Stakeholder Analysis in Education Project

To understand a community, at first, any education project's staffs have to know very well the situation of the community. For situation analysis, we need to know the local peoples' perceptions (interest, demand, and initiatives) and attitude about education especially early childhood education; the geographical conditions; types of society and social strata; mobility of population; socio-economic and demographic profile; any child development activities; vulnerability dimensions of children etc. Besides, these, project staff have to know the present education system both government and others in that locality; views and plans of a district and sub-district level Education Office; engagement of Local Government, leaders and other Grass Root Organization (GROs)  on primary education etc.

 

How and with whom this will be done: For this project, the staff has to do continuous communication with different community stakeholders.  Stakeholdersare affected by the outcome— positively or negatively or those who can affect the outcome of a proposed intervention. Here in education project stakeholders are parents, teachers, SMC and PTA members, LG, leaders, Education Office, other organizations, etc. In addition, they collect information from local education office and schools.

 

A stakeholder analysis will be done based on participation and program needs. Here participation indicates a process through which stakeholders' influence and share control over pre-primary and primary education initiatives under project, decisions and resources which influence them. Participation is made in different forms, ranging from information sharing and consultation methods,  collaboration and empowerment that give stakeholders more influence and control.

Why should we do it for education project:

1. Identify stakeholders' interests in, importance to, and influence over the operation;
2. Identify local institutions and their formation processes and
3. Provide a foundation and strategy for participation in pre-primary and primary education

Who:

• Children
• Disabled / ethnic / vulnerable children
• Parent
• Teachers
• School Management Committee
• School Assistance Group
• Local government
• Leader of Influence
• Ministry of Education – Union, Sub-district, Districts and Division
• Community-based organizations
• Local clubs and groups
• Informal groups – parents, guardians etc.
• Corporate organizations

 4 Steps in PROTEEVA stakeholder analysis:

 Step 1: Identify the key stakeholders: 

Category

Who

Potential beneficiaries

Children especially marginalized

Adversely impacted

Children and family

Vulnerable groups

Ethnic / slum / street / refugee children

Supporters and opponents have been identified

Parents, Teachers, SMC, SAG, Local Government representative, LOI, Ministry of Education

 

Some parents may act as opponents to give their children for pre-primary and primary education

 Step 2: Assess Stakeholder interest and the potential impact of the Project:

1.  The expectation of stakeholder from the project: Improve primary school enrollment and successful quality completion for children in education project areas.
2.  Benefits for the stakeholders: Children will get quality pre-primary and primary grade – 1 and 2 education and they will retain school up to their primary schooling
3.  Local community with the help of the Ministry of Education and Local government can sustain pre-primary and primary education for their children irrespective of gender, ethnicity, religion, social and economic class and situations.
4.  Resource mobilization: Resources are – space, quality teachers, teaching materials, necessary financial assistance to run the pre-primary and primary education, continued capacity building for teachers and SMC and parent groups to execute this.
5.  Stakeholders' interests conflict with project goals: power conflict within the groups to manage the program; cultural practices and values may conflict whenever address vulnerable cases, disabilities, ethnicity or stigmatization.

 Step 3. Assess Stakeholder Influence and Importance: 

1. Power and status (political, social and economic);
2. Degree of organization;
3. Control of strategic resources (space, teachers, learning materials etc.);
4. Informal influence (e.g. Personal connection);
5. Power relation with other stakeholders and
6. Important to the success of the projects.

 Step 4. Stakeholder Participation Strategy

 Plan stakeholder involvement, according to

• Interests, importance, and influence of each stakeholder group;
• Specific efforts needed to involve important stakeholders who lack influence
• Appropriate participation throughout the project cycles.

High influence and low importance

• Leader of influence (LOI)

High influence and high importance

• Parents
• Teachers
• SMC (SAG)
• Ministry of Education
• Local Government

Low influence and low importance

• Community-based other organizations.

Low influence and high importance

• Corporate agency (PPP)
• Marginalized groups

 

Source : articlesbase.com