WELCOME TO ICDR
Integrated Community Development & Research (ICDR) is a Non-Governmental Organization registered under NGO Affairs Bureau under Prime Minister’s Office. ICDR was formed in 2001 with a mission to serve the people of Bangladesh.
Create opportunities and enable the society especially underprivileged/socially excluded community for Sustainable Environmental Resource Management, Disaster Risk management, Adaptation to Climate Change, Education, ICT, Health, Nutrition, Secure Livelihoods, Human Rights & Good Governance and Gender-Equity.
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In this organization, there are highly skilled consultant and experienced team according to particular sector.
Integrated Community Development & Research (ICDR) is a Non-Governmental Organization registered under NGO Affairs Bureau under Prime Minister’s Office. ICDR was formed in 2001 with a mission to serve the people of Bangladesh. Over the years, ICDR has consistently worked in the rural and urban areas to improve the quality of life at an individual level. It has also unswervingly worked to build communities and strengthening them, especially in the rural areas. ICDR vehemently support and work for Youth Skills Development as it is ICDR’s one of the major and principal activities. ICDR has primarily worked with Climate Change Adaptation, Climate Smart Agriculture & Disaster Risk Reduction, Disabilities, WASH, Gender Equality, Youth Skills Development & Empowerment, ICT & Training and Good Health & Well-being.
ICDR has highly experience, skilled and competent staff for running research and implementing its projects. It has own team for creating design, documentary, proposal writing and documentation. ICDR provides technical support to different organizations to develop their staff capacity on documentation and report writing. We have vast experience and strong competent to conduct research, data analysis and report writing. We have a team of researchers, data analyzer and report writer. The research team has vast experience in data collection, data manipulation, data analysis, data mining using SPSS and ARC GIS and other related research software.
Step 1: Identify Program Goals and Objectives:
The first step to creating an M&E plan is to identify the program goals and objectives. If the program already has a logic model or theory of change, then the program goals are most likely already defined. However, if not, the M&E plan is a great place to start. Identify the program goals and objectives.
Step 2: Define Indicators:
Once the program’s goals and objectives are defined, it is time to define indicators for tracking progress towards achieving those goals. Program indicators should be a mix of those that measure process, or what is being done in the program, and those that measure outcomes.
Step 3: Define Data Collection Methods and Timeline:
After creating monitoring indicators, it is time to decide on methods for gathering data and how often various data will be recorded to track indicators. This should be a conversation between program staff, stakeholders, and donors. These methods will have important implications for what data collection methods will be used and how the results will be reported.
Step 4: Identify M&E Roles and Responsibilities:
The next element of the M&E plan is a section on roles and responsibilities. It is important to decide from the early planning stages who is responsible for collecting the data for each indicator. This will probably be a mix of M&E staff, research staff, and program staff. Everyone will need to work together to get data collected accurately and in a timely fashion.
Step 5: Create an Analysis Plan and Reporting Templates:
The M&E plan should include a section with details about what data will be analyzed and how the results will be presented. Do research staff need to perform any statistical tests to get the needed answers? If so, what tests are they and what data will be used in them? What software program will be used to analyze data and make reporting tables? Excel? SPSS? These are important considerations.
Integrated Community Development & Research (ICDR)
OUR SUCCESS STORIES
Sanchita Loves Learning
Sanchita’s parents are poor do not have regular work; they spend most of their days collecting wood and wild vegetables in the forest. When she is not in school, Sanchita goes with her parents to the forest and helps them with the housework. She has a younger sister, Tripti, who must also help with household chores when she can. Before the Hamachang Primary School was founded in her village, Sanchita had no opportunity to go to school. Now, she finishes her chores quickly and comes to school as often as she can. Most days, Sanchita has to bring her younger sister Tripti to the center because her mother goes out for working. It’s Sanchita’s job to take care of her younger sister. As eldest sister, Sanchita is happy to do that, but she does not want miss her schooling by that responsibility. So, she brings her at school. Tripti, age 3, is also warmly welcomed at school and she enjoys the games and interactions with the other children. Bengali is not the mother tongue for over half of the residents of the Chittagong Hill Tract area in Bangladesh. Many of the children from that region hear Bengali for the first time in their lives when they join at primary school. This put them at a distinct disadvantage, as they have to struggle for learning the subject matter in a language which is foreign to them. This dilemma causes higher drop-out rates in these areas, as children become discouraged when they faces difficulties to learn and to perform in school.
A unique curriculum was developed and trained multi-lingual teachers for early grades so that children can begin learning basic subjects in a language familiar to them. Bengali is also taught and gradually integrated as the language of instruction so that, by this time, the children will be ready to enroll into mainstream primary or secondary schools with a strong command of Bengali and a good academic foundation, which reducing the chance of drop-out. This design intentionally contributes to the broader perspective and ensures sustainability of these tribal communities’ language and culture through education. It also instills a sense of pride and ownership of local education to the community. Sanchita and her sister are receiving quality education available at their doorsteps. Perhaps in future, it will be Sanchita who will teach at this school and will lead a new generation of advocates to enhance the scenario of mother tongue based education in Bangladesh.
WHO WE ARE
ICDR, Integrated Community Development & Research, (former name: Dristi Protibondhi Unnayan Parishad) a non-government development organization which was established in 2001 by a number of young, enlightened social workers of Bangladesh