: Once the programme plan has been
developed, it is important to draw an action plan to implement and
facilitate the management and monitoring of all relevant activities.
The box below highlights a method for developing an action plan,
the objective being to raise awareness of out of school youth between
the ages of 16-18 years, living in the slum community of Phari about
HIV and AIDS.

ACTION PLANNING FRAMEWORK

Audience/ Activities Resources Party Time frame Indicators

Stakeholders required needed Responsible

Out- of- Production Funding for Local Nehru 6 months Knowledge

school- youth of street production, Yuvak from start test to
(between 16- play, staging of Kendra to complete indicate
18 years of posters and street plays; by awareness
age) training design, December levels
course production 2010
of posters;
training
courses

(iv) Evaluating the Plan: Evaluation of the planned programme

forms the final step and completes the programme cycle. Simply
stated Evaluation is a time-bound exercise that attempts to
assess systematically and objectively the relevance, performance
and success of ongoing and completed programmes and projects.
It helps to discern and understand the merits and demerits of a
programme, project or instructional material. Attitudes and the
active participation of different stakeholders toward evaluation can
influence the process and its ability to objectively understand the
439
pros and cons associated with a programme. If done in the spirit of
 learning and improvement, it can be a valuable tool for correcting
and streamlining existing programmes as well as formulating future
Human Ecology and Family Sciences – Part 2

ones. In most cases the evaluation phase is planned and performed

towards the end of a project or a programme, while in reality,
planning for it should begin right at the start of the project.
Based on at what stage of the programme cycle they are done, broadly
evaluation can be classified as Formative or Summative evaluation.

Formative/Monitoring Evaluation: Focus is on information for

programme improvement, modification and management. It begins during
project development and continues throughout the life of the project. The
intention is to assess ongoing activities, monitor and improve the project.
Summative/Impact Evaluation: This is to assess a mature projects’
success in reaching its stated goals. It collects information about outcomes
and related processes, strategies, and activities that have led to them. It is
an appraisal of worth or merit.
The parameters that are used to assess the programme’s progress and/
or its impact are clearly defined and measurable. Programme indicators
must be decided at the planning stage. Indicators of programme inputs
measure the specific resources that go into carrying out a project or
programme (for example, amount of funds allocated to the health sector
annually). Indicators of outputs measure the immediate results obtained
by the programme (for example, number of viewers reached or number of
staff trained). If indicators are not defined, assessed and validated from
the beginning, no evaluation exercise will be able to measure the impact
of the initiative.

Knowledge and Skills required

PD&E as a core area of the discipline of Communication and Extension
imply new roles for its professionals as programme planners, managers,
implementers and evaluators of development programmes. These roles
demand knowledge and skills in different areas. The shift in the approach
towards programme development from a conventional focus that stressed
technical preparation, to the participatory approach require the same
knowledge and skills for designing, preparing budgets, data collecting
methods, analysing and reporting data. However, the newer approach
demands additional skills and preparation, especially in the political and
ethical fields:
440 zz On the political side, extension personnel must have the skills to
analyse the institutional context and the power structures (both
 formal and informal), to improve their negotiation capacities. This
includes being capable of communicating (especially listening) and
working with different people and institutions to develop mutual

Unit VI - Communication and Extension

trust and build capacities.
zz On the ethical side, extension and communication professionals
must be able to adhere to own values as well as have the capacity
to assess others’ interests, values, and commitments regarding the
programme. It is important to consider what kind of changes to
stimulate and what types of adverse effects to avoid.
Moreover, ability to ensure team work and cooperation from all the
concerned stakeholders and participants is vital for a creative and effective
programme functioning. Thus a major challenge that all professionals
of Communication and Extension face is to definitely move from the
“planning for” to “planning and creating with” approach. Professionals
in programme development must understand and apply the principles of
extension education.

Scope
Proramme Developemnt and Evaluation are activities that have tremendous
bearings both at the micro and macro level. At a micro level, PD&E can
help enhance the efficiency and effectiveness of programmes and facilitate
benficiaries benefitting from programmes. At a macro level, information
becomes available through the invaluable insights about grass-root
realities and the managerial logistics of implementing programmes. This
can help modify existing policies and shape future policies that are more
responsive to grass root realities.
The Government of India has initiated several programmes that
are reaching out and providing assistance to different segments of the
population, especially the vulnerable and marginalised groups in rural
and urban areas with a view to improving their physical well being and
quality of life. Programmes have focussed upon issues of nutrition,
health, gender, population and reproductive health, agriculture, livestock,
forestry, environment, literacy, income generation, sustainable livelihoods
and other key areas. Knowing about these initiatives will help you to
understand the scope for employment in this sector.
Some major programmes presently being implemented by the
government of India include — Mahatma Gandhi National Rural
Employment Guarantee Act (MNREGA), Integrated Child Development
Scheme (ICDS) that strives to reduce maternal and child mortality, Mid-
day Meal programme, Sarv Shiksha Abihyan (SSA) for the achievement of 441
 universalisation of Elementary Education (UEE), National Rural Health
Mission (NRHM) for providing quality health services to rural areas,
Human Ecology and Family Sciences – Part 2

Jawahar Lal Nehru National Urban Renewal Mission (JNURM) for the
development of urban areas, Rajiv Gandhi National Rural Drinking Water
Programme (NRDWP).

Key Terms
Development programmes, people’s participation, stakeholders, needs
assessment/situational analysis, action planning, implementation plan,
evaluation indicators.

Review Questions
1. Explain the concept of programme development.
2. Enumerate Millennium Development Goals.
3. Why is stakeholders, participation in programmes essential?
4. Describe the programme development cycle.

442
 APPENDIX

ProjectS
NOTE : Any one of the following projects may be undertaken and evaluated.

Project 1: Analysis of traditional

Appendix - Projects
occupations
Analysis of traditional occupations prevalent in one’s own local area, their
beginnings, present status and challenges faced. Analyse gender roles,
entrepreneurial opportunities, future careers and family participation.

Content of the Project

Identify the traditional occupations prevalent in your region. Interview

some craftsmen about their beginnings, present status, and problems and
challenges that they face.

Purpose of the Project

You have read in Unit 1 about traditional occupations in India. Doing this
project will give you insights into the origin and history of the craft, the
changes that have emerged in the modern context, its marketability and
the challenges faced by craftsmen. You may also learn about how some of
them have become entrepreneurs. It is intended that this will enable you
to think of entrepreneurial possibilities in the modern context.

Procedure

1. Teacher to initiate brainstorming session in the class by asking

students to identify different occupations prevalent in their region or
state.
2. List all the occupations on the black board. For example,
(i) Occupations related to food industry — pickles, jams, snacks,
sweets, traditional festival specialty cuisines etc.
(ii) Occupations related to garment industry — weaving, stitching,
embroidery, knitting etc.
(iii) Occupation related to handicraft industry — carpet making,
pottery, bamboo art, traditional paintings, paper art, assessor
making etc.
(iv) Any other occupation prevalent in the local area. 443
 3. The class can be divided into groups consisting of not more than 5
students per group.
Human Ecology and Family Sciences – Part 2

4. Each group will identify a specific traditional craft or art or product.

5. Each group will identify artisans/craftsmen practising the selected
craft/art.
6. Develop an interview format based on the list of points given below
under ‘Discussion Points’.
7. Students will interact with approximately 2-3 such persons and
discuss with them the following points:

Discussion Points

i. Origin of the specific art or craft, if they know any historical

perspective
ii. Types of products made, raw materials used, the source of raw
materials, process of manufacture and skills required at various
stages, training acquired, any formal training required
iii. Costing and profitability
iv. Production per month and approximate earnings, customers,
profitability
v. Changes that have occurred in the modern setting and challenges
or problems faced
vi. Remedial actions and support required, if any
vii. Government or private schemes available and availed of
viii. Gender aspects in relation to (a) type of products made (b) specific
tasks assigned for production (c) family support and participation
including children (d) payment to males and females
ix. Marketing strategies adopted
x. Assistance, support and funds required
xi. Self-employment and entrepreneurship possibility
Responses of the persons interviewed should be recorded and a project
report prepared.
Each group will then draw conclusions in relation to entrepreneurial
possibilities and gender roles in the modern context as well as child labour.
Each group will make a presentation to the class, which will be evaluated
by the teacher(s).
444
Outline for project report — Introduction to the profession, job description
and skills required, etc., followed by presentation and discussion.

Project 2: Documentation of any

Appendix - Projects
Public/Mass Campaign
Documentation of any public/mass campaign being implemented in
own area, with reference to:
(a) Purpose of campaign
(b) Focal group
(c) Modalities of implementation
(d) Stakeholders involved
(e) Media and methods used
(f) Comment on the relevance of the campaign.

Content of the Project

Documentation of a public or mass campaign implemented in your own

area.

Purpose of the Project

You have learnt about the use of media for various purposes. This project
will enable you to gain firsthand experience in how campaigns are
conducted.

Procedure

The class is divided into four groups. Class should identify and select
two public or mass campaigns that have been or are being conducted in
their locality or region. For each campaign, one group should interview
some members of the organising committee and the other group should
interview some members of the focal or target group.
1. Each group should prepare a file which contains the record of the
event in detail.
2. Record should be kept of the interviews regarding the following
details:

445
 Purpose of the Campaign
i. Focal or target group intended to be covered
Human Ecology and Family Sciences – Part 2

ii. Methods of implementation

iii. Media used
iv. Methods of communication
v. Duration of the campaign
vi. Persons/organisations involved in planning and implementation
(stakeholders)
vii. Actual coverage of focal and target group in terms of number or
geographic areas/age groups
viii. Amount and type of planning required
ix. Sources of funds
x. Responses to the campaign
xi. Evaluation done by the organisers
Each group should present their observations in brief to the class. Teacher
and students can discuss in classroom whether the purpose has been
served and whether any aspect could have been dealt with differently.

Project 3 : Study of an integrated

community-based
programme
Study of an integrated community-based nutrition/health programme
being implemented in own area, with reference to:
(a) Programme objectives
(b) Focal group
(c) Modalities of implementation
(d) Stakeholders involved

Content of the Project

Study of a community-based nutrition/health programme being

implemented in your own area.
446
Purpose of the Project

You have read that there are several nutrition problems that the country
has to tackle. This practical will enable you to gain some knowledge and
insight into programme(s) that are currently being implemented.

Procedure

Appendix - Projects
Divide the class into 4-5 groups. Each group should study one of the
following programmes/schemes:
zz ICDS
zz Mid-day Meal Programme
zz Pulse polio programme
zz Programme for reproductive and child health
zz Programme for safe/clean water and sanitation
zz Any other programme that is being implemented in the area
1. Each group should prepare a file which contains the record of the
programme in detail.
2. Each group should visit the site where the programme is being
implemented and interact with the persons in charge e.g., Child
Development Project Officer (CDPO) in ICDS, the field workers (e.g.,
anganwadi sevika/worker), observe the activities that are going on
and interact with the participants/beneficiaries.
3. Observations, understanding of the manner in which the programme
is implemented, number of participants/beneficiaries, services given
and benefits perceived by participants, suggestions of participants
for improvement of programme.
4. Each group should make a presentation to the class and give their
comments and suggestions as to how they can contribute to the
programme.

A Note to the Teacher

It should be ensured that students are guided to cover and understand
details regarding programme objectives, partners/stakeholders
involved, focal group/target group and strategies of implementation,
source of support(financial) costs and benefits, total coverage.

447
 Project 4 : Perception of
Adolescents and Adults
Human Ecology and Family Sciences – Part 2

regarding Persons with

Special Needs
Visit to the neighbouring areas and interviews with two adolescents
and two adults regarding their perception of persons with special
needs.

Content of the Project

Identify two adolescents and two adults in the neighbourhood and interview
them, using the given interview schedule, about their perceptions of
persons with special needs.

Purpose of Project

You have read that one of the career options that you can take up after
specialising in the Human Development/Child Development stream is
working with children and adults with disabilities. Doing this Project (and
the next one) will help you to develop some ideas of this career option.
Specifically, this Project will help you to understand what people in general
think about persons with disabilities. Talking with people may also cause
you to introspect about your own beliefs and perceptions. You may find
that there are many similarities in your thinking. Think about whether
you need to change some of your beliefs.

Key Concepts in the Project/Learning Points in the Project

Some important terms in this area include — adolescents, adults,

neighbourhood, interview, interview schedule. We can say that these are
the key concepts that we want you to understand through the Project.
Why are you being asked to interview adolescents and adults? Why in
the neighbourhood? And what is an interview and how is it different from
talking to a person? You know:
1. That adolescence is the time when the person starts to focus on the
self and others in a very deliberate and conscious manner. Recall
your reading about the Development of Self in Class XI. The ability
for abstract thinking makes it possible for the person to think of
various possibilities. This is also the time when many values are
in the process of being formed. The adolescent’s values and beliefs
448 regarding diversity in humanity is important as it shapes everyday
interaction.
2. That adults often have well established opinions and beliefs — all of
which may not necessarily be humane and just. Adults are also the
ones who shape the attitude of children by their words and actions,
directly and indirectly. Knowing their beliefs is important.
3. That you have been asked to interview adolescents and adults in
your neighbourhood rather than interview people by visiting a centre
or institution for people with disabilities. This means that persons

Appendix - Projects
with disabilities are a part of the society and we expect that most
people would have some experience of interacting with people with
disabilities. Therefore, we are asking you to interview people in the
neighbourhood — we are not asking you to go to special places to look
for people who would have interacted with people with disabilities.
4. You have to find out perceptions by interviewing the people — not
simply by talking to them. What is the difference between an interview
and a talk? Interview is a major method of collecting information or
‘data’ and doing this Project provides you exposure in this. Talking is
an informal interaction between people. An interview is a conversation
which is planned to some extent by the person who conducts the
interview. The person doing the interview follows some rules in
directing the talk. There is a certain way in which the interview should
be conducted as well as there are ethics of an interview. We shall
discuss these aspects in detail a little later.
5. To conduct a good interview so that you get all the information that
you want, you need to have some advance preparation. You need to
think of the questions that you will ask. These are written out in the
form of an interview schedule. While for now we are providing you
the schedule that you will use to conduct the interview, in another
section, we will talk about the guidelines for developing interview
schedules. This will help you to understand why we have constructed
the interview schedule the way we have.

Preliminary Activities for the Project

1. Read the relevant section in the textbook of Class XII. You should be
familiar with the persons with special needs.
2. Locate one adolescent and one adult. It would be good if you can
identify one male and one female.
3. Become familiar with the interview schedule we have provided which
you will use to collect the required information for this Project.

449
 The Interview Schedule
Human Ecology and Family Sciences – Part 2

Instructions: Read out the instructions before starting the questions.

Introduction: I am a student of Class XII. We are conducting interviews
with the public regarding their views about persons with
disability. Please assist by answering the questions below:
1. Have you met or heard about anyone with a special need or disability?
Yes or No? If Yes, who and where? Describe the problems.
2. Can you describe what you felt when you met or saw this person?
3. What did you first notice about the person?
4. What do you think were the abilities the person had?

A Note to the Teacher

Conduct a guided discussion in the class on:
I a) Interviewing
b) Recording the answers given by interviewees
c) Why was this activity done in your neighbourhood?
d) Activities towards disability

II Report from the students should have:

a) answers to interview
b) concluding points

Project 5: Profiling a Person with

Special Needs
Profile any one person with special needs, child or adult, to find out
their diet, clothing, activities, physical and psychological needs.

Content

Profile any one person with special needs, child or adult, to find out his/
her:
450
 (i) Diet
(ii) Clothing
( iii) Activities
(iv) Physical needs
(v) Psychological needs

Appendix - Projects
Procedure

Identify a child (11-18 years) or an older person who has a disability.

Ensure that the child/adult is willing to be a participant and can answer
your questions; alternatively his/her caregiver/family member can answer
on his/her behalf.
Develop a set of questions in the form of an interview schedule that can
elicit information in the areas listed above.

Note: Include questions, and ask them in a manner that you do not
make the child/adult feel awkward, excluded or being labelled.

Conclusion

Draw up a brief profile of the child/adult, focussing on how he/she is

similar to children/people who do not have a disability.

A Note for the Teacher

This project is expected to develop in students the ability to frame
relevant questions, plan and conduct an interview and also write up
a case profile.

Project 6: Planning and executing

an event in school
Plan and execute any event in your school. Evaluate the same with
respect to:
(a) Its relevance
(b) Resource availability and mobilisation
(c) Planning and execution of the event 451
 (d) Financial implications
(e) Feedback from stakeholders
Human Ecology and Family Sciences – Part 2

(f) Suggest modifications for the future.

Purpose

To enable students to plan an event efficiently.

Procedure

Using your knowledge about team members required for an event, plan and
allocate duties to different personnel in the team. Make three columns and
discuss duties such as, pre-event, during-event and post-event activities.

1. Plan and allocate work to different team members for an event you
wish to plan in future. List the pre-event, during-event and post
event activities.
After doing this activity you will be able to allocate duties to different
personnel involved in organising the event for successful execution.
2. Divide the students into groups.
3. Assign groups the following tasks :
zz Designing an invitation card
zz Making copies of invitations and distribution
zz Choose a theme for the event (if desired)
zz Decide on a budget
zz Decide on a menu for refreshments
zz Make decisions about the decorations of the venue
zz Choose the music, activities, etc., to happen during the event
(Programme)
zz Conduct the event
zz Record of income and expenses
4. Post-event evaluation to be done using the following points:
Name of Event
Date Location
Type of Event
zz Did you enjoy the event? If no, then please state the reason.
452
zz What did you like most in the event?
zz What did you like least in the event?
zz What are the problems you faced during the event?
zz What could have been done to make this event better?
zz How do you rate the various services provided by us (please tick one
option):

Appendix - Projects
Excellent Good Average Poor
Hospitality
Catering
Transportation
Management
Staff behaviour
Management
Staff Services

Would you like to participate in our next event?

Note: Collect invitations of ten different events and understand the
programme schedule in detail. Based on the information gathered,
design the invitation card

For card evaluation or design, students can use the following checklist to
ensure that all critical attributes are included.
S.No. Attributes of the invitation card Present/ Good Average Poor
Absent
1. Text
a. Venue
b. Location map
c. Landmarks
d. Time duration
e. Programme details
2. Layout of information
3. Appeal of the card
4. Clarity of information
5. Theme of the event
6. Expectation from guests
7. New design concept
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 S.No. Attributes of the invitation card Present/ Good Average Poor
Absent
Human Ecology and Family Sciences – Part 2

8. Organising team and their contact

numbers
9. Any other

A Note to the Teacher

Teacher can ask students to bring invitation cards for different events
and discuss the aspects important in card designing like —
zzRelevant text such as, the venue and its location map or the
significant landmarks, time, occasion, programme details, etc.
zzLayout of information
zzAppeal of the card
zzClarity in information
zzTheme of the event and expectation from guests
zzNew design concept
zzOrganising team and their contact numbers

Project 7: Planning Messages for

Nutrition, Health and
Life Skills
Planning messages for nutrition, health and life skills using different
modes of communication for different focal groups.

Content

1. Identification of a target group for education

2. Identification of needs and problems that are specific to the selected
group
3. Planning a suitable message to educate the group
4. Selecting a mode of communication
5. Developing the educational material.
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Purpose

This practical is intended to enable the students to plan suitable messages

for health and nutrition education of different groups of the community and
to select an appropriate mode of communication to deliver the message.

Procedure

Appendix - Projects
1. The class can be divided into groups of 4-5 students in each group.
2. The first task is to identify the focal/target group for whom the
message is to be made. The different focal groups could be —
adolescents, school children, pregnant mothers, adults.
3. Once the focal/target group is selected, identify the nutritional
problem or a topic about which you would like to educate the group.
4. Identify a suitable message (aimed at the selected group) which will
help in improving the nutrition and health profile of the selected
group. This will depend on the needs and the existing problems
specific to each group. For example, the message to be delivered
to pregnant mothers could be improvement in their diet during
pregnancy. For adults it could be increasing physical activity to
maintain weight, and enhance fitness and well being.
5. Select a suitable mode of communication to deliver the message. A
variety of modes are available like poster, charts, flipbooks, puppet
stories and short skits to convey the message. The learners can
select any one depending on the availability of time and resources.
6. Each group should discussion about the target group they want to
select and the message that they want to deliver. They are assisted
by the teacher in this process. Then they decide as to how they will
deliver the message. Once the plan is finalised, the group works on
the message and develops the final product.
7. Each group will present its product to the teachers and classmates.
8. Group Evaluation of the product and presentation.

455
 Project 8 : Market Survey of
Processed Foods
Human Ecology and Family Sciences – Part 2

Content

Market survey of processed foods, their packaging and label information

Purpose

This practical is intended to familiarise students with the variety of

processed foods available in the market, create awareness about the
different types of packaging materials used for processed foods and to
generate interest in the study of label information.

Procedure

The students will work in groups comprising 4-5 students in each group.
1. Each group will go to a different market and collect information on
the following:
A: Availability of the following foods:
zz Cereal foods like breakfast foods, noodles, atta.
zz Dairy products – milk, cheese, butter, ghee, ice-cream.
zz Preserves – jams, pickles, squashes, ketchup, sauces.
zz Snacks – chips, bhujias, biscuits,
zz Nutrition Supplements such as Complan, Bournvita, Horlicks,
Milo, Boost and other branded products.
zz Beverages – fruit juices, carbonated soft drinks, bottled water.

B: Note the packaging material used for these products.

456
 2. Make a table comparing the types of packaging materials used for
different types of foods.

Name of Packaging Label information

product materials
used

Appendix - Projects
Certification

Information
Best before
packaging

mark (e.g.

Remarks,
Nutrition
Agmark/
FPO/ISI)
Date of

Weight

if any
date

3. Compare costs of different packaging for the same product (if

available).
Result/Conclusion: The collected information to be tabulated on a
chart and displayed. The findings can be discussed in a classroom
session where the teacher can point out the relative merits and
demerits of the different packaging materials used.

457
Notes
 Feedback Questionnaire
(Human Ecology and Family Sciences Textbook)
Please give your comments on the textbook by filling this feedback questionnaire. You may
please send the questionnaire by post, or through email, to Dr. Tannu Malik, Assistant
Professor, Department of Education in Social Sciences, NCERT, Sri Aurobindo Marg, New
Delhi-110016. Email: [email protected]
We welcome feedback from teachers, students, parents and any other user of the textbook.
You may attach a separate sheet as per your requirement.
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1b. If not, please specify

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1d. Mention the chapters/pages where the language is difficult to understand.

Chapter No Page No. Lines

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2a. Do you find the content of the textbook adequate to meet the
requirements of the syllabus? Yes/No

2b. Mention the chapters which are lengthy.

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2c. Mention the chapters which are too sketchy.

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3a. Does the textbook explain the scope and significance of each domain
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3b. If no, please specify.

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4a. Certain practical and activities have been suggested in the textbook. Which of them
have you undertaken in your class? Mention those which you found useful, engaging
and enriching.

__________________________________________________________________________________
4b. Mention difficulties, if any, faced while organising/doing these practical/ activities.

__________________________________________________________________

5a. Do you find the illustrations helpful in understanding the content? Yes/No

5b. Mention the illustrations which are not helpful in understanding the content.

Chapter No. Page No. Figure No.

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6. Mention the printing errors, if any.

Chapter No. Page No. Line

_________________ _________________ _________________

7. Any specific comments/suggestions for overall improvement of the textbook.

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