Evaluation Report- Positive Discipline

Positive Discipline:
Creating an enabling and protective
learning environment for children
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Positive Discipline: Creating an enabling and protective
learning environment for children
Chittagong
Evaluation Report
5th -16th July 2012
Prepared for
Save the Children International
Dhaka, Bangladesh
Prepared by
Md. Golam Mostafa

Table of Contents
Contents
FOREWORD ................................................................................................................................................1
ACKNOWLEDGEMENT............................................................................................................................2
LIST OF ABBREVIATIONS.......................................................................................................................3
EXECUTIVE SUMMARY............................................................................................................................4
1. BACKGROUND AND CONTEXT.......................................................................................................6
1.1. INTRODUCTION ............................................................................................................................................6
1.2. PROJECT BACKGROUND ................................................................................................................................6
1.3. PURPOSE OF THE EVALUATION .......................................................................................................................7
1.4. METHODOLOGY............................................................................................................................................8
2. OUTCOME OF THE PROJECT RESULTS ......................................................................................10
2.1. OUTCOME BY OBJECTIVES ............................................................................................................................10
2.2 IMPACT OF THE PROJECT ...............................................................................................................................21
3. LESSONS LEARNT AND INSIGHT GAINS ................................................................................22
4. RECOMMENDATIONS........................................................................................................................23
5. CONCLUSIONS....................................................................................................................................24
6. ANNEX ...................................................................................................................................................25
ANNEX I: TERMS OF REFERENCE..........................................................................................................................25
ANNEX II: FINAL SCHEDULE ................................................................................................................................26
ANNEX III: LIST OF YOUNG RESEARCHER GROUP ................................................................................................27
ANNEX IV: DATA COLLECTION TOOLS ...............................................................................................................28
ANNEX V: LIST OF RESPONDENT SCHOOLS..........................................................................................................34
ANNEX VI: SUMMARY OF KEY ACHIEVEMENTS OF PROJECT: .................................................................................36

Foreword
Ending physical and psychological punishment is a priority for Save the Children as it works to
defend and promote child rights. Save the Children follows a rights-based approach to combat
physical and psychological Punishment at homes, schools, institutions, work places and streets.
Physical and psychological punishment is a legally and socially accepted form of violence in
Bangladesh, which violates a child's rights to human dignity and physical integrity, and as a result,
harms the child's development. Save the Children trying to promote legislation that abolishes
physical and psychological punishment in all settings, including: homes, schools, institutions, work
places and streets. Save the Children supported children for advocating child friendly school through
public hearing, dialogues and child parliament sessions.
On 21st April 2008, the Director General of Public and Mass Education presented an official notice
to all primary schools across Bangladesh banning the use of corporal punishment, and any sort of
mental or physical abuse at school, or in the home. On 9th August 2010 The Bangladeshi Ministry of
Education banned the use of corporal punishment in all schools across the country. Following a
report issued by Education Secretary, calling the form of punishment "misconduct," teachers found
guilty of beating children will now face disciplinary action, if reported.
Change social attitudes towards this unrecognized form of violence against children require mass
awareness and skills of the teachers to introduce child friendly teaching techniques widely known as
“positive discipline”. Save the Children in Bangladesh started to support Education Department and
the Teachers through implementation of Positive Discipline: Creating an enabling and protective
learning environment for children project in Chittagong.
Support is given to Education Department, Teachers, and School Management Committees who are
working with children, parents, teachers to promote and implement positive discipline alternatives in
schools. Save the Children provides strategic guidance, including training and practical resources, as
well as bringing different agencies together to increase constituencies for collective advocacy. This
Evaluation report reflects the initiatives taken to promote positive discipline in school and significant
outcomes of the initiatives and challenges faced by the teachers along with recommendations for
child friendly school management. This report will be a useful document who wants to implement
positive discipline school.

Acknowledgement
The evaluation initiative is indebted to all those who extended help and cooperation in completing
the assignment. First of all, Mr. Md. Mostofa Feroz Bhuyan, Manager – Chittagong deserves special
thanks for providing the opportunity to do the assignment.
Thanks are particularly due to Shah Md. Iqbal Chowdhury, Manager – Training, Ms. Laili Arjuman
Khanam, Project Officer - Program and Training, and Mohammad Shofiqul Islam, Project Officer –
Finance for their sincere cooperation and efforts to arrange appointment, secretarial support and
logistic arrangement for the evaluation.
Thanks are also particularly due to Officials from the Education Department, Teachers of different
schools, School Management Committees, local communities and students of the schools extended
cooperation by providing relevant data and information.
Last and not the least, Thanks are also particularly due to National Children Task Force Members
and Young Volunteers who provided time and valuable information in the course of the evaluation.
The youth evaluation team was inspirational in the way they raised to the challenge of conducting
their first evaluation. With minimal training, they did an exceptional job of data collection and
analysis. It was exciting to see them grow in skills and confidence over the course of the evaluation.
Their contribution is gratefully acknowledged.

List of Abbreviations
ATEO Assistant Thana Education Officer
CP Community Promoter
CSMC Children School Management Committee
DPEO District Primary Education Officer
NCTF National Children Task Force
PD Positive Discipline
PD Positive Discipline
PDCP Positive Discipline Community Promoters
PTA Parents Teachers Association
PTI Primary Training Institute
SCI Save the Children International
SMC School Management Committee
TEO Thana Education Officer
TRC Thana Resource Centre
YV Young Volunteers

Executive Summary
Introduction
Corporal punishment is a regular part of the school experience for children in Bangladesh. Children lose
their attention on study and it causes fatal harm in child development.
Save the Children started operation of this Positive Discipline project in Chittagong from June 2011
which aims to work with the Education department of the Chittagong district, to make Education officials
accountable for providing training and support to all teachers from the selected 30 schools of this pilot
program. Save the started to support Education Department and the Teachers through implementation
of Positive Discipline project.
This report reflects the findings of the project evaluation and high lights the significant outcomes of the
initiatives and challenges faced by the teachers along with recommendations for child friendly school
management. This report will be a useful document who wants to implement positive discipline school.
Methods
Objective of the evaluation consultancy assignment is to evaluate the program which is running from
June’11 to July’12 at Chittagong. To evaluate the program implementation and procedure, outcomes,
development of children, achievement against objectives, lessons learn and finally recommend for future
planning. The evaluation comprised a combination of methods, namely: document review; semi‐
structured group interviews; participatory methods; drawings; key informant interviews; and case studies.
External consultant conducted the evaluation. 12 members of NCTF was activity involved in the research
team and supported by 6 Young volunteers.
Findings
Government issues a circular regarding positive behavior with students and this reproduced as poster
and distributed among all government primary schools in Chittagong. Save the Children provided training
and technical assistance to 30 schools to stop corporal punishment and introduce positive discipline
methods.
The teachers have different types of reflection on positive discipline method. Some of the teachers
believe that students could be disciplined without punishment if the child friendly teaching techniques are
applied. Some of the teachers of non intervention school believe that punishment free schooling is
possible and they are doing that in their schools. Some teacher sill believes that physical punishment is
the appropriate measure to discipline the students in the school. In the discussion some of the teachers
believe that the teacher student ratio is one of the important factors for child friendly environment in the
school. Many teachers have limited knowledge on how to involve children in group work.
40 Focus group Discussion were conducted with 516 students from 40 schools. Respondents of the
FGDs were General student from Class III– V, children representative and Student Council members.
The findings from FGD indicates that the situation have improved significantly. Still psychological and

physical punishments are exists in many of the schools both the in the intervention and non intervention
schools. But this incidence of physical punishment is very negligible in the intervention schools according
to the students. In some of the non intervention schools have also reduced physical punishment in their
schools.
Save the Children conducted training for Student Council on building self esteem workshops, conflict
resolution and child rights, child friendly classroom environment, and concept of positive discipline and
how to monitor and report on these issues. During the project monitoring the general students, children
representatives and student council members reported the prevalence of psychological and physical
punishment in their schools, but that was not monitored and reported properly.
What the student council and children representative do in the school? There is a distinct difference
between intervention school student council and non intervention school council has been observed. The
Student Council members of all intervention schools received training on life skills, classroom
management and their roles and responsibilities. Life Skills Training
Sometimes parents also advice teachers to punish their student to control them. Teachers are now not
using corporal punishment, but they are trying to motivate children for good education.
The students of Daulatdia primary school enjoy the school due to good relationship with teachers and
SMC. Children recognized that child friendly classroom is very good idea; though they noticed the use of
humiliating punishment in many of the intervention schools.
The attitude of the teachers has been found changed in most of the schools. Many teachers have limited
knowledge on how to involve children in group work. More school should bring under this type of
project. The project should particularly focus on continued efforts with teachers, schools and PTI.
More school should bring under this type of project. The project should particularly focus on continued
efforts with teachers, schools and PTI. All teachers of the school need to be trained to get better result.
Indicators for measuring change could be developed by the teachers and school management. In
particular, indicators to measure behavior change of the teachers in school need to be included.
There are more children living in the wider community who are extremely vulnerable to harmful and
humiliating punishment. Parenting education would be useful. Community based child protection guide
lines could be developed and shared in the Parents meeting.
Student council election is an example of children participation. Evidence from non project schools shows
that Children election has less impact. Training for elected students needs to be integrated in the school
curriculum.
According to the project framework Student Council and SMC will jointly monitor the positive discipline
at school, but nowhere had it happened. This needs to be followed up in similar project.
Conclusion
It has been observed the Education department and Teachers are trying to introduce positive discipline in
the school. The awareness level of the teachers of the project school has significantly changed, that
reduced the incidence of corporal punishment.

1. Background and Context
1.1. Introduction
The Positive Discipline: Creating an enabling and protective learning environment for children Project
commenced in July 2011, being the first phase of a program that has been designed for 5 years. The
project aims to fulfill children’s rights to enjoy child-friendly learning environments, which are free of
corporal punishment.
The project evaluation was commissioned by Save the Children in Bangladesh with Terms of Reference
negotiated with the external project evaluator. The evaluation was conducted from 5th July to 15th July
2012 in Chittagong, using a trained team of 18 youth evaluators. 12 members of National Children Task
Force and 6 Young Volunteers were involved in the evaluation. Evaluation team was involved in different
stages of evaluation including design, development of data collection instrument, and data collection.
Several methods were used for collection of data from the field to get insights of the program and
attitude and behavior of the wider stakeholder groups including Education Department Officials,
Teachers, School Management Committee (SMC), Parents and Children.
The purpose of the evaluation was to evaluate the program implementation and procedure, outcomes,
development of children, achievement against objectives, lessons learn and finally recommend for future
planning. This evaluation was also to focus on gathering and analyzing data in a way that would encourage
ongoing reflection and innovation leading to program improvements in future.
This report presents an evaluation/review of the Positive Discipline Project, implemented by Save the
Children International in 30 Government Primary Schools in Chittagong City Corporation.
1.2. Project Background
Corporal punishment is a regular part of the school experience for children in Bangladesh. Physical and
mental abuse of children in government and non- government schools by teachers and duty bearers
across Bangladesh has been common practice for many years. This is a direct violation of child rights.
Children are experienced corporal punishment at school or at home, perhaps in the form of caning,
slapping, pinching, being made to kneel in the sun or generally being humiliated. Corporal punishment is
always degrading and has no place in the home or our schools1
.
Corporal punishment is deliberate violence inflicted on children, and it takes place on a gigantic scale.
One of the major reasons why corporal punishment persists is that teachers do not understand that it is
different from “discipline.” While corporal punishment seeks to stop a child from behaving in a certain
way, positive discipline techniques can be used to teach a child learn new, correct behaviors without the
fear of violence. Another major reason is that teachers are often not taught why children misbehave and
how to discipline them positively based on those behaviors.
Many times, when a child feels his or her needs are not being met, such as the need for attention, he or
she misbehaves. The frustration that a child’s misbehavior causes, and a lack of skills to handle it, leads
some teachers to strike out at their children and use corporal punishment or humiliating forms of
1
UN Committee on the Rights of the Child

emotional punishment. Children lose their attention on study and it causes fatal harm in child
development.
SCA conducted studies on child rights situations across Bangladesh in 2009 and also carried out an
extensive situational analysis in 2010 in both Daulatdia and Chittagong in order to prepare a
comprehensive child protection program to be rolled out across its existing projects.
The findings made general recommendations in relation to care the of children: the need of education
and awareness building programs, specifically parenting skills; advocacy of government and duty bearers’
responsibility towards the children in situations where corporal punishment was evident; increasing
support to teachers by the government to provide positive learning environments for all children, and
providing necessary attention and care to create an enabling environment for this through both teacher
and parent support.
Save the Children commenced child‐ focused project activities in Chittagong District in 2003. The local
partner NGOs helped children in formation and operation of Child Council and other programs to hold
duty bearers accountable to the children. From 2003 to 2010 the program comprised a number of small
initiatives, trialing different approaches of working with children and partners. From 2010 SCA started
implementation of quality education improvement Project.
A baseline survey for the EAQIP program, supported by NZAID in 2010, which was carried out
approximately 18 months ago, collected data to indicate that much work was required to make primary
schools corporal punishment free and advocacy was required to create community mobilization to
support these changes in all primary schools in Chittagong.
Save the Children started operation of this Positive Discipline project in Chittagong from June 2011
which aims to work with the Education department of the Chittagong district, to make Education officials
accountable for providing training and support to all teachers from the selected 30 schools of this pilot
program. The program also aims to involve School Management Committees and child representatives in
the monitoring and evaluating of positive discipline in the school. Initially this project was designed for 5
years. This evaluation has been conducted after one year of project implementation.
1.3. Purpose of the Evaluation
The overall objective of the evaluation is to evaluate the program which is running from June’11 to July’12
at Chittagong. To evaluate the program implementation and procedure, outcomes, development of
children, achievement against objectives, lessons learn and finally recommend for future planning.
Specific Objectives
1. To measure the outputs and outcomes of the program interventions
2. To share lesson learned with others of Positive Discipline program at Chittagong urban area
3. Use a strong material for PD program operation in future

1.4. Methodology
Evaluation Team
The evaluation team comprised: Md. Golam Mostafa, an external evaluation consultant, 18 youth
evaluators, all graduates of the CARD Chittagong or member of National Children Task Force assisted
by: Md. Mostofa Feroz Bhuyan, Manager – Chittagong, Shah Md. Iqbal Chowdhury, Manager – Training,
Ms. Laili Arjuman Khanam, Project Officer - Program and Training.
The approach to the project evaluation was in keeping with the fundamental principles of involving
children as equal participants in decision making processes as had been espoused in implementation of
the CARD project. Young people were therefore involved in the evaluation, not only as informants but as
evaluators. The evaluation was conducted as a learning process and as another step towards
strengthening children and community ownership of the program; essential for eventual sustainability of
the program.
Methods and Instruments
The evaluation comprised a combination of methods, namely: document review; semi‐ structured group
interviews; participatory methods; drawings; key informant interviews; and case studies.
School Level Research Tools
Classroom / lesson observation
Discussions with SMC members
Semi structured interviews with the head teacher
School checklist (information provided by the head teacher)
Focus group discussions (FGD) with children
FGD With Parents
Drawing of students on type of discipline measures
Interview with Teachers
Summary of the data collection approach
Objectives Methods Instruments Respondents
Review relevant
documents
Desk review Study
Identify the situation at
the school level
FGD Checklist
Student Council
Child Representatives
General Student
Parents
Participatory
Exercise with
students
Drawing materials Students of Selected Schools
Key informant In-
depth interview
Semi-structured
questionnaire
Head Teacher
Assistant Teacher
SMC members
Thana Education Officer

Study Samples and respondents
At the initial stage the evaluation team planned to collect information from 30 project schools and 20 non
project schools. Accordingly the plan was
made. But all schools were not provided information and
allowed to organize FGDs with the students due to their priority of other work. Finally of 24 schools
with project intervention and 16 schools with non project interventions were selected. Selection of
schools was done through random sampling basis. Teachers, SMC Members, Parents, Students, Officials
of Education Department, were the respondents of the evaluation. The Teachers of the schools were
selected on the basis of availability. A total of 625 respondents were provided information. The number
of adult respondents was 94 and 531 children respondents.
Detail breakdown of the respondents by method
Selections of the students were done on different categories.
These are:
(i) “Student Council” Members. All of 7 members were elected by general students according to
the government circular
(ii) “Child representatives”. These are 10 members (2 from each class) formed under the Positive
Discipline project of Save the Children, and
(iii) “General Students” randomly selected from class III, IV and V for participate in the FGD sessions.
Data Collection and Analysis
Both numerical data and “tell the story” data were collected from different sources. The Consultant and
the NCTF members were mainly engaged in data collection. The young volunteers were involved to
arrange/ organize data collection sessions. In addition they have collected basic information regarding the
student enrollment and retention rate from the schools using the prescribed format. The information
regarding planned activities of the project and actual implementation was provided by the project team

and also captured from the project reports. The consultant was involved in analysis of the data. This
report fulfils two main functions: it provides evaluative information required to assess the progress and
impact of the project; it also captures information regarding the implementation processes and the
concepts thinking behind the project. The qualitative data has been presented in the report and few
success stories were presented in the form of case study.
Limitations
As per agreed TOR, the NCTF members suppose to participate in the data collection process.
Accordingly day long training was organized for the NCTF members as preparatory activity for data
collection. A total of 18 Members were trained while only 12 NCTF members were available for data
collection. As a result it was not possible to complete the data collection within the scheduled time.
Extra efforts were given by the smaller number of NCTF member to complete data collection.
Information was not collected from all the selected schools due to time constant and non cooperative
attitude of the head teacher.
2. Outcome of the Project Results
The overall project goal is: To fulfill children’s rights to enjoy child- friendly learning environments, which
are free of corporal punishment.
2.1. Outcome by objectives
Objective 1: Over 10,000 children across 30 government schools in Chittagong realize their right
to a protective and child friendly learning environment
Thirty government primary schools in 6 Thanas of Chittagong City Corporation have been included in
the project. To achieve the objective various activities were implemented with two groups. These are
adults and children.
The outcomes of the project have been viewed in two different perspectives.
(i) Views of adult duty bearer and
(ii) Views of rights holder, i.e. the children of the government primary schools.
Adult duty bearers includes; Official of Education department, Teachers of Schools, Member of the SMC,
Community Promoters and selected parents. The activities are Master trainers Training for TEO, ATEO
and Instructors of TRCs, Training for School Teachers, SMC members, Community Promoters, and
orientation of by the Community Promoters were arranged for adult duty bearers. As a part of
evaluation adult groups were interviewed and participated in Focus Group discussions.
Children include from intervention school and non intervention schools. The Children groups are general
students and the members of the elected Student Councils. The project activities with children includes;
Support to 30 schools to hold Student Council Election, Training for all School Council members on LIFE
skills (including building self esteem workshops, conflict resolution and child rights, child friendly
classroom environment, concept of positive discipline and how to monitor and report on these issues.

Government education officials, teachers, SMC members and parents accept the Positive Discipline
approach and have taken some steps to implement the approach in their schools. During the evaluation,
the respondents under positive discipline project found enthusiastic about the outcome of the project.
They have noticed the following changes in the school environment. According to their views and
reflection revealed that the physical punishment almost disappeared in most of the schools. According to
the views of the Education Department Officials, the schools strictly follow the instruction of the
government and teachers do not use cane to beat the student in school. Many schools also claim that
they don’t have cane in their schools.
Attitudes towards positive discipline and practice
During the project evaluation the teachers have shown three types of reflection on the circular on the
positive discipline in schools. Some of the teachers believe that students could be disciplined without
punishment if the child friendly teaching
techniques are applied. The teachers
who have participated in different
training programs arranged by Save the
Children have comparatively positive
attitude. But some of the teachers of
non intervention school believe that
punishment free schooling is possible
and they are doing that in their schools.
Some teacher believed that as physical
punishment is prohibited by the
government and the Thana Education
Officer and Assistant Thana Education
Officers (ATEO) are committed to
implement the government circular
strictly, they don’t should not punish
the students. But they are not fully
agreed on the point that completely
punishment free schooling could create
a positive learning outcome.
Some teacher still believes that physical
punishment is the appropriate measure to discipline the students in the school. To control of huge
number of student in a classroom, and keep them attentive is a difficult task for the teacher. But it would
be good to avoid harmful punishment if possible. The views of this group “stick is effective material to
discipline, event it is not in use”.
In the discussion some of the teachers believe that the teacher student ratio is one of the important
factors for child friendly environment in the school. SMC meeting is almost similar in both types of
schools. One interesting findings have been noticed from the above table that SMC and Student Council/
Teacher meeting have been arranged in 24 schools (100%) where only one school (6%) arranged such
meeting in non intervention schools.

Table 1: Basic Information of Intervention and Non Intervention schools
Indicators Intervention School Non Intervention School
SMC Meeting (Average) 11.75 10.4375
No of Students 273-1725 133-1553
No of Teacher in School 4-18 4-12
Student Council Formed 24 16
No of School hold SMC-SC/Teacher Meeting 24 (24%) 1 (6%)
In a particular school, which is not included in positive discipline project, all teachers have common
thinking that without punishment it is almost impossible to discipline students. They use stick to beat the
students and they usually call the parents in case of gross mistake by the students. This school has a large
number of students and the students are not in homogeneous group. As a result the comparatively aged
students always create problem and misbehave with the teachers and also fellow students and don’t
respect the teachers.
The circular regarding positive behavior with students
Government issues a circular regarding positive
behavior with students and this reproduced as
poster and distributed among all government
primary schools in Chittagong. This was the first step
from the project to disseminate the idea. According
to the project document the copy of the circular
were given to 200 schools in Chittagong city. The
status of displaying the circular is given in the graph.
Do you think punishment is necessary to
manage a class room?
Teachers of PD Intervention schools and Non-PD
Interventions schools express their opinions on necessity of corporal punishment to control the students
in the class room. In the PD intervention school only 35% of the teachers believe that punishment is
necessary, while 86% of the non PD interventions school teachers believe that it is necessary in most of
the contexts.

“One new madam joined our
school. On the first day she came
to our class. She started the class
without roll calling. Some
students did not notice her
presence and did not stand up
when madam came to the
classroom. Madam punished 2
students on her first day in
school”
A student of class Iv
“I personally believe that by
giving punishment the students
cannot be disciplined and they
don’t respect the teacher.
Responsibility of teacher is to
ensure joyful learning in the
school and that will attract
children”
Mr. Dulan Kanti Dha, Head
Teacher
What they do in case of misconduct or repeatedly late in school or poor performance, they inform the
parents over phone or and call them to discuss with parents. When
they asked about the government circular regarding banning
corporal punishment, they informed that they know about the
circular, but they don’t have sufficient knowledge on the techniques
of positive discipline.
They also mentioned that some times, parents came to school and
complained that they cannot make children discipline, or they
cannot control children at home, the teachers can bring in discipline
order and they should beat them. These teachers don’t find
alternatives to discipline of the students; they use to give physical
punishment and psychological punishment.
Teachers of some non intervention schools have the common
opinion that without punishment they cannot control the students.
Most of the time they don’t beat the student but they bring the stick
or cane to the class room to make the children discipline. They also
give simple punishment and try to avoid physical punishment in most
of the cases. The teachers sometimes give the punishment which is
not so harmful for the children.
The teachers mentioned about different types of methods those are
still used to control the class and make the students disciplined.
Ask the reason for late or absent in the school
Ask to Write application for being absent
Give Additional Class work / home work
Ask for Standing on the bench
Standing in the class for some times
Threat for fine
Compare with animal
Pulling hair
Putting hand on own ear
Ask boys to pull the ear of girls
Ask girls to pull the ear of boys
Beat by using scale as symbolic punishment

Positive discipline practice in the schools: views of the
Children
40 Focus group Discussion were conducted with 516 students
from 40 schools. Respondents of the FGDS were General
student from Class III– V, children representative and Student
Council members.
Why the children are absent from the School?
The students pointed out different reasons for their absence in
school. Some of the reasons are beyond the control of the
students like Illness and have to go for work to support families.
What happen if a student is absent in the class? This question was asked to the teachers and also
the students.
The students also mentioned that if sometimes they were absent, teacher call their parents over phone,
very rare cases they punished the students. Teachers ask to know the reason; even some times they
don’t ask the reason. Teachers also confirmed that due to large number of students, day long class, they
don’t get time to follow p each children in the class.
Psychological punishments are continued in many of the schools both the in the intervention and non
intervention schools.
The incidence of physical punishment has reduced. In the project intervention schools it has been
reduced significantly. The students also noticed these significant changes in the attitude of the students
over the few months. The teachers are friendly than the previous. They motivate and try to stimulate the
students for positive behavior in the class.
How teacher control the students in the school?
The students identified some of the preventive measures to control the class and or discipline the class.

During the FGDs a question were asked to every group of students that what punishments they have
experienced in their school over the last 6 months. Children mentioned about different types of
punishment or disciplinary actions they have experienced.
The students were asked about their experience regarding the prevalence of different kinds of
punishment in their school. Response of the students from PD intervention and Non Intervention are
given the graph below.
During the data collection, the respondents were asked to draw picture of punishments they have
experienced in their school over the last 6 months. The drawing indicates the present situation in the
school. The drawing indicated different punishment which will have negative impact on students.

“We have purchased 2 plastic Bank and
collecting small amount of money from the
students. We will use the money for the
poor children to give khata pencil if they
cannot purchase”
Student Council Members
North Kattali Joytara Govt. P. School
Frequency of Home visits by teachers
Over 80% respondents mentioned that through there are provisions of home visit to follow-up the
students at home. But they do not get time for home visit. In the urban setting it is also difficult to make
home visits. Instead of home visits, in some schools they arrange parents’ day and generally in the
morning shift the mothers of the younger student of play group and class I & class II come to school to
drop and pick the children. Teachers sometimes talk with them regarding attendance, progress of their
children in school. The teachers in the semi urban area sometimes teachers have the chance to talk with
some of the parents on the way to school. Sometimes parents also come to school to discuss about the
progress / problems. May teachers mentioned that they talk of the parents over phone if and when
required.
Capacity Building of Student Council
Save the Children conducted training for Student
Council on building self esteem workshops, conflict
resolution and child rights, child friendly classroom
environment, and concept of positive discipline and
how to monitor and report on these issues. But no
proper follow- up was done for monitoring and
reporting of positive discipline. During the project
monitoring the general students, children
representatives and student council members
reported the prevalence of psychological and
physical punishment in their schools, but that was
not monitored and reported properly.
Student Council members of Lalkhan Bazar Govt.
Primary School was attended the 1st
National
conference of Primary School Students Council
(PSSC). The Student Council of Lalkhan Bazar Govt.
Primary School was represented Chittagong
Division. This is the recognition good work of the
children said Mr. Azad Iqbal Parvez, Head Master of
the school.
What the student council and children
representative do in the school? The children
representatives mentioned that “If sir or madam
cannot come to class, we conduct proxy teaching,
drawing or do some creative work to keep children
busy in the class”. They also mentioned that they
are involved in cleaning the toilet, guide students in
many positive aspects. They student council

members are supporting the children to make good discipline and social work.
There are distinct differences between intervention school student council and non intervention school
council has been observed. The Student Council members of all intervention schools received training on
life skills, classroom management and their roles and responsibilities. Teachers also recognized that the
teacher was very helpful to improve the level of understanding of the student council members.
Attitudes of Parent’s
All parents have all grown up witnessing its regular use of corporal punishment, and as a result, they
come to think of corporal punishment as normal. Because their parents and teachers used it, we also
punish our children and it has come to and understands that corporal punishment is acceptable means.
Sometimes parents also advice teachers to punish their student to control them. Being participating the
orientation by the teachers, Young volunteers of the project they realize that it should be appropriate
action to discipline the children. Teachers are now not using corporal punishment; they are trying to
motivate children for good education.
Do you support punishment in the school? 67%
parents do not support punishment, 17% support
punishment and 16% mentioned that occasionally teachers
can beat the student to make them attentive.
How you evaluate the student council election?
School arranged election and some of the mothers
witness the interesting game. Two of the mothers of
elected student council members have positive reaction
about the impact of election. Their children became more
responsive and attentive to many issues of children. Most
of them supported this types of activities to develop the leadership skill of the children.
Involvement of Education Department
The involvement of the Education department in development of the training modules and conduct
training for teachers was an effective activity. They have invested time to develop the training module.
The issues of positive discipline have not yet incorporated the existing curriculum of Primary Training
Institute (PTI). In PTI the Multiple Ways of Teaching- Learning (MWTL)2
Approach are not taught
properly. As a result the teachers have limited knowledge in teaching. Many teachers have limited
knowledge on how to involve children in group work. Some of the teachers claimed that they know how
to do group work, but they don’t have sufficient physical facilities in the class room for this type of
activity. Some of the teacher has opinion that within 35 minutes they cannot properly teach and care a
large group of students in the class.
2 2
Multiple Ways of Teaching Learning (MWTL) approach is the core classroom innovation in order to introduce more child-centred,
participatory and group- oriented methods. The MWTL approach has been developed based on multiple intelligence (MI) theory. This
approach requires teachers to adopt multiple teaching techniques so that children can easily learn through their strongest intelligence(s),
while at the same time developing the weaker ones.

Who can be main actor to make the school punishment free? Most of the respondents told the Head
Teacher is the key actor to bring the change. Some respondents also mentioned that this is a collective
effort of all actors including teachers, SMCs and parents.
No base line survey was done prior to the project implementation and there is no authentic data on the
drop out of the students. The teachers have different view regarding counting dropout. Leaving school
does not mean that the children have dropped from the school; he/ she may change school due to
dislocation of the residence of their parents. How many children dropped from school due to physical
punishment in the last year; such data are not available in any school as base line data, but it was reported
that the prevalence have been reduced, though there are incidence of such drop out exists, this was
reported by the students during the focus group discussion. The reference regarding corporal
punishment has been taken from different sources mainly the published and un published documents.
This trend indicates that the physical punishment is decreasing everywhere, but it is faster in intervention
due to different initiatives and action from the project and education department and active SMC
members.
In all FGDs groups, there was a question, what can be done to make school more attractive to the
students?
The children suggested for the following actions:
Suggestions for making school attractive to the students
Reduce Punishment Wall clock in all class room
No insulting, humiliating punishment Space / desk for keeping the bag
Punishment free school environment Decorative wall with good drawings
No discrimination between boys and girls Fan in all class rooms
Water supply in the toilet Sufficient bench for students
Clean and Hygienic Toilet and cleaner Tree Plantation in the school compound
Safe drinking water Set up garden in school compound
Recreation room in the school Play ground & sports materials
More education materials Set up library with variety of books
Prayer Room for the student Allow student to play ( time for play)
Positive Discipline Monitoring
During the Evaluation the student council members informed that they have not attended any meeting
with the SMC regarding monitoring of school performance regarding use of positive discipline. But they
had meetings with teachers and some of the SMC members to discuss about the roles of the student
Council and organize different events in the school.
Objective 2: District Primary Education office of Chittagong district integrates and adopt
positive discipline module for training for the primary school teachers
Education Department of Chittagong provided support to create enjoyable learning environments in all
schools for their students by utilizing their newly acquired skills to create corporal punishment free
classrooms, leading to the lowering of dropout rates and increasing enrolment of school students at the
primary school level.

According to the statistics provided by the schools indicates that the Retention rate is satisfactoriy both
Intervention and non-intervention schools. Retaintion rate of Girls (96%) is higher than Boys (94%) in
primary schools of Chittagong.
Boys Girls
Admission in 2011 12018 12305
Retention in 2011 11351 11867
Retention Rare 94.44% 96.44%
List of Materials developed for the project:
1. Module on Positive Discipline Training for Teachers
2. ToT Module for Positive Discipline Resource team Members
3. Guideline for School Management Committee Members on
their Roles and Responsibility
4. Guideline for Students on Child Friendly Classroom based on
Positive Discipline
5. Module on Life skills training for Student Council Members
based on Positive Discipline
6. ToT Module for Positive Discipline Community Promoters
(PDCP) on Positive Discipline based Life skills
7. Guideline on Community meeting for Positive Discipline
Community Promoters (PDCP)
8. Advocacy Poster on the Government Memorandum about
Banning Corporal Punishment
Picture Based Advocacy Poster on Positive Discipline for
Primary Schools
9. Role and Responsibilities of Student Council Members (Picture
based Book publication)
10. Positive Discipline: In context of Child Protection (Book
publication)
11. Display Board on Suggestions on Positive Discipline
Objective 3: The establishment of a ‘model’ non-government
school, enabling a protective environment for 500 socially
marginalized children in Daulatdia, and providing a positive
example to advocate the benefits of Positive Discipline to non-
government schools in operation across Bangladesh.
Daulatdia non government school used as success story example of the positive impact of Positive
Discipline on the retention and enrolment rates for socially marginalised children, resulting in Positive
Discipline being adopted by non- government schools, set up to service social marginalised and
disadvantaged children who do not have access to government education, as a best practice model. This
school located at Daulatdia union of Rajbari District. There are 510 students and 9 teachers in the
school.
The students of the school enjoy the activities in the school and are benefited from the implementation
of positive discipline program. The relationship between teacher and students are friendly, SMC is active
and SMC keep their figure on the operation of school program. There are evening sessions for
preparation of home work and continued education.

Retention rate for school students increased to over 95% in non- government education through the use
of positive discipline and child friendly teaching techniques in Daulatdia. There is debate on the counting
the drop out. If a child moves from present location due to change their home and get admission he or
she generally treated as drop out from the school. Many times teachers have no information about such
new admission, they only know if the student as for a transfer certificate.
Objective 4: The Government Education department in Chittagong district updated and informed
on the current situation of the use of Corporal Punishment by teachers in all primary schools.
During the evaluation, the Official circular issued by the Director General of Primary and Mass Education
to all primary schools in 2008 banning corporal punishment are displayed in most of the schools. This
has been shown both in the project and non project schools. The Officials of the Education department
are seems to be committed to implement the circular to make all schools corporal punishment free. But
they mentioned that several factors hinder their plan it would be difficult to make the significant changes
among the thousands of teacher. The training would be the contributing factor to develop the skill of the
training on different positive education techniques.
The teachers mentioned that training was effective but the duration needs to be extended by 1 day for
better internalization of the concept and procedures. Physical infrastructure and teacher student ration is
also a factor. Some of the teachers
think they are doing better job, but
there is no proper recognition of
their job. In the electronic and
printed media focused simple issues
of private schools in dignified way
but the efforts of the government
primary schools are not well
focused.
Positive Discipline project
developed the resource materials
for training of teachers, SMC
members and Members of the
Student Council. The project
established the District Resource
Team (DRT) with master Trainers.
Involvement of National Children’s
Task Force to conduct research and
collect data on the continuing use of
Corporal Punishment by teachers in
primary schools across Chittagong
district was not done earlier. This
activity has been at the last month
of the project this activity has been
linked with project evaluation.
Evaluation Consultant provided
training to the NCTF members on
data collection and management process. 18 Members of NCTF team were provided training and 12

members out of the trained members took part in the research. If this activity could have been done
earlier, based on the findings of the research, necessary corrective measures could be taken by the
project and education department.
It was heard at the time of evaluation that a public hearing session will be organised to discuss the finding
of the research to the key duty bearers and stakeholders at the end of July 2012.
This activity was implemented in January 2012. With the support of the PD project team, the members of
NCTF finalized the draft design of the poster. Following that, the PD project team approached the DPEO
office for their approval to distribute the poster in the targeted schools. Government officials appreciated
the poster and
2.2 Impact of the project
Many of the activities just completed recently. During the initial period most of the efforts were given in
preparatory activities, like agreement with Education Department, preparation of materials, develop
procedure, prepare training material and conduct training to a large number of audiences at different level
and settings. So it is not the right time to see the impact of the project. But due to implementation of
some of the activities and community acceptance those started to produce positive results which have
been reflected in the findings section.
1. Changes in the lives of children and young people: The evaluation finding indicates that the
incidence of corporal punishment has significantly reduced in the most of the project intervention schools.
Children recognized that child friendly classroom is very good idea; though they noticed the use of
humiliating punishment in many of the intervention schools.
2. Changes in policies and practices affecting children’s and young people’s rights: Duty
bearers are more accountable for the fulfillment, protection and respect of children’s. Policies for banning
corporal punishment were developed by the government in 2009, but those were not implemented
properly. Implementation of the policy in 24 project school shows the difference with situation of non
project schools. Changed attitude of the teachers from project school is the evidence of changes in attitudes
and practices. Even in some of the non intervention schools teachers are afraid of actions from TEO and
ATEOs regarding physical Punishment.
3. Changes in children’s and young people’s participation and active citizenship: Student
council election is an example of children participation. Evidence from non project schools shows that
Children election has less impact. But where training and guidance was provided, student council seems
more active. According to the project framework Student Council and SMC will jointly monitor the positive
discipline at school, but nowhere had it happened.
4. Changes in equity and non‐discrimination of children and young people: In policies,
programmes, services and communities, the most marginalized children are reached. Through Daulatdia
model primary schools the children born and living brothel are reached. Many schools under the project
included from poor and marginalized community.

5. Changes in the capacity of civil societies and communities to support children’s rights:
The messages about positive means of managing behaviors of individual children and groups of children in
class rooms are creating a paradigm shift in the way communities, including teachers, SMCs and to some
extent to the communities. They are looking at their current behaviors and attitudes towards physical violence
towards children. In some cases SMCs have shown an amazing achievement in making the school punishment
free.
3. Lessons learnt and Insight Gains
Lesson- 1: Creating a child friendly environment is school is dependent on changing
the mindset of the teachers and follow-up on the execution of the policy by the
government.
The awareness level of the teachers of the project school has significantly changed, that reduced
the incidence of corporal punishment. On the other hand many teachers still believe that it is
almost impossible to discipline the student without punishment. Most of those teachers have not
received training on positive discipline. So government should introduce this into the Teachers
Training Curriculum.
Lesson- 2: A critical mass of awareness is needed in a community before noticeable
attitudinal and behavioral change starts to happen.
This is especially true when this change is related to traditional beliefs and values that have been
in place for long periods of time. The change evident in the PD project area indicates that this
level of awareness has been reached, creating a platform from which more rapid change should
emanate.
Lessons- 3: Improved child rights policy and practice is dependent on the changed
attitudes, behaviors and actions of duty bearers.
Informant groups during the evaluation stressed that the main target should be parents as they
still tend to be the chief violators of the rights of children. Teachers informed that some parents
have fillings that they cannot discipline children at home, so the teachers in the school should
punish the students to make them discipline. They come to school and advice the teachers to
beat the children to make them serious student and make them discipline.
Lessons- 4: Support and Guidance are required to equip the student council in
monitoring of positive discipline.
Student council members were trained, but they did not get chance to seat with SMC to monitor
the positive discipline situation. Without proper monitoring system violation of rights could not
be identified and make the duty bearers accountable.
Lessons- 5: Project sustainability will be dependent on management and
implementation responsibility for some activities being transferred directly to the
community.
There is a high degree of stakeholder ownership and commitment mainly teachers, SMCs, and
Parents Teachers Association (PTA) which will ensure sustainability of the outcome. Parents and
SMC could be given responsibility of monitoring the project performance and report to the
education department. Children are at home also vulnerable to punishment. Sufficient work have

not planned and done in the project except two orientation sessions of parents by the
community promoters.
Lessons- 6: Student council can be the appropriate vehicle for change agents in the
school environment.
The involvement of Student Council in school monitoring, they can identify rights violation and
present those to appropriate authority through in built monitoring mechanism. Training for
Student Council could improve the leadership skill of the student leaders.
Lessons- 7: Some Responsibilities may be shifted to ensure better result.
The thirst for training for all groups involved in project activities is insatiable. Training provides
intellectual stimulation, the opportunity to work at new methods. It is therefore not surprising
that all groups interviewed in the evaluation, requested more training on positive discipline
techniques. This issue needs to be integrating in the curriculum of PTI. Role of Save the Children
need to be shifted as facilitator, not “implementator”.
4. Recommendations
• More school should bring under this type of project. The project should particularly focus on
continued efforts with teachers, schools and PTI.
• All teachers of the school need to be trained to get better result.
• It was reported that the duration of the training needs to be increased for one day.
• Separate component for the project could be developed for training of Elected Student Council
and Involve them in Student development Activities. This activity should be integrated in the
education departmental programs.
• Indicators for measuring change could be developed by the teachers and school management. In
particular, indicators to measure behavior change of the teachers in school need to be included.
• Physical infrastructure should be improved in the schools to create a positive learning
environment.
• Teacher student ratio is a great concern for the teachers. There is need to increase teachers.
But bin case community teachers can also be recruited by the school as per need. SMC and
parents can make contributions.
• Involvement of SMC could be useful for sustainability of the project outcome. In that case
meeting and mechanism of involvement of SMC could be explored.
• Mainstreaming the training could be the best solution; Issue of positive discipline could be
integrated in the curriculum of PTI.
• Establishment of school library could be an useful activity the motivate children in reading.
• There are more children living in the wider community who are extremely vulnerable to harmful
and humiliating punishment. Parenting education would be useful.
• Community based child protection guide lines could be developed and shared in the Parents
meeting.

• Monitoring of positive discipline need to be mainstreamed in include in the existing inspection
report.
5. Conclusions
There is no doubt that many of the causes of behaviour problems of the student in schools lie well
beyond the scope of the school. It must be acknowledged that poverty, lack of social support and
parenting are contributory factors. However, teachers in schools can have little or no influence on these
issues and must therefore seek, within the limited resources available to the school, to do their best to
ensure an orderly learning environment where all children can fulfil their potential.
It has been observed the Education department and Teachers are trying to introduce positive discipline in
the school. The attitude of the teachers has been found changed in most of the schools. They are using
physical punishment as a last resort. But the traditionally the parents believe that teachers can punish the
student for the betterment of their future and this is not really harmful. Teachers also believe they can
punish the student and the student believes that if the student committed any fault the teacher have the
rights to punish. All these believe are the contributory factor for corporal punishment at home school
and other institutional settings. Through the Community promoters, they are also trying to motivate and
educate the parents through parenting education. Without changing the attitude of the whole community
it would be a challenging task to introduce positive discipline by the teachers only and this cannot be
changed overnight. Teachers need more training and stimulation on positive discipline techniques and
sufficient teaching materials. Despite of many challenges the project has achieved significant progress in
promoting positive discipline in the schools.

6. Annex
Annex I: Terms of Reference
Project/ Program : Positive Discipline Project
Consultant Name : Individual/Firm
Location : Chittagong
Duration : Maximum 10 days from 28 June 2012 to 08 July 2012
Reporting To : Md. Mostofa Feroz Bhuyan, Manager – Chittagong
Introduction:
Physical and mental abuse of children in government and non-government schools by teachers and duty
bearers across Bangladesh has been common practice for many years. This is a direct violation of child
protection. Children lose their attention on study and it causes fatal harm in child development.
On 21st
April 2008, the Director General of Public and Mass Education presented an official notice to all
primary schools across Bangladesh banning the use of corporal punishment, and any sort of mental or physical
abuse at school, or in the home. On 9th
August 2010 The Bangladeshi Ministry of Education banned the use of
corporal punishment in all schools across the country. Following a report issued by Education Secretary, calling
the form of punishment "misconduct," teachers found guilty of beating children will now face disciplinary
action, if reported.
Also, Save the Children conducted studies on child rights situations across Bangladesh in 2009 and also carried
out an extensive situational analysis in 2010 in both Daulatdia and Chittagong in order to prepare a
comprehensive child protection program to be rolled out across its existing projects. Therefore, the project
aims to fulfill children’s rights to enjoy child-friendly learning environments, which are free of corporal
punishment.
Purpose of the Work:
The overall objective of the consultancy assignment is to evaluate the program which is running from June’11
to July’12 at Chittagong. To evaluate the program implementation and procedure, outcomes, development of
children, achievement against objectives, lessons learn and finally recommend for future planning.
Scope of work:
In this connection, Save the Children has been intervention to evaluate on lesson learned and the total
operational system of Positive Discipline program at Chittagong to share with others and take strategies to
operate the Positive Discipline program in Chittagong urban area. The evaluation report will help for future
planning.
The objectives of developing this evaluation are:
- To measure the outputs and outcomes of the program interventions
- To share lesson learned with others of PD program at Chittagong urban area.
- Use a strong material for PD program operation in future.
Key tasks for the consultant are:
- Find out the output and outcomes from Positive Discipline Project at Chittagong.
- Prepare numbers of case studies on the project participants
- Find out the lesson learn of the project and develop future recommendations.

Sharing the findings in consultation with Save the Children
- Provide technical support and training/ orientation to the NCTF members to collect data from field.
- Compile data collected by NCTF members and generate separate report.
- Finalize the report as per the feedback received from Save the Children.
- Final Reports submission.
Review of Documents:
Save the Children would provide necessary documents such as project proposals, reports, publications etc for
the consultant time to time. Any information provided by Save the Children shall be kept confidential by the
agency and shall use the same only for the purpose to achieve the objective set forth in this TOR. The hired
agency shall not pass on or divulge any information to any outside agencies or individuals (relating to Save the
Children, its activities, businesses or associates) that may come in possession, or under control of consultant.
Time Frame
The duration of the assignment will be for only 10 days starting from 28 June2012 (Depends on Practical
situation).
Justification for Hiring Consultant:
This is a specialized work which requires specific technical knowledge in project evaluation. Project is not
evaluated by internally; it should be evaluated externally to see the things by third eye. Thus it is necessary to
hire a consultant to bring out the objectives to address real picture of the implemented project.
Deliverables:
Develop 5 copies of report on Case Study.
Develop Situation Analysis Report based on the data of NCTF
Annex II: Final Schedule
ACTIVITY Dates ( July 2012)
4 5 6 7 8 9 10 11 12 13 14 15
Prepare proposal / schedule and share with SCI x
Review documents, Prepare Guide Lines x
Initial discussion with project team in Chittagong x
Training of NCTF Facilitators x
FGD / Key informants Interview x x x x
Collection of Information by NCTF x x x x x
Compile Data collected by NCTF x x x
Prepare case studies x x x
Write draft report x x x x
Share Report with SCI via soft copy x
Incorporate SCI comments, finalize Report x

Annex III: List of Young Researcher Group
NCTF Members
1. Liza Akter
2. Tahamina Sultana Irin
3. Sumona Selim Usha
4. Afsana Akter Mimi
5. Raju Ahmed
6. Abu Tanvir
7. Ahsan Ullah Hasan
8. Umme Khairunnesa
9. Mahmuda Islam Moon
10. Mamunur Rashid Titu
11. Jannatul Ferdous Munni
12. Hamida Akter
Young Volunteers
13. Hossain Md Naoshad
14. Afifa Islam
15. Hosneara Nishat
16. Noyan Dey
17. Abdullah Al Noman
18. Md. Masud Rana

Annex IV: Data collection tools
Questionnaire for Basic Data Collection from Schools
Name of School: Ward #:
No of Teachers: No of Teacher Trained on PD:
No of Students: (July 2012)
Type of School: Project school / Non project school
1. Information regarding attendance
Enrolled in 2011 Appeared in the Exam Dec
2011
Enrolled in 2012
Boys Girls Total Boys Girls Total Rate
in %
Boys Girls Total
Class 1
Class II
Class III
Class IV
Class V
TOTAL
2. How many students dropped out from the school
Reasons Number
Transfer of Parents
Shifting Houses from the school area
Admitted to other School
Other Reasons
No Record/ Information
Total
3. No of SMC Meeting Held in one year (July11- June 12) :
4. Do you have elected student’s Council? : Yes/ No
5. Have you provided any training to the Student Council? : Yes/ No
6. Do you have Child Representatives : Yes/ No
7. Do you have Child Representatives Meeting: (July11- June 12) :
8. Who Monitor the DP Performance? :
Data Provided by (Name & Designation)

Interview Questionnaire for Teacher/ Head Teacher
Name: Designation: School:
1. Why your school chooses to participate in Positive Discipline / Not to participate in PD?
2. Have you any initiatives regarding formulation of policy/ strategy in your school regarding implementation
of positive discipline: Yes/ No
3. If yes, how you have developed your strategy?/ What actions you have taken so far?
4. What types of problems do you noticed from teachers/ students/ parents?
5. What type of problems the teachers refer to you rather than handling by themselves?
6. Did you write a Code of Conduct (what they can and can’t do when they discipline at school) ?: Yes/ No
7. If yes , Do the students /SMC/ Parents/ know about Code of Conduct?: Yes/ No
8. Is there any a written action plan to create a good school / corporal punishment free school? : Yes/ No
9. How you have shared the idea of positive discipline with SMC/ Parents / Other Stakeholders?
10. Is there any Special Meetings with Teachers regarding PD? :Yes / No
11. Does the entire community / parents are aware about PD in Your School? : Yes/ No
12. Have you created a regular forum for teachers/ SMC and students Council through which they can share
their ideas and experiences of creating a good school? : Yes/ No
13. If ye, what they have discussed in the last meeting? Date & Decisions
14. Have you fully stopped corporal punishment in your school? : Yes/ No
15. What are the alternatives of Corporal punishment in your school to discipline your students?
Please give us some examples of positive discipline in your school?
a) Arriving late to school
b) Making noise in class and disruptive behavior
c) Failing a test or giving a wrong answer to a question
d) Missing class or being absent without permission
e) Children did not prepare their home task
f) Children are unwilling to pay additional subscription
g) Bullying others
16. What are the positive disciplines Responses followed regarding serious misconduct?
17. What kind of school do we want see after five years from now regarding PD?
18. What actions you need to eliminate physical punishment in your school?
19. Any other Remarks

Interview Questionnaire for Education Department Officials
Date:
Name: Designation:
1. What is the status of implementation of circular regarding banning corporal punishment in school?
2. Do you think all schools under your jurisdiction are following the instructions?: Yes/No
3. If no what are the reasons?
4. Is there any code of conducts of teachers? Yes/ No
5. Do the schools have prepared their own strategy to implement the circular?: Yes/No
6. If No what support they require to develop their strategy form your department?
7. What types of problems do you noticed (from teachers/ student/ parents) regarding Corporal
Punishment?
8. Is there any a written action plan for create a good school? : Yes/ No
9. How you inform the teachers about positive discipline in school?
10. Is there any Special Meetings with Teachers and your department regarding PD? :Yes / No
11. If yes, what are main points / agenda?
12. Do you think incidence of corporal punishment have reduced in school according to the circular? : Yes/
No
13. If yes, how you came to know?
14. If no, what actions / activities you have taken? Or what would be the activities to improve the situation?
15. Sometimes children are punished at home by their parents/ family member? What are your suggestions to
make the parents aware?
16. How schools can take initiatives to aware the parents / guardians?
17. What actions you need to eliminate physical punishment in your school?

Interview Questionnaire for SMC Members
Name: Designation: School:
1. Do you know about the government circular regarding banning corporal punishment in your school?
2. What initiatives you have taken to implement the circular regarding banning corporal punishment in your
school?
3. Do you think all teachers are following the instructions?: Yes/No
4. If no, what are the reasons?
5. Is there any code of conducts for the teachers in your school? Yes/ No
19. Have you taken any initiatives regarding formulation of policy/ strategy in your school regarding
implementation of positive discipline: Yes/ No
6. If No, what support you require to develop your own strategy?
7. What type of problems do you noticed (from teachers/ student / parents) regarding Corporal
Punishment? What actions have you taken from SMC?
8. Do you think the incidence of corporal punishment have reduced in school? : Yes/ No
9. If yes, how you came to know?
10. If no, what actions / activities you have taken? Or what would be the activities to improve the situation?
11. Have you ever monitored the positive discipline situation in the school?: Yes/ No
12. Do you know about the election of Student Council in your school?
13. Have you attended any meeting with student council / children representative groups to discuss about
positive discipline?: Yes/ No
14. If yes what you have discussed?
15. What actions do you suggest to eliminate corporal punishment in your school?

FGD Guide for Parents
Date:
Respondents: Location:
1. Do you heard about the government circular regarding banning corporal punishment in school, what
is the circular, how you came to know about the circular, Do you think this types of action is
required in school?
2. What initiatives have taken by the school to implement the circular regarding banning corporal
punishment, Do you think all teachers are following the instructions?
3. Is there any meeting with parents organized by the school in last 6 moths
4. Do the children tell you about corporal punishment in school
5. Did you noticed about any incidence of corporal punishment in school, if yes from whom? What you
have done?
6. Did you visit the school to see the positive discipline? Did you talk with teachers / SMC /any body
7. How you deal with children at home? Is there any physical punishment at Home?
8. What alternatives could be effective to discipline the children at home
9. What alternatives could be effective to discipline the children in school
10. Do you think the schools are more child friendly now? What are the reasons
11. Do you know about the election of Student Council in your school?
12. What actions do you suggest to eliminate corporal punishment in your school?

FGD Guide for Student Respondents
Respondent: Student Council Members
1. What is Student Council, Why Student Council was formed? How it was formed? What you have
done for the students as Student Council Members?
2. What behaviour of your Teacher you like best? What dont like?
3. What your teacher tell if you donot come school one day?
4. What your teacher do if you cannot make your home task?
5. What your teacher do if make quarl among yourselves?
6. What punishment do you get in school?
7. Is there any incedence in your school in last 6 month that makes you bad fellings?
8. Did you receive any training as Student Council? If yes what you learnt?
9. Is there any meeting held between Student Council and Teachers or SMC
10. If you become the teacher of this school how you behave with students?
11. What can be done to make school more attractive to the stusents?
Respondent: Child Representatives
1. Do you know that you are a Child representative? Who make you representative? What you have
done as Child representatives?
8. Is there any meeting held between Child representatives and Teachers or SMC?
Respondent: General Student
1. Do you come to school every day? If you do not come to school, what the teacher do with you?
2. What is your felling for your school?
9. Do you know about Student Council in Your school? What they did for you?

Annex V: List of respondent schools
SL Name of School Type of School # of
Teachers
No of Students
1 Uttar Kattoli Joytara GPS Intervention School 7 679
2 Barua Para GPS Intervention School 5 409
3 Haji Chand Mia GPS Intervention School 7 538
4 Haji Kalamia GPS Intervention School 9 961
5 Omor Goni GPS Intervention School 6 425
6 NMC GPS Intervention School 10 1124
7 Mohammadia GPS Intervention School 10 1265
8 Hamjarbag GPS Intervention School 18 1752
9 Porapara GPS Intervention School 5 359
10 South Potenga GPS Intervention School 5 337
11 Modhom Bakolia GPS Intervention School 8 1057
12 Abdul Bari GPS Intervention School 5 278
13 Wazerpara GPS Intervention School 4 273
14 Nazirpara GPS Intervention School 5 363
15 Nazirbari GPS Intervention School 6 410
16 WAPDA Colony GPS Intervention School 8 598
17 Bakulia Muslim GPS Intervention School 4 763
18 Charchaktai GPS Intervention School 17 1343
19 Kodom toli GPS Intervention School 9 745
20 south Kattoli pranhori PS Intervention School 17 1426
21 Biman Bandar GPS Intervention School 5 472
22 Municipal GPS Intervention School 16 775
23 Hamidia GPS Intervention School 12 1410
24 Hasan GPS Intervention School 9 705
25 Lalkhan Bazar GPS Intervention School 12 1625
26 Nasirabad colony GPS Intervention School 11 1124
27 East Sholoshahar GPS Intervention School 7 600
28 Bakalia Ghatkul GPS Intervention School 7 900
29 Deail Para GPS Intervention School 5 723
30 East Bakalia GPS Intervention School 11 1002
31 Uttar Kattoli Biswash para GPS Non Intervention School 6 581
32 Amir Ali GPS Non Intervention School 6 133
33 Farider Para GPS Non Intervention School 7 743
34 Katakhali Shah Ali GPS Non Intervention School 12 1159
35 Soripara Hagi Abdul GPS Non Intervention School 12 1535
36 Katgor GPS Non Intervention School 5 330
37 National GPS Non Intervention School 11 877
38 Haji Daud GPS Non Intervention School 8 520
39 Bandel Girls GPS Non Intervention School 4 204
40 Purba Nasirabad A Jalil GPS Non Intervention School 11 1352
41 Pathorghata Girls GPS Non Intervention School 6 251
42 Bandel Boy GPS Non Intervention School 4 150
43 Pathorghata Boy GPS Non Intervention School 7 547
44 South Kattoli GPS Non Intervention School 8 955
45 Uttar Mohora GPS Non Intervention School 4 256
46 Mohora Ahmodia GPS Non Intervention School 6 803
TOTAL 324 28863

Profile of the respondents
Type of Respondents
PD
Intervention
Schools
PD Non -
Intervention
Schools
Total Method
Thana Education Officer N/A N/A 4 Interview
School Management committee 1 1 2 Interview
Head Teacher/ Assistant Teacher 30 20 50 Interview
Assistant Teacher 16 10 26 FGD
Parents 7 5 12 FGD
Students Council Members 56 28 84 FGD
Children Representative 80 40 120 FGD
General student 196 116 312 FGD
General student 6 9 15 Drawing
392 229 625

Annex VI: Summary of Key Achievements of Project:
Output Description Target Achievements Status
1.1.1
Consultations with stakeholders, including teachers,
parents, and students on their understanding of positive
discipline, to gather input for positive discipline module
development
1 1 Done
1.1.2 Module and materials design and printing 2 2 Done
1.1.2
Day Long workshop for review & improvement of
training module and manuals (15 persons including gov.
personnel) conducted by consultant in Chittagong.
1 1 Done
1.2.1
3 days intensive training of PD program to 15 selected
district education officials to create Master Trainers
(SCA to co-facilitate with consultant in Chittagong).
1 1 Done
1.2.2
Education officials to deliver PD training to 150
teachers, across 30 selected schools in the Thanas
(regional grouping of schools).
6 6 Done
1.2.3
SCA deliver PD program to 30 SMCs, including roles
and responsibilities of SMCs in ensuring positive
learning environments are occurring in their schools
30 30 Done
1.3.1
School elections co-ordinate and held in 30 schools, to
elect 10 students per school as child representatives,
making up the ‘School Council’
30 30 Done
1.3.2
3 day ToT training for selected School Council
members on LIFE skills (including workshops on self
esteem, conflict resolution, presentation skills and an
introduction to child rights, to be facilitated by trained
SC staff)
2 2 Done
1.3.3
Orientation for School Council members on what is a
'child friendly classroom environment', introduction to
Positive Discipline, and how to monitor and report on
these issues.
30 30 Done
1.3.4
Quarterly co-ordinate information sharing meetings
between School Management Committees and School
Council representatives
60 60 Done
1.4.1
Selection meetings coordinated by SMC and held in 30
schools, to elect 2 adults, community influencers and
members of the SM, per school, as PD Community
Promoters
30 30 Done
1.4.2
3 day training for PD Community Promoters on
Positive Discipline and LIFE skills (including workshops
on presentation skills and an introduction to child
rights, to be facilitated by trained SC staff)
2 2 Done
1.4.3
PD Community Promoters co-ordinate community
information sharing meetings, to be held with parents
and community leaders
60 60 Done

Output Description Target Achievements Status
1.5.1
End of project Positive discipline pilot project case
study produced for use in advocating to Government
ministries, informing the media and in sensitization of
local education officers
1 1 Done
1.5.2
Young volunteer for Monitoring School and provide
technical support
5 6 Done
2.1.2
Information sharing meeting between SMC and
Education department representatives to advocate for
Positive Discipline training to be officially adopted into
primary teacher training curriculum.
1 0 Done
2.1.3
Advocacy campaigning by school child councils in their
local community on supporting the training of Positive
Discipline to all primary school teachers, including the
benefits of these teaching methods in retention of
students in schools
1500 1500 Done
2.2.3
Equipping of all primary schools attached to PTI centers
and branches with positive discipline resource materials
30 30 Done
3.1
Access to progression and retention through primary
education and positive discipline for up to 510 children
from the Daulatdia catchment area.
12 12 Done
3.1.1
Operational support to the teachers and managers of
the school
12 12 Done
3.1.2 Student Support Costs in Daulatdia Brothel 12 12 Done
5-day 'classroom management, organization and
enjoyable learning environment' training, 'Child
Protection' training and 'Positive Discipline training' for
teachers Daulatdia
1 1 Done
4.1.1
NCTF members meet with child representatives, SMCs
and teachers of 50 schools to conduct interview based
research, and create situation report.
1 1 Done
4.2.1
Posters informing students of the official government
notice of 2008 banning the use of Corporal Punishment
in schools distributed to government primary schools
throughout Chittagong.
200 200 Done
4.2.2
Public hearing to be held in Chittagong by NCTF
members with the district Education department on the
current situation of the use of Corporal Punishment in
the districts primary schools, including presentation of
research findings.
1 0 Done

Evaluation Report- Positive Discipline

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