EXTERNAL EVALUATION INDIAN SOCIAL INSTITUTE - TRAINING CENTRE BANGALORE AUGUST - SEPTEMBER 1992
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EXTERNAL EVALUATION
INDIAN SOCIAL INSTITUTE - TRAINING CENTRE BANGALORE AUGUST - SEPTEMBER 1992 - extracted text
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OJaJLuSiO
EXTERNAL EVALUATION
INDIAN SOCIAL INSTITUTE - TRAINING CENTRE
BANGALORE
AUGUST - SEPTEMBER 1992
REBECCA KATTICAREN
THELMA NARAPAN
SHOBHA RAGHURAM
V
September 29, 1992
To
Rev.Fr.Sebasti Raj, S.J
Director and Secretary to the Governing Body
Indian Social Institute
10, Institutional Area
Lodi Road
New Delhi - 110 003
Subject:
Reference:
External Evaluation - Indian Social Institute-Training
Centre, Bangalore
Your letter dated July 29, 1992, No.lSI/TC/92
Dear Fr.Sebasti Raj,
I have the pleasure of presenting to you the Report of the External
Evaluation for your study and follow up action.
Personally and on behalf of my colleagues, I would like to thank you and
Fr.Dominic George for giving us this opportunity to interact closely with
you and your colleagues both of Delhi and Bangalore.
As per the norms of Evaluation, I would send a copy of the report to
Rev.Fr.Dominic George, Director, ISI-TC, Bangalore.
With warm regards,
Yours
incerely,
Katticaren)
Convenor
Evaluation Team
(Rei
EXTERNAL EVALUATION
INDIAN SOCIAL INSTITOTE - TRAINING CENTRE
BANGALORE
AUGUST-SEET1
R
1992
REBECCA KA’H'ICAREN
THELMA NARAYAN
SHOBHA RAGHURAM
2
CONTENTS
FOREWORD
4
INTRODUCTION
5
d.
Historical Overview of ISI/TC - Bangalore
9
2.
Goals and Objectives of ISI/TC
14
3.
Internal Efficiency of ISI/TC
18
4.
Academic, Training and Outreach Services
23
5.
Findings, Conclusions and Recommendations
30
ONE LAST WORD
39
References
40
Annexures
41
3
F
During my stay with ISI-TC, Bangalore in the month of July 1992,
Rev.Fr.Dominic George, requested me to take up this assignment of doing an
evaluation of ISI-TC, Bangalore and to function as its coordinator and
convenor of the External Evaluation Committee. It was with slight
apprehension that I agreed. Staying on the campus for a month, during the
evaluation, had its own advantages and disadvantages. Still I should admit
that the whole exercise was a pleasant one for roe. Thanks to Fr.Itominic
and his colleagues.
My two colleagues, Dr.Thelma Narayan and Dr.Shobha Raghuram, were well
selected by the ISI-TC Staff Team. Their experiences, commitment and
insights on a number of issues related to the efficiency, effectiveness
and the future of ISI-TC have contributed significantly to the
completeness of this report.
My hope is that this report will be viewed by all concerned in a spirit of
influencing improvement, and not as an offensive weapon. My colleagues and
I have made a sincere effort to contribute to a process of progress and
growth of the Centre.
Let me take this opportunity to thank Dr.Thelma and Dr.Shobha for their
time and for the contributions they have made during interviews and in the
preparation of this report. On behalf of the Evaluation Team I would like
to thank Fr.Sebasti Raj and Fr.Dominic George for their support. I
appreciate the efforts taken by the Administrator, Bro.Thomas D'Sousa in
making my stay at ISI-TC comfortable and homely. A special thanks to all
the staff for helping the team to understand the dynamics of the centre,
which have helped us have a perspective while preparing the
recommendations in this report.
I thank the representatives of other voluntary organisations who have
taken time off to give their views on the effectiveness of the centime and
suggestions for it's improvement. I sincerely hope these well wishers
would use this report to influence the processes at ISI-TC and make this a
centre which will influence change in society, and bring about a new
social order.
The Evaluation Team wishes to place on record its gratitude for having
been permitted to enter into and look at the internal reality of ISI-TC.
The trust and cooperation we received are acknowledged. We trust this
report is, in some measure, a token of our appreciation and our belief in
the relevance and future of ISI-TC, Bangalore.
Rebecca Katticaren
Convenor
Evaluation Team
September 1992
4
INTEWOCTION
1
In July 1992, Fr. Dominic George, SJ, Director of ISI-TC,
Bangalore, as a follow up of the resolution of ISI Governing Body
of February 1992 and in consultation with ISI/TC staff team,
decided to set up an external evaluation commission and invited
the following three persons to take up this evaluation of ISI/TC Bangalore:
a.
Mrs. Rebecca Katticaren
Community Development Specialist,
Netherlands Assisted Projects,
1-2-288/6/2 Gaganmahal,
Hyderabad 500 029 (fhone 665358)
b.
Dr. (Mrs.) Thelma Ravi Narayan,
Community Health Cell,
326, 5th Main, 1st Block,
Coramanagala,
Bangaloi'e- 560 034 (Phone 531518)
c.
Dr. (Mrs.) Shobha Raghuram
HIVOS Regional Office,
98/A Wheeler Road Extn.
Cooke Town,
Bangalore - 560 084 (Phone 563678)
2.
‘
‘ i the month October
The Governing Body had actually appointed
in
External
Evaluation
Commission
to
evaluate
ISI-TC,
1991 an
— ---Bangalore and ISI-Delhi. Since there was no follow up action after
the first meeting of this Commission with the Governing Body of
ISI, the evaluation fell through and the Commission was disbanded.
Such a Commission was acceptable to all concerned donor agencies
who were looking forward to an evaluation report. Since this did
not take off and because ISI-TC had begun a process of planning,
and improving efficiency and effectiveness of services rendered,
the Director felt it appropriate to have an external evaluation
done on their own.
3.
The evaluation commission, with Rebecca as convenor and Thelma and
Shoba as members, was constituted on 2 July 1992, after Fr.
Dominic George ascertained the willingness and availability of the
proposed team members to take up the evaluation. Along with the
letter constituting the commission, the evaluation team was also
provided their terms of reference. The Terms of Reference is
annexed to this evaluation report.
(Anrtexure 1)
5
4,
The TOR covered the following areas:
a.
overview the historical evolution of ISI/TC and to suggest
guidelines for future orientation
b.
study of the goals and objectives of ISI/TC and assess its
impact and contributions to the social scene of India and
South Asia
c.
study the policy statemeirts of 1980 and 1990 and comment on
their adequacy and the degree to which they have been
internalized and operationalised
d.
study the staff culture and recommend measures for staff
development
e.
assess the efficiency and effectiveness of ISI/TC
administration
f.
overview tire financial dimensions of ISI/TC, excluding salary
structures
The commission was to develop its own evaluation methodology in
consultation with the ISI/TC staff team and present its report to
the Chairman of ISI Governing Body by 15 August, 1992.
5.
Before tire actual commencement of the evaluation, on July 21, 1992
the TOR and evaluation methodology were discussed with tire ISI/TC
Staff Team. The minutes of that meeting is enclosed as an
annexure.
(Annexare 2)
6.
7.
It was decided that the thrust of the evaluation would be bifocal:
a.
an indicative assessment of the impact and effectiveness of
the outreach and training programs, from where tire ISI/TC team
itself could take on more comprehensive follow up
b.
a detailed study of tire internal efficieircy of ISI/TC,
indicating areas for improvement and suggesting ways and means
for this improved performance
The evaluation methodology consisted essentially of unstructured,
informal interviews/discussions, small group meetings - with staff
members of the ISI/TC, representatives of Organisations/Agencies
who have been and are associated with tire Centre, representatives
from I SI-Delhi, participants and resource persons who were present
in the campus at the time of evaluation, a few persons who have
had the opportunity to undergo training in tire institute, and some
neighbours and well wishers of ISI-TC, and also members of donor
organisations. To supplement these primary sources of information,
the evaluation team also referred to documents, reports, workshop
papers, etc., relevant to the areas under evaluation.
6
8.
ISI/TC Staff Team had organised a very thoroughgoing evaluation
cum annual planning workshop in April 1992, using the Objective
Oriented Project Planning (OOPP) methodology, and pooling in
resource support from external resource persons and friends of
ISI/TC. The report irade very interesting reading. Copies have been
sent to all funding partners and to ISI/Delhi for information and
comments. In the opinion of this evaluation commission, this
exercise bias more than set on course a process of self evaluation.
This external evaluation was concerned.with further exploration,
starting from the perspectives and insights already gained during
the OOPP workshop and subsequently documented by its moderator.
9.
Therefore, the intention of this external evaluation is to
influence an ongoing process of search for greater relevance and
impact. The evaluation team sincerely hopes that this report will
contribute towards this objective - of enhancing the quality of
services provided by ISI/TC.
10.
Limitations of this Study:
10.1
The Evaluation Team was first appointed by the Director of ISI-TC,
Bangalore as noted earlier in para 1 and 2. The exercise was
viewed by the team as part of an internal exercise following the
OOPP workshop. Therefore the whole approach to the evaluation was
informal. But just when the Evaluation team was ready with a draft
of their findings and recorrftiendations to be presented to the Staff
Team of ISI-TC, Bangalore, it received a letter from
Rev.Fr.Sebasti Raj redefining the nature of this exercise as an
external formal one. The team was requested to keep the report
confidential. As such, the evaluation team re-discussed its
methodology and changed the approach to the evahoation and got the
period extended to August 31, 1992 to do some additional
interviews and reading up of documents.
(Annexure 3)
10.2
The members of the Evaluation Team were not able to give their
full time attention to this study because of their prior
commitments to their own organisations. The team members found it
rather difficult to coordinate discussions and the report and had
to rely a lot on the postal departments and the telephone
exchanges.
10.3
The non availability of copies of the previous evaluation reports
(e.g 1984), annual reports, organised list of participants/
organisations was another handicap to this study. The team was
also unable to interact with participants from other states who
have been using the facilities and services of the centre, due to
lack of time. But the team feels there is scope for this
interaction when a detailed study will be taken up by the Centre
to assess the impact of their training programs, as a follow up to
this evaluation.
7
11.
The Evaluation Team has brought to this report their own social
concerns and personal interest in the future and excellence of
ISI/TC. They have spent considerable time on interviews and
discussions among the members which have clarified perspectives
and developed the focus of this evaluation. However, the real
limitations discussed above have prevented the team from being
exhaustive in their study. Within the time available, the concern
was with focussing on a few pertinent issues, and recommeiiding
broad areas for intervention.
12.
It is hoped, the Governing Body of ISI/TC and the Staff Team would
carry forward a critique of the implications and demands of the
views from a friendly and concerned “external eye", integrating
them with the insights and visions of their own “inner eye".
8
CHAPTER 1
HISTORICAL OVERVIEW (F ISI/TC - BANGALORE
This brief historical review covers both I SI/Delhi and ISI/TC Bangalore, as the two institutes have common root and are linked
legally as well as functionally and have, in several ways and
areas, influenced each other.
1.1
Initiation and Evolution of ISI/TC:
1,1.1
The Indian Social Institute was started on 6 January, 1951, in
Poona by the Jesuits, with an objective “to contribute to the
emergence of a new social order in post-independent India". It was
a centre for Research, Publication and Training. Its Journal
'Social Action' was initiated in April 1951, and has been
published continually since then.
1.1.2
In the 1950's, it supported the development of Schools of Social
Work and Personnel Management in different parts of the country.
Research efforts were primarily on family and population, labour
relations and rural development.
1.1.3
The ISI was shifted from Poona to New Delhi in 1963. A Family Life
Centre was founded in conjunction with its work on family and
population. Work on labour and industry continued, with research
and training on trade unions and labour relations and with
consultancy services to the labour commission of the Government of
India, in a study on the criteria for minimum need based wages and
the method for its computation.
1.1.4
The Extension Service was founded in Trivandnun in 1961, in an
effort to translate research findings into action. The first
project was to cooperate the bonded fishennen of Marianad, in
Trivandrum. Subsequently, in 1965, the Extension Service was
shifted to Bangalore, and to Delhi in 1986.
1.1.5
The ISI/Training Centre (ISI/TC) was founded in Bangalore in 1963
to train development workers. This direct involvement in training
evolved from earlier efforts in supporting training indirectly
through support to the schools of social work. The approach to
training during the 1960's was that of imparting know-how and
skills in community development, cooperativisation, etc. This was
the general trend in the country at that time, with the launching
of the Community Development Blocks in each Taluk. The groups
catered to by ISI/TC were predominantly church based, especially
religious personnel.
1.1.6
During the mid 1960's, ISI/New Delhi began to initiate Action
Research on problems specific to tribal regions, the Chota Nagpur
survey being an instance. It also took initiatives for the
formation of 'Vikas Maitri', a group based in Ranchi - to evolve
development alternatives.
1.1.7
In the early 1970's, a Management Centre was set up within ISI/New
Delhi, and it functioned for a few years. It organised seminars on
partnership in economic development. The focus of research was on
9
tribals, women and urban poor, emphasizing collaborative research
as methodology.
1.1.8
During the same period, the training content of ISI/TC shifted
gradually from community development to organisation and
conscientisation of people, using the concepts of Non Formal
Education, based on the philosophy and methodology of Paulo
Freire. The process went on through the entire decade, by when,
ISI/TC was fully oriented to training in social and political
analysis to understand the roots of poverty and to the need for
political solutions to poverty.
1.1.9
In 1976, ISI/New Delhi started programmes for Women's Development.
At the same time, a Documentation Centime was founded in Delhi to
support training activities and social action groups in the field.
In 1977, MOTT (Mobile Orientation and Training Team) was formed,
to provide training and analysis to social activists in the field
(rather than institution based) and as a support organisation to
activists. Services were provided mostly to the Centi'al and
Northern Hindi speaking regions.
1.1.10 During the late 1970's, ISI/TC went fui-ther forwaixi from a
political understanding of the under-developed, and began to
focus, support, develop methods for peoples' organisation along
class lines.
1.1.11
In 1979, the Documentation Centre was shifted from New Delhi to
ISI/TC - Bangalore. Besides supporting the training, regular
despatches were sent to activists/interested people in the field.
1.1.12
1980 saw ISI/New Delhi coordinating the "All-India Action against
the proposed Forest Bill". IXiring the process, a Publication Unit
also developed, bringing out low priced monographs/publications to
support activists and researchers for spreading of knowledge among
the weaker sections.
1.1.13
During the 1980's, ISI/New Delhi began to inci’ease its efforts
towards participatory methodologies in action and research. At
ISI/TC, evolving further from political analysis and realization
of the need for class organisations, the training orientation
included political action and the need to "join hands with broader
political forces which are more serious about the plight of the
working class". This resulted in a shift in the type of
people/groyps making use of ISI - more secular/christian social
activists began to come in, in contrast to the earlier development
workers and personnel of church based NGOs/project holders.
Simultaneously, ISI/TC also initiated attempts towards introducing
participatory processes in its own administration/management.
1.1.14
In 1981, a Legal Aid Program was started within the Department of
Training and Program for SCs in the Department of Research - both
at ISI/Delhi. In 1983, the Social Action Trust was founded, and it
took over responsibility for publishing three Journals: Social
Action, Social Action Book Review Supplements (SABRS), and Legal
News and Views.
1.1.15
All through the late 1980's, efforts at ISI/TC concentrated on
developing its building infrastructure and in working towards
10
financial stability and greater self reliance. During 1990-92,
some attention was also paid to the academic area, introducing
several new courses, some in collaboration with other groups.
ISI/TC infrastructural facilities began to be made available to
other groups, social activists, development groups, dalit groups,
women groups, NGO groups, religious groups, etc. Initiatives to
make ISI/TC an autonomous institute were taken up in earnest.
1.1.16 By mid 1992, ISI/TC had the following facets to it:
good infrastructure for organising and conducting seminars and
workshops
external groups with a wide variety of social interests and
concerns, including religious groups avail of these facilities
a wide range of training courses introduced, co-sponsored with
other organisations/resource persons, including skill
development in communication, organisation management, etc.
the concept of team management introduced and being
experimented with
new academic staff i'ecruited
efforts towards autonomy in advanced stages
two new cells initiated within the academic wing: legal aid
and dalits
efforts initiated towards streamlining administration and
management with the team as the central point
efforts initiated to further define/clarify goals and
objectives and based on this, to redefine training and
outreach
1.2
An Overview:
1.2.1
What has been discussed above does not cover the entire history of
ISI-TC, but some of the important milestones, standing out in the
documents made available to the evaluation team, and which the
team considered as being important influencing factors in the
directions the institute has and is taking. Even here no attempt
has been made to discuss the processes that lead to these dynamics
and of which events are only culminations.
1.2.2
Since ISI/TC has 30 years of history, it would probably be useful
to document an interpretative history, including its own struggles
as it worked towards creating its role. This may provide useful
clues and tips to others undertaking similar journeys. This could
be built up through interaction with all the previous Directors
and Staff of ISI, as well as through a moi’e detailed study of the
documents and records.
1.2.3
Dialectics, changes and a restless search for meaning and
relevance to the Indian situation seem to mark the history of
11
ISI/New Delhi since its inception at Poona in 1951, and of
ISI/Training Centre - Bangalore, since 1963. There has always
been an implicit and in later years a much more explicit and
analytical focus on the marginalised exploited sectors of Indian
society.
1,2.4
Among the factors that have influenced the growth and development
of the institute ai^e the following:
a.
the dominant or prevalent schools of thought regarding
development in India/Third World and internationally. This
understanding underwent various stages and changes from the
euphoria and enthusiasm of the early post-independent years
of high expectations from the new “Democratic> Secular,
Socialist Republic”. It was during this period that ISI was
founded. The understanding of Community Development, the
experience of its essential limitations and inadequacies,
developed later into a structural analysis of society from
which evolved the need for social action, organisation of
people and conscientisation .
b.
The specific training background/experiences/ideology and even
personalities of the main players involved also had their
impact on the growth of the institute and the particular
expressions this broad understanding of societal analysis and
social action took.
c.
Interaction with grass root realities, primarily through
research and training activities, and to a lesser extent
through direct involvement, has been an important influence.
d.
The spirituality, philosophy and styles of functioning of the
personnel of the Society of Jesus, to whom the Institute
belongs, has been a determining factor.
1.2.5
These differing factors have resulted in dialectic tensions and
confrontations, which to an outsider may appear creative, useful
and perhaps inevitable. However it is only the insiders collective and individual - that can attempt to assess their
contribution towards relevant and accountable functioning.
1.2.6
Perhaps, it is also crucial that serious and vigorous efforts are
made to involve the personnel and clientele of ISI/TC in such
processes, so that the directions the institute take evolve out of
creative interaction of several concerned persons, among
themselves and with the reality of people, so that ideology
becomes less elitist and personality dictated.
1.2.7
Due to the cumulation of these factors, as well as due to events
that have occurred nationally and internationally, ISI/TC seems to
be in a phase where the directions of its main thrust appear to be
blunted. There could be a more active process of debate both
within the staff, as well as in consultation with old participants
and partners, and also with wider like minded groups to arrive at
a collective consensus as to its basic philosophy, future
directions, training and research needs, content, methodology,
etc.
12
1.2.8
It is also important to accept the ground reality that the
institute is owned and managed by the Jesuits through the
Governing Body and the Provincial of India, and that it is
situated within the Catholic Church in India. These realities open
up possibilities as well as limitations and constraints, which
must be realistically appreciated. Nonetheless, even in this
particular sphere, ISI/TC appears to have been one of the
forerunners in introducing analytical social thought and praxis in
the Indian Church. This in itself is a significant contribution.
In various parts of the country, there are people - religions and
lay - who have been challenged to question and move away from an
institutional approach. ISI's attempt to be secular within its
religious parametres, is truly commendable.
1.2.9
On surveying the Annual Report of 1990, and the programmes for
1991 and 1992, there is no doubt that the initiatives and thrust
of the institute have been progressive indeed. Given its location
in a city like Bangalore with its extremely lethai^ic social
climate, ISI/TC is certainly an institute with a difference, The
university here today is virtually silent on most issues of
political and social importance. With the exception of the
Institute for Social and Economic Change (ISEC), thei'e is no
institute or training centre that could boast about a wide range
of programmes, seminars and talks that really serve those involved
in the NGO sector.
1.2.10 Given a climate of abysmal indifference to issues that concern the
marginalised, and ISI being quite isolated, it will suffer from
lack of sufficient peer review. ISI/TC will, therefore, need to
identify and involve a wider community that will constantly be
critical of its role and its services in a constructive way, so
that it will improve consistently and never become complacent and
thus of reduced relevance. It may require greater collaboration
with other NGO training groups like FEVORD-K, and many others
based elsewhere in the South. It will need to invite faculty and
resource persons from institutes like ISEC, to review the content
and methodology of its programmes. These suggestions come because
ISI/TC, in the view of the Evaluation Team, should continue to
perform a very important role in informing and developing the NGO
culture, in updating and most important of all in providing a
venue where people can meet, discuss, learn and plan out
alternatives to existing power structures and develop the praxis
for the same.
1.2.11
the Dalit department and the Legal Aid cell are
The setting up of
<------------indicators that ISI/TC is keen about giving institutional
structures to its responses to social realities.
13
CHAPTER 2
GOALS AND OBJECTIVES OF ISI/TC
"ISI-TC, Bangalore is a national social centre, nin by the
Jesuits in India, in collaboration with men and women of
goodwill, concerned and committed to issues of social justice
and human development in India and neighbouring South Asian
countries.
Main activities - Training of community workers and social
activists in the theory of social analysis and skills for
social action for social change.
Main focus - weaker and marginalised sections of society like
tribals, dalits, women, marginalised farmers, landless
labourers, unorganised sectors of Indian labour force and
ecological and human rights issues."
brochures of ISI-TC, Bangalore.
2.1
Goals and Objectives:
The objectives or purjxjses for which the Indian Social Institute
was established, as given in its amended Memorandum of Association
(1969) are as follows:
a.
To assist in the study of social sciences both theoretical and
practical.
b.
To promote research in the social, economic and cultural
problems of India.
c.
To publish books, magazines, periodicals on social, economic
and cultural problems of India.
d.
To publish books, magazines, periodicals on social, economic
and cultural subjects.
e.
To maintain libraries and reading rooms.
f.
To perform works of charity - social, moral, economic and
spiritual.
g.
To diffuse social, cultural, secular and scientific knowledge.
2.2
The 1980 and 1990 Statements:
2.2.1
In 1930, there was the first clear collective statement by the two
ISIs jointly that their primary task was to contribute to the
emergence of a just social order.
2.2.2
The search for identity and role in the Indian context was
articulated in the December 1936 statement of the Goveniing Body
of ISI on the reorganisation of We Institute. Its own idealities
of being a church related Jesuit institution, with its
14
contributions of Christian action for social change in a non
sectarian manner was accepted. It also accepted that an
institution cannot spearhead people's movements but can play a
strong supportive role to build up peoples' organisations and
movements. Throu^i action-reflection, participatory research,
analytical training programs, it was seeking to play this role.
Questions about internal functioning and activities that may not
be consistent with the overall thrusts were discussed and formed
part of the experimental search for alternatives.
2.2.3
The Board agreed to concentrate on the most marginalised groups
among the oppressed: tribals, scheduled castes and women.
"Avoiding exclusivism
of thinking of these groups only as
social groups without any class perspective, or only speaking of
the oppressed.... we should be prepared to begin with these groups
and go towards a class alliance.“
2.2.4
The 1990 statement reemphasized this commitment. The first chapter
of the 1990 Annual report affirms that “in its 1980 statement ISI
had given itself a new orientation, to stand for the weaker
sections and to work for the liberation of the oppressed which
would lead to the citation of a just social order"
After a brief review of the Indian situation, the two basic ideas
or thrusts of the 1980 statement were identified as follows:
2.2,5
a.
the need to promote societal analysis at various levels
b.
to create/strengthen/promote peoples' organisations .
The 1990 statement jointly prepared by the staff of both ISIs
acknowledged that the activist dimension of ISIs was weak with
only marginal interest and involvement in mass movements and
socio-political processes. A series of 6 time bound resolutions
were made regarding structural, administrative and attitudinal
changes that were considered necessary. The staff of ISI-TC could
use these as points for discussion as part of their self
evaluation process.
This was an important statement of commitment. However it was very
general and one is not aware of any strategies that were evolved
following this statement.
2.2.6
The following excerpt from a Governing Body Minutes may be useful
to the centre to undei'stand the dilemma within the organisation of
ISI itself:
"Identity of the Indian Social Institute:
i.
Where does ISI stand in its relationship to the
activists on one side and the professionals on the
other? The general feeling was that there is a dilemma
and one has to put these two aspects together.
ii.
While stating this, and looking at the 1980 statement,
the House felt that there was a contradiction between
the stated objectives of the Institute and reality as it
exists. First of all, there is a need to employ rural
15
activists, particularly persons from the scheduled
castes and tribes, since these are our priority areas.
However, there is a danger that they do not feel
comfortable in the present set up.
iii.
C>n the other hand, there is a danger that the middle
class urban staff that we have, may Wink primarily in
terms of their own security. We have been searching for
participation. There is We danger of Wis participation
remaining inside We institute, wiWout it becoming real
in our work outside.
iv.
Hence much more effort has to be made to turn I SI into
an outward-looking Institute that has participation not
merely at the highest decision-making level, but within
each department and programme, as well as in the work
outside.
v.
The need was felt to take the staff througli a deeper
social analysis of the situation around, and for greater
involvement in the field, particularly among the most
marginalised sections such as the tribals, the dalits
and women from these sections. “
However, we see little documentary evidence of how such dilemma
was addressed by We ISis, and what line of action was adopted.
2.3
The OQFP Workshop of 1992:
2.3.1
At We OCPP workshop at ISI/TC in April 1992, We overall
objective was stated as ’’empowering We powerless for sustainable
development”. There were evidently different perspectives and
views. This would probably need discussion and re-discussion on an
ongoing basis especially wiW We addition of new academic staff.
The project purpose was to be an “effective resource centre for
involvement wiW We socially concerned”. Hie most heartening
aspects are We 13 key result areas Wat have been identified for
ISI/TC to work towards.
(Annexure 4)
2.3.2
The challenge before ISI/TC is now to put its intentions into
practice in right earnest and not get too introverted into its
internal dynamics. The reasons that prevent it from taking up the
result areas for serious work should be Woroughly analysed. In
We ultimate analysis. We strengW of an institute is not
manifested in its analytical skills alone. Equally important is
its capacity to deliver goods, to perform.
2.4
Changes in Perception of Social Realities and Responses:
2.4.1
It is a welcome change that I SI is going in for a more holistic
form of interest and interrogations into an unequal social life.
The challenge before it is now to develop a common thrust towards
ideological pluralism and diversity of approaches, even if it is a
slow process.
16
2.4.2
It is indeed not an easy task to deal creatively with a wider
spectrum of perspectives - trying to unite economic disparities
with problems of caste formation, denial of common property
resources to the rightful owners, the women's question, emerging
cultures, issues related to our common future, the planet earth,
ecology and environment...
2.4.3
How far theoretical intentions are being given the necessary
practical organisational support in ongoing activities in these
areas will remain a challenge for those who manage and shape this
institute. That the new orientations are in the right direction
is beyond dispute.
17
CHAPTER 3
INTERNAL EFFICIENCY OF ISI/TC
Critical observations/suggestions that are made here are not done
with the baseline that there is no efficiency in this institute.
It is a question of the standards one need to set for oneself and
for one's work. A centre like ISI/TC will need to put far more
emphasis on this area than it is doing at present. Being a
training centre that has to cope with large numbers of visitors,
in-residence participants, and seminar delegates it is crucial
that the suggestions made in this section are implemented and if
not implemented at least thought throu^i. Much of the
observations here have been based on anecdotal evidence.
3.1
Team Ccncept and Participatory Management:
3.1.1
Since the ‘'Team” is so much talked about and greatly appreciated
by all concerned, and nevertheless, since there seemed to be
serious problems in the way it was introduced, internalized and
practiced, and since it sometimes seemed to affect the efficiency
and effectiveness of the institute, the evaluation team went into
great details regarding the team approach, during discussions with
staff members and a few others.
3.1.2
As articulated by Fr. Dominic, the team concept demands: that the
team defines the functions and responsibilities of each member,
that decisions and plans are made in the team, and disciplining is
a team responsibility.
3.1.3
Most staff members found this a very good concept, a sort of ideal
to work towards. They mentioned that it was an educative, learning
process and that it has also helped them in their personal growth.
It equips team members in understanding each others problems, in
getting along with each other and in being mox-e responsible for
one's own actions.
3.1.4
However, there were certain problems mentioned regarding the
actual functioning of the team concept. It tends to slow down
processes and cause delays in decision making and in action. The
team is sometimes used as an excuse to suit the convenience of
people. Lack of maturity, openness and genuineness can vitiate the
team concept, and make a tool for serving self-interests, at the
cost of common good.
3.1.5
There appears to be a lack of clarity about common goals and
individual responsibilities. Certain issues vitally affecting the
institute may not be considered. Not all decisions are taken at
these forums and not all are responsible for them. Though everyone
is given an opportunity to share views, there is a domination by
the more articulate. Differences in education, language
proficiency, experience of group functioning can cause a degree of
inequality. There is a hidden class divide. Genuine needs and
crucial issues are sometimes not attended to. Some staff do not
speak up, feel diffident about it, or do not adequately prepare
themselves for it.
18
3,1.6
The team process is inherently one of slow growth, with gradually
increasing levels of consciousness, self-awareness, self
management and sense of responsibility. All team members felt that
the process was a useful one and should be continued. There is
probably a need for catering, maintenance and housekeeping to also
have their own team meetings as their problems and needs may not
get enough recognition and space for being raised in total team
meetings.
3.1,7
Educating the team members to the concepts, methodology nd skills
of team work is also of great importance. Often, the people who
require such insights do not have them, since there is no
effective coMnunication media and training plans for them. Without
such process of critical awareness among all, the introduction of
a team approach can lead to lack of accountability and poor sense
of responsibility. Team meetings themselves can get ritualised.
Real issues that concern the institute may never get to be
discussed.
3,1.8
It is a myth to think that creative work is accomplished in an
unregulated atmosphere. Most good work on the contrary has been
accomplished in a highly organised culture. The team process is
not an end in itself, but a means to strengthen ISI/TC internally
to work towards achieving its goals. There is no point in self and
team development unless these contribute to greater sense of
belonging and participation in the tasks of the institute and in
its efficiency and impact.
3.1,9
Efficiency is very much related to accountability. A clear
organisation structure will help individuals in the organisation
to perform and take responsibility for their role and function. A
team should not become an excuse for not demanding and not
discharging accountability. This is the basic obligation the
institute has to its clientele and partners.
3.2
Staff:
3.2.1
There seems to be poor coordination between the staff. When a
delegate reaches ISI, there is no responsible staff member there
who will help the visitor by giving information on the room
reserved, making available the keys and generally being of
courteous help to the visitors. Many have complained that the
staff members usually tell the visitors to wait for the
organisors! When fees have been collected, it is incumbent upon
ISI to handle all the arrangements. Delegates are often seen
running around to arrange their own seating.
3.2,2
The staff seems to have limited sense of institutional functions,
for that matter of their own functions. Their appointment letters
(not issued in several cases), should cany job descriptions which
will help give them a sense of focus in their duties. There must
be constant supervision and guidance by the senior staff to make
sure that everyone is there handling their duties themselves and
not implicitly expecting someone else to do it. In the present
situation, what is happening is that there is either nobody one
can turn to for a problem or there is a duplication of services.
The structure has become such that without the director
19
intervening no one can be made to be accountable.
3.2.3
While it is legitimate to believe that t'esponsibility should be in
the hands of individuals themselves, experience often tells us
that some are more responsible than others, and that those who
work end up doing all the work. Job descriptions and constant
monitoring, including attendance registers are required to spruce
up the entile administration. ISI/TC must project a highly
institutionalised and yet creative approach so that it can reflect
its social concerns with sustained efficiency. If the west has
one thing to boast of it is that they know that most genius is 99%
hard work and 1% inspiration. Even if it means some bit of
authoritarianism for the director, he will have to haul up the
entire staff and make sure that they all get their tasks done.
3.2.4
If indeed the team is to be the forum for accountability and
disciplining, then there has to be much more serious approach to
team meetings. There should be very high expectations on how team
members should prepare for these meetings, what type of reports
they should present, how decisions are taken, recorded and
followed up and reviewed, how agenda is prepared for meetings,
what happens if well prepared reports are not presented, if
decisions are not implemented, etc. All these expectations should
be clearly communicated and established as procedures.
3.2.5
Almost all staff, administrative and academic, need in service
training and even external training to carry out their tasks
efficiently and to develop the necessary skills and competence in
the areas of work taken up by them.
3.2.6
The question of accountability to ISI/TC's goals and objectives
and the puirpose for which such an institution exists as well as
accountability to course participants/people using its sei-vices
also needs consideration. The team is the means to strengthen
ISI/TC internally so as to work towards its goal. It has probably
reached a level now that questions of directions, strategies and
quality of services need to be seriously re-discussed with the
staff.
3.3
Financial/Accounting Practices:
3.3.1
The relationship between the ISI/TC and the donor organisations is
commendable. This has greatly helped the TC in making its own
financial plans for self reliance. Healthy financial management
reflects good accountability to the people and it is a healthy
sign that ISI has maintained its books in order.
3.3.2
Going through the audited statement of accounts from 1.4.1991 to
31.3.1992, it has been observed that the accounts have been
maintained carefully. According to professional opinion also, the
books of accounts have been in order. This reflects well of this
institution.
3.3.3
However, in an organisation where team approach to administration,
collective responsibility and accountability are being
experimented, it is important that the financial aspects of the
organisation are made more open, standardised and clearly
20
communicated to the team members, to stop unwarranted comments on
what is happening on the financial front, and to, in fact, create
the environment for responsible planning/spending/accounting. Team
members need to understand the purpose of financial planning,
donor's involvement and financial statements.
3.3,4
One of the worrisome aspects of the accounts was the fact that the
reserves tended to be of a large amount, about Rs.62.5 lakhs, It
is understandable that most organisations need to keep reserve
funds for an emergency, for at least about six months of
operational costs. It is obvious that such large reserves are not
built up from funds generated annually from local contributions,
for hostel, catering, course fees, etc. What would be pieferable
is that the accounting shows separate booking for what is earned
from the training programmes, what component is being subsidised
and ultimately, how the remainder is part of the administrative
accounts.
3.3.5
It is important to note that ISI has not been perceived as a
typical NGC) organisation/initiative deserving support. With all
its donor organisations, ISI/TC seems to have had many years of
partnership. This is probably reflected in the fact that TC has
never faced problems of donor support especially in financial
terms. It is probably because of the special relationship that
donor organisations have with ISI (including projects appraisal/
monitoring/evaluations on behalf of donors), that they have not
raised any questions about the larger than usual reserve funds.
3.3.6
As ISI/TC is striving for self reliance, one tends to believe that
these reserves are being maintained for that time when they can
run their services on their own. Large financial reserves must
however be ultimately utilised so that they do not appear to be
there just for "accumulation for the sake of it". Such a
situation can lead to a sense of false security and complacency
and even reduced accountability to the people for the quality and
relevance of the services rendered. Delhi ISI has already begun to
offer training programmes under different rates based on the
ability of the organisation to pay. Ulis is a sound move and can
be replicated here.
3.3.7
As noted above, it is also important that ISI begins to plan for
the phase when it can begin to minimize donor contributions and
maximize on its own potential to get support from the Indian
Public (self reliance by building large reserves based on foreign
funds is not always the best strategy!) • Certain amount of
professional services, consultancy works, research studies for and
charging professional fees for certain training/support services
are potential areas that need to be carefully considered, for
merits and problems. Such self reliance may provide the scope it
needs to function autonomously in the area of social and political
emancipation.
3.4
Hostel and IirfrastixKrture Facilities:
3.4.1
Many organisations today would prefer to host conferences in
Research Institute rather than in Hotels, but a constraint is that
often institutes do not have the infrastructural requirements
21
06372 1
S. k
e.g., Slide Projector, Overhead Projector, Recording System,
Screen, Audio-Visual aids, etc. ISI must certainly develop this
infrastructure and see to it that combined with efficient service
it becomes a training centre worth utilising.
3.4.2
The administrative staff needs to space out the programmes.
People complain of over crowding. While most people felt
positively about using ISI as a training centre or as a venue for
their workshops, they felt also that greater care and
responsibility should be taken for the actual day-to-day services.
3.4.3
ISI/TC also needs to seriously consider its tariff policies.
Applying the principle of cross subsidy, organisations that can
pay more, should be asked to pay more, and this should go towards
subsidizing organisations that deserve such assistance.
3.4.4
In order to prevent last minute cancellations, non-refundable
advance payment should be insisted on. Even if course fees are
subsidised, participants for ISI/TC programmes, and for co
sponsored programmes, should be asked to advance full payment
along with registration.
3.4.5
ISI/TC has obtained professional consultancy services to make a
study of the existing hostel/catering/housekeeping services, and
to make recommendations for improved procedures. The evaluation
commission is of the opinion that such assistance is of critical
importance. It is hoped, the recommendations will be considered
seriously and standardised procedures and reporting/accounting
procedures will be developed. Along with these, the staff need to
be trained and equipped to discharge their tasks with competence.
3.4.6
Of importance is the vigorous follow up of the plan to finalise an
administration manual for the institute. This deserves great
attention and priority. Along with the manual, appointment orders,
job descriptions, etc., should be issued to all staff. Standard
procedures/record keeping/reporting and accounting systems should
be set up, carefully explained to all staff (in vernacular,
wherever necessary), pi'omulgated and consistently enforced.
22
ACAJ
CHAPTER 4
[C, TRAINING AND OUTREACH SERVICES
It must be emphasised here that this is a rather rapid appraisal
of the academic and outreach services of ISI/TC, done alongside
other aspects of the evaluation. As agreed to during discussions
with ISI/TC staff, no claim is made here that this aspect of the
evaluation is complete.
The time framework of the present evaluation was such that it was
not possible to comment fully on the quality, relevance and impact
of the training programs. This would require more detailed study
based on feedback from participants, trainers, collaborators.
The observations and conclusions are tentative and are intended to
provide ISI/TC with issues that need to be taken up by it for
deeper analysis throu^i a more structured feedback gathered from
the participants of the next three months course (August to
November 1992) and a sample of previous participants.
4.1
An Overview of Training Activities:
4.1.1
ISI/TC has achieved its credibility based on its training
programs. In fact, training/outreach is the reason for existence
of ISI/TC, and therefore of central and vital concern to the
entire institute.
4.1.2
Information (data) for this section was gathered from the
following sources:
4.1.3
a.
the concept paper and tentative programs and time table of the
three months course (August - November 1992)
b.
Course materials (background papers) given to participants for
the above course
c.
Annual reports of the past three years
d.
A report on ISI, Bangalore, December 1991 by Fr.Dominic
e.
Report of OOP? Workshop
f.
Discussions with staff and a few other people
Goals and Objectives of Training Courses:
There is need for greater clarity regarding the goals and
objectives of the training programs. While these were fairly
sharply understood earlier, various factors given below require
that these need to be re-looked at and redefined:
a.
With an increase in the number of academic or training staff
from just two to six and perhaps more, there is a need for a
collective understanding of perceptions, positions and views
at least on core areas. If each staff member is allowed to
have their own approach based on their own understanding and
23
analysis, it could cause several problems and confuse the
participants.
4.1.4
b.
With the rapid socio-economic-political changes taking place,
there is definitely a need for debate and re-appraisal of the
training programs.
c.
With a large number of groups/institutions providing support
services including training to social activists, it would be
useful to identify the training needs of the activists/
potential course participants and what are the areas where
ISI-TC could contribute the most.
Training Content:
Based on a rather quick appraisal of the thiee months course and
on discussions with staff/and a few others, the following points
are raised:
a.
The process of evolution of the courses has always taken
place, for e.g the introduction of micro-analysis, skill
training, group work, etc. and of the training courses
conducted in Tamil and Kannada. However, to avoid stagnation
and routinisation, review of course content needs to be an
active and ongoing group process. The training staff also
perhaps need greater stimulus, support and recognition for
their inputs.
b.
The predominant emphasis on class analysis to the relative
exclusion of the other factors operating in Indian Society
seems limited. Several other groups have done work on factors
such as religion, caste, language, gender, religion, region,
etc., that also play a role in stratification of Indian
Society. Other areas like ecology, health, the media, law,
etc., have also been studied more specifically, based on
Indian experience. These factors/areas could be looked at
systematically, building on the substantial material already
available.
c.
There is probably need for greater study, analysis and
inclusion of the thinking of Indian Social thinkers like
Mahatma Gandhi, Dr. Ambedkar, Lohia, etc.
d.
Participants could be exposed to contemporary Indian groups
and movements as well, for example, the peoples' science
movements, dalit movements, women movements, and that of
peasants, fishermen, bonded labourers, tribals or indigenous
people, environment groups, health activist groups, etc.
e.
Third world realities of several more countries should be
presented and analysed, if possible by people who have some
expertise on issues facing these areas.
f.
Issues and subjects like capitalism/socialism/ IMF/World
Bank/Structural adjustments/ Sustainable Development/Collapse
of Socialism, etc., should be presented much mol's creatively presenting various views/positions as expertly as possible,
and allowing the participants to react and respond as adult
24
learners.
Views of like-minded groups/people with an expertise and
experience in this area could be sought in evolving training
course content.
4.1.5
Methodology:
Since ISI/TC deals primarily with adult learners, there is scope
for improvement in the teaching methodology employed. The focus on
the learners and on active learning processes with the team of
trainers functioning as facilitators, is a shift from the more
traditional concept of didactic teaching. Participatory training
is also getting n»re widely used. ISI/TC already uses group
discussions, paper presentations, writing assignments, simulation
games and film discussions. However, these need to be made more
effective and better planned.
There is scope for greater use of audio-visuals (slides, overhead
projectors), case studies; panel discussions, field or community
based exercises, group games and exercises on understanding Indian
Society and also some on group dynamics.
4.1.6
Quality, Relevance and Impact:
As expressed earlier, an evaluation of these would require more
detailed study based on feedback from participants, trainers,
collaborators.
Over the past fifteen to twenty years, participants of various
ISI/TC courses have gone back to the field and have initiated
various processes based on the analysis and insights received.
While accepting that their training at ISI/TC may not be the only
input or factor influencing their actions, it would still be very
useful to study what has happened to the initiatives, and from
that perspective to identify the strengths and limitations of the
training programs. Various approaches could be used for this
study, for example, case-studies, questionnaire and consultations
which could give feedback into the current training programs.
In fact, the evaluation team was happy to learn that such a bottom
up process is being planned, in collaboration with the Research
Department of I SI/New Delhi, for evaluating the relevance and
impact of ISI/TC training inputs, and for evolving new training
objectives, content and methodology.
4.2
Areas for Reorientation:
4.2.1
There has been an increase in the number and variety of training
programs offered by ISI/TC on its own, as well as in collaboration
with others. There is probably now a need for consolidation,
identification of a common core thrust, staff development,
development of new training materials, greater and systematic
development of the library and documentation services,
identification and establishment of linkages with outside resource
groups and greater participation of ISI/TC staff in programs cosponsored by them.
25
4,2.2
The formation of an educational council may benefit such a
process. This could include one or two key trainers of the past
and the present staff, one or two previous participants wiio have
been very good and have the requisite experience and understanding
and two or three outside resource persons, including trainers from
reputed training organisations - who could also supply ideas on
pedagogy and methods.
4.2.3
Tie up with reputed training organisations in other countries of
the world should also be seriously thought of. If possible,
promising academic staff should be sent to such institutes for
exposure, and staff of such institutes invited to work with ISI/TC
for short periods.
4.2.4
ISI/TC involvement in tlie content and methodology of co-sponsored
courses is less than adequate. Co-sponsorship should mean more
than lending premises, organising infrastructure, and subsidising
costs.
4.2.5
Training syllabi, training materials, reading materials, stand in
need of urgent updating. More systematic efforts need to be made
in preparing proper training materials, in discussing the content
and methodology among the academic team members, and in developing
good training modules for all courses organised/co-sponsored by
ISI/TC.
4.3
Academic Staff:
4.3.1
Selection of academic staff needs careful thought, based on
clearly defined policies. ISI/TC should attract at least 2 or 3
competent trainers, with experience, maturity and skills in
teaching, learning and communicating.
4.3.2
Enrichment of academic staff should be taken up through:
a.
interaction with groups involved in peoples' movements and
organisations
b.
through field/issue based research
c.
systematic and regular in house discussions/studies/
presentation of papers
d.
systematic and advance planning for courses
e.
training of staff in communication skills and adult learning
techniques
f.
exposure to other leading training institutes
A comprehensive staff development plan needs to be worked out,
assessing the strengths and needs of each academic staff.
4.3,3
Adequate number of senior academic staff and a stimulating and
challenging environment required in an academic institute of
excellence are found missing in ISI/TC. Academic staff need to
constantly be abreast with latest events and critically studying
26
these in terms of how they affect the life situations and life
chances of the poor. An atmosphere of serious study, discussions,
scholarship needs to prevail. Without these, the institute may end
up for all practical purposes as a hostel facility for other
organisations. Existing salary structures and lack of other
avenues for career prospects may make it difficult for ISI/TC to
attract competent staff. This issue needs to be carefully
considered by the Governing Body, and suitable remedial measures
urgently initiated.
4.4
Outreach Services:
4.4.1
Even earlier reflections on ISI/TC have drawn attention to the
need for training inputs to be linked with grass root idealities.
In the opinion of the team, this link alone will ensure that the
academic output is relevant and of high quality. Interaction with
movements and organisations, both within Bangalore and in the
states from which ISI/TC clientele are drawn, need to be planned
carefully. One way would be to seriously consider field based
follow up of training programmes.
4.4.2
Field based training of organisations, cadres from organisations
of a particular region, etc. though being attempted now, need to
be planned and followed up more systematically. Such programmes
should be the responsibility of the entire academic team, and not
left to what one or two individuals can do. It is generally felt
that the dal it outreach within ISI/TC is not adequately planned,
supported and evaluated as a team task.
4.4.3
It is hoped that the newly set up legal aid cell will come up with
refreshing ideas for such outreach programmes and net working with
socially concerned legal experts and organisations, and not limit
itself to institution based para legal training. The outreach,
legal aid and academic staff could together identify pertinent
issues, that can be addressed through training/legal and other
institutional supports to organisations dealing with such issues
at the grass root level. Legal aid could also initiate public
interest litigations, and other innovative legal measures to
support movements, closely involved concerned organisations, so
that such legal interventions also contribute to heightened
consciousness among people of their rights and regarding unjust
and exploitative situations.
4.4.5
During the OOPP workshop, very pointed questions were raised
regarding the constituency and clientele of ISI/TC. Concept papers
were to be prepared on this subject and discussions initiated on
it. This decision should be followed up urgently. The team is of
the view that, apart from the general floating clientele who
attend courses organised at. ISI, it may be good to explore the
feasibility of fixed clientele as well, consisting of groups,
organisations, movements at the grass roots, to who ISI/TC
provides training/ micro-macro analysis/organisation
development/net work/research and documentation supports. Such
clientele will also force tlie academic staff to be constantly
alert and updated and to perform at their best, apart from giving
to institution based training much moi'e of contextualisation and
pragmatism.
27
4.5
Value Education:
4.5.1
It may be pertinent to raise the issue of value education content
in ISI/TC training programmes. Issues related to activist culture
and ethos, participatory and humanising management of
organisations, staff and people, self awareness, personality
integration, etc. also need to be introduced more and more into
training picogrammes, (toe is today more than aware of the inherent
dangers and contradictions in elitism, which creep also into
liberating movements. The slow corroding of human values and
personal concern, disintegration in personal life, hidden agendas
in programmes and action, pseudo-radicalism as a cover to
frustrations and inability to cope with and come to terms with
oneself and one's reality - these are issues that are of very
serious concern today. Several promising movements and committed
activists labour under such problems.
4.5.2
It is I'ecommended that ISI/TC work further to operationalise its
insights on value education (some of the discussions and
recommendations of COPP covei' precisely this area), and develop
them into training courses, evaluation/monitoring/self criticising
tools, without at the same time ending up in moralising. Value
education is as much a matter of skills as of attitudes.
4.6
The Urgency for Catalysing and revitalising Inputs:
4.6.1
A passing survey of attendance in I SI/TO training courses in terms
of numbers and experience/background/level of competence of
participants, indicate alarming drop in demand. The 3 months
course, supposedly the show piece, is a case in example. What this
indicates need to be carefully considered. The team feels that
this is symptomatic of structural issues. When wre and more
training institutes and trainers are entering the development
field, and training is subsidised and sometimes leisure activity,
ISI/TC cannot hope to attract to itself serious minded adult
learners unless the institute maintains for itself its position of
pre-eminence and offers to trainees more services and inputs than
conventional training institutions and programmes do.
4.6.2
To take up such deeper analysis of tlie access strategy (plan for
reaching and providing services to targeted groups), program
utility, bias (extent to which programs are participated in
differentially by sub-groups of a targeted groups), etc., ISI/TC
needs to address the "who will bell the cat" question. Without a
master policy for academic personnel, and without vigorous
implementation of this policy, all these can remain idle wishes.
4.6.3
Here, the Jesuit management is squarely accountable for
considering its ownership of the institute as no more than a de
jure issue. Unless competent personnel are made available, no
institute can perform. Unfortunately, the Jesuits of India have
not sat down and thought through this issue of ensuring adequate
competence and then challenging ISI/TC for excellence in
performance.
4.6.4
Without supplying such competence and ensuring its sustainability,
28
the ISI/TC governing body and the Jesuits in general cannot be
considered as stimulating the environment, and hence as being fair
with the institute and with its personnel. It is too much to hope
that a single senior academician can work miracles (even if he can
sustain the will and the interest for it)!
4.6.5
In the mind of the evaluation team, this issue cannot be postponed
any further, ISI/TC is perhaps living on its past glory. It is
incumbent on the Governing Body to match infrastructure
development, with human resource development, and more urgently to
provide some basic requireirants for such planning - the core
planning/evaluation team itself.
29
CHAPTER 5
FINDINGS, CONCLUSIONS AND
MMENDATIONS
5.1
Historical Perspective
5.1.1
It is indeed welcome that ISI/TC is going in for a more holistic
form of interest and interrogations into an unequal social life.
How far these theoretical intentions are being given necessary
practical organisational structures, and integrated into its
history will be the real areas of challenge for those who manage
the institute.
5.1.2
It is also hoped that strategies will be evolved to ensure that
the developing histoiy of ISI/TC is a history written together
with the people and not merely by the elite and leaders.
Involvement of the personnel, clientele, other training
organisations, activist groups, etc. should be structured into the
ideology debates in ISI and among the Jesuits. This way, the
directions of growth will not have violent swings as personnel
come and go - since the ground realities dictate the path. The
challenge is to have a methodology for listening and interpreting
the reality, being critically conscious of one's own positions.
5.1.3
Being a Jesuit institution one would expect the influence of
Jesuit principles, orientations and values to play a determining
role in the development of the institution. Tills has to be
consciously accepted. At the same time, the Jesuits need to
enquire how seriously are they involved in contributing their
insights, visions, values and in dialogueing with ISI on these.
5.1.4
The evaluation team would like to invite ISI to attempt such a
democratic and participatory interpretative history of ISI, as
intervening into the reality of Indian Social situations.
5.2
Strategies to Achieve Goals and Objectives
5.2.1
Very clear collective statements by the two ISIs jointly were made
for the first time in 1980. It stated that their primary task was
to contribute the emergence of a just social order. The 1990
statement was an elaboration of this commitment. However it was
very general and during the evaluation study it was found that no
clear strategies were evolved to realise this commitment. It was
also found that there was no consistency in efforts to monitor how
those strategies were being turned into actions, and what were the
demands and consequences of such praxis.
5.2.2
During the 1992 OOPP workshop, different perspectives and views
regarding the overall objective of ISI/TC were discussed: the
emphasis shifted to processes - of empowering people, and just
social order was seen as the ideal towards which empowering will
contribute. Empowering was seen to possess various dimensions from the political economy issues to humanising and deepening life
and values of people and of activists.
5.2.3
The implications of the shift in perceptions of the goals and
30
objectives of ISI/TC need thorough discussions on an ongoing
basis, especially with the addition of new academic staff and
involving other scholars, activists, grass root organisations, and
governing body members. In such discussions, the categories and
paradigms of thought that need rethinking or further
interpretations can be identified. Based on such discussions, the
strategies for becoming an "effective resource centre" will have
to be decided - the existing ones, and new possibilities. From
such critique should evolve new training courses, methods, new
inodes of involvement, reaching out and accountability.
<■
5.2.4
The team felt that ISI/TC was acting and thinking in isolation. It
presently lacks sufficient peer review and feedback from its
clientele. Far too much of the debates on ideology have been
polemics, not involving the vast majority. Efforts to convert
these into efficient and effective programs and activities have
been disproportional to the debate itself.
5.2.5
The question of accountability to the goals and objectives of
ISI/TC and the purpose for which such an institution exists as
well as accountability to course participants/people using its
services also needs consideration.
5.2.6
The operationalisation of the idea of some fixed clientele to
which ISI/TC will provide field based resource support in terms of
training/networking/i'esearch and documentation services/management
and staff development services, etc. will also contribute to the
strategies evolved for meeting the goals and objectives.
5.3
Management and Administration
5.3.1
Though there is an effort to introduce team management and
accountability which are indeed laudable, they have not proceeded
beyond concepts into well thought out methodology nor are team
members adequately equipped for such an approach. At present, the
team is a vague and nebulous concept and cannot be considered as a
here and now operational management option.
The concern and need for team is not the articulated need of every
person. While team management is an expi'ession of humanising
values and an affirmation of the right of the worker over the
product of his work, and over the means of production, these value
affirmations need to be matched by serious efforts to make team an
operative concept.
5.3.2
The evaluation team strongly feels that an adequately thought out
and poorly institutionalised team management may have led to all
sorts of administration, accountability, performance and human
problems. Equality and equal participation do not always
practically exist, despite the good intentions. It was found that
not all decisions, not even all the key ones, are taken in the
team forum and not all are responsible for them. Some of the staff
members expressed that though everyone has the opportunity to
express and share views, there is a domination by the more
articulate. The seriousness staff brings to team meetings in terms
of presentation of reports, following up decisions, etc., also
leave much to be desired. The team approach should not be allowed
31
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to checkmate toning up of administration.
v
5.3.3
There seems to be poor coordination between the staff and little
sense of institutional and individual functions. Consequently the
management efficiency and effectiveness are less than desirable.
Institutions and procedures for clearly assigning responsibilities
and for deeming accountability for them are very inadequate.
5.3.4
Difference in levels of education, language proficiency,
experience of group functioning, and skills for group interaction,
have caused a degree of inequality among the staff of the TC.
5.3.5
Despite all these, the vast majority of the staff members felt
that the team process should continue. The evaluation team is also
of the same view - not so much in terms of what it does now, but
for the potential it has.
5.3.6
It is important to evolve an intermediary strategy, so that even
as experiments and searching goes on, efficiency and
accountability are maintained. In the final analysis, only
performance will guarantee that the team experiment will be
continued with, even when leadership changes.
O
The staff of the catering and housekeeping sections expressed the
need to have their own team meetings (in local language), so that
the problems related to their functioning get enough recognition
and space.
5.3.7
It was found that nxcst of the administrative staff did not have
clearly formulated job descriptions and standardised code of
procedures. The staff need to be given clear job descriptions so
that they develop a clear sense of focus in their duties. There
must be constant supervision by the senior staff, not to control
but more to guide and help staff to perform. Building up the
efficiency of staff itself will build up the confidence of the
individual which will help the individual in personality growth
and in team performance.
5.3.8
The staff members are urgently in need of systematic training in
discharging the tasks assigned to them, especially those who have
I'ecord keeping, reporting and coordination/leadership
responsibilities. All the staff also need deeper training inputs
on self awareness, interaction and communication.
5.3.9
Salary scales should be on par with other training institutions.
It has been reported that there is a Salary Commission set up to
go into the Salary aspects of ISIs. This evaluation team suggests
that the commission be fielded as early as possible to support the
efforts taken by ISI/TC in reoi'ganising and streamlining its
administration, and take a very realistic look at the issue also
in relation to staff turn over, attracting/retainihg competence,
etc.
5.3.10 The senior positions should be advertised. This will allow for a
wider choice of candidates and for a more objective assessment for
job competence. Constraints against this should be identified and
resolved.
32
5.3.11
All job contracts should be standardised and regularised and
reflect a legal contract between the employer and tee employee.
There should be no ambiguity and this will protect the long term
interests of the institution. It will also give the employee the
needed impetus to give off his/her best.
5.3.12
Second generation of leadership needs to be carefully nurtured.
This is crucial for the future well being of this important
institute.
5.4
Finance and Accounting
5.4.1
Going through the audited statement of accounts from 1.04.1991 to
31.03.1992 it has been obseived that tee accounts have been
maintained carefully.
5.4.2
The issue of large reserve funds (Rs.62.5 lakhs), as guarantee of
self reliance raises some worries. Channelling donor funds into
reserves, whatever be the procedure used to overcome the legal
issues, and even if practiced with tee knowledge of tee donors,
raises questions on tee real meaning of self reliance. Such
assured fund position could lead the institute into situations of
lethargy and complacency.
5.4.3
It was found that there was no standardised accounting procedure
and financial situations/plans were not made available for open
discussions in a systematic way, through presentation of financial
reports in meetings. It will be a good idea to circulate the
audited statements to all members of the ISI/TC so teat the staff
will feel a sense of collective responsibility (if it is not
already being done) and financial accountability and reduce
chances for unhealthy gossip.
5.4.4
Separate ledgers are not being maintained for income and
expenditure from hostel/catering, etc., which would have given
valuable data for self-reliance planning, for identifying loose
accounting practices and tightening the financial management
system. This would have also promoted efforts for a more
systematic and full utilisation of facilities.
5.4.5
Efforts made to work towards self reliance based on locally
generated funds, could include professional seivices, better
planning of cross subsidisation of hostel fees by charging higher
rates for organisations that can affox’d to pay more, insisting on
full advance payment (non x'efundable if cancellations are not
based on valid reasons) for reservations, better control over
expenditures, etc.
5.5
Training Programs
5.5.1
The efficiency of the training centre is judged by its training
content and methodology used for its training program. The
training materials are not updated regularly» nor are training
methodology carefully planned out. There is hardly any training
manuals and modules. All these have led to poor
institutionalisation of training. In fact no more than one or Wo
33
academic personnel have an overview of the training goals,
content, methodolcgy, etc. And since these are not documented,
junior staff hardly ever gain competence in training.
V
The decreasing demand for ISI/TC training services of the
institution based and micro-analysis nature, can be seen as
symptoms of alternate needs, methods of clientele identification
and support, etc.
5,5.2
Not enough attention/time/resources aie invested on training
materials and infra-structural equipments.
5.5.3
Academic planning is not carried out systematically. There is no
systematic follow up and guidance of the junior academic staff.
The centre has not made any serious efforts to interact with other
resoui'ce centres and with grass root organisations to develop
training content and methodology.
5.5.4
Though training courses have been diversified, ISI/TC academic
involvement in several co-sponsored courses is veiy little.
5.5.5
The team recommends that ISI/TC takes up immediately an Impact
Assessment of the existing Training Programs. Such a consultancy
should be able to study the programs as a whole in their relation
to the goals of ISI. The contents and the methodology of each
course should be studied in detail and improvements suggested. The
methodology of such an assessment should involve discussions with
participants who have been trained by ISI/TC in the past. Feedback
from volags, religious institutions, government organisations and
well wishers would also help in the process.
5.5.6
The training materials should be reviewed by not only area
specialists but also by persons who are able to assess their
impact by visiting those in target areas who had availed of these
programs. Many believe the quality of the programs has gone down.
More feedback and follow up are also required.
5.5.7
Library needs to be organised as early as possible. Librarian
needs professional training. Information storing/i'etrieval/access
systems need streamlining. Computerisation efforts needs to be
followed up more systematically, against a time target.
5.5.8
All academic staff need training inputs in: methodology,
conmunication skills, personality development and self awareness
skills. Social analysis and its teaching skills, need to be
further developed within the team as a whole. For this exposure
and interaction seem necessary, both within India and with similar
institutions outside India.
5.5.9
In developing training content and methodology, greater
interaction with other resource centres and with grass root
organisations seem desirable and necessary.
5.5.10 Value education should become a critical area for training.
Suitable methodology is yet to be developed in this area.
34
5.5.11
Academic staff need to work together as a team and set standards
for itself in terms of presentation of papers, discussion on
issues, involvement with movements, preparation of dossiers and
documents, development of well documented and exhaustive training
modules, etc.
.5 ;
5.6
Outreach
5.6.1
Tliough the Dalit and the Legal Aid cells have been initiated as
indicators of ISI/TC's concern for greater relevance and
contextualisation of training and other resource support services,
these programs are not fully integrated into the academic wing.
This is particularly true of the Dalit cell. Qatreach services are
yet to cover adequately the South Indian states.
5.6.2
There is a growing perception of the need for more contextualised
and grass root based training, in regional languages. The centre
lacks regional language skills, supportive documentation and
library services.
5.6.3
ISI/TC could explore further the possibility of sti'engthening
grass root links by identifying and supporting a number of
groups/movements with various resource support, including
training.
5.7
Staff
5.7.1
The staff of ISI/TC have high potential for improvement. An
environment of “chaos" among the administration staff may not be
conducive for them to bring out their best in improving
efficiency. Administration personnel seem to be by and large
adequate in number. However, lack of a systematic organisation of
work patterns have reduced the efficiency and quality.
Responsibilities, performance and accountability are not sometimes
discharged in proportion to positions held in the centre. This has
led to discontentment and have served as a disincentive to
responsible task execution by staff on lower cadre.
5.7.2
Record keeping, reporting and accountability are found to be below
expected standards. These need to be toned up and necessary
procedures and routines established.
5.7.3
The academic wing lacks a stimulating and challenging environment
due partly to the inadequate number of competent senior academic
staff. This is an area where the responsibility lies squarely on
the Jesuit management.
5.8
Infrastructure of the Training Centre
5.8.1
The infrastructure has been planned and developed to a standard of
excellence. However, the maintenance and utilisation leave much to
be desired.
5.8.2
Arrangements for providing hospitality to guests and participants
through reservations, receiving guests and cleaning and
35
arrangements of rooms and conference hall, etc., are not up to the
mark, despite the recent efforts to tone up cleanliness and
arrangement of rooms. While the gardens tend to be immaculately
maintained and aesthetic, the interiors of the various conference
chambers and rooms leave much to be desired. More thinking is
required also on adequately equipping the interiors.
5.8.3
Advance payments, billing and payment for use of services, and
monitoring of income/expenditure are poorly standardised.
5.8.4
The management of kitchen/catering services need better
coordination with reservations. Supervision is inadequate.
Arrangements for cleaning of plates are unsatisfactory and
virtually every user has complained about this (including staff).
5.8.5
A centre like ISI/TC will need to cope with large numbers of
visitors, in-residence participants, and seminar delegates
therefore it is crucial that the suggestions made under the head
office administration, house-keeping and kitchen in the report of
the Professional Consultancy on the Lodging and Boarding Division
are implemented and if not implemented at least thought out.
5.8.6
Since ISI/TC is not just a boarding/lodging/conference facility,
serious thought should be given to ’’making available of
infrastructure facilities” to groups who can easily afford to pay
more and do not clearly play a role in contributing to meet the
goals and objectives of ISI/TC.
5.8.7
Services to those using the premises for their program need to be
upgraded in terms of provision of audio-visual equipments,
conference halls, etc. There is not enough attention paid to
purchase of training materials and infrastructural equipments.
More attention should also be paid on the library which includes
also part time services of a qualified librarian. Without this
there will be no possible direction to the way the documentation
services and the library grows.
5.9
Collaboration with ISI-Delhi
5.9.1
The evaluation team feels that the proposed autonomy for ISI/TC is
a creative move. Therefore making any comments about the
collaboration in the past may be redundant. However, it is now the
responsibility of ISI/TC to think veiy seriously what they want to
do with this space for ci'eativity and initiatives, and on how they
can interact and collaborate. Recent efforts for collaboration
research is welcomed.
5.9.2
Delhi ISI can also serve as the centre that supplies national
policy documents and help update the services here. There can be
further exchange of staff on short visits.
5.10
Overview
5.10.1
The evaluation team has been to a very large measure impressed by
the services being rendered by the ISI/TC. Equally commendable are
the keen interest shown in improving performance and for
36
I
internalising and practicing the values the institute hopes to
teach and communicate. There is considerable openness to critique.
All these more than justify the investments made on this institute
and its continued development.
5,10.2
However, there are some critical areas where ISI/TC could focus in
the immediate future. Some of these areas have been broadly
indicated in this report.
5.10.3
In general, the evaluation team senses too much of introversion in
the institute. Undue concern with team spirit, humanising
processes, etc. without evolving systems for ensuring performance
can perhaps become counter productive to these very noble
objectives. The team is a team because it has a mandate. The team
should justify itself in its response to the mandate.
5.10.4
Once administration procedures are established and routinised,
they will take care of themselves. There need not be too much fear
that people always need to be taken care of, protected and
patronised. Authoritarianism, unreasonableness and lack of
concern, as and when they arise should be strongly opposed, but
the reaction should come primarily from the people concerned. This
provides greater scope for creative resolution and enhanced
responsibility of all concerned.
5.10.5
The evaluation team is of the opinion that all serious efforts put
in during the next couple of years have to be in the area of "what
ISI/TC is all about".
Non performance of the more important academic tasks of the
institute are also, perhaps, more of concern than flaws in
administration .
5.10.6
However inadequate academic performance is to a very large measure
due to the inadequate number of competent senior academic staff for which the management alone is responsible. Once this problem
is satisfactorily addressed, and in a sustainable manner, greater
performance can be demanded of the academic staff - in terms of
search for relevance, updating course materials, improved teaching
methods, maintenance of climate of study and searching.
5.10.7
Efforts in this direction has just begun, but will be stymied and
cannot be carried forward without people to devote tine, energy
and skills. Only such a team can provide leadership to the junior
academic staff and library/documentation staff.
5.10.8 Another area to be addressed is the accountability issue: not only
to the governing body but also to the wider constituency of the
socially concerned. Consultation with a larger network and
interaction with them in planning, monitoring and annual review
seem essential and even in this greater orientation and response
has to be to grass root organisations and people.
37
5.11
Conclusion
5.11.1
In conclusion the evaluation team recommends broad thrust areas
for the future as:
A.
B.
Administration:
1.
toning up of administration and management while
continuing with experiments and explorations on the team
concept.
2.
equipping administration staff for moi'e effective
performance through the establishment of standard
procedures, routines, record keeping.
3.
establishing accountability for performance.
Academic Work:
1.
academic staff to work together as a team and set
standards for itself in terms of presentation of papers,
discussion on issues, involvement with movements,
preparation of dossiers and documents, development of
well documented and exhaustive training modules.
2.
The Jesuit management to seriously consider constraints
to making available to ISI/TC adequate number of senior
and competent academic staff, bringing in creativity,
innovation, and work towards excellence in performance,
planning, follow up.
3.
The possibility of taking up field based support
services to a specified number of groups is to be
considered and operationalised.
38
ONE LAST WORD
ISI-TC will have to evolve a community that will be constantly
critical of its role arid its services in a constructive way. It
may require greater collaboration with other NGOs, training groups
and many others based elsewhere in the South. It must invite
faculty from other training institutes like ISEC to review the
content of its program. This recommendation the team would like to
emphasize because I SI performs a very important role in informing
and developing the NGO culture, in updating and most important of
all providing a venue where people can meet, discuss, learn and
plan out alternatives to existing power structures.
Stronger professional links need to be established with other
research institutions, other consultancy services and committed
intellectuals so that ISI does not grow inward. There must be a
careful process of checks and balances so that ISI is not just
used as a venue but seen as an institution that is generating
ideas, influencing public opinion and becoming a space where
emancipatory interests find their homing ground. For this all the
training programmes need to be updated. Money should be invested
in getting the very best of specialists to prepare the manuals.
If this is not done immediately, most institutions will not
consider ISI to be providing training of a high calibre. It is a
good sign that there is collaboration between ISI and the National
Law Institute in the area of Women and Personal Laws. There
should be an effort also in the documentation to provide in the
area of law a quick referential system for those who want to
understand what different laws imply. This should also be made
available in diskette foim for easy intra-institutional lending.
There are many ways, some being the traditional conference route
and others in which ISI can emerge as a leading centre for ideas
in the South.
39
References
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
Annual Report 1988, ISI
Annual Report 1990, ISI
ISI Staff Team, April 1992
Administration Manual, ISI-TC, Bangalore
Autonomy Itocument - draft by ISI-TC, Bangalore
Historique of ISI - Fr.Stan Lourdusamy, Feb 1984
Concept paper and tentative programs and time table of the three
months course (August - November 1992)
Course materials (background papers) given to participants for the
above course
t ,
A report on ISI, Bangalore, December 1991 by Fr.Dominic
Report of OOPP Workshop, April 1992
ISI - New Delhi, Analysis of its Organisation and a Proposal J.Filella, S.J
Recommendations for a Better Lodging and Boarding Division of ISITC, Bangalore - 1992 - A report submitted to ISI-TC - Andrew Kurian
40
1.
Terrrie of Reference
2.
Minutes of Meeting held with Staff of ISI/TC
3.
Letter of Rev.Fr.Sebasti Raj, S.J, Secretary, ISI Governing
Body
4.
Key Results of OOPP Worshop held at ISI/TC in April 1992.
41
ANNEXURE: 1
EXTERNAL EVALUATION OF ISI TRAINING CENTRE (1992)
To The Members of the External Evaluation Commission:
TERMS OF REF]
SCE
2-7-1992
Dear Members of the Evaluation Commission,
THE APPOINTMENT OF THIS EVALUATION COMMISSION IS MADE IN KEEPING WITH THE
RESOLUTIONS MADE BY THE GOVERNING BODY OF ISI IN 1992, WHICH RESOLUTIONS
HAD REFERENCES ON THE EVALUATION OF ISI-NEW DELHI AS WELL AS THE
EVALUATION OF ISI TRAINING CENTRE IN BANGALORE. THIS EVALUATION
CCMMISSION IS CONSTITOTED TO EVALUATE ONLY THE ISI TRAINING CENTRE IN
BANGALORE, KARNATAKA.
TERMS OF REFERENCE
I am giving below the basic framework of the Terms of Reference for your
evaluation of ISI-TC, Bangalore, as proposed to you by me in consultation
with our ISI staff team. These Terms of Reference may be amplified by the
Commission in consultation with the staff team of ISI Training Centre in
Bangalore.
1.
The Objective of this external evaluation of ISI_TC at this juncture
is to get a peep into the history, the evolution, the present
status, structure and dynamics of the Institute, arid to delineate
some guidelines for the future orientation and long-term planning of
this National Institute, as seen by three experienced, insightful
and concerned outsiders, who have serious social concerns in their
life commitment.
2.
This study is primarily meant for the help of the Governing Body and
the Staff Team of ISI, to develop their own internal perspectives
and strategies for better self-evaluation, and for an ever more
meaningful and effective service to the relevant clientele of this
Institute's services, namely the social activists and the poor and
the marginalised people of India and South Asia. This study is also
meant for the use of the Funding Partners of ISI Training Centre.
3.
The Evaluation Commission could look into the original goals with
which ISI was started, and their modifications in course of time;
could look into the historical stages in the development of this
Training Centre, and the contribution this centre has made to the
social scene in India and South Asia.
4.
The Commission is requested to study the 1980 and the 1990
Statements made by the Annual Staff Meetings of ISI, and make their
own comments on the adequacy or otherwise of these statements, and
on the level to which these ideological statements have been
42
internalised by the Staff of ISI-TC, and operationalised in the
workings of this Institute.
5.
The Commission could try to delve into the existing staff culture
(in the broadest sense) of this Institute, and make its comments and
suggestions on the limits and possibilities for impi'ovements,
concretely making suggestions on the staff development strategy
which needs to be followed by the administration here.
6.
The Commission should take a good look at the administrative
structures and dynamics of this Training Centime, and make its
suggestions for improvement, efficiency and effectiveness.
7.
The Commission is given full freedom to go into any and every aspect
of the structure and functioning of this Institute, and make its
creative comments and suggestions with a future and dynamic
orientation.
8.
9.
10.
11.
12.
13.
developing u
a suitable design and methodology for this
The matter of Jw.wl^rL^
evaluation is left entirely to the free choice of the Commission
members. However, we feel that it would be useful if the
development of2 the design and methodology for this study could be
with the Staff Team of ISI-TC.
evolved also :in
— dialogue
—
—make any demand^on
' 1
administration
The Commission is welcome to
for the fulfillment of the task entrusted to it, and is
of I SI TC xvh. w cooperat.ion
support of the Staff Team of this
promised the full <_ - .
Institute.
All records, files and documents, including confidential documents,
if any, will be put at the disposal of the Commission. The
Commission would be quite free to meet any member of the staff of
ISI Training Centre, or any person or group whatsoever, from whom
useful data may be collected for the preparation of the Commission
report.
he Governing Body of ISI has already constituted a Salary
Since the
of ISIs (Delhi and Bangalore), this specific
Review <Commission
—
aspect of the finances of this centre need not be looked into by
2
But the other financial dimensions of
this Evaluation Commission.
not
outside
the purview of this Commission.
this Institute are i-----‘. An intensive
The
is important.
The Time Frame of this Evaluation
_
The
Commission
methodology of Evaluation is suggested.
— Evaluation
-■
its
report
to
the
Chairman
of
the
Governing
is expected to present 1—
.
• '* , on or before
Body of ISI, namely the Jesuit Provincial1 of India,
15th August 1992, so that
t.— the
— report
------ can
7 be considered by the ISI
Governing Body Meeting scheduled for nd August 199^.
All expenses
linked with
with the
the work of this Evaluation Commission will
All
expenses linked
be met by the ISI-TC administration.
Dear Commission Members, YOU ARE WELCOME I
Phone: office:
575189
personal: 561700
Dominic George s.j.
Director ISI-TC,
Bangalore-560 046
43
ANNEXURE: 2
ISI-TC EXTERNAL EVALUATION
MCM with ISI-TC Staff Team on TOR for the Evaluation
1.
Date
July 20, 1992, 4.15 pm
2.
Present:
Dominic, Tom, Viroala, Lorraine, Antony Raj, Mercy,
Kurian, Sounder, Saravanan, Hari, Prasad, Sam and
Rebecca
3.
Decisions Taken:
a)
The TOR as presented by the Director were discussed with the
team. The following were agreed to:
an additional item was included in the TOR: "to assess
the adequacy and relevance of the content, quality and
approach of the academic and training seivices
the thrust of the evaluation would bi-focal:
b)
i)
an indicative assessment of the impact and
effectiveness of ISI/TC outreach and training
programmes, from where ISI/TC staff team could
take on follow up study and action,
ii)
a more detailed study of the internal efficiency
of ISI/TC, indicating areas for improvement, if
any, and recommending steps that could be taken,
The Methodology as proposed by the evaluation team was
accepted as adequate and feasible, The following
clarifications were made:
individual staff members and staff groups have the
freedom and opportunity to meet all or any member of the
evaluation team
team meetings would be organised involving the full
evaluation team and ISI-TC staff
c)
The Time Scheduling: given the rather wide scope of the
evaluation, it was agreed that the evaluation team would
reconsider the time schedule and extend the time frame to
August 15, 1992.
(Rebe^^K^^^aren)
CONVENOR OF THE EVALUATION TEAM
44
XU
’ 3
DIRIX’IOR
c$ nd tan
ocial
clnslilul e
Centre for Research, Training and Action
for Social and Economic Development
July 29, 1992
. ts:t /Tr/9 2
Mrs. Rebecca K
t’ha i rperson
TST-TC Evaluation Committee
Ranqalore
nn;ir Mrs. Rebecca,
Vmi were appointed Chairperson of an Internal Evaluation Committee
mns1stinq of yourself, Dr. Thelma Narayanan and Dr. Shobha
Raqhuraman. However, after my meeting with Fr. Dominic George and
decided to convert that
two of the members of the Committee I have
official
External
Evaluation
Committee of ISI-TC
rommittee into the <
cordinq
to
the
mandate
given
to
me
by
the
Governing
Body Meeting
;ir’(
hMd nn February 1, 1992.
reqards the terms of reference I fully endorse the terms
snecified bv Fr . Dominic George except the following
j--!? findings and conclusions with the
While vou are free to share your
of
ISI-TC
before taking a final position I
s taff and the Director
need
to keep to yourself the right to
like to underline the
V-nii 1 d
?
own
final
conclusions
independent of the opinions that
reach vour
' by the staff team
mav be expressed either by the Director ISI-fC orbe a confidential
there. In other words, the final report will 1
vpport sent directly to me.
the
take this opportunity to thank you and the members of
render
this
service
to
1ST.
Committee for your willingness to
t
With kind reqards,
Yojirs sincerely,
Sebasti L. Raj; ffo
Director
COPY TO:
FR. DOMINIC
p. 5 • ;
_________ <45______________
10, INSTITUTIONAL AREA,
LODI ROAD, NEW DELHI - 1 10003
tel : 69 06 60, 462 23 79, 462 50 15
(ANNEXURE: 4)
SXii3 WORKSHOP iaaa£&!
13 Key Results which ISI/TC has to strive to achieve towards meeting its
Project Purpose were identified. They were:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
organisations supported in training of their cadres
peoples' struggles supported
burning issues studied/documented/information disseminated
documentation and library services adequately developed
peoples' movements identified and supported
dalit movements identified and supported
adequate resource persons mobilised
staff development planned and implemented
infrastructure upgraded and utilisation maximized
adequate financial self reliance achieved
team management effectively practiced
all round autonomy of ISI/TC achieved
upgradation of administration achieved
46
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