Fold Labs partnered with Quest Alliance to develop the Anandshala Engagement Strategy, an impactful and scalable model for reducing school dropout rates in Bihar. The project activated Change Leaders across the education system by redefining stakeholder engagement through behaviour change principles, systemic thinking and tailored engagement strategies.
A DIGITAL TOOLKIT FOR YOUTH EMPLOYABILITY
A DIGITAL TOOLKIT FOR YOUTH EMPLOYABILITY
Background
The Anandshala Programme, initiated in 2010-11, is a school dropout prevention program funded by USAID. Implemented by Quest Alliance in Samastipur, Bihar, it introduced multiple interventions and placed Community Champions in each participating school to ensure effective implementation.
But, Anandshala transitioned from a direct engagement model to a Cascade Model, focusing on empowering Change Leaders within the education system. Initially, the program faced resistance from stakeholders who viewed participation as extra work. This led to the realisation that content alone wasn't enough. We needed a comprehensive engagement strategy tailored to different stakeholders' motivations, barriers, and needs was crucial
Fold Labs was brought on board to redesign the engagement strategy using a Cascade Model that focused on empowering Change Leaders within the education system. This strategy needed to engage multiple stakeholders across the education system in a low-touch, scalable way.
EVOLUTION OF ANANDSHALA ECOSYSTEM MAP
Background
The Ecosystem Map visually represents the interactions between stakeholders, including:
Program Officers (PO)
District Resource Group (DRG)
Cluster Resource Center Coordinators (CRCCs)
Head Teachers
Teachers
Bal Sansad
Parents
Students
Each of the stakeholders play a different but critical part in the success of the Anandshala program
In the evolved Anandshala model, we created clusters of stakeholders based on their proximity to Anandshala on one side & the school on the other side.
This gives us a new way of looking at them and thinking of how they need to be empowered.
Influencers
The influencer triad consists of PO, DRG and CRCC. They are the primary source of direction and vision for action. They must serve as thought leaders and drive systemic change.
Enablers
The Enabler triad is made up of CRCC, HT and T. They act as vital connectors between Influencers and Doers by transmitting learnings from one side to another. They think of change at a systemic as well in-school level.
Doers
The Doers consist of HT, T, Parents, Students, Bal Sansad. They are closest to the school system and are responsible for the on ground implementation of the program.
KEY INSIGHTS FROM ECOSYSTEM MAP
We mapped the Anandshala ecosystem to understand stakeholder interactions and identify gaps & opportunities.
Strategies
The stakeholder map revealed fragmented relationships between stakeholders making it difficult for knowledge and systemic vision to cascade effectively. This disconnection was amplified by the lack of robust communication channels, particularly between Program Officers & Doers.
The stakeholder map revealed fragmented relationships between stakeholders making it difficult for knowledge and systemic vision to cascade effectively. This disconnection was amplified by the lack of robust communication channels, particularly between Program Officers & Doers.
The stakeholder map revealed fragmented relationships between stakeholders making it difficult for knowledge and systemic vision to cascade effectively. This disconnection was amplified by the lack of robust communication channels, particularly between Program Officers & Doers.
The stakeholder map revealed fragmented relationships between stakeholders making it difficult for knowledge and systemic vision to cascade effectively. This disconnection was amplified by the lack of robust communication channels, particularly between Program Officers & Doers.
Many stakeholders, particularly at the Doer level, exhibited passivity and resistance, perceiving their role as mechanical or inconsequential ("postman syndrome"). This was tied to a lack of intrinsic motivation and belief in their ability to drive meaningful change.
Many stakeholders, particularly at the Doer level, exhibited passivity and resistance, perceiving their role as mechanical or inconsequential ("postman syndrome"). This was tied to a lack of intrinsic motivation and belief in their ability to drive meaningful change.
Many stakeholders, particularly at the Doer level, exhibited passivity and resistance, perceiving their role as mechanical or inconsequential ("postman syndrome"). This was tied to a lack of intrinsic motivation and belief in their ability to drive meaningful change.
Many stakeholders, particularly at the Doer level, exhibited passivity and resistance, perceiving their role as mechanical or inconsequential ("postman syndrome"). This was tied to a lack of intrinsic motivation and belief in their ability to drive meaningful change.
The stakeholder map identified role ambiguity, where existing content failed to address specific stakeholder needs and contexts. POs, CRCCs, HTs, and teachers needed tailored strategies aligned with their responsibilities and challenges.
The stakeholder map identified role ambiguity, where existing content failed to address specific stakeholder needs and contexts. POs, CRCCs, HTs, and teachers needed tailored strategies aligned with their responsibilities and challenges.
The stakeholder map identified role ambiguity, where existing content failed to address specific stakeholder needs and contexts. POs, CRCCs, HTs, and teachers needed tailored strategies aligned with their responsibilities and challenges.
The stakeholder map identified role ambiguity, where existing content failed to address specific stakeholder needs and contexts. POs, CRCCs, HTs, and teachers needed tailored strategies aligned with their responsibilities and challenges.
BEHAVIOUR CHANGE JOURNEYS
We applied behavior change models to shift stakeholders from passive participants to Change Leaders
Background
Behaviour Change Journeys were created for each stakeholder group to understand how change could be facilitated and how to activate them as Change Leaders. These journeys outline:
Mindset Shifts: The desired changes in attitudes and beliefs.
Behaviours: Observable actions that reflect the mindset shifts.
Barriers: Obstacles hindering progress, categorized as:
Motivational Barriers
Opportunity Barriers
Capability Barriers
Interventions: Strategies and actions to overcome barriers and facilitate progress.
The journeys revealed significant patterns:
Internal Stakeholders: Program Officers and DRG members generally start with positive mindsets, but their primary barriers are related to capabilities.
Enablers: CRCCs, Head Teachers, and Teachers often face motivational barriers stemming from negativity and a sense of insignificance.
Common Barriers: At advanced levels, stakeholders often encounter barriers like a culture of mediocrity and a negative narrative of change.
ENGAGEMENT STRATEGY
Based on the Behaviour Change Journeys, interventions were categoriSed into broader Engagement Themess
PROPOSED CAMPAIGNS
We also suggested three campaigns to reinforce key messages and create a supportive ecosystem
"This is a quote use it sparingly"
Motivational Person
"This is a quote use it sparingly"
Motivational Person
"This is a quote use it sparingly"
Motivational Person
"This is a quote use it sparingly"
Motivational Person
"This is a quote use it sparingly"
Motivational Person
"This is a quote use it sparingly"
Motivational Person
"This is a quote use it sparingly"
Motivational Person
"This is a quote use it sparingly"
Motivational Person
"This is a quote use it sparingly"
Motivational Person
"This is a quote use it sparingly"
Motivational Person
"This is a quote use it sparingly"
Motivational Person
"This is a quote use it sparingly"
Motivational Person
Foundational Literacy: Storytelling Baser
Foundational Literacy: Storytelling Baser
Foundational Literacy: Storytelling Baser
Foundational Literacy: Storytelling Baser
Digital Youth Employability Skills
Digital Youth Employability Skills
Digital Youth Employability Skills
Digital Youth Employability Skills
Foundational Literacy: Storytelling Baser
Foundational Literacy: Storytelling Baser
Foundational Literacy: Storytelling Baser
Foundational Literacy: Storytelling Baser
