FRANCOPHONIE AFRO BANGLA SPORTS TRUST
House # 19, Road # 02, Sector # 11, Uttara – Dhaka
Project Proposal
1. General Information
1.1. Name of the Organization:
FRANCOPHONIE AFRO BANGLA SPORTS TRUST
(FABST)
1.2. Project/Programme Title:
Introduction of Physical Education and Sports in
Private Primary Schools – “A Pilot Project”
1.3. Sector/Type of Project/Programme:
Education
1.4. Programme
(Country, district, )
Geographical
Location: Uttara in Dhaka, Bangladesh,
1.5. Duration of the programme: (in months)
24 months
1.6. Starting Date proposed: (day/month/year)
October 1st, 2013
1.7. Ending Date planned: (day/month/year)
September 30th, 2015
1.8. Proposed budget
1.9. Legal Status of the Organization :
BDT 3,119,000 ($38,988)
Registration number: IV – 20, 2013
1.10. Stakeholders: (other local partners with a Schools administration
role in the project implementation)
Parents/Teachers committees
Ministry of Primary and Mass Education
The students and teachers
Contact persons:
Country Director: Hamid Zayed: 01912002485
Ngomba Nsame Jean: 01674103542
1.11. Project Submission Date:
I-
PROJECT OVERVIEW
The project aims to teach Sport and Physical Education and provide sport materials in ten (10)
Private schools in Uttara, Dhaka. This project will focus on providing physical educators and
sport materials to schools. It is expected that through the provision of sport and physical
education to children and young men will have direct and positive effect on the well-being of
the youth in the communities where they live.
We will utilize professional sport men and women for this pilot physical education and sports
teaching. Each of these professionals will be expected to successfully participate in a one (1)
week training program at the beginning of their work. This training program will provide basic
sport and physical education information. Each school engaged in this project will provide one
person (volunteer) who will be trained alongside the professionals with the objective of the
volunteer continuing the teaching after the project is phased out. This person (volunteer) will
continue to be trained together with the students by the professionals. After a period going
from four (4) to six (6) months, the project will officially hand over the teaching to the person
(volunteer) the school had provided to continue with the teaching but with regular supervision
from the project staff during the entire project period to ensure continuity and support where
required.
This volunteer will be the link between the project coordinator and the school for the
competition between the schools. Each academic year we will organize competitions to give
the students the opportunity to test their skills and ameliorate their performance.
We will operate with 10 volunteer physical educators. In addition, a Governing Board made up
of sport men and women will operate to provide overall management of the education
program. Periodic evaluations will be conducted to assess the project in the following areas:
a) Technical capacity of the volunteers and the commitment of the schools administration to
run the programme
b) The support of the Parents committees of the schools to ensure sustainability
c) The student’s behavior and skills in physical education and competitions with other schools
II-
BACKGROUND INFORMATION
1) Sport and young child survival and development
Sport and physical activity are essential for improving child health and wellbeing, and
achieving the Millennium Development Goal 4. Evidence has shown that regular participation
in physical activity provides all people, regardless of ability, with a wide range of physical,
social and mental health benefits, and can prevent or limit the effects of many of the world's
leading non-communicable diseases. In addition, sporting events and sport celebrities provide
special opportunities to mobilize communities to support immunization, hand washing and
other public health campaigns.
2) Sport, Education and Child and Youth Development
Physical activity is vital to the holistic development of young people, fostering their physical,
social and emotional health. The benefits of sport reach beyond the impact on physical wellbeing and the value of the educational benefits of sport should not be under-estimated.
Physical education and sport have an educational impact. Changes can be seen in (i) motor
skills development and performance and (ii) educational potential. This shows the positive
relationship between being involved in physical activities and psychosocial development.
Sport and physical education is fundamental to the early development of children and youth
and the skills learned during play, physical education and sport contribute to the holistic
development of young people. Through participation in sport and physical education, young
people learn about the importance of key values such as:





honesty,
teamwork,
fair play,
respect for themselves and others, and
adherence to rules.
It also provides a forum for young people to learn how to deal with competition and how to
cope with both winning and losing. These learning aspects highlight the impact of physical
education and sport on a child’s social and moral development in addition to physical skills and
abilities.
In terms of physical and health aspects of child and youth development, there is an
overwhelming amount of evidence that focuses on the (mostly positive) effects of sport and
exercise on physical health, growth and development.
3) Long-term involvement in physical activity
Physical education and sport also build healthy activity habits that encourage life-long
participation in physical activity. This extends the impact of physical education beyond the
schoolyard and highlights the potential impact of physical education on public health.
To achieve broader goals in education and development, sports programs must focus on the
development of the individual and not only on the development of technical sports skills.
While the physical benefits of participation in sport are well known and supported by large
volumes of empirical evidence, sport and physical activity can also have positive benefits on
education.
4) Sport as a 'hook'
Sport is an attractive activity for young people, and is often used as a draw card to recruit
children and young people to health and education programs. Sport and development projects
that focus on educational outcomes use sport as a means to deliver educational messages to
participants, and spectators in some cases.
Additionally, some programs aim to promote and develop other aspects of education such as
school attendance and leadership. Sport does not inherently provide positive educational
outcomes. Much of the literature emphasizes the crucial role of physical education teachers
and other providers of physical activity and sport as determinants of educational experiences.
The United Nations High Commissioner for Refugees (UNHCR), for example, are using sport
and play programs to encourage young people, particularly girls and young women, to attend
school within refugee camps across the world. In addition, UNICEF has a strong focus on using
sport to campaign for girls’ education, promoting education through events and awareness
campaigns.
5) Learning performance
Sport-based programs have been shown to improve the learning performance of children and
young people, encouraging school attendance and a desire to succeed academically. Whilst a
majority of research into the health and development impacts of sport has been conducted in
developed countries, there are studies that support this relationship in developing countries.
For example, a study on sports involvement among children and young people in Namibia has
shown that those who participated in sport and physical activity were more likely to pass the
Grade 10 examinations. There is further research that suggests this relationship continues in
tertiary education.
6) Sport and gender
Sport and physical activity are vehicles to foster the participation and inclusion of girls in their
communities. Ensuring that girls have equal access to quality education, including physical
education, is central to healthy development. Reaching girls who are denied basic schooling
requires expanding the way education is provided; non-formal education such as sport-related
programs can be valuable tools.
Women’s involvement and participation rates in sport and physical activity are substantially
lesser than that of the male population (Stevenson, 2002). It has been recognized that
involvement in community sport or exercise has had substantial effect on abuse and sexual
violence occurrences. Because women would be connected with the community in some way it
keeps them busy, socially involved and well supported. The question is whether it is possible
to achieve change in these decreasing participation rates. However, these percentage
differences have not gone unnoticed. Various organizations and governments have
implemented counter movements in order to reduce this lack of female involvement.
Organizations such as “Everyone Wins,” introduced by the Victorian Government, adhere to
this issue because of the positive affect that they have found physical activity to have on
women’s confidence and social involvement. Ultimately, the counter act movements that are
put in place are striving to encourage women to be a lot more heavily involved in community
sporting clubs. They are doing so because of the findings that relate involvement in sport and
physical activity to a decreasing rate of abuse and mistreatment of women. TSPEPS intends to
break the cultural barriers and improve girls’ participation in sports through sports in schools
for
both
girls
and
boys.
7) Sport and HIV/AIDS
Sport is an important entry point to access young people and hard-to-reach groups (for
example most-at-risk-adolescents) and can serve as a bridge to HIV- and AIDS-related
services. UNICEF works with organizations to use S4D programs to raise awareness about
HIV/AIDS and to address stigma and discrimination against those living with HIV/AIDS. It also
uses S4D as a means to provide young people with the knowledge and skills to adopt safe
behaviors and make informed decisions to protect themselves against HIV infection.
8) Sport and child protection
There are a number of positive examples of how sport is being used to enhance child
protection. In some country programs, sport is used to provide healthy alternatives to drug
and alcohol use, to teach life skills that prevent violence and to protect young people from
sexual exploitation and child labor. However, while sport can be used to help create a
protective environment, there is also child protection issues associated with sport. UNICEF has
a role and responsibility in ensuring that sport organizations and other groups address the
potential violence and exploitation that affect some children in sport, including physical
maltreatment, sexual misconduct between a coach and a child, bullying and hazing, and
trafficking of minors by sport recruiters. TSPEPS will adopt “no tolerance” policy to issues
related to child abuse and rather foster to create awareness on child protection issues through
sport.
9) Sport and disability
People living with disabilities constitute at least 10 percent of the global population, and of
individuals living in poverty in developing countries, about 20 per cent have a disability.
Participation in sport, recreation and play can be especially valuable in empowering children
with disabilities and teaching them key life skills. It can help build more inclusive societies by
raising awareness about the contributions children with disabilities can make in their
communities, and thus changing attitudes. UNICEF works with partners at the local and
national level to promote the rights of children with disabilities and give them the opportunity
to participate in meaningful sport activities. These activities are based in UNICEF’s
commitment to uphold the Convention on the Rights of Persons with Disabilities and its
Optional Protocol. TSPEPS will provide sportive activities to all without any discrimination.
Children with disabilities will be paid special attention and appropriate sport will be provided to
such children.
10)
Sport and adolescent development and participation
Sport is an important channel for reaching and engaging children and young people in their
own development. It can help them to become active participants in decision-making, express
their own views freely, build self-esteem and acquire key life skills such as conflict resolution
and communication.
11)
Sport and conflict, post-conflict and emergencies
There is recognition that sport and recreation play a major and unique role in psychosocial
programming for children and young people affected by major disasters and conflict. UNICEF’s
sport-in-a-box kit has become an integral component of the psychosocial support that UNICEF
and partners provide to affected children. UNICEF also engages in sport initiatives to support
peace building, prevent the recruitment of children and adolescents into armed groups and
rehabilitate demobilized child soldiers.
Sport and play are important to UNICEF because they are vital elements in the health,
happiness and well-being of children and young people. Research shows that participation by
young people in structured recreation contributes to their physical and psychosocial
development and can teach basic values and life skills - hard work, discipline, teamwork,
fairness and respect for others - that shape individuals' behavior and help them to pursue their
goals and respond appropriately to events in their own lives and in those of others. For
UNICEF, sport encompasses all forms of physical activity that contribute to physical fitness,
mental well-being and social interaction: play, recreation, casual, organized or competitive
sport, and indigenous sports or games.
12)
Learning performance
Sport-based programs have been shown to improve the learning performance of children and
young people, encouraging school attendance and a desire to succeed academically. Whilst a
majority of research into the health and development impacts of sport has been conducted in
developed countries, there are studies that support this relationship in developing countries.
For example, a study on sports involvement among children and young people in Namibia has
shown that those who participated in sport and physical activity were more likely to pass the
Grade 10 examinations. There is further research that suggests this relationship continues in
tertiary education.
III-
STATEMENT OF THE PROBLEM & JUSTIFICATION
After a research made in many schools, we discovered that there is neither sport nor physical
education in school program in Bangladesh and hence physical education is not included in the
school programme/curriculum being it private or government schools. Nevertheless a very few
private schools have it but practically they are not doing it. We visited a few schools in Uttara
and were very disappointed to hear the schools principals saying that sport and physical
education are being taught in the classrooms.
Why do we need physical education in schools? There are many reasons why physical
education and sports should be taught in schools some of which are listed below:
i)
ii)
Theoretical teachings class after class and day after day can become boring and
children lose concentration especially after two or so consecutive classroom
teaching. An hour of outdoor games can break this cycle of boredom and refresh
the students mind and hence improve their concentration
Gym class helps students manage stress while boosting their mood. Children who
participate in physical education may enjoy increased self-esteem as a result of
excelling in sports
iii)
Gym teachers often split students into teams to play sports such as volleyball and
baseball. While playing on a team, students learn how to alternate between acting
as a leader and support to others. They also learn conflict management. Students
learn how to win and lose graciously, treating their peers with respect without
regard to outcomes. The social nature of physical education also encourages
different groups of friends to mix.
Students who are not naturally athletic may still enjoy the mental benefits of
physical education as they learn to push their limits. Students learn how to solve
problems by playing sports. They may also build character as they set goals and
seek improvement in gym class activities.
iv)
It is because of the many benefits of sports and physical education that we are committed to
bring a change and introduce teaching Sport and Physical Education in 10 Private Schools in
and around Uttara to begin with and scale up within two years. The project will provide the
targeted schools with physical educators and sport materials to help the school children
enhance their holistic development, fostering their physical, social and emotional health.
Activities included in the program will be designed in such a way to promote physical fitness,
to develop motor skills, to instill knowledge and understanding of rules, concepts, and
strategies, and to teach students to work as part of a team, or as individuals, in a wide variety
of competitive activities.
IV-
PROJECT DETAIL
The project AIM
The primary aim of physical education is to equip students with the knowledge, skills,
capacities, and values along with the enthusiasm to maintain a healthy lifestyle into adulthood.
The specific objectives
1) To introduce sport and physical education in 10 private schools in Uttara in 2 years
2) To teach sport and physical education to one thousand (1000) students in ten (10)
Private schools from 2013 – 2015.
3) To provide all the sport materials to ten (10) private schools in Uttara in 2 years
time.
The target group
There are two different target groups for this project.
The first and primary group is the school students of the 10 private schools in Uttara, Dhaka.
The secondary group is the targeted schools that will benefit of physical education and sport
classes.
Both groups are important and essential components of this project. It is expected that
significant learning will take place for both groups.
METHODS
The primary methods for achieving the goal and objectives of the Project will be:
-
Approaching the school principals and talking to her/him of the importance of physical
education in schools and try to lobby for her/his school to be part of the pilot project.
Recruiting sport men and women and providing them relevant information on sport and
physical education.
Giving the training to the person provided by the school (volunteer).
Teaching sport and physical education to the students 4 hours per week in each school.
In each school, the students will be organized by classes in four (4) groups. (1) Play
group – Kinder Garden; (2) classes 1 – 4; (3) classes 5 – 7; (4) classes 8 – 12.
Each school will be allocated 2 days (4 hours) in a week. Each group will have 1hour of
sport per week.
Organizing games and competitions between the ten (10) schools during the two years
of project implementation.
-
STAFF/ADMINISTRATION
The Project will use twelve (12) part time staffs
1. Country Director/Representative: The country Director will be the overall
overseer of the project. His responsibilities will including reporting to the Ministry of
Primary and Mass Education but also lease with other relevant government
authorities
Project Manager (part time) - Responsible for hiring project staff, overseeing
project development and operation, budget and establishing and maintaining links
with local government agencies.
3. Ten (10) physical educators (Part time) whose responsibilities include
conducting the physical education and sports in schools
2.
Governing Board - A 7 member Board made up of both professional football players and
FABST staff.
V-
MONITORING AND EVALUATION
To assess the performance of the project, a baseline and mid-term evaluation will be
conducted in the first year of the project implementation and an end line after two years. The
Monitoring and Evaluation officer will be responsible for the overall quality of the evaluation.
The evaluation will look into the following aspects:




Efficiency: A measure of outputs in relation to the program cost and inputs
Effectiveness: An assessment of impact/outcome indicators
Coverage: Determination of program coverage. Overall coverage data and whether any
children were excluded from the program due to physical/cultural or other bias
Sustainability: Determination of adequate exit strategy including preparation for hand
over to local the schools.
Relevance and appropriateness: Assessment as to whether the program was relevant to the
problem and whether it was initiated at an appropriate time and in an appropriate context
Formative Evaluation - Primarily qualitative in nature, the formative evaluation will
be conducted through interviews and open-ended questionnaires. The Project Evaluator
will meet regularly with project staff to share findings from the formative evaluation
effort. Periodic reports will be prepared that identify the major findings of the formative
evaluation and how they have been used to improve Project operation.
Summative Evaluation - Primarily quantitative in nature, the summative evaluation
will begin with the establishment of baseline data at the beginning of the Project (using
a random sample of school and school student to assess their sport and physical
education knowledge) and then be conducted at 3 month intervals. Data for the
summative evaluation will focus on the primary goal of the project and the objectives
-
The Baseline will assessment the knowledge of the students on sports and physical
education
before
at
the
beginning
of
the
project
-
Semi-structured interviews will be administered to selected students to assess their
knowledge and ability on sport and physical education information.
-
Structured interviews of youth to evaluate changes in their behavior to see if they
behave like professional at the mid-term and endline evaluations.
-
School recruiting sport and physical education teachers.
-
Selected interviews of school students and school administration to assess whether
they like the sports or not.
Documentation of number of schools equipped with sport materials and sports
classes.
Records of number of schools involved in the project.
-
A yearly report will be produced and shared with all the stakeholders
Logical framework: Teaching Sport & Physical Education in Private
Schools
objectives
objective
objective
objective
Specific
Specific
Specific
Overall
LOGICAL FRAMEWORK
Intervention
Objectively verifiable
Logic
indicators of achievement
The overall
objective of the
project is to equip
students with the
knowledge, skills,
capacities, and
values along with
the enthusiasm to
maintain a healthy
lifestyle into
adulthood.
Sources and means
of Verification
Students acquired knowledge Project
end
and skills in physical education evaluation report
and sports and adopt healthy
life style.
Assumptions
line There will be no
schools
interruption due
to strikes or
frequent hartals
The purpose of the
project is to
introduce sport and
physical education in
ten (10) private
schools in Uttara,
Dhaka in two (2)
years
Ten (10) private school in
Uttara adopted sport &
physical education in their
curriculum by adding this
subject in their time table.
To teach sport and
physical education to
one thousand (1000)
students in ten (10)
private schools in
Uttara from 2013 2015
100 students from the 10 schools who undergo physical
education and classes.
To provide all the
sport materials to
the ten (10) private
schools in Uttara in
2 years time
All the schools received the Monitoring reports
sport materials and the
physical educators are using Records on reception
of sport materials
it in their sport classes.
Project evaluation
report
Six-monthly project
review report
Monitoring reports
-
Daily
students o The parents of
students,
attendance report
especially
Project evaluation
girls, will
report
participate in
Monitoring reports
sports
Project evaluation
report
o The
sport
materials will
remain in the
schools
VI-
RESOURCES
Available resources: Office premises
Resources required:
1) 12 part time staff at 50% salary
2) Sport materials (to be bought)
3) Sport ground (to be rented)
VII-
BUDGET