Baseline Data collection. This is the first CSA activity in each community. Data are collected on each partnership school community's (PSC) status in the 15 'best practice' sub-objectives. Data are synthesized and used to develop community profiles to assist in the monitoring and evaluation process.

PRA/PLA. Participatory Rural Appraisal/Participatory Learning and Action (PRA/PLA) activities take place in each PSC as the key mobilization and awareness activity. The PRA/PLA protocol is again structured around the 15 'best practice' sub-objectives.

Community-School Improvement Plans (C-SIPs). Communities, with the help of CSA facilitators, synthesize the discussion and issues raised during the PRA/PLA into Community-School Improvement Plans (C-SIPs). These plans aim at improving the quality of education at the local level. Plans are developed by the community and school on the last day of the PRA/PLA exercise and are refined through other QUIPS activities, and are regularly updated as a part of the community-school participation process.

Information, Education and Communication (IEC) Campaign. The IEC campaign fosters community support and participation in the achievement of the 'best practice' sub-objectives. It uses the following strategies:

• Community performed drama and public forum. Dramas are developed and performed by community members. They are based on the issues raised during the PRA/PLA activity and can include other current community education concerns.
• Story picture-cards, calendars and newsletter (print media). Story picture-cards and calendars reinforce some of the messages emerging from the community-performed drama. Picture-cards initiate local discussions about schooling issues on an ongoing basis. CSA's newsletter, "Voice from the Community", is a forum for communities to share and transfer lessons, achievements and views among the various stakeholders.
• Video drama/public forum. Communities view recorded drama performances on video. Following the video drama, community groups discuss how issues raised relate to education in the community. These participatory discussions result in a new and/or updated action plan or C-SIP.
• Radio, TV and newspaper reports (mass media). Newspaper articles, radio forums, interviews, panel discussions, and talk-backs strengthen communities' awareness of key education issues. CSA also plans to use video dramas as a basis for TV and radio programs in the future.

Institutional Capacity Building for SMC/PTAs. Capacity-building workshops target SMC and PTA executives. Participants learn about participatory planning methods, basic financial management, effective execution of meetings, effective community-school relations, etc. The ten-day training program is typically delivered in a 5-day, 3-day, 2-day format over the two-year project cycle. Topics and format for each training session are based on a self-appraisal exercise conducted by each SMC/PTA before the workshops. Training is based on CSA's SMC/PTA Resource Handbook and an accompanying Training Guide.

Microgrant Projects. Facilitated, participatory community discussions lead to the design of one or more projects related to the PRA and C-SIP. After microgrant projects are designed, PTA/SMCs develop a Microgrant Project Proposal, budget and monitoring scheme. Projects must link the community to the school and promote quality education. Microgrants are distributed in three tranches for the implementation of the designed projects.

Match. Match is a cumulative calculation of community contributions towards CSA's interventions. Tracking match provides all stakeholders with an awareness of each partner's important role. It strengthens the sustainability and ownership of project activities.

Facilitator Support and Monitoring. CSA facilitators provide on-going program support to communities over the project cycle. The facilitator is key to overall project delivery. At the community level, facilitators participate in all program interventions. They monitor, on an on-going basis, the changes taking place as a result of project interventions, using process indicators and community match data. They support community initiatives and link communities to external resources.

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