DRAFT REPORT ON THE OUTCOMES OF THE
PARENTING SESSIONS CONDUCTED UNDER
THE NMFA-FUNDED “STRENGTHENING ACCESS TO NONFORMAL EDUCATION FOR VULNERABLE ROHINGYA AND
HOST COMMUNITY CHILDREN IN COX’S BAZAR,
BANGLADESH” PROJECT
IMPLEMENTED BY THE
EDUCATION in EMERGENCIES (EiE)
February-March 2019
Md. Anamul Hoque, Rohingya Response MEAL team
Contents
LIST OF ACRONYMS AND ABBREVIATIONS .................................................................................................................4
List of Tables ...............................................................................................................................................................5
List of Figures ..............................................................................................................................................................6
1.
BACKGROUND TO THE STUDY ............................................................................................................................7
1.1 BACKGROUND ON THE ROHINGYA RESPONSE.................................................................................................7
1.2 BACKGROUND ON SCI’S EDUCATION PROGRAMMING FUNDED BY NMFA .....................................................7
1.3 OBJECTIVES OF THE SURVEY.............................................................................................................................8
2.
METHODOLOGY ..................................................................................................................................................9
2.1 Data collection tools .........................................................................................................................................9
2.2 Sampling: ..........................................................................................................................................................9
2.3.1 Orientation for Data collection................................................................................................................... 10
2.3.2 Data collection supervision...................................................................................................................... 10
2.4 Data entry, cleaning and analysis ................................................................................................................. 11
2.5 Ethical considerations.................................................................................................................................... 11
2.6 Methodological strengths and limitations .................................................................................................... 11
3. KEY FINDINGS FROM THE STUDY: ....................................................................................................................... 12
3.1 Can you identify any symptom to understand that your child is in a stress situation? ................................ 12
3.2 Are you able to identify what can affect your child to be stressed? ............................................................. 13
3.3 How frequently do you try and understand what stress looks like in your children and manage it? .......... 13
3.4 What do you do in your home for releasing stress of you and your children? (Multiple answer) ............... 14
3.5 Would you perform breathing to help you and your children for releasing stress? ..................................... 15
3.6 How frequently are you involved in developing and checking the routines with your children? ................ 16
3.7 Do you feel that having a routine can help you and your children? ............................................................. 17
3.8 Are you able to identify what are the issues you should consider when developing a ‘routine’ for children
18
3.9 Parents promoting emotional awareness with your child ............................................................................ 18
3.10 What would you do for promoting exploring books and reading together with your child? ..................... 19
3.11 What would you do for promoting positive discipline with your child? ..................................................... 20
3.12 How frequently do you promote learning new things with your child? ..................................................... 21
3.13 What do you do for promoting learning new things with your child? ........................................................ 21
4. Conclusion ........................................................................................................................................................... 23
5. Recommendations............................................................................................................................................... 24
Annex-1 : Lesson Learned session with MEAL Assistants & Enumerators: ............................................................. 26
Annex-2 Data Collection Tool .................................................................................................................................. 28
LIST OF ACRONYMS AND ABBREVIATIONS
EiE
=
Education in Emergencies
ISCG
=
Inter-Sector Coordination Group
GFS
=
Girl Friendly Space
MEAL
=
Monitoring Evaluation Accountability and Learning
MS
=
Microsoft
NMFA
=
Norwegian Ministry of Foreign Affairs
RR
=
Rohingya Response
SCI
=
Save the Children International
TA
=
Technical Advisor
TLC
=
Temporary Learning Centre
UN
=
United Nations
List of Tables
Heading
Page
Table 1: Overview of parenting sessions
7
Table 2: Identify any symptom to understand that your child is in stress situation
13
Table 3: Able to identify what can affect whether your children to be stressed
13
Table 4: What parents/caregivers would do in their home for releasing stress of them
and their children
15
Table 5: How the routine can help parents.
17
Table 6: Parents promoting emotional awareness with their children
18
Table 7: Parents promoting books and reading together with their children
19
Table 8: Promoting positive discipline with children
19
Table 9: Promoting learning new things with children
20
List of Figures
Heading
Page
Figure 1: Frequently try to understand whether children are stressed?
14
Figure 2: Perform breathing to help you and your children for releasing stress
16
Figure 3: Frequently involved in developing and checking routine
16
Figure 4: Parents think that having a routine can help
17
Figure 5: Parents able to identify issues consider for developing routine
18
Figure 6: Frequently promote learning new things with child
23
1.BACKGROUND TO THE STUDY
1.1 BACKGROUND ON THE ROHINGYA RESPONSE
Beginning 25 August 2017, extreme violence in Rakhine State, Myanmar, drove over 700,000 Rohingya refugees
across the border into Cox’s Bazar, Bangladesh in the span of a few months (source: RRRC-UNHCR Family Counting
Exercise and NPM). A situation of statelessness imposed over generations rendered this population acutely
vulnerable, even before the severe traumas of this most recent crisis. The people and Government of Bangladesh
welcomed the Rohingya refugees with resounding generosity and open borders. The speed and scale of the influx
was nonetheless a challenge, and the humanitarian community stepped up its support to help mitigate a critical
humanitarian emergency. The response is also designed to support the Bangladeshi communities most directly
affected by the influx and improve their ability to cope with the strains of hosting a refugee population that now
comprises nearly a million children, women and men who are forced to rely upon humanitarian aid for their basic
needs. Over a year later, Rohingya refugees continue to arrive in Bangladesh, though in much fewer numbers than
the initial influx in late 2017. More than 15,247 new arrivals were reported from 1 January to 30 November 2018
(source: UNHCR). In Bangladesh, refugees continue to face compounding vulnerabilities. They live in congested
sites that are ill-equipped to handle cyclone hazards – with alarmingly limited options for relocation or evacuation.
Many refugees have expressed anxiety about their future, explaining that while they wish to return, they would
not agree to do so until questions of citizenship, legal rights, and access to services, justice and restitution are
addressed.
Save the Children is one of the leading International NGOs in Cox’s Bazar, having reached more than 780,000
Rohingya refugees and members of the host community, including over 480,000 children, since the escalation of
the crisis in August 2017. Save the Children has more than 1,800 staff and volunteers supporting our programs in
child protection, access to education, health and nutrition, water and sanitation services, as well as distribution
of shelter and food items. We work in all the Rohingya refugee camps in Cox’s Bazar, in both the northern group
(Ukhiya) and the southern group (Teknaf), and across 15 zones of the largest refugee settlement in the world, the
Kutupalong Extension.
1.2 BACKGROUND ON SCI’S EDUCATION PROGRAMMING FUNDED BY NMFA
NMFA funded programming under this Award started in 01 September 2018 and was implemented until
28 February 2019 for strengthening access to non-formal education for vulnerable Rohingya and host
community children in Cox’s Bazar, Bangladesh in Ukhia and Teknaf Upazillas.
Under this Award, SCI has has
 Provided access to quality informal education in safe and protective learning spaces for 6,895
(4,380 boys and 3,415 girls) displaced Rohingya and host community children aged 3 - 14 in Cox’s
Bazar district
 Supported 500 adolescent girls with information and education in Girl Friendly Spaces.
maintained Temporary Learning Centres (TLCs) 60, where 02 in host and 58 Rohingya community
 Established , 10 Girl Friendly Spaces (GFS)


Worked with 131 facilitators, (71 from host and 60 from Rohingya) including 96 males and 35
females
Distributed Education in Emergencies (EiE) kits, hygiene kits and dignity kits to support children’s
increased attendance at the TLCs and teacher kits for facilitating interactive education sessions
at the TLCs.
Table 1: Overview of parenting sessions
Parenting
Participants
Month
Session for
Male Female
# of TLCs
September
2018
December
2018
January
2019
February
2019
60
262
53
60
60
2191
1080
16
1080
1080
Session # and Title
Session 1: Practice self-care
Session 2: Know what stress looks like in
your child
Session 3: Take time to breathe and
manage stress
Session 4: Establish routines with your
children
Session 5: Talk with your children and
listen
Session 6: Build your child’s emotional
awareness
Session 7: Tell and listen to Stories
together
Session 8: Manage stress using safe
place visualization
Session 9: Explore Books and Read
Together
Session 10: Practice positive discipline
with your child
Remarks
4 sessions
Same
participants as
September
Parenting
sessions on
going with 16
new
participants
In planning
1.3 OBJECTIVES OF THE SURVEY
After parenting session facilitation, a parenting session data collection /survey was conducted to assess
the quality of the parenting session facilitation and collect data against the indicator % of a sample of
parents and caregivers surveyed that have increased knowledge on how to support their children's
learning, development and well-being’.
2.METHODOLOGY
The quantitative survey method was used for assessing the aforesaid objectives. Where the data were
collected from primary sources, namely a sample of parents/caregivers who are attending parenting
sessions under TLCs funded by NMFA.
2.1 Data collection tools
A questionnaire schedule was prepared for quantitative data collection on parenting sessions. From
different hubs the study tool was prepared by the Senior MEAL Officer-Education and reviewed by the
Education TA, Education Specialist. Selective topics covered by the parenting sessions were used for
assessing indicators “% of a sample of parents and caregivers surveyed that have increased knowledge
on how to support their children's learning, development and well-being”. A Bangla version of the tool
was also prepared to support accurate data collection. The tool was not field tested due to time
limitations.
2.2 Sampling:
A total of 1,080 female parents/caregivers from the 60 NMFA funded TLCs received the sessions. Using
the simple random sampling methods, 14 TLCs were selected. From the selected 14 TLCs, 277 parents
and caregivers were identified purposively for the interview (20 parents/caregiver from each TLC out of
the 30 parents/caregivers per TLC who participated in the sessions.)
The following formula was used for calculating the sample size by using alternative calculation methods:
n = N × (N-1) E2 +X
Where N = Total Population
E= Marginal Error
X = Critical Error
Value from standard normal distribution corresponding to desired confidence level
Total Population
=1080
Marginal Error
=0.05
Critical Error
=1
The sample size will be
=277
Based on field situation and previous survey experience, the baseline survey sample list was finalized
with around 277 parents/caregivers as respondents. Finally, the data were collected from 279
parents/caregivers successfully.
2.3 Data collection process
To implement the fieldwork of this study, the prior selected TLCs were communicated with through
partner staff. A total of 3 teams were deployed to conduct the survey. Each team consisted of 1
Enumerator and 1 MEAL Assistant - a partner Technical/Field Officer was also present in each case for
introducing TCL/teacher/ parents. Each team covered their target 1 TLC per day. Thus, it took 5 days to
complete the total data collection excluding the weekend. The data were collected from 18th to 24th of
February 2019 as per the planned schedule agreed with the Education TA. Data were collected in hard
copy.
2.3.1 Orientation for Data collection
The total data collection team members were 08 including 03 Enumerators and 05 MEAL. The total data
collected from 14 TLCs, each MEAL Assistants did not involve not more than three days. Each day
Enumerators went to field with alternative MEAL Assistants. The total data collection period was 6 days.
They were selected based on their existing experience of data collection at Rohingya camp, considering
female participations in the parenting sessions, all data collection team members were female. A day
long orientation on 13 February 2019 was arranged on for the Enumerators and MEAL Assistants data
collection instruments on questionnaire survey tools. In the orientation, participants discussed and
shared the survey tools, undertook dummy data collection sessions, and covered ethical issue, data
collection plans etc. The Bangla versions of the tools were reviewed - some words/terminology were
changed considering Rohingya language, norms and values by MEAL Assistants.
2.3.2 Data collection supervision
To ensure the quality of data at the field level the following measures were taken:
 The team were supervised by the Sr. MEAL Officer (Education), who was physically present in the
field. The SMO-Education provided specific feedback to the enumerators /interviewers with
regards to their rapport building, questioning style, asking probing questions, etc.
 After data collection, team members sat together for reviewing answers, comments etc. at field
level, and any editing required was undertaken immediately
 In the evening, the supervisor checked all the questionnaires to identify missing links, ambiguous
answers, etc. and then provided feedback to the teams.
2.4 Data entry, cleaning and analysis
The Senior MEAL Officer (Education) of SCI carried out data entry, editing, cleaning, coding and analysis
activities. He checked for any gap, inconsistencies, wrong data collection. Also they checked codes in
case of any miscoding by the investigator and put codes for missing, not applicable and non-response
questions to confirm that all the blanks in the questionnaire are filled. Coding of open-ended questions
(comments) was also done.
After editing, all questionnaires were made ready for entry into computer. SCI personnel developed
computer entry template based on ‘MS Excel’. The Senior Manager MEAL closely supervised and
provided guideline for this activity to ensure quality and to make the summary findings free from
ambiguity, repetition or other types of inconsistencies. Initially, a primarily MS. Excel based data snap
short was prepared, before this more detailed report was produced.
2.5 Ethical considerations
The following ethical issues were considered:


The data collection tool started by introducing the study and its objectives and seeking informed
consent.
 During the data processing, analysing and reporting period, only the responsible people handled
the data, maintaining data protection principles.
 TLC (temporary Learning Centre) based data was preserved in a password protected laptop.
 During report sharing, no individual data shared with others.
To maintain data protection principles, the hard copy data that was collected each day was stored
securely in the office.
2.6 Methodological strengths and limitations
There were some strengths and limitations to the study, as follows:
STRENGTHS:
 The sampling approach was effective.
 A strong data quality assurance process was implemented
 The tool was effective in generating data against the indicator
WEAKNESSES:
 The main limitation of the study is that pre/post data were collected at the time, rather than
the pre-test being conducted before the sessions took place, which meant we relied on parents’
ability to recall the ‘baseline’ situation.
 Most of the parents answered the questions on guess, especially before session issue, because
the first sessions completed on September 2018.
 Due to completion of the award in February, So the data is collected in a trite schedule
3. KEY FINDINGS FROM THE STUDY:
Chapter three compares baseline and end line data from the parenting survey, by question.
3.1 Can you identify any symptom to understand that your child is in a stress
situation?
Table 2 presents baseline/end line comparison data:
Table 2: Identify any symptom to understand
that your child is in stress situation
Number of respondents
giving each response
before the Orientation
Yes
No
Total
Frequency distribution of YES
Insomnia/Sleeping problem
Change in food habit
Fear and anxiety
41% (n=114)
59% (n=165)
Number of
respondents
giving each
response
before after
the
Orientation
Change
29%
-
100% (n=279)
70% (n=194)
30% (n=85)
100%
(n=279)
13% (n=36)
11% (n=30)
16% (n=44)
17% (n=47)
3%
6%
10% (n=28)
7% (n=20)
33% (n=91)
4% (n=12)
23%
(3%)
Hiding tendency
# of parents & Caregivers Improved practice from before orientation to after orientation
-
80
Progress % from before to after orientation:
29%
The figure shows that most of the parents/caregivers have increased their knowledge on identifying at
least one symptom of stress situation. the number was 114 baseline and 194 in end line. _
Before the parenting orientation session, 13% of parents/caregivers could identify insomnia/sleeping
problem as a symptom, compared to 16% at endline, while the % who could identify change in food habit
as a symptom increased 11% to 17%, the proportion able to identify fear and anxiety as a symptom more
than tripled, from 10% to 33%, but the proportion able to identify ‘hiding tendency’ went down from 7%
to 4%.
Respondents also mentioned that children were whipped due to remembering terrorism, oppression
etc. and that before the orientation, parents and caregivers felt fear to leave house, but now they felt
some confidence to go outside.
3.2 Are you able to identify what can affect your child to be stressed?
Table 3: Would you able to identify what can affect
your children to be stressed?
Number of
respondents
giving each
response before
the Orientation
Number of
respondents
giving each
response
before after
the
Orientation
Yes
39% (n=109)
71% (n=199)
No
61% (n=170)
29% (n=80)
Total
100% (n=279) 100% (n=279)
Frequency distribution of YES
Your Tension and anxiety
10% (n=28)
19% (n=53)
Observer of any crime/biting
0%
3% (n=9)
Using slang/rebuking the children
17% (n=47)
22% (n=62)
Keep alone for long time or sent away for long time
4% (n=11)
8% (n=21)
Ignoring frequently
8% (n=23)
19% (n=54)
# of parents & Caregivers Improved practice from before orientation to after orientation
Change
32%
-
Progress %:
9%
3%
5%
4%
11%
90
32%
There are 109 parents have improved the area of understanding on what can caused their children to be
tensed. Before the orientation 109 parents could identify at least one issue could affect their children
to be stressed but after the orientation 199 parents can identified at least one issue can affect their
children to be stressed.
3.3 How frequently do you try and understand what stress looks like in your
children and manage it?
HOW FREQUENTLY YOU TRIED TO KNOW WHAT STRESS LOOKS LIKE IN YOUR
CHILD AND MANAGED IT?
Before Orientaiton
After Orientation
190
129
84
56
51
17
15
Always
Very Often
10
6
0
Sometimes
Rarely
Never
Figure 6: Frequently try to know stress in Children
According to illustration, the high level was ‘never’ before orientation, but after the orientation ‘always’
found the highest level on practice level – more specifically, athe orientation 68% parents always try to
know what stress looks like in their children, whereas before the orientation it was only 5%. The
respondent also mentioned that when they saw their children in stress or tension than discussed the
issue with them, try to free them from stress, practice stress free activities. During influx time we were
in very stressful, we did not care to our child deeply, even we did not know how to relieve stress. Now
through parenting and other training we learnt how to manage stress and tension. We utilize the stress
relieve activates for us and children. Now more careful for our children.
3.4 What do you do in your home for releasing stress of you and your children?
(Multiple answer)
Table 4: What would you do in your home for
releasing stress of you and your children? (You may
choose multiple answer)
Yes
No
Total
Number of
respondents
giving each
response before
the Orientation
40% (n=112)
60% (n=167)
100% (n=279)
Number of
respondents
giving each
response
before after
the
Orientation
82% (n=230)
18% (n=49)
100% (n=279)
Change
42%
-
# of Parents identified the symptoms of stress situation of their children (Yes)
Extending arms and takes breaths
6% (n=16)
23% (n=65)
Talking with your child and others
20% (n=55)
27% (n=75)
Playing with your children
5% (n=15)
19% (n=53)
Reading altogether 
1% (n=4)
6% (n=17)
Keep you self-isolated
7% (n=20)
4% (n=11)
Singing with your child
0%
1% (n=)2
Visualizing your special space
1% (n=2)
3% (n=7)
# of parents & Caregivers Improved practice from before orientation to after orientation
17%
7%
14%
5%
(3%)
1%
3%
118
Progress:
42%
Before the orientation, parents were limited to a few actions for releasing stress, but after the
orientation most of the parents have increased their knowledge and practices on various issues to help
them releasing stress. Overall, there was a 42% in practice. The only practice that was reduced from
before/after the orientation was ‘visualising your special space’.
3.5 Would you perform breathing to help you and your children for releasing
stress?
Would you perform breathing to help you and your
children for releasing stress?
279
172
106
0
BEFORE ORIENTAITON
AFTER ORIENTATION
Yes
No
Figure 7: Perform breathing to help you and your children for releasing stress
172 parents (62% of those sampled) practice breathing for releasing stress after orientation, whereas it
was 0 before the orientation.
3.6 How frequently are you involved in developing and checking the routines
with your children?
Frequently involvement in developing and checking
the routines with children
228
105
82
51
ALWAYS
22
0
VERY OFTEN
25
SOMETIMES
Before Orientaiton
41
4
RARELY
0
NEVER
After Orientation
Figure 8: Frequently involved in developing and checking routines
The graph shows that only 51 parents always followed a routine of checking with their children before
the parenting orientation and 105 parents never checked. After the orientation 228 parents were
checking routine with their children on regular basis. The remarkable change found that before the
orientation 105 parents/caregivers did not practice routine. After orientation there was no one who did
not practice involvement in developing and checking the routines with children. The parents who did
not have the knowledge are taking coaching on checking routine from experienced parents
3.7 Do you feel that having a routine can help you and your children?
PARENTS ASSUME THAT THE ROUTINE CAN HELP THEM AND THEIR CHILDREN .
Before Orientaiton
After Orientation
11%
31%
69%
89%
Figure 9: Parents assume that the routine can help
After orientation 89% parents/caregivers think having a routine for them and their children is important,
compared to 31% before the orientation, so, the progress rate was 58%.
Table 5: How the routine can help to the parents.
Number of
respondents
giving each
response before
the Orientation
Yes
No
42% (n=118)
58% (n=161)
Total
100% (n=279)
Number of
respondents
giving each
response
before after
the
Orientation
93% (n=259)
7% (n=20)
100%
(n=279)
Frequency distribution of YES
 Identifying priority work for your children
14% (n=40) 38% (n=107)
 Socializing your children through connecting with others
8% (n=21)
25% (n=69)
 Developing leadership/responsiveness of your children
3% (n=8)
14% (n=39)
 Releasing your stress when you are over-loaded or anxious
10% (n=29)
14% (n=39)
 Helps to keep the children neat and clean
7% (n=20)
2% (n=5)
Comments:
0
0
# of parents & Caregivers Improved practice from before orientation to after orientation
Change
51%
-
24%
17%
11%
4%
(5%)
141
51%
Progress %:
The response shows that, following the training, parents/caregivers feel that having a routine can help
them in multiple ways
3.8 Are you able to identify what are the issues you should consider when
developing a ‘routine’ for children
PARENTS ABLE TO IDENTIFY WHAT ARE THE ISSUES THEY SHOULD CONSIDER
FOR DEVELOPING A ‘ROUTINE’ FOR CHILDREN?
Before Orientaiton
33%
After Orientation
67%
Figure 10: Parents able to identify issues consider for developing routine
Before the orientation 121 parents were involved in developing the routine. After the orientation 248
parents can identify the issues should consider for developing a routine. So, progress is 50%.
3.9 Parents promoting emotional awareness with your child
Table 7: Parents promoting emotional awareness
with your child
Yes
No
Number of
respondents
giving each
response before
the Orientation
20% (n=55)
80% (n=224)
Number of
respondents
giving each
response
before after
the
Orientation
79% (n=221)
21% (n=58)
Change
59%
-
100% (n=279)
-
You listen to your child
13% (n=35)
46% (n=128)
You observe your child's body language and behavior
3% (n=7)
8% (n=21)
Your child can expresses 4 main feelings : happy, sad,
4% (n=10)
15% (n=43)
angry and scared
Your child share their feelings with those the trust
1% (n=3)
3% (n=20)
Your feeling and emotion feel and acknowledge your
0%
3% (n=9)
child 
# of parents & Caregivers Improved practice from before orientation to after orientation
33%
5%
Total
Frequency distribution of YES
100% (n=279)
11%
2%
3%
166
59%
Progress %:
According to the table above, before the orientation only 20% of parents were involved in developing the
promoting emotional awareness with their child, while after the orientation it was 79%, meaning an overall
progress of 59%..
3.101 What would you do for promoting exploring books and reading together
with your child?
Table 8: promoting explore books and read together
with child
Yes
No
Total
Frequency distribution of YES
Number of
respondents
giving each
response before
the Orientation
32% (n=90)
68% (n=189)
100% (n=279)
Number of
respondents
giving each
response
before after
the
Orientation
72% (n=201)
24% (n=68)
100% (n=279)
Read and telling story with your children
22% (n=61)
34% (n=95)
Show your child the pictures in the reading book 
1% (n=4)
17% (n=47)
Chang the voice for the different characters
4% (n=10)
4% (n=10)
Ask your child question about what has happened next
0%
3% (n=7)
Encourage your child to ask questions
5% (n=15)
11% (n=30)
Encourage your child to re-tell stories
0%
4% n=12)
# of parents & Caregivers Improved practice from before orientation to after orientation
Progress %:
Change
40%
12%
16%
3%
6%
4%
111
40%
Before the orientation only 32% of respondents were involved in promoting exploring books and reading
together with their child. After the orientation, 72% of respondents were doing this, so the overall progress
was 40%. Generally the table shows that practice in every sub-sector of promoting exploring books and
reading together with child has improved, except for ‘changing the voice for different characters’, which
remained steady.
3.11 What would you do for promoting positive discipline with your child?
Table 8: Promoting positive discipline with child
Number of
respondents
giving each
response before
the Orientation
Number of
respondents
giving each
response
before after
the
Orientation
Yes
75% (n=208)
94% (n=263)
No
25% (n=71)
6% (n=16)
Total
100% (n=279) 100% (n=279)
Promoting positive discipline with child (Yes)
Maintain a close bond with your child
20% (n=56)
32% (n=89)
Give the child something to do such as "come help me to
13% (n=37)
20% (n=57)
make food for dinner"
Discuss misbehavioral with your child to help them realize
15% (n=43)
16% (n=46)
Offer positive behavior to replace the misbehavior
26% (n=72)
25% (n=71)
# of parents & Caregivers Improved practice from before orientation to after orientation
Change
19%
12%
7%
1%
(1%)
Progress %:
Before the orientation, 75%of respondents were involved in promoting discipline, compared to 94% after
the orientation, meaning an increase in practice of 19%. .
55
20%
3.12 How frequently do you promote learning new things with your child?
FREQUENTLY PROMOTE LEARNING NEW THINGS WITH CHILD
Before Orientaiton
After Orientation
195
111
84
50
49
20
Always
Very Often
15
14
Sometimes
15
5
Rarely
Never
Figure 6: Frequency of promoting learning new things with child
According to Figure 6 above, before orientation, 18% of respondents mentioned they always promote
learning new things with their child. After orientation, the percentage was 52%. Before orientation, 30%
respondents reported ‘never’ promoting learning new things with their child, while After orientation it
became 5%.
3.13 What do you do for promoting learning new things with your child?
Table 9: What Promote learning new things
with child
Ask your children to tell names of different items
around 
Ask your children to tell you a story
Ask your children what s/he has done all today
Ask your children to count before sending to the
shop
Sit with your children for homework/self-learning
Number of
respondents
giving each
response
before after
the
Orientation
Change
20% (n=55)
7% (n=19)
5% (n=13)
36% (n=101)
11% (n=31)
14% (n=38)
16%
4%
9%
9% (n=25)
11% (n=31)
16% (n=46)
14% (n=39)
7%
3%
Number of
respondents
giving each
response before
the Orientation
# of parents & Caregivers Improved practice from before orientation to after orientation
112
Progress %:
40%
The table shows that before the orientation 143 respondents were took part for promoting learning of
their children but after the orientation their involvement have been increased where the number was
255. So, this is clear progress of practicing on parenting session which is 40% in overall
4. Conclusion
According to respondent’s opinion, it was found that 29% improved in identify any symptom to understand that your child is
in stress situation. 55% improvement in identify what can affect your children to be stressed, 8% identify what can affect your
children to be stressed? 49% would you do in your home for releasing stress of you and your children? 0% progress in # of
issues indented by the parents can affect their children to be stressed, 22% how frequently you were involve in developing and
checking the routines with your children, 46% # of parents assume that the Routine can help them and their children, 50%
improved in Parents able to identify what are the issues they should consider for developing a ‘routine’ for your children, 25%
what would you do for promoting emotional awareness with your child? 45% what would you do for promoting explore books
and read together with your child? 79% improved in what would you do for promoting positive discipline with your child?
26% improved in how frequently you promote learning new things with your child? 56% what would you do for promoting
learning new things with your child. The overall improvement was 38%.
So, we can assume that all 6390 parents/caregivers who participated in parenting sessions have
increased their knowledge on how to support their children's learning, development and well-being.
5. Recommendations
What finding is this
recommendation
based on?
Recommendation 1:
The respondents recommended
that this type of training, session
more useful for them, through this
session they played more
interactive with their children. If
possible arrange bi weekly on
regular basis.
Recommendation 2 :
Talking with children is more
important, parents realized the
issue through attending parenting
session. In future need to arrange
more interactive sessions with
parents/caregivers in child
development issues.
Recommendation 3: Arrange stress
releasing sessions for children.
Recommendation 4 :
Children are involving with
learning activities in TLC only two
hours daily, other remaining time
they are passing with play and
hangout, if some reading material
or book provide them they will
Is addressing
this
recommendati
on ’essential,
’important’ or
’desirable’?
By
when
should
action
be
taken?
Who
should
take
action?
Who
should be
accountabl
e for
ensuring
this action
is taken?
Does this
recommendati
on have
budget
implications? If
yes, please
explain
Are there any
other factors
that may
prevent the RT
from acting on
this
recommendati
on?
Are there any
other options
you can
propose that
might be
cheaper/easie
r to
implement?
r
p
m
busy with them and improve their
education also.
Annex-1 : Lesson Learned session with MEAL Assistants
& Enumerators:
CHALLENGES
1. Responded forgotten and unable to recall the information which provided by parenting
sessions
2.
3.
4.
5.
6.
7.
It was difficult to collect both pre/post information at the same time.
Participants were not willing to allow the time which was needed for data collection
Questions had to presented repeatedly for better understanding of respondents.
If any one answer a question, put a stopper on by other
If any one answer one other, answer as same
Respondents demanded goods/materials instead of providing information.
SUCCESS
1. Both of data collector and respondents language are same, it helps to explain question
and collect data easily
2. The implementing partner played an effective supporting role, such as mobilising
respondents.
3. Data collection happened as per the schedule
4. Due to incorporate parenting sessions knowledge during training, it support enumerators
for explain the question linking with sessions.
OBSERVATION
1. Respondents raised demand for formal education (grade based education system)
2. Respondent do not use parenting sessions knowledge in their practical life they forgotten
lesson’s information and knowledge. Most of the time they were busy with collecting
goods and services from different sectors. Some of them were involved with income
generating activities. Therefor they have no time to practice all kind of knowledge which
is acquired from parenting.
LESSON
1. Enumerators need umbrellas and water supply on hot and sunny days.
2. Most of the parenting session arrange in around 12 pm. The time is mostly difficult for
mother to stay outside of the house. It was better to arrange in around 10 am.
RECOMMENDATION
1. Parents gather knowledge from parenting sessions but they did not memorized the
information and did not utilize in their practical life, need follow up sessions.
2. Arrange data collection session separately for orientation before and after data collection
3. Parents has no book to read with their children (read together), they argued to prove story
or picture books for reading together.
Annex-2 Data Collection Tool
# of parents and caregivers who have increased knowledge on how to support their
children's learning, development and well-being
1. Name of Enumerator:
3. District:
2. Date:
4. Upazilla
7. Name of the Parents/Caregivers (Participants)
5.
Camp
6. Block
Age
Host/Refugee
1)
2)
3)
4)
5)
6)
7)
8)
9)
10)
11)
12)
13)
14)
15)
16)
17)
18)
19)
20)
Note: *[Use comments section if there is no activity or not matched with the given answer]
8. You have already known that Education team of SCI, Rohingya Response is working for better future of children
through learning, development and well-being. In this process parents and caregivers need to be engaged effectively
to ensure maximum well-being for the children. For ensuring your effective participation in this process SCI has
arranged different sessions for you. At this stage SCI wants to know your level of competencies on this issue to gather
learning and further recommendation for developing you. We are ensuring that it will not make any negative impact
on your current role of experience.
Now, I am going to ask you some questions related with your present knowledge, skill and experiences under SCI
Rohingya response. It will take around 30 minutes. If you feel comfortable then can we start our conversation?
 Yes
 No
09. Before the orientation would you able to identify
any symptom to understand that your child is in stress
situation?
Yes
No
After the orientation are you able to identify any
symptom to understand that your child is in stress
situation?
Yes
If yes, can you tell us the symptoms you could identified?
If yes, can you tell us the symptoms you can identify?
 Insomnia/Sleeping problem
 Change in food habit



 Insomnia/Sleeping problem




 Change in food habit
 Fear and anxiety





 Fear and anxiety
 Hiding tendency





 Hiding tendency
Comments:
Comments:
10. Before the orientation would you able to identify After the orientation can you identify what can affect
what can affect your children to be stressed?
your children to be stressed?
Yes
No
Yes
No
If yes, Can you tell us what could affect your children to If yes, Can you tell us what can affect your children to be
be stressed?
stressed?
 Your Tension and anxiety
 Your Tension and anxiety
 Observer of any crime/biting
 Observer of any crime/biting
 Using slang/rebuking the children
 Keep alone for long time or sent
away for long time
 Ignoring frequently
 Using slang/rebuking the children
 Keep alone for long time or sent away
for long time
 Ignoring frequently
Comments:
Comments:
11. Before the orientation how frequently you tried
After the orientation how frequently you try to know
to know what stress looks like in your child and
what stress looks like in your child and managing it?
managed it?
Response
Frequency
Response
Frequency
 Always
 Always

Very
Often 

Sometimes
 Rarely
 Very Often 
 Sometimes

Rarely
 Never
 Never
*Comments:
*Comments:
12. Before the orientation on parenting session what
would you do in your home for releasing stress of you
and your children? (You may choose multiple answer)
Response
Frequency
After the orientation on parenting session what would
you do in your home for releasing stress of you and
your children? (You may choose multiple answer)
Response
Frequency

Extending arms and takes breaths

Extending arms and takes breaths

Talking with your child and others

Talking with your child and others

Playing with your children

Playing with your children

Reading altogether 

Reading altogether 

Keep you self-isolated

Keep you self-isolated

Singing with your child

Singing with your child


Visualizing your special space

Visualizing your special space

*Comment:
*Comment
13. Would you perform breathing to help you and your Do you perform breathing now to help you and your
children for releasing stress?
children for releasing stress?
Yes
(f)
No
(f)
Yes (f)
No
If yes, how did it help you?
Response
Frequency
(f)
Response
 Relief from emotional tension and
anxiety 
 Relaxing mind and body

Relief from emotional tension and
anxiety 
 Relaxing mind and body

Improve your work-power

Improve your work-power

Keep you healthy

Keep you healthy

Can’t explain

Can’t explain
Frequency (f)
(f)
Comments:
Comments:
14. Before the orientation how frequently you were
involve in developing and checking the routines with
your children (to do list)?
Response
Frequency (f)
After the orientation how frequently you are involve
in developing and checking the routines with your
children (to do list)?
Response
Frequency (f)
 Always
 Always

 Very Often

 Sometimes
 Rarely

 Very Often



 Sometimes
 Rarely
 Never
 Never
Comments:
Comments:


15. Before the orientation would you know that the After the orientation do you know how the routine can
Routine can help you and your children?
help you and your children?
Yes
No
Yes
No
If yes, Can you identify how the routine could help you?
 Identifying priority work for your
children
 Socializing your children through
connecting with others
 Developing
leadership/responsiveness of your
children
 Releasing your stress when you are
over-loaded or anxious
If yes, Can you identify how the routine can help you?
 Identifying priority work for your
children
 Socializing your children through
connecting with others
Comments:
Comments:
 Developing leadership/responsiveness
of your children
 Releasing your stress when you are
over-loaded or anxious
16. Before the orientation could you able to identify
After the orientation could you able to identify what
what are the issues you should consider for developing
are the issues you should consider for developing a
a ‘routine’ for your children? [those who answered
‘routine’ for your children?
except ‘never’ in question 17]
Yes
No
Yes
No
If yes, can you identify what were the issues?
If yes, can you identify what are the issues?
 Child safety and security
 Personal hygiene
 Playing and storytelling with
others
 Child safety and security
 Emotional and physical
stress
 Personal hygiene
 Playing and storytelling with
others
Comments:
Comments:
 Emotional and physical stress
After the orientation what would you
17. Before the orientation what would you do for
do for promoting emotional awareness
promoting emotional awareness with your child?
with your child?
Yes
No
Yes
No
If yes, can you identify what were the issues?
 You listen to your child
 You observe your child's body language and
behavior
 Your child can expresses 4 main feelings :
happy, sad, angry and scared
 Your child share their feelings with those the
trust
 Your feeling and emotion feel and
acknowledge your child 
Comments:
If yes, can you identify what were the issues?
 You listen to your child
 You observe your child's body
language and behavior
 Your child can expresses 4 main
feelings : happy, sad, angry and scared
 Your child share their feelings with
those the trust
 Your feeling and emotion feel and
acknowledge your child 
Comments:
After the orientation what do you do for
18. Before the orientation what would you do for promoting
promoting explore books and read together
explore books and read together with your child?
with your child?
 Read and telling story with your
children
Show your child the pictures in the
reading book 
Chang the voice for the different
characters
Ask your child question about what
has happened next
Encourage your child to ask
questions
Encourage your child to re-tell
stories
 Read and telling story with your children
 Show your child the pictures in the reading
book 
 Chang the voice for the different characters
 Ask your child question about what has
happened next
 Encourage your child to ask questions
 Encourage your child to re-tell stories
Comments:
Comments:
19. Before the orientation what would you do for
promoting positive discipline with your child?
 Maintain a close bond with your child
After the orientation what do you do for
promoting positive discipline with your child?
 Maintain a close bond with your child
 Give the child something to do such as
"come help me to make food for dinner"
 Give the child something to do such as
"come help me to make food for dinner"
 Discuss misbehavioral with your child to
help them realize
 Offer positive behaviour to replace the
misbehavior
Comments:
 Discuss misbehavioral with your child
to help them realize
 Offer positive behaviour to replace the
misbehavior
Comments:
20. Before the orientation how frequently you promote
learning new things with your child?
Response
Frequency Response
 Always
 Very Often
 Sometimes
After the orientation how frequently you
promote learning new things with your child?

Frequency
 Always

 Very Often

 Sometimes




Rarely

 Never
Comments:
21. Before the orientation what would you do for
promoting learning new things with your child?
 Ask your children to tell names of
different items around 
 Ask your children to tell you a story
 Ask your children what s/he has done all
today
 Ask your children to count before
sending to the shop
 Sit with your children for
homework/self-learning
 Rarely

 Never
Comments:
After the orientation what do you do for
promoting learning new things with your child?
 Ask your children to tell
names of different items
around 
 Ask your children to tell you
a story
 Ask your children what s/he
has done all today
 Ask your children to count
before sending to the shop
 Sit with your children for
homework/self-learning
Comments:
Comments: