action10 program journal v.2.1 short to post on website jan 2013
TRANSCRIPT
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Evaluation
Planning
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Sharing of material
This material was developed by
Assoc. Professor Cecilia Öman,
Founder and President of Action10
The material is available for sharing,
and please acknowledge the author
Cecilia Öman
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Content
1. Reflections on Lessons Learnt from 40 years of Aid
2. Action10 Strategy and the Ten Actions
3. Evaluation Planning
Cecilia Öman
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From 40 years of Aid
1. Coca-Cola versus Aid
2. Development program ownership
Lessons Learnt
Cecilia Öman
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Coca-cola can offer a softdrink
in places
where
Aid programs cannot provide safe drinking water
Coca-Cola versus Aid
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1. Real-time customer surveys
2. Partner up with local
entrepeneurs
3. Positive marketing
1. The customers are the donors
Report to the donors at the
end of the project
2. Full external funding
Donor driven, short-term
projects
3. Present beneficiaries as weak
Coca-Cola Aid industry
Cecilia Öman
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Cecilia ÖmanInputs Activities Outputs Outcomes Impacts
Ownership in the classic the Aid industryO
wn
ers
hip
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Cecilia Öman
Local stakeholder’s ownership remains constant and high
Inputs Activities Outputs Outcomes Impacts
The ownership in Action10 programsO
wn
ers
hip
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Action10 has developed
and implemented
a unique strategy for
international development
The SEEDS
The Strategy
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SEEDS
Sustainable
Effective
Efficient
Development
Strategy
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The Ten Actions
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1. Needs driven program
2. Equal partnership
3. Real-time evaluation planning
4. Strategic partnership
5. Institutional capacity
6. Sustainable economy
7. Quality values
8. Resilience
9. Knowledge sharing
10.Visibility
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... these are not empty words ...
... it is reality and put into actual practice ...
... as people are suffering unnessesarily ...
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Address
Outcome
and
Impact
Evaluation Planning
Cecilia Öman
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1. Identify the dream of the Boundary Partner
2. Identify the challenges to reach this dream
3. These challenges dictates the Action10 Strategy Map
4. The challenges are also translated into indicators
5. Real-time monitoring, evaluation and redesign
Cecilia Öman
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Real-time
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Education for
vulnerable children
in Togo
Example
Cecilia Öman
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Vision
Togo is not suffering from illiteracy. All children go to school
and primary and secondary school is free. The Togolese
children are trained to be good leaders. The vulnerable
children have a good and free life and benefit from the
support they need, including good health care, education and
food and the parents care for them. Amusement activities are
arranged for the children. The children have time to do their
homework and they are not tired.
Cecilia Öman
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Mission
The educational system is strengthened at all levels.
School opportunities are provided to neglected children.
Education is provided on children’s rights and on justice.
The parent or the caring family are educated to
become involved, to support and to encourage the
children. Literate persons living close to the children are
appointed to help with homework. The community is to
put in place strategies to promote themselves. The
healthcare system is improved.
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Who is the Boundary Partner?
Cecilia Öman
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Boundary Partners
1.Vulnerable children
not going to school
2.Teachers of
the vulnerable
3.Families of
vulnerable children
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Boundary Partner
Outcome challenges
Vulnerable children
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Boundary Partner
Outcome challenges
Vulnerable children
The children have enough of nutritious food to never go hungry and to be in good health. The children are going to school as long as they want, the school fee is always paid for and they have access to the required school uniform and the necessary school material. The children have access to good school buildings and furniture. They get support with doing their homework and have access to light, so that they can easily follow the education and manage the exams. The children are living comfortably in a caring atmosphere, they have good clothes and good sleeping conditions. The children have access to safe drinking water, good sanitation facilities and health care. They are well aware about how to manage their hygiene. The children know about the children’s rights and live under conditions were their rights are always properly addressed.
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Boundary Partner
Progress markersLevel 1 Level 2 Level 3
VulnerableChildren
The school fees are paid.
The children have access to pen, pencil, writing books and eraser.
.
The children have access to reading books and book for mathematics.
Teachers give homework support twice a week.
The children have a good schoolbag.
All children manage all exams.
They have access to light, which is generated by solar energy.
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Boundary Partner
Progress markersLevel 1 Level 2 Level 3
VulnerableChildren
The children have birth certificates
School fees are paid.
The children have access to pen, pencil, writing books and eraser.
The children eat once a day.
Each child has a medical book which is managed by the school director.
Sensitisation programs on children’s rights are provided in each school twice a month. Each child has access to a birth certificate.
Each child has access to a constructed class room and a bench. She shares the bench with one other child.
The children have access to reading books and book for mathematics.
Teachers give homework support twice a week. The results are recorded by the school director. The homework records are filed in a special book for each child.
The children eat twice a day.
A nurse is visiting twice a month and does basic health check-ups.
The children never spend time on the teacher’s farms and corporate punishment is never used.
The children have a good schoolbag.
All children manage all exams. They have access to light, which is generated by solar energy.
The children eat three times a day.
The children are provided with the necessary medical drugs and visit the hospital when required.
The children have access to ecological sanitation toilets. They know how to manage the toilets and how to generate compost. Compost and urine are used in agriculture.
Children are educated in right and wrong by other means than by beating them.
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Boundary Partners Strategy maps Causal Persuasive Supportive
Vulnerable Children
Aimed at Individual Boundary Partner
Aimed at the Boundary Partner’s Environment
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Boundary Partners Strategy maps Causal Persuasive Supportive
OEVs / ChildrenAimed at Individual Boundary Partner
Pay school fees
Buy school uniforms and school items
Provide sensitisation programs. Twice a month.
Provide home work support sessions and keep home work records
Provide food
Provide health care and keep medical records
Aimed at the Boundary Partner’s Environment
Build VIP toilets in school
Provide light
Proved training on VIP toilets
Provide school buildings
Provide benches
Monitor if schoolchildren are working on teachers farms, or if collective punishment or beating is used.
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Monitoring
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Outcome journal
The progress of boundary partners towards
the achievement of outcomes
What progress markers have been achieved?
What evidence demonstrates this change in
behaviour, action, or relationship?
Cecilia Öman
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Boundary Partner: For example RESEARCHERS
Participants in the assessment Who, when
Scores 1-5 (1= Low, 5 = High)
Level 1 1 2 3 4 5 Explanation of the rating
The school fees are paid.
The children have access to pen, pencil, writing books and eraser.
Level 2
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Level 1 - More easy to achieve Year 1 Year 2 Year 3 Year 4
1 The school fees are paid for 1 5 5 5
2 The children have access to pen, pencil, writing books and eraser
1 5 5 3
3 The children eat once a day 1 2 2 5
4 Each child has a medical book 1 1 1 2
5 The children's medical books are managed by the school director
1 1 1 1
5 Sensitisation programs on children’s rights are arranged in each school every three months
1 2 3 1
6 Each child has access to a birth certificate 1 1 3 3
7 Awareness rising on the importance of birth certificates are arranged twice a year. The responsible adults to all children attend
1 2 2 1
8 Each child has access to a constructed classroom 2 3 3 3
9 Each child has access to a school bench and she shares the bench with not more than one other child.
1 1 1 1
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Level 2 Year 1 Year 2 Year 3 Year 4
1 The children have access to reading books 1 5 5 5
2 The children have access to books for mathematics 1 5 5 5
3 Schoolbooks are well protected 1 1 1 1
4 Teachers give homework support twice a week 1 1 1 5
5 The results from school work sessions are recorded by the school director
1 5 5 1
6 The homework records from the home work sessions are filed in a special book for each child
1 1 1 2
7 The children eat twice a day 1 1 3 5
8 A nurse is visiting twice a month and does basic health check-ups
1 1 1 1
9 The children never spend time on the teacher’s farms 1 1 3 3
10 Physical punishment is never used 1 2 4 4
11 Corporate punishment is never used 1 1 1 1
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Level 3 Year 1 Year 2 Year 3 Year 4
1 Each child has her own schoolbag of good quality 1 5 5 3
2 All children manage all exams 1 4 4 4
3 They have access to light to facilitate doing homework 1 3 3 2
4 The children eat three times a day 1 1 2 2
5 The children are provided with the necessary medical drugs
1 1 1 1
6 The children visit the hospital when required 1 1 1 1
7 The children have access to toilets in school 1 1 1 18 The children manage their hygiene. 1 1 1 1
9 Children are educated in right and wrong by other means than physical violence
1 2 4 4
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Monitoring
Outcome journal
Performance journal
Strategy journal
Economy journal
Institutional journal
Redesign journal
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Performance journal
The internal performance of the program.
What mix of strategies are we employing?
Are our partners satisfied?
Cecilia Öman
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Strategy journal
The program’s functioning as an organisational unit
Is proper equal partnership kept?
Do we have national ownership?
Are we coordinating with all relevant strategic partners
Are we collaborating well?
Are we learning from experience?
Are we sharing knowledge?
Is the project/program is visible?
Are the SEEDS principles addressed fully in all situations
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Economy journal
The sustainability of the economy
Is the financial administration and accounting of
high quality?
Are the procedures efficient?
Is the economy sustainable?
Cecilia Öman
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Institutional journal
The institutional capabilities of the partner
organisations to host the program
Are the SEEDS principles addressed fully in all situations
Do the program partner’s institutions have capacity to
manage the project/program
Do the program partner’s institutions have capacity to
manage international development programs in general
Cecilia Öman
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Revision Journal
Keep track of revisions made
Cecilia Öman
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Evaluation
Cecilia Öman
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Evaluation
Evaluation Issue
Date (start & finish)
Who will use the evaluation? How? When?
Questions
Information sources
Evaluation methods
Who will conduct and manage the evaluation?
Cost
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Redesign
Cecilia Öman
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Redesign
Work Dating from/to: Period in time
Contributors to Monitoring Update: Names
Parameter to be changed
Compile old text versus new text
Cecilia Öman
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....is the key!
Equal Partnership
Cecilia Öman
Conclusion...
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Programs
Ongoing
Togo
Education
Women Cooperativs
Small Scale Businesses
Finance accounting
Nigeria and Madagascar
Scientific equipment
Design phase
Kenya and Nepal
Sanitation in schools
Burkina Faso
Pesticide management
Communication
Colombia
Pollution Prevention
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Would you like
to walk this road
together with us?
You are welcome
www.Action10.org
Thank you for showing interest!
Cecilia Öman