School Monitoring And Evaluation Quotes

How did we define “poverty-free”? After interviewing many borrowers about what a poverty-free life meant to them, we developed a set of ten indicators that our staff and outside evaluators could use to measure whether a family in rural Bangladesh lived a poverty-free life. These indicators are: (1) having a house with a tin roof; (2) having beds or cots for all members of the family; (3) having access to safe drinking water; (4) having access to a sanitary latrine; (5) having all school-age children attending school; (6) having sufficient warm clothing for the winter; (7) having mosquito nets; (8) having a home vegetable garden; (9) having no food shortages, even during the most difficult time of a very difficult year; and (10) having sufficient income-earning opportunities for all adult members of the family. We will be monitoring these criteria on our own and are inviting local and international researchers to help us track our successes and setbacks as we head toward our goal of a poverty-free Bangladesh.

More broadly speaking, the milieus in which children spend their early years exert a very strong impact on the standards by which they subsequently judge the world around them. Whether in relation to fashion, food, geographical environment, or manner of speaking, models initially encountered by children continue to affect their tastes and preferences indefinitely, and these preferences prove very difficult to change. Closely related to standards of taste are an emerging set of beliefs about which behaviors are good and which values are the be cherished. In most cases, these standards initially reflect quite faithfully the value system encountered at home, at church, and at preschool or elementary school. Values with respect to behavior (you should not steal, you should salute the flag) and sets of beliefs (my country, right or wrong, all mommies are perfect, God is monitoring all of your actions) often exert a very powerful effect on children's actions and reactions. In some cultures, a line is drawn early between the moral sphere, where violations merit severe sanctions, and the conventional sphere, where practices are evaluated along a single dimension of morality. Even—and perhaps especially—when children are not conscious of the source and of the controversy surrounding these beliefs and values, unfortunate clashes may occur when they meet others raised with a contrasting set of values. It is assuredly no accident that Lenin and the Jesuits agreed on one precept: Let me have a child until the age of seven, and I will have that child for life.