Salaam Bombay A Program Evaluation Study

2. Salaam BombayA Program Evaluation Study February 2010

3. Phase 1Qualitative Research

4. Objectives • To explore the extent to which participation in SBF activities contributes to the development of life skills beyond tobacco control (e.g., motivation, discipline, goal setting, etc)

5. Methodology – Target Audience • SBF participants • 1. Participating in the academy • 2. Participating in the 10 sessions • Control Group - Non-SBF participants • Gender: Male : Female • Grade : 8th std : 9th std

6. Methodology - Technique • Three techniques were used for this study: • Interactive group discussions • Amongst SBF • Amongst Control i.e. Non- SBF • Interactive Search Interviews with children who have won an award or entered the final competition or written a song that was selected. • Understand their journey and how they achieved success • Family interviews to understand the family’s perspective on how the child has benefited

7. Interactive Group Discussions • We conducted two sets of group discussions • Set 1 – SBF participants • Set 2 – Non-SBF participants • Set 1 comprised of six discussions • Set 2 comprised of four discussions • Hence a total of ten group discussions across Mumbai

8. Interactive groups – Set 1

9. Interactive groups – Set 2 - Control

10. Search Interviews • A total of 10 Interactive search interviews • A total of 10 family interviews • Segmented uniformly across gender and class

11. Research Findings • Recruitment process • Process • SBF groups • Gender differences • Changing Environment • Academy vs. Sessions • SBF – recall and imagery • Impact of anti-tobacco awareness

12. Research Findings • SBF groups • Cricket academy • Hockey academy • Theatre academy • Super Army • Opportunities • Dreams and Goals • Stories • Life skills • After effects of success • Halla Bol • Other NGOs • Impact on recruiters

13. Research Findings • Control groups • Key difference • Boy vs. girls • SBF vs. Control groups • Tobacco awareness • Tobacco perceptions • Sources • Did they try? • Alcohol vs. tobacco

14. Research Findings • Control groups • Cigarettes • Chemical vs. non-chemical • Escape • Why study? • Fears • Dreams

15. Research Findings • Family interviews • Research Observations

16. RECRUITMENT PROCESS

17. Recruitment • The schools chosen were from a list of municipal & Government aided schools provided by SBF • Including a list of children from the various academies • The research was conducted in different clusters • Making sure there was geographical representation • The schools selected were a mix of Marathi and Hindi schools

18. Process • The school was approached by the Ormax team and the principal was met • The story was: • Ormax is conducting a research study on Municipal schools for an NGO in Mumbai • A formal Ormax letter was provided to the recruiters, requesting the school to grant them permission to send their students i.e. 8th & 9th std for the group discussion

19. Process • The principal then assigned a class to us and introduced us to the class teacher • The teacher was asked for the muster • And random roll numbers were chosen • These students were then invited for the group discussion • Teachers were not asked to chose or give their suggestions about which student to take for the discussion • This was done to avoid favouritism

20. SBF Group

21. Gender differences • Interestingly, when it came to the academy, girls and boys appeared to be on par with each other • The level of confidence displayed by the girls was higher • “We girls are bindaas!” • They spoke openly about the various activities i.e. cricket, hockey, super army or theatre that they were involved in • Also they strongly verbalised that they were not willing to give up their dreams and goals • No matter what their family circumstances were • “Now with Salaam Bombay in my life, I can become a hockey player”

22. Gender differences • The boys were usually part of the cricket academy • Also some of them were part of the Super Army and Bal Parishad programs • Overall, the SBF children in the academy were talented and were confident of achieving their dreams • This high level of confidence was absent in the sessions participants

23. Changing Environment • Significantly, the environment in municipal schools appears to have changed • Normally, municipal schools evoke thoughts of: • Un-cleanliness, low hygiene levels, poverty • However, not all schools were like this • Further, there appeared to be a mix of children from different economic strata • A child whose father worked as a cleaner for Godrej • Studied with a child whose parents were dabbawallas and doing chores in other people’s homes • And they were all good friends

24. Changing Environment • An important catalyst for change in these schools was the presence of NGOs working at developing these children • Salaam Bombay, Young Buzz and other organisations not only provided food • But were helping the school and children with different facilities • As a result, the children today were talking about: • Discipline • Happiness • Needs • Ill effects of tobacco • Dreams etc., • These were spoken about far more openly

25. Academy vs. Sessions • Academy students were those who were part of cricket, creative and hockey academy • Sessions participants were of two types: • Attended 10 sessions in school and were now inactive/ passive • Active students were those involved in activities like rally, poster making or poster sticking • Active students had the same level of involvement as the academy students

26. Academy vs. Sessions • The comparison therefore is between Academy and Passive students • Interestingly, both had the same level of knowledge about tobacco • But the advocacy of tobacco was higher amongst academy • The sessions children had the knowledge and kept it to themselves • Very few acted upon it and told others

27. Academy vs. Sessions • Academy students on their own spoke about how they should change things with the help of Salaam Bombay • They wanted to spread awareness and stop others from chewing tobacco • While the sessions students were not interested in applying their knowledge • They felt that it would be of no use • “Others will not listen to us anyways, why do it?”

28. Academy vs. sessions • They all had sat through the Salaam Bombay presentation • After which, they were given forms to fill up • For names of shops selling tobacco • And people whom they would spread tobacco awareness • They went and told their parents and friends • But they were not successful and got a feeling of being rejected • Hence they stopped trying • “We cannot change others” • “They tell us to mind our own business and ask what goes of your father” • We may want to think about this

29. Academy vs. Sessions • On the brighter side, they said that this knowledge was extremely useful for them • “After seeing all the pictures, at least we will not use it” • They were appreciative that Salaam Bombay was doing this activity • They felt it was for the future and it will help others • “Today if nothing happens, at least the future generation it will help”

30. Academy vs. Sessions • Significantly, another barrier towards being involved with Salaam Bombay was the selection process • Some said they wanted to participate • But the selection process was through teachers and monitors • There was partiality of selecting their favourite students • “We were not even asked, they just made their own group”

31. Academy vs. Sessions • When they asked the teacher for a chance, the teachers told them that Salaam Bombay had selected “those” children • This only led to the feeling that this was not important • “If Salaam Bombay does not care, why should I?” • “They will only select the toppers, that is not proper” • We would need to induce and create the feeling that process of selection is democratic • SBF should have the final say, not teachers

32. SBF – recall and Image perceptions • Salaam Bombay and Young Buzz were the only organisations recalled • When asked how they got all the information they had • The students didn’t have to think before mentioning Salaam Bombay and Young Buzz • This directly indicates that these organisations are doing something tangible for them • The children said that they work for us “manapasun” (with all their heart)

33. SBF – recall and imagery • The children valued that they listened to them • “Listen to our problems peacefully” • “Tell us about all the different aspects of our life” • “SBF is like my father and mother to me” • “Young Buzz has taught us to discover our talents within us” • “They also teach us discipline in Young Buzz”

34. SBF – recall and imagery • Importantly, there appeared to be a difference in SBF and Young Buzz’s approach • SBF was perceived to be “systematic” • And they felt that SBF had purpose and focus “to make the country Tobacco free” • Besides this, they also teach us “discipline”, “how to move ahead in life” , “teach us everything in a proper way” • “What would happen if SBF was not there for us” (Said often in different situations) • The rigueur and the systematic process was the reason for SBF’s success • And, we need to be proud of our processes and effort!

35. SBF – recall and imagery • SBF’s key positives were: • High involvement • “They want India to be Tobacco free” • “Cover many schools at India level” • “Not only talk about tambaku, but also give us opportunities to fulfil our dreams” • “They come every 15 days and teach us something important” • Clearly Young Buzz was effective, but was limited to a few schools • While SBF tried to touch most Municipal schools all over the country • And this was mentioned by the children

36. SBF – recall and imagery • Significantly, SBF has become like a family member to these children • “SBF ke tai aur sir, are like guru; and elder brother and sister to us” • They also easily recalled the names of SBF team : Raju, Suraj, Deepak, Sachin, Seema, Bhushan, Pallavi, Vancy • This was not only mentioned by Academy children, but even by the sessions participants • Significantly, they believed that later on they would join SBF, work with SBF • They wanted to do this • And wanted to make the world a better place

37. SBF – recall and imagery • Overall SBF’s rigueur and processes appear to be working • The fact that SBF is systematic in its approach was mentioned and singled out • This is a great positive for us

38. SBF – recall and imagery • Significantly today, SBF was no longer seen as an organisation only focussing on Tobacco • The children directly verbalised that they were being taught things like discipline, their future life etc. • “SBF sirf tambaku ke khilaf hi nahin ladta, yeh hum jaise bacchon ki zindagi bhi banata hai”

39. SBF – recall and imagery • The most important thing is that • We are no longer an organisation or external body doing something in their school • We had now become an important aspect of their lives • “Salaam Bombay is like my father and mother” • “What will happen if Salaam Bombay is not there” • A powerful statement for SBF • It was not a functional relationship between SBF and the children • The emotional connect was far deeper • With parents appreciating the work we are doing for their children, as we see later in the family interviews

40. Impact of Anti-tobacco awareness • Everybody appreciated that SBF was spreading tobacco awareness • And SBF for all meant: • “Tambaku mukt desh” (Free tobacco country) • “Tambaku cha virodh” (Fight tobacco) • “Tambaku nasth karo andolan” (Destroy tobacco fight) • “Bacchon mein tambaku ke virudh ladne ki jagruta” (Instill in children to fight against tobacco) • “Tell others about the ill effects of tobacco”

41. Impact of Anti-tobacco awareness • They all had seen videos and pictures of ill effects of tobacco • They were convinced that they had to fight tobacco • And they were very sure that they would not consume tobacco • Very importantly, both Academy and sessions children were aware of active vs. passive smoking

42. Impact of Anti-tobacco awareness • They all spontaneously mentioned: • “Tobacco free desh/ country” • “Active and passive smoking” • “4000 hanikarak tatva in tambaku” • “Causes mouth cancer” • “Those who eat tobacco have a short life” • “Tambaku is poison”

43. Impact of Anti-tobacco awareness • The two important learnings they had taken from SBF were: • 1. Saying No to tobacco • 2. Thinking of how their home/surrounding should become tobacco free • “We should make sure the coming generation becomes tobacco free” • Wanting to change and make their “desh” tobacco free was strongly verbalised • Our advocacy sessions appear to be working

44. Impact of Anti-tobacco awareness • They had also tried stopping their parents from eating tobacco • There was a girl who was part of the hockey team who recounted how she made her mother stop using masheri tambaku • Even though her mother told her that all these activities would not help her in life • But she has decided to take a serious stand against tobacco and was willing to face the consequences

45. Impact of Anti-tobacco awareness • In fact, most suggested that SBF should work with colleges • As smoking cigarettes and eating gutka was more prevalent there

46. Impact of cricket academy • Clearly, the cricket academy had a positive impact on the academy students • This was true for both boys and girls • Most dreamt of becoming a cricketer • Cricket was a sport that all boys played either in school or near their house • The interesting thing was that even girls wanted to play cricket today

47. Girls and cricket • Their first thought was “we never thought we can play cricket” • “Cricket is a game only boys play” • They now felt that they were equal to boys • This thought is important because the girls were usually not encouraged to study or go out • “I used to play cricket with the boys in my area, and they used to laugh at me” • “Today I am the captain of my team” • “Now we can also play like boys with season balls” • “We have the best coach” • “We play at Shivaji Park”

48. Girls and cricket • By playing cricket, they received adulation and respect • From their parents and neighbours • “Everyone around my area respects me” • Overall, the two effects of the program on girls were: • 1. Feeling of equality. I don’t have to feel inferior • 2. Respect and praise

49. Boys and cricket • Boys felt that with SBF introducing the cricket academy • They could now fulfil their dreams • “I feel I am chasing my dreams to become a well known cricketer” • “We feel like we are like Sehwag, Sachin, Gambhir, Irfan and Dhoni” • “We feel confident that we can also make it big” • “Cricket mera sapna hai, abh lagta hai ki pura hoga” (Cricket is my dream, now I feel that it will be accomplished) • Clearly, they said this was possible because of SBF • “Hamari toh life banaadi Salaam Bombay ne” (SBF has made my life) • “Itna bada platform humne sapne mein bhi nahin socha tha” (I never thought in my dreams that I would get such a big platform to play)

50. Boys and cricket • The effect of being in cricket was: • “Gulli cricket se Stadium cricket” • “Mein pehle batsman tha, lekin abh allrounder” • “I am more disciplined now, less rowdy” • “I talk nicely with respect, don’t use badwords” • “I have become a top batsman” • “I don’t have any fear now, I can do anything I want” • “I am confident now”