Evaluation 6 Months of AgriProject_Final

8/3/2019 Evaluation 6 Months of AgriProject_Final

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6 Month Evaluation of the Bethzer Agricultural

Extension sub-project


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Contents

Acknowledgements ....................................................................................................................................... 3

Summary ...................................................................................................................................................... 4 Evaluation Objective ..................................................................................................................................... 5

Project Overview ........................................................................................................................................... 5

Key Questions .............................................................................................................................................. 5

Data Collection Methods ............................................................................................................................... 6

Conclusions vs Objectives ............................................................................................................................ 7

1. Were families able to contribute further to students wellbeing? .......................................................... 7

a. Family increase their income ......................................................................................................... 7

b. Students receive an increase in allowance ..................................................................................... 8

2. Student nutrition improvement ......................................................................................................... 10

a. Students increase the amount of money spent on food ....... ....... ....... ........ ....... ....... .... ....... ....... .. 11

b. Student understanding of health and nutrition improved ...... ...... ...... ........ ....... ....... ....... ....... ...... 11

Additional Conclusions ................................................................................................................................ 13

General Health of Students ..................................................................................................................... 13

General Impact ........................................................................................................................................ 13

Project Efficiency ..................................................................................................................................... 14

Finance ................................................................................................................................................... 15

Learning Points ....................................................................................................................................... 16

Challenges .............................................................................................................................................. 16

Recommendations ...................................................................................................................................... 17 Appendices ................................................................................................................................................. 18

Appendix-1 List of students and other participants ................................................................................... 18

Appendix-2 Program of activities for evaluation workshops ...................................................................... 19

Appendix-3 Nutritional Interview Data ...................................................................................................... 20

Appendix-4 Family improvement and change .......................................................................................... 23

Appendix-5 Families farming data: ........................................................................................................... 24

Appendix-6 Small and large group result data .......................................................................................... 25 Appendix-7 Monthly Report Summaries ................................................................................................... 27

Appendix-8 SWOT Analysis..................................................................................................................... 28

Appendix-9 Farmer Comments ................................................................................................................ 29

Appendix-10 Dormitory Health Reports .................................................................................................... 30


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Acknowledgements

Thanks go to 5 students that they try to fill the data, and for their commitment to the project, and

all the students at the dorm for their participating.

Farmers have put great involvement in the project even though they are very busy with other thingsof their own farming.

Ran Saruom, Project Officer


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Summary

The 6 month evaluation of the Bethzer Agricultural Extension sub-project is the conclusion of 6

months project activities to review project processes, and the impact towards the project objective.The goal of the project is to increase the level of students health that live at the dormitory. Toachieve the goal of the project, we use agricultural extension to work with the dormers families.We are exploring plant farming and husbandry techniques to improve the income in the family, sothan the parents will be able to send money to support their children living at dormitory. Further,education on nutrition and financial literacy is aimed at improving how students use their moneyand to develop good eating habits.

The project has been partially successful. Despite a lengthy development process and the omissionof a major project output, project activities have been largely implemented with some success.Nutrition has improved somewhat amongst students and the groundwork has been laid for a moreeffective implementation of the project activities, including the omitted financial literacy training.

Next steps for the project include strengthening the project management, staff capacity andimplementing the financial literacy training.


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Evaluation Objective

The objective of the evaluation was to measure the impact of the project activities over the 12 months of operation for the purposes of deciding whether to establish the project activities as an ongoing strategy ortrial other methods of achieving project goals.

Project Overview

The agricultural project was conceived as a response to the generally low level of health amongst students,particularly girls. The regular health complaints included ongoing stomach complaints, lack of energy,difficulty sleeping, stress and headaches. This combined with an obvious lack of variety and quantity of foodsuggested malnutrition.

When investigated, students listed lack of time, lack of money and lack of awareness as barriers to sufficientnutrition. The project aimed to address those issues through education and strengthening of the familyfinancial position.

Project objectives and program logic can be found in Appendix 12 . Activities include;

- Agricultural Extension program targeting diversification of crops and increased harvest yield- Family education program on student nutrition- Family education program on financial management- Student education program on Nutrition- Student education program on Financial management

Key Questions

The central evaluation question derived from the project framework is Was there an increase in the level of student health. Given the broad nature of the question, sub-questions have been posed as follows usingprogram logic and listed indicators;

1. Were families able to contribute further to students wellbeing?

a. Was there an increase in family income?b. Did students receive an increase in allowance?

2. Did student nutrition improve?


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Data Collection Methods

Monthly Data collection

As in the part of getting the data to apply to the goal of the project, students have been filling Nutrition andfinancial expend form as the project has required from them.

Nutrition form filling in the about daily food eating information, we use cup, g, piece for food measuring andin the form also have ask them to fill in their hunger level / mood to help to find out of how much food intakethat have every day. Financial form is filed in about the weekly expends information regarding of they haveto fill in all kind of their expenditures including Loan, Wage , Allowance, and other way that they can get

money every weekly and monthly.

The Nutritional and financial data collection fulfill the following purposes:

- To find out what food intake every day that they have got- To gather information on financial priorities before and after training- The benefits of food quantity increase from putting more money on food expend- To get the information of monthly expenditure- Find out how much money they get from the family and monthly money increase that the family

sent to them per month.

6 Month Workshop

As part of Project 6 months revaluation process and planning for the next coming 6 months, 4 nightsworkshops for dormers students were started on 28 th to 31 th June 2011. The participants are recorded in

Appendix 1 .A creative process was used that was intended to give thought for personal reflection and re-engagementwith understanding from nutrition course and involvement with the projects. The outcome will be furtherinvestigated and train by individual interview with 3 member students.

The participants included all dormitory students divided into large and small groups for a series of exercises.There were 6 groups for the small group exercises that contained5-6 participants. Large group exercises had3 groups with 9-10 in the group. Individual nutritional interviews were performed for each student and the 5project participants had individual interviews regarding the project. Interviews were held with participantfamilies at their farm.

The 3 nights of workshop had the follow objectives: To review and document the progress of the project over the last 6 months


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Conclusions vs Objectives

1. Were families able to contribute further to students wellbeing?

A lack of sufficient baseline has made answering this question difficult. It seems clear that therehave been positive changes in family conditions and that students income has met indicators, butthe quality of data collected initially and the nature of student and family expenditure makes itdifficult to see a clear change in the financial contributions from parents.

Changes that we expected to see as a result of financial literacy training did not eventuate due todifficulty in finding suitable training partners. The inclusion of financial literacy training wouldpotentially improve the impact seen on students and their families.

a. Family increase their income

Project summary data ( Appendix 4 ), indicate that project staff specifically identified increasedincome as a project outcome in 2 out of 3 of the families continuing with the program. The thirdfamily was identified as having increased income generating activities, but without increased incomeas a specified result. The target of a 30% increase to agricultural income has not been realized in any example, although data on total agricultural income has not been collected to date.

Farm income data ( Appendix 5 ) shows two of the families earning additional income of $70 - $100

dollars during the 6 month period. Another family shows a net loss due to failures in mushroomgrowing and chicken-raising. These figures are meager, although some crops had not yet beenharvested at the point of evaluation. Potentially, the returns for the farmers could be much higherwhen applying lessons learned from the first round of activities.

Additional financial benefits are identified by the farmers themselves as in the case of household onesupplementing household food with the vegetables and being able to avoid using as much rice in the

last part of the season ( Appendix 4 ). These changes have not been quantified in any calculations.Future evaluations could attempt to calculate the benefit of these changes

Families did gain skills and confidence from the involvement of PPDP staff and that may potentiallyimprove outcomes from future income generating possibilities. The financial benefit was sufficientthat other families asked to become involved in the project.


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o Participants are afraid to change their practices: 1 family of 3 agreed to plant rice using newtechniques. Farmers are scared to try new things because they worry that they will lose theirexisting crops or have bad outcomes.

o Farmer did not follow up to all what we try to teach them, for example, they will say yeswhile you are there at the farm with them, but when we have left they do not do the work.

o Some small projects have failed for various reasons, Two term of mushroom failed for household 4 One piglet died for household 4 Cucumber did not give fruit for household 2

o Some students dropped out in the middle of the project process. However students andtheir families were generally very happy with the project during the past 6 months and morestudents want to join the project. Some students have got a job and left the dormitory andthe project. This has affected the data collection and long term benefits are not realized.

o Project staff fear creating jealousy amongst the farmers and some money will be lost in loans

to farmers if they stop in the middle of the project. There are no current examples, but it is apotential risk.

b. Students receive an increase in allowance

The information from the data survey form (Table 1) show that the amount of money received fromtheir parents in the form of an allowance has gone up and down depending on the familiesexpensesand timing. For example, during Khmer New Year generally Cambodian celebrated andduring farming seasons the families less sending money to their children, because the families needto divide the amount of their income to do the farm. The data also seems to suggest a slightincreasing trend, although the length of the period makes it difficult to establish this clearly. Theallowances shown in the data collection meet the designated target of increasing to $30 a month or an increase of 30% a month (whichever is higher) in all cases.

Table 1

$40.00

$60.00

$80.00

$100.00

Student 1

Student 2


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families require funds to plant rice so the amount of money they have to send to their children isoften less.

Conversely, interviews and group discussion with students indicate the definite perception thatthere was no change in allowance ( Appendix 6 ). This may be because of the irregular nature of allowance payments in terms of frequency and quantity. A longer period of recording allowancepayments and better explanations of what those figures should be representing will give aclearer answer to the question.

The amount of income received through loans, work and other means compared to theexpenses (Table 2)show that students are spending nearly all of their income each month and insome cases more than their income. Expenses significantly higher than other months usuallyindicate money expended for uni fees. The funds needed are obtained during the month of payment through loans or from parents.

Table 2

Name/Criteria February March April May JuneIncome Expense Income Expense Income Expense Income Expense Income Expense

Student 1-F $65.00 $59.00 $258.00 $252.00 $50.00 $51.50 $105.00 $104.00 $61.00 $73.00

Student 2-F $60.00 $59.50 $142.50 $156.00 $85.00 $96.00 $75.00 $96.00 $50.00 $71.00

Student 3-M $20.00 $20.00 $32.00 $22.35 $15.00 $15.00 $90.00 $94.00 $86.00 $50.00

Student 4-M Student 4 did not supply any data

Student 5-M $91.00 $83.75 $67.00 $67.00 $72.00 $72.00 $70.50 $67.00 $79.00 $71.00

The income figures in table 2 include loans. Comparing loans received with repayments showsthat during the 6 month period, all the students borrowed between $100 and nearly $250dollars, while repaying less than half that amount within the 6 month period. Project staff indicates that the data collected may not be accurate in recording all repayments, so furtherdata collection would be necessary to gain a better understanding of the size of debt thatstudents regularly take on.

Table 3

$150 00

$200.00

$250.00

$300.00


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2. Student nutrition improvement

The average food nutrition intake for Cambodia differs generally by 2 types of group that relates to povertyand location. If you live in the Phnom Penh, you can buy lots of food better (larger range) than at theprovince. People in the rural areas dont have access to a large range of food to provide for their nutrition.People, who have enough money to buy good food in Phnom Penh, get enough nutrition for their bodysneed, as well as the people living in the province town, because city and town are gathering place and theyhave plenty of different foods to buy.

The groups of people living in the village (farmers) work very hard at the farm or as laborers in building. Theydo not have enough food to eat, because they cant afford have good food, so they do not have enough

nutrition intake. If the mothers do not have enough nutrition she will transfer to her children. This willcontinue as a cycle through life.

All the dormers are coming from the village in the province and that is one of the reasons that they arelacking nutrition since they were babies. Even if they have enough money to buy the food, they still do nothave good food on sale for them. Even though they are Dormers, they only live on $35/ month, but they areliving in the area that have plenty of food so the amount of this much money still can be supplying them to

buy good food with good nutrition, but that still cannot meet nutritional benefit gained by people who haveenough money and live where food is plentiful and diverse.

Monthly nutritional data indicates that the types and amounts of food consumed recorded have notchanged significantly after the training. Most commonly, students consume foods such as rice, riceporridge, egg, dried fish or soup.

The data shows that before the training course in April, students missed a lot of meals. After thecourse, the number of meals missed appeared to decrease in some cases. These figures do notidentify the reason for missing the meal, so it is possible that students were constrained by financesor time factors. Observation (visiting the dormitory) indicates that this change may not be widelyrepresentative, but more data would be needed to tell.

Table 4

Feb Mar April May June JulyStudent 1

B 13 13 10 8 9 6L 1 1 2 0 0 0

D 0 1 2 0 0 0Student 2

B 2 7 4 0 2 3


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Even though the amount of foods did not increase to meet the project requirement, but according torandom interviews conducted informally, staff noted that students had changed food preparationbehaviors. For Example, when cooking vegetables or meat they put little bit of fat or oil to absorbVitamin A from the food and they add Vitamin C (Lime, tamarind, sour fruits) into cooking to absorbIron from the Vegetable and meat. There was also the addition of iodine through dormitorypurchased salt.

a. Students increase the amount of money spent on food

Data in Table5 shows that the students have increased the amount of money spent on their food. TheNutrition course was completed in the middle of May. So this figure shows clearly that the students haveunderstood the importance of food Nutrition intake that they need every day. Students are usually very busyand dont have much time to cook or focus on preparing food

Foods they might expect to eat in the morning are 2 minutes noodles, rice and egg (fried egg with salt and alittle bit of sugar or food left over from the last night). For lunch and dinner they mostly have Rice and fish,Rice and soup, rice and stir fried vegetables. The soup that they have normally contains little bits of meat(chicken, pork, Beef) mixed with vegetables or stir fried vegetables (meat and mixed vegetable).

Table show 5

21/27 students interviewed said yes to having begun to put more money intofood. Half of those whosaid no could not afford to add more money to food, but claimed changed attitude to types of foodpurchased.

3 of 3 project students interviewed claimed that they were taking more care of nutrition andapplying more money to food although 1 student indicated that the amount of food had not differed

$-

$10.00

$20.00

$30.00

$40.00

$50.00

February March April May June July

Student 1Student 2

Student 4

Student 5


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Results from the nutrition training show a marked increase in understanding by students

participating. The 80 mark test was taken prior to the training returning an average of 20.4%, with ahigh of 40% and a low of 7.5%. After completion of the training, the average test results returned anaverage of 75.5% with the highest at 97.5% and the lowest at 56.5%. Overall, the average increase inunderstanding was by 50%.

Disaggregated by gender (Table 5), the data shows over a 5% greater increase in test scores amongstgirls than amongst boys.

Table 6

0

20

40

60

80

100

Girls

Pre Test % Post test %

0

20

40

60

80

100

Boys

Pre Test % Post Test%


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Additional Conclusions

General Health of Students

Student health has long been a concern. Students receive a number of meals, including fruit, fromdormitory and Bible Education Centre (BEC) activities every week, although students have beencomplaining of chronic health issues for a long period.

Appendix 10 shows manager reports of sickness during the last 12 months. These reports onlyinclude sicknesses where dormitory funds were expended so does not give a comprehensive pictureof student health. In interviews, students reported (Appendix 3) a variety of chronic complaintsincluding stomach-aches, difficulty sleeping, tiredness, head-aches and powerlessness. Mostclaimed an improvement in these conditions post the nutritional training, although since it isdebatable whether significant changes to nutrition took place as to what might be the cause of thechange in perception.

Generally, students BMI was between 18-25, with a few students just below. Appendix 3 shows BMIfigures for participants.

General Impact

Overall the project is still on target to achieve its goals and indicators.

Areas of impact include:

Activities follow up on action plan of the project Nutrition course has contributed to better student understandings Students families farming options have improved and they get more income Project has educated students in skills that they can use in their lives and their family lives in

the future Project workers have gained skills and experience to improve project outcomes.

Impact has been limited by all activities not being completed and not all indicators being able to be testedagainst. The initial project plan was not followed very closely initially, but progressively improvement inprocess and identification of issues developed the activities towards the original project plan and many of the original activities have been completed as planned.


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addressed including solving insect problems by changing crop planting, working on soil nutrition needs andthe process of reflecting on outcomes with families.

Particular highlights include the nutrition course;

o Completion of nutrition course training to students: the course was followed up straightafter staff training finished the teaching. Material that staff used was mainly copied fromthe course and included researching to support their study.

o The result from the course: Student have learn new thing from the course, Studentschanged daily mail preparing attitude, Daily food intake and financial expend of student

have been considered. Student girls have been taking Iron tablets to restore red bloodlosing system, because girl need lots more Iron than boys.

Project Efficiency

During the project, there have been many activities. There were some difficulties and challenges and theproject is well behind the time schedule established.

Monthly reports and Project reflections indicated that;

The beginning of 2011 was time to start the project (collecting resource, announced and chosestudents to be the member and running). This period, during which were difficulties as newthings started, for data collection was followed by some times of public holidays, we did notfollow all project method and plan (for farmers Agricultural extension). Project officer finding itis difficult to wait to see the activities happen and do the plan ( project processing), No

connection with other partners ( organization or relevant project recourse to help) to see thetop priority of project processing

Prepared project plans seemed too complicated for participant families and were discarded.The original material to be used for project activities was too complicated to be used withoutsome experience. The project Officer used more relevant methods to develop personalexperience with planned activities. Potentially the material is more relevant at this point of theproject.

Filling out data was burdensome for students and sometimes incomplete or wrong. Now thatthe project officer has a better understanding of the necessity and relevance of the information,she can employ techniques to ensure the data collected has better integrity.


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Project staff has had difficulty communicating and working together. While this conflict has nothad a major impact on project success, it has made working conditions difficult for the staff.

Project is small and staff lack confidence. Officer and staff capacity still need to develop.Particular issues included;

o Communication between staff o Staff skills including project administration and management

Finance

The budget has been regularly exceeded by 15-20%. All expense lines have been under thebudget except general expenses which was exceeded significantly. This budget line includesgeneral expenses and was exceed in part, due to staff development costs (courses) not initiallyincluded and due to more significant transport and food costs for staff in the province 1.

A significant amount has been spent on transportation and office rental, but these costs arenecessary to ensure that we are able to visit farmers and work in Phnom Penh. The onlyalternative would be to base staff in the province which presents difficulties with such a limitedproject scope.

In the project activities we involve starting small business in the family in order to find the wayfor the project to be sustainability, for the futures if the project finished working with the family,the hope is the farmers they keep continue to do the work by themselves. Though thought of

involving small business is to assist farmers to learn to make their life plan by themselves. Weprovide small amount of cash to buy chicken, piglets. This money seems to have been a bit of awaste, because some of those small businesses have failed. ( Ex: Some of the piglets andchickens are dead ) But on a positive note, it shows the farmers of their life refection, andbenefits ongoing financial education goals.


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Learning Points

The project team has learnt many lessons during the trial including;

The team has improved their understanding of the key steps of running a project

They have built up a network of contacts to the benefit of the dormitory and their futureprofessional lives.

The Project officer has developed administration and management skills and developed betterdecision making abilities.

The project officer gained valuable experience applying university learnt skills to real lifesituations

The team has gained confidence and motivation from seeing rural family extension in action.

The importance of quality in data collection

Challenges

The project team has faced many challenges including;

Farmers reaction to agricultural extension work

Failure of some income generating activities - Small projects failed resulting in financial loss tothe project, loss of project benefit to the farmers and reinforcing fear of new possibilities.

The project officer felt underequipped and inexperienced resulting in misdirection of the project.Some staff not skilled in working directly with farmers.

Management problems resulted in staff not listening to the project officer, when she asks him to

do the work.

Student reaction to food Nutrition Course was mixed. In many cases, students did not appear tofollow guidance offered through the course due to disinterest, lack of finances and not applyingthe knowledge gained. This was evidenced by certain girl students still not having enoughnutrition. They would comment on being sick and being tempted to go to hospital without


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Recommendations

1. Continue the project trial with the inclusion of financial literacy training. The omission of thefinancial literacy training hampers the project impact. The training promises to increase the impacton both families and students.

2. Improve data collection to get a better quality of information. More attention to helping studentsunderstand the importance of accurate data will assist the project to evaluate impact moreeffectively.

3. Expand the data collection to include relevant sources. The data collection should try to assess thefinancial impact of income generation activities on farmers and better assess the financial risk thatstudents expose themselves to through loans and gifts.

4. Select farm plans in consultation with farmers that minimize risk. Work with farmers to developplans together that achieve greater buy-in from the farmer while keeping the risk for the farmer toa minimum.

5. Improve methods of behavior change (nutrition) and reinforce the nutrition lessons taught. Behaviorchange takes time and nutrition and financial literacy lessons will need to be taught and re-taught,especially in light of new students entering the dormitory.

6. Further staff development to improve staff relationships. Equipping staff with management andprofessional working skills will help them to negotiate better working relationships within the projectand with outside stakeholders.

7. Improved staff support in the way of a project advisor and better guidance from project manager.The project officer has performed admirably without sufficient guidance and support during theinitial phases of the trial. Further development in performance will require better support andadvice through enlisting additional project advisors and improving communication.


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Appendices

Appendix-1 List of students and other participants

The following people participated in the workshop:

First Name Last nameSok SreyNeangNin NavySou TheungYet DavyYim DyChuev VicharaSon PhapLieng VichimKeo SokhornMom BorinTeng TitKrouch Soary

Rim DoukMut SokphurChet SocheatSam BrosLeng SamedyMam SamrachThoungren RottanaRorn Daran

Sou SorpheaYem ChantrySou KimthounChhem TharySoun SokheangSeak Learng

Nal SithySom KimsreanKoy KuntheavyKann VeasnaMeng HimEan Vong


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Appendix-2 Program of activities for evaluation workshops

Night1

Opening prayerDiscussion small groupsClosing in prayer

Night 2

Opening prayerIndividual question and answersClosing in prayer

Night 3

Opening prayer

Discussion big groups

Night 4

Individual interview with the 3 students


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Appendix-4 Family improvement and change

Household 1 have change, before we started the project they have nothing; Now they have vegetable farm,chickens house, they can fix soil qualities etc. the family income situation better, They be able to avoid fromloan better than last year, they have learned many new things for their farm and they have shown that theyare be able to continue if the project finished.

Household 2 have got pig project go on.

Household 4 improved their family income, they got new thing happened with their family like before they didnot know how to grow mushroom, they have learned new thing about farming technique, Fixed bad water,they got pig project start.

Household 5 have got pig project go on.

Farmers reflecting where done by sit down with each family, and asked them questions and recording the

information

1. Do you think your farming situation has improved?2. Do you think you have learned new thing through the project?3. Do you get more income in the family?4. What the improvement did you see in your family situation?5. Will you have the plan for the next coming month?

6. Tell the benefit of the project?7. What youre interested in the project?


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Appendix-6 Small and large group result data

Discussion Results: small group answers

1. Advantage of Nutrition: Explainthe benefit of theoutcome for havingenough nutrition?

-Healthy-To successfully of the work-To changing physical and Emotion of Abilities-Successfully of working-Successful of learning-Saved money and time- have better life in the future

2. What can you tell about your understanding put to practice to haveenough nutrition?

-by practicing the knowledge-By changing food preparing attitude.-To practice and try.-Physical and Emotional changing

- Food preparing- Know how to note that we have not enough nutrition

Discussion Results: big groups answers

1. What activity that you think yourselves involvein PPDP Sub Project Agricultural

Extension Pilot?

-Training of Agricultural course with the family-To help the farmers with each family (plant and feeds)-Join nutrition training course. (Own practice, families, friends,neighbors).-Nutrition program-Answer the question and discussion

-Practice every day-Show opinion our self

2. What the profit doyou think you get from this project?

-family gets more income from the farming-To understand about planting and feeding.-To understand about nutrition.-Saved money-Healthy After learning nutrition

-To use the resources that we already have in our families to get allthe benefit.- Document from Nutrition-Knowing our health himself and family-Distribute knowledge that we have to other place.-Make good cooking and organic, protein, and vitamin other.


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Discussion Small group / Interviews

Questionnaires Student 1 Student 4 Student 5

Financial manageimprove

Did spend more on other thing,spend more on food but thequantity of food still the somemore, because food now is very

expensive...

Most of financial spend onstudy and assignments. Stopspends on useless need andput more money to food

daily eat...and save moneybetter.

Spend on food and motopetrol, and study, savemoney better thanbefore ...

Nutrition Eat better than before, do notchange, still not enoughnutrition, the quantity of foodmore than before.

Care better than before, the quantity of food morethan before.

Care well than before,the quantity of foodmore than before.

Health improvement Do not change healthier now healthier now

Feeling No energy and hungry still No problem No problem

Money from thefamily

No increase from the family No increase from the family No increase from thefamily, but use moneybetter.

Data form understand, Understand, show us dailyexpend budget, and teachus to be careful to spend.

Understand, show usdaily expend budget, andteach us to be careful tospend.


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Appendix-7 Monthly Report Summaries

Feb

Family x presents a challenge because as their age limits the amount and type of work they cancontribute to the success of activities at their home.

Difficulty getting students to fill in data accurately. Problems with bugs in the soil limit vegetable growth and mushrooms dont grow well on one property

March

Project plans seemed too high level for the farmers and so stopped using them Estimated 20% knowledge transfer Jealousy between families were evident in attempts to convince project officer to stop working with

other families who might be in competition Mushrooms damaged by changes in water type

April

Nutrition training begins and iron supplements arranged for girl dormers A second house borrows to grow piglets.

May

Nutrition training completed Concerns about staff development Difficulty with mushroom crop as one family forgot growing instructions

June

A crop family for one family due to hot weather Family with failed mushroom crops start piglets, but one dies. Another household farming pigs made a profit of $100 from two piglets, a seemingly small result. Boys not filling out data

July

One family started small chicken project. One household practicing new technique plant on crop of rice to get many One family started on small pig project One family put new pig after they sold their old pig

A t f t d t h t t j i th j t


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Appendix-8 SWOT Analysis

Strengths

Agricultural extension project have started, the activities have helped so many thing to the poor families. theimprovement will show in Appendix5

The families are very happy with the work we have done with them and the improving of new technique of cropsgrowing

The families have improved the income Families have improved their understanding on farming education Nutrition course have started Health investigate have started Students know to note about their health Students pay more money on the food Students created new system of health care for their own Students health have improved( see appendix 6) Have good contact with Government Health Center for Iron tablets in the future issues Students understand the value of the project Motivate more student to join the project

Weaknesses

Dormers are not all putting the knowledge to practice The parents still cannot afford to sent more money to the students yet Dormers complain cannot effort more money on food The extension program do not assist much in the family Farmer not very dear to try know thing Long traveling did not do much work with the farmers Spend lots of money on traveling Lack of project resources in library Not enough training of staff on project managing Student did not fill the actually truly data Project manager and project officer need more communication Did not complete Financial training course Did not complete Family education program on student nutrition

Opportunities

The project could provide itself the opportunity to spread as anorganizationin the future. We could use Nutrition course as a basic foundation vision for youth program education involve in Cambodia

Bethezer Dormitory project as well as Financial. 6 months experience processing of the project provide technical tool to prevent the weakness of the project in

the future


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Appendix-9 Farmer Comments

Household 1: Interesting: I am very happy in that I have someone to help my family. In the season that Iplant vegetables I have enough food to eat and I can have some of little money to give to my daughter to go toschool. Now wet season I cant plant Vegetables much, but I will wait when I finished rice season. Last year Istarted take lots of rice from the seller to eat from the end of May until I have rice harvesting for the nextcoming year and when we finished harvesting I have to pay back to the seller. But this year I am very happy Ihave my vegetable for food I dont have to buy and I sale them also, until now ( July) I still have my rice stockfor the food. I am very happy with this and for you looking after my son also. Thank you so much to all of you.

House hold 4: Very happy to have someone help to multiply the new Idea. Before after having lunch we just

seat down and talk or we have long afternoon sleep wait to time to cook dinner. Since the project beencoming to work with my family, I started to have lots of Idea and want to do this do that, which is very neverthink of. Most of the trail not success yet because my family busy with other thing like I go to field and myhusband to go find fish, but I am very happy with this experience and understanding this is the first trail.

House hold 5: I am so happy that you come to help me. Last year I have my pig die, because I did useVaccinate. This time my pig going well, and I can sale them, now amount of my pigs increase I am very happy.And thank you so much to all of you that help me.

General Student Comment:

Very happy with the project, many thanks to project manager, and all staff who run the project. Especiallyproject have provided nutrition course these help them lots and their families and also help to teach theirfamily about farming.


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Appendix-10 Dormitory Health Reports

Sickness information of Jan-May 2011

Jan

Girls Boys

F had bad cold-medicines. M has itchiness on his skin -consultation andmedicines

Feb F went to bed late at night time becausebusy with assignment so she got womit

and dizy, took her to clinic -consultationand medicines.

None

Mar F has problem with teeth so have to takethem out -dentist

None

April F got dhirea and womit because she atesmall snail selling on the road, we took herto clinic-Sirum and injection, I told her notto eat again if you eat I will not take you toclinic.

M had got typhoid

Sickness information of June- 2011

This column shows about health improvement after the project provide Nutrition course.

Girls Boys

May F got chicken pox; she needs to buy somemedicines to get rid of fever.

M got fever and diarrhea- took him to clinic

JUNE F has problem with teeth so have to takethem out dentist

None

JULY Non M blood test for typhoid the result no He is doubtful


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Appendix-11 Nutritional Training Course Test Results

Attendance

No Sex Pre test /80 % Post test /80 % Increase1 F 33.00 41.25 61.00 76.25 35.002 F 7.50 9.38 46.00 57.50 48.133 F 21.50 26.88 73.00 91.25 64.384 F 17.50 21.88 70.00 87.50 65.635 M 17.00 21.25 52.50 65.63 44.386 F 35.50 44.38 67.50 84.38 40.00

7F

19.00 23.75 50.00 62.50 38.758 F 10.00 12.50 57.00 71.25 58.759 F 14.00 17.50 66.50 83.13 65.63

10 M 26.00 32.50 52.50 65.63 33.1311 M 10.00 12.50 46.00 57.50 45.0012 M 16.50 20.63 56.00 70.00 49.3813 M 17.50 21.88 61.50 76.88 55.0014 M 21.00 26.25 63.50 79.38 53.1315 M 14.00 17.50 65.00 81.25 63.7516 M 16.00 20.00 45.00 56.25 36.2517 M 40.00 50.00 78.00 97.50 47.5018 M 23.00 28.75 53.00 66.25 37.5019 M 22.00 27.50 52.00 65.00 37.5020 M 17.50 21.88 62.00 77.50 55.6321 F 15.00 18.75 76.50 95.63 76.88

22 F 24.00 30.00 67.50 84.38 54.3823 F 26.00 32.50 70.00 87.50 55.0024 F 22.00 27.50 57.00 71.25 43.7525 F 23.00 28.75 51.00 63.75 35.0026 F 23.00 28.75 52.00 65.00 36.25

20.44 25.29 59.69 75.47 50.18


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Appendix-12 Program Logic

Goal Indicator Source

Increase the level of student health 75% students show anincrease in rated healthlevel by October 2011

Medical check

Objectives Actions/Activities Outputs Indicators Source

Increase Familyincome

Increase monthly familyincome

Agricultural Extension programtargeting diversification of crops

and increased harvest yield

3 monthly agricultural incomeincreased by 30% by Nov 2011

Family interview/Workshop

Family record

Increase amount of incomecommitted by family to

students

Family education program onstudent nutrition

Income committed to studentsto increase either to USD

$30p/m or by 30% (the higher)

Improve family cashmanagement

Family education program onfinancial management

75% of student families showingevidence of financial planning at

6 month Review

Increase amount ofincome spent on

nutrition

Increase amount of incomespent on nutrition

Student education program onNutrition

75% students spending more onbalancing nutrition by 6 month

review Student Journal

WorkshopImprove student cash

managementStudent education program on

Financial management

75% of students showingevidence of budgeting or

planning at 6 month review

Evaluation 6 Months of AgriProject_Final

Documents