Project Design & Appraisal for community development

September 2005

CONTENTS page

Introduction 1

Project Planning and the CDS Project Plan 2

What is a Project? 2

Analysing Problems and Solutions 3

Problem Tree 4

Solution Tree 9

Objectives Outputs and Activities 9

Indicators 12

Generic Outcomes 15

Risks and Risk Management Strategies 17

Sustainability 19

Activity Table 19

Resource and Budget Table 21

Summary Information 25

Attachments 25

Annexes

Komiuniti Project Plan Appraisal Form 1

From Problem Tree to Plan 2

Example Plan and Attachements 3

Workplan for Komiuniti Project Planning 4

Quiz 5

1

INTRODUCTION This training handbook is for CDS Field Workers and Core Group members. It is also

designed to be used by other people and organisations involved in designing and

appraising (evaluating) community development plans.

For Field Workers: Connecting PRA and Project Plan Design

While doing Project Planning with a group (called Komiuniti Project Planning in CDS)

you should be able to use and adapt participatory rural appraisal (PRA) methods to

help community groups identify priority needs (see the CDS manual PRA for Project

Planning). Preparation of a Project Plan should come near the end of this process –

after you have facilitated meetings and interviews, walked around the site and

observed, and conducted whatever PRA methods are useful to help you and the whole

group get a good understanding of how people are living, what problems they face,

what opportunities they have, and what their goals are.

The Project Plan is a summary of much of that information, but written into a logical

format. If you are a Field Worker this training handbook should help you sort out the

information collected in the community and design a project with the community.

Before you leave the community make sure you review the draft Project Plan with

them so that it truly reflects what they need the project plan to be. You should never

find yourself in the situation of trying to work out the objective, outputs or activities for a

plan when you have already left the community group (see annex 4).

For Core Group Members and other Community Development Supervisors:

Project Appraisal

If you are a Core Group member or a Community Development worker in a

supervisory or directing position, the skills you need from this training are slightly

different from those needed by Field Workers. While Field Workers need to be able to

design a logical and feasible Project Plan, you have to be able to critically appraise

the Project Plans brought in by Field Workers. You need to be able to answer the

following questions:

• Is the project feasible?

• Are the objectives and outputs logical?

• Have all risks been considered and addressed?

• Is the budget realistic and does it include all the resources needed?

2

PROJECT PLANNING AND THE CDS PROJECT PLAN

This manual will use the CDS Project Plan format and procedures, but the concepts for

each part are common to many NGOs and donors, and can be easily applied outside

of CDS. Most importantly, community based groups can use the planning ideas to

organise and set in motion or improve local community development activities, for

themselves, without relying upon outside help at all.

WHAT IS A PROJECT?

If we are talking about a “project” what do we really mean? A project is different from

recurrent (on-going) activities. A project has:

• A specific geographic location & target beneficiaries

• Specific objectives, outputs and activities

• A start and an end date

• Clear allocation of resources (human, material and financial)

A project does not need to include any infrastructure or many materials. Very

successful and effective projects aim to develop the skills and abilities of people so

that they are able to make the best use of local resources in the future – in other words

to help individuals and communities to be self-reliant and self-sufficient.

To make a project happen a “project plan” is needed. The Project Plan is not only

used for planning. It has several uses. It may be:

• A planning tool for the organisation designing the project

• A document for others within the organisation to review and comment on

• A document for appraisal by a possible supporting agency, donor or NGO

• A document for approval by a governing board or advisory committee

• An implementation tool for the NGO or CBO to put the project into action

• A monitoring and evaluation tool for the funding agency and the NGO or CBO

3

The CDS Project Plan has four parts:

A. Summary Information

B. Project Description

C. Activity Table

D. Resource and Budget Table

Each part of the Project Plan leads logically to the next part. The only exception is Part

A, where the summary description of the project and the budget details should be

completed after all of the Plan is prepared.

ANALYSING PROBLEMS AND SOLUTIONS

Part B of the CDS Project Plan is the Project Description. The Project Description

includes information that comes from careful study of local problems. It includes the:

• Objective: the objective is the aim of the project

• Problems and Solutions: the Problems and Solutions should list the main

problems that the project will directly address. The solutions usually become the

outputs. Together, the solutions help the objective to be achieved

• Benefits: the benefits say what the longer term effects of the project may when

the objective has been achieved

• Beneficiaries: the beneficiaries are any people who will benefit from the project

• Risks and Risk Management: risks are the things that may stop the project from

being as effective as it could be

• Outputs and Indicators: outputs are the skills or products that result during the

project. Indicators are used to check whether the outputs have been achieved

• Generic Outcomes: generic outcomes explain the possible effects of planning

and implementing a project for the people involved in

In the following pages the different parts of a project plan are explained in greater

detail, as well as some of the problem analysis methods that might be needed to

work them out.

4

Although some projects may come from an opportunity to move into a new area of

activity, or as a response to an emergency situation, most projects come from a

problem that has been around for a long time. One of the first steps in project design is

to analyse local problems (problem analysis).

There are several tools that can be used for problem analysis, including:

• Stakeholder consultation - interviews, group meetings

• Community Mapping (and other participatory or PRA tools)

• Organisational (Strengths and Challenges) Analysis – for CDS the EOI is the first

step in this

• Training Needs Analysis (for CDS this may be recorded partly on the Specialist

Terms of Reference)

• Problem Tree Analysis

• Technical or Feasibility Study

These methods should be participatory and aim to encourage comments from

everyone within a community or organisation. Whenever possible you should use a

mix of methods and ask a good mix of people so you get the best information.

PROBLEM TREE

One problem analysis tool is the Problem Tree. This is usually used towards the end

of project planning (called KPP in CDS), after the main problems in a community or

organisation have been looked at carefully using some of the methods listed earlier

(also see the manual PRA for Project Planning). If you are doing project planning and

you try to use the Problem Tree method too early you will end up confusing yourself

and the community group.

The Problem Tree has three parts:

• Core Problem - the central or main problem (this is the trunk of the tree)

• Causes (these are the roots of the tree)

• Effects (these are the branches)

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A Problem Tree helps people identify what other problems may be causing the core

problem. By doing this they can work out how to tackle the causes.

Each problem can be written in a few words on a card. The cards can then be

rearranged until the group is happy with the Problem Tree. It is important to get the

group to think of all the possible causes and effects. For groups that can’t read or

write, drawings or objects to symbolise the different problems may be used instead of

writing on cards. Below are two examples of different problem trees:

EFFECTS

Soil erosion Siltation of the river

Fewer animals to hunt

Reduced forest income

CORE PROBLEM

DECREASING FORESTS

No replanting Poor regrowth

Over-cutting for firewood &

sale

Population growth

Lack of alternative income or firewood

Low soil fertility

Farmers lack

knowledge

Lack of seedlings

Poor nutrition

CAUSES

6

(See annex 2 for another example of a problem tree used in a project plan)

7

Exercise: Practice in Problem Tree Analysis A Core Problem is given in each of the simplified examples below, but the causes and effects are mixed up. Put the causes and effects in the correct order.

A.

stagnant water poor health mosquitoes

B.

youth are dissatisfied lack of employment for youth people live in fear

CORE PROBLEM: MALARIA

CAUSES

EFFECT

CORE PROBLEM: LAW AND ORDER PROBLEMS

CAUSES

EFFECT

8

C.

high maternal death rate too many pregnancies no access to birth control methods

D.

land dispute between

clans no land to build school

children have no basic education

To check if your answers are logical, re-read each question from top to bottom. Start at

the Effect and ask “why?”. The answer should be “because of the core problem”. Then

ask “why” the core problem exists, and so on, down the four parts of each question.

CORE PROBLEM: POOR HEALTH OF PREGNANT WOMEN

CAUSES

EFFECT

CORE PROBLEM: NO SCHOOL IN THE COMMUNITY

CAUSES

EFFECT

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SOLUTION TREE

When the Problem Tree is complete it can easily be turned into a Solution Tree by

rewriting the negative problems as positive statements. The branches of the Solution

Tree become the project BENEFITS (what will be achieved in the long term) and the

roots become the project MEANS (how things will be done and what will be achieved

in the shorter term or life of the project).

CORE SOLUTION

OBJECTIVES, OUTPUTS AND ACTIVITIES

Carefully working out the core solution, and from that writing the objective, is one of

the most important steps in developing a strong project plan. Look back at the

“problems and solutions” and “objective” parts of the project plan format. The problems

(and the solutions) must be related to each other because they should all lead to the

same objective; they are all going to be dealt with through the same project.

The Solution Tree will eventually provide the group with the objective, outputs,

activities, and benefits – although the group may need to take some time to

rearrange the cards until they are happy with the logic (also see annex 2).

Seedlings available

Farmers have

knowledge

Replanting

Increased soil fertility

Good forest regrowth

Alternative income & wood

Stable population

Sustainable forest practices

Increased

Forests

No soil erosion

No siltation of the river

More animals to hunt

Increased forest income

BENEFITS

MEANS

10

Below is a diagram showing the structure of a project with objectives, outputs and

activities. As you can see, each section of the diagram is a bit like a coat hanger-

everything hangs on the objective. If you don’t get this part right then the outputs

can’t hang onto the objective and the activities can’t hang onto the outputs. In other

words the plan won’t hang together.

You need to be very clear about what these three words mean and how they link to

each other:

OBJECTIVE (why the project is being planned):

• This is the purpose of the project. This tells us what will be achieved by the

end of the project.

• In Tok Pisin the objective is the as tingting

OUTPUT (what the project will achieve):

• These are measurable results that lead to the objective.

• In Tok Pisin outputs are kaikai wok i karim or kaikai bilong wok

ACTIVITIES (how the project will be achieved):

• These are the actions (work) that are needed to achieve the outputs.

• In Tok Pisin activities are the wok

Activity 1.2

Output 1 Output 2

Objective

Output 3

Activity 2.1

Activity 1.3 Activity 1.1 Activity 3.2 Activity 3.1 Activity 3.3

Activity 2.2 Activity 2.3

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Part of a possible description for the Forestry Problem Tree would be: OBJECTIVE: To increase the area that is forested

OUTPUT: 150 acres will have been reforested

ACTIVITIES: Select location; train foresters; buy seedlings, etc.

Resources (or inputs) are also needed to carry out any activities. Resources for the

above example would include seedlings, training materials, training participants, travel

time, vehicle, fuel etc. resources will be discussed in greater detail when we talk about

the Resource and Budget Table.

CAUSAL LINK – IF…THEN…

The connection or logic between the activities, outputs and objectives can be thought

of as “If…then…”

In other words, if we carry out all the activities then we will achieve the output; if we

produce all the outputs then we will achieve the objective; and if we achieve all the

objectives then we will move towards achieving a goal. CDS project plans don’t ask

you to record goals. However, some donors may require a statement of the project

goal. Goals are long-term aims that may not be achieved within the life of the project.

Usually a goal would need lots of related objectives to be achieved before it could be

reached.

Exercise: Cause and Effect Hierarchy Put each of the examples into an order from activity to output to objective to goal. (Hint: start with the activity and then work upwards asking “if” and “then”): A.

• People have safe drinking water

• Primary health is improved

• Water borne diseases are reduced

• Construct and maintain wells

C.

• Train village birth attendants from each haus-lain or clan

• More women have safe births

• Women and infants are healthier

• Women are able to provide basic ante-natal care and advice

B.

• Crop yields are increased

• Agricultural practices are improved

• Train farmers

• Household income is increased

D.

• Aid-post sleeping ward and tank are well maintained

• Develop a maintenance plan

• Patients recover more quickly

• Patients receive treatment in a clean and healthy setting

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INDICATORS

Indicators are monitoring tools to measure activities and outputs. In Tok Pisin

indicators are “Ol mak i soim samting i kamap pinis”.

We use indicators in our daily lives too:

• if someone already feels tired we can see this indicated by their yawns or their

eyes starting to close

• a fire on the other side of hill is indicated by the smoke we can see or the smell

of the smoke and ash

• a crocodile hunter may use a torch at night and see two small bright lights near

the water (reflecting eyes) that indicate that a crocodile is there

So, in everyday life there are indicators that we depend on to understand what is going

on around us and to make decisions about things we haven’t actually seen. In the

above examples:

• we don’t see someone fall sleep but we believe that they are tired

• we don’t see the fire but we believe that a fire is there

• we don’t see the crocodile but know it is there

In the same way, indicators for outputs are what we use to decide whether or not an

output has been achieved. The field worker and group need to think hard about the

indicators for the outputs of a project; the field worker will check the indicators during

monitoring visits so that he or she can see whether the outputs have been achieved.

For this to be possible the indicators of a project should be SMART:

Specific

Measurable

Achievable

Realistic

Timebound

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The table below gives examples of three outputs and indicators from three different

projects:

OUTPUTS INDICATORS

A savings and lending policy

is being followed by the

Kami Credit Cooperative

(KCC)

• Savings and lending policy ready and endorsed

by committee by June 2005

• Records of at least 10 member savings and or

loans made that follow the KCC policy by

August 2005

Semi-permanent resource

centre is accessible to Dilini

Ima Association (DIA)

members

• A three room Resource Centre with concrete

floor, kunai roof and woven pitpit walls

completed by October 2005

• Resource center is being used regularly by

members by December 2005

The Waluni Coffee

Cooperative (WCC) is

successfully managing their

financial records

• Cashbook up to date with all source documents

by June 2005 onwards

• Financial management guidelines are displayed

on the local market notice board by June 2005

• WCC executives are all able to accurately

explain who maintains their financial records

and how financial reports are made to their

members by June 2005

In the examples above there is more than one indicator for each output. If you have

more than one indicator for each output you can be more certain that the output has

truly been achieved.

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Exercise: Indicators What are the best Outputs and Indicators for each Objective? You need to choose either 1a or 1b for the first output. Then for this output, choose either 1a or 1b for the indicator. Then repeat this for numbers 2 and 3. (Note: this exercise is a simplification. It does not reflect all the outputs and indicators that would be needed for a real plan)

Objective Output Indicator 1a. At least 2 Qualified Birth Attendants in each village

1b. Train 40 women as Birth Attendants

1a. At least 2 women from each village pass a competency VBA test by August 2005

1b. 80% of women receiving pre & post natal care by August 2005

2a. Train all the village women in safe motherhood

2b. Village Women are aware of the importance of safe motherhood

2a. Most women interviewed in the village can explain basic safe motherhood principles by September 2005

2b. 30 pregnant women go to the Village Birth Centre to give birth by September 2005

To reduce the number of women who have difficulty in childbirth

3a. A Village Birth Centre up and being used

3b. Construct building

3a. Timber, water tank and other materials purchased by December 2005

3b. A two room permanent Village Birth Centre built, staffed, and stocked with essential equipment by December 2005

Objective Output Indicator 1a. 20 ABC Kakaruk Group members will be trained in business management

1b. A business plan available for use by the ABC Kakaruk Group

1a. Business Plan showing how income will be gained, shared and maintained by August 2005

1b. 20 ABC Kakaruk Group members trained in business management by August 2005

2a. The ABC Kakaruk Group successfully managing their business finances

2b. 15 members of the ABC Kakaruk Group will be trained in bookkeeping

2a. Cashbooks maintained with regular financial reporting, acquitting and auditing by September 2005

2b. 15 ABC Kakaruk Group members trained in financial management by September 2005

To increase local income through the on-going sale of chicken meat

3a. Purchase chickens, stock-feed and construction materials

3b. Chicken House in place and stocked

3a. Receipts for things purchased by December 2005

3b. A chicken house in place and holding about 500 chickens by December 2005

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GENERIC OUTCOMES

Outcomes are changes that the group may go through as a result of doing the project

together. Outcomes result from the process of project planning and implementation

rather than from the project itself. “Outcomes” are like the side effects of a project.

Outcomes may be good or bad, negative or positive.

Two stories about outcomes:

1. Julianne trains and then sprints 100 metres as fast as she can, because her

objective is to win the race. But Julianne has also been getting healthier than if she

didn’t decide to train and race. We could say that her objective is to win, but an

outcome or side-effect is that Julianne gets healthier.

2. Wiski Villagers decide to build a gravity fed water supply to their village and

establish a committee to oversee the work. The objective is to have a working

drinking water supply. The community work together to dig the barats, lay the pipes,

mix cement, transport materials, work out tap-stand locations, and decide on water

use fees. They now see that they can do a lot if they all cooperate and work

together. One outcome, or side-effect, is that they now hold a meeting and decide

how they will work together to fix their local aid-post and CHW house.

By thinking through some “outcomes” of project planning and implementation the

group may see how they can work together to develop their own plans and projects in

the future. Outcomes are also a useful way for the group to compare changes in their

capacity to do things from the time they first work on the plan with the Field Worker to

the time the project has been complete for some months or more.

CDS asks groups to think about how the process of doing a plan and project may

affect four things. These four things are called Generic Outcomes: leadership,

organisational ability, skills within the group, and ability of the group to repeat or carry

on activities or skills gained through doing the project. You can see these four

categories in Part B point 8 of the project plan (also see the generic outcomes in the

example plan in annex 3).

Generic Outcomes may be looked at again during an evaluation visit, when the project

has been completed for 6 months or more.

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Some groups might become confused about the four questions about Generic

Outcomes if they are recorded as part of the plan. If you think that they may find it

confusing then you can choose instead to record the generic outcomes as part of your

narrative report. Wherever the information is recorded it is important that the generic

outcomes are worked out by the group – not by the field worker.

Exercise: Outcomes

What are some likely outcomes for the examples below? Try to think of good

outcomes and bad outcomes (be careful not to confuse the objective or aim with the

possible outcomes)

1. James catches the same PMV every morning so that he can get to work

2. Joyce serves herself a really big plate of food because she is hungry, but

serves a very small plate to her guests

3. You are a Field Worker and you appraise another Field workers’ reports to

help him see any mistakes he might have made

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RISKS & RISK MANAGEMENT STRATEGIES

Once the group have decided upon the objectives, outputs and indicators, it is a good

idea for the group to begin to consider all the risks to the project and how they will

manage these risks (risk management strategies).

Usually risk management strategies require changes to the plan as the group adds

new activities or outputs to address the risks. Examples of some common risks are:

• land not secured

• compensation claims

• lack of community support

• personal use of project assets

• no maintenance, fuel etc

• lack of skills to use new technology

• no markets for new products

A risk should be analysed to predict how likely (probable) it is to happen and how

serious the consequence would be if it did happen. If a risk is certain and has

extreme consequences for the project then it is called a “killer risk” because it will “kill”

the project. A project should never go ahead if there are any “killer risks” that cannot

be managed.

Exercise: Consider these two stories

1. Francis, a Western Highlander who does not know how to swim, needs to get to

an Island three hours out to sea from Alotau. He decides to take a banana boat

with a 15 horse power engine for the trip. The sea is rough and there are strong

winds. Francis knows how to start and stop the motor but does not know how

the engine works. Francis has enough fuel for exactly three hours.

How likely is it that Francis will make it to the island?

What will be the impact or consequence if he cannot get to the island?

2. Francis, a Western Highlander who does not know how to swim, decides to take

a banana boat with a 45 horse power engine plus a second one, as cargo, for

the three hour journey to an Island out to sea from Alotau. Francis takes two

18

local people who know how to crew the boat. They decide to wait until the next

day to see if the weather improves. By the next day the sea is calm and they

leave. Everyone is wearing life-jackets and they take enough fuel for eight hours

of travel.

How likely is it that Francis will make it to the island?

What will be the impact or consequence if he cannot get to the island?

In the both examples Francis’ objective was the same (to reach the island), but in the

second example Francis “managed” the risks by reducing how likely (how probable) it

was that he would have any problems. He also reduced the impact (consequence) if

he did run into problems. To manage any of the risks in any project it is useful for the

group to think of ways to reduce those two things – probability and consequence.

Below is a diagram representing the way “probability” and “consequence” together

affect how bad the risk may be. The darker the square is the worse the risk is.

Cert

ain

KILLER

RISK

Lik

ely

Un

lik

ely

Pro

ba

bil

ity

(h

ow

lik

ely

)

Ve

ry

un

lik

ely

Low

Medium

High

Extreme

Consequence (how serious the impact would be)

A Risk Management Strategy should be considered for all risks, but particular attention

should be given to the most probable and most serious risks.

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Exercise: List three potential risks, and at least two risk management

strategies for each of those risks, for a group’s vanilla farming project.

Risks Risk Management

SUSTAINABILITY

For a CBO or NGO to develop a workable project plan, they will have to think through

and organise their ideas so that everyone has a clear shared objective in mind. They

should also have in mind ways to prevent or overcome things that could go wrong

during or after the project. This is called “risk management”. Everyone should have

reached consensus on what needs to be done, so that they know their roles and

responsibilities, and so that the overall logic of the plan will allow it to be carried out

successfully. If all these things have been properly thought through with everyone

participating well, then it is likely that there will be an ongoing (sustainable) benefit

from the project.

The group need to be able to sum up how they believe that the benefits of the project

will be sustained after funding from CDS has ended. If this part cannot be easily

answered then it means that there is a problem in the design of the project plan.

ACTIVITY TABLE

Plans should include an activity table. There are many reasons why an activity table is

important:

� The Activity Table shows the project start and end date, and how long it will take.

� It shows which activities have to come before others, and which activities can

happen at the same time.

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� It is important to allow enough time for each activity and to anticipate any possible

delays.

� The Activity Table should also be used as a monitoring tool & can show both

planned and actual implementation.

� You must also consider the time, staff and resources needed to carry out the

activities, and think about any events that may affect the timing of activities e.g. the

wet season.

� The “Who” column tells us who is responsible for making sure that the activity

takes place.

� The Activity Table also helps us to prepare the budget, as we can look at each

activity and decide what resources will be needed to carry out the activity. It also

tells us when the different resources will be needed.

Part C of the CDS Project Plan is the Activity Table. PART C: ACTIVITY TABLE For each Output there will be many activities that need to be done to achieve that Output. List each activity (by output) and show who will be responsible to make sure the activity is achieved and when it should happen. Activities for Output 1 Who (organiser) When

Usually, if a project plan is approved by a supporting agency or NGO, the group will

then need to prepare a more detailed Activity Table (an “implementation action plan”)

so that dates and responsibilities for different tasks can be updated. For CDS this

happens as part of the “Implementation Strategy Meeting” during Project Start-up.

Exercise: Choose one of the two examples below and fill in the details in

an activity table:

• A five day training in basic school governance (Board of Management Training)

for 20 women and men

Or

• Building an extension to an elementary classroom, using a mix of permanent

and bush materials

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RESOURCE AND BUDGET TABLE

Part D of the CDS Project Plan is the Resource and Budget Table. Again, you will

find that this part is common to most plans and is not just a CDS requirement. Even if

the project plan is for activities that will use all local resources contributed from within

the community, it is useful to list them all down so that everyone is clear about what is

needed.

Once the group has a detailed list of activities, it is easy to work out the resources

needed, and the cost of the project.

When preparing the Resource and Budget Table it is important to consider:

• Have all the resources needed for each output’s activities been included?

• Are the costs given realistic?

• Are there quotes or unit costs to support the budget?

• Are all the figures added up correctly?

• Does it include local (in-kind) contribution?

Note - the 10% procurement cash contribution required for CDS funded projects is

worked out last and is indicated in the budget summary on the front of the project plan.

CDS does not require the group to provide quotes with the Project Plan – but they are

helpful. It is useful to research the costs at local suppliers to make sure the budget

estimates are realistic. If the Project Plan is approved, CDS will ask the group to get an

up-to-date quote. This is because most quotes are only valid for 2 to 4 weeks.

Different agencies, donors or NGOs have different funding processes. It is important to

be certain of their requirements or it may cause all kinds of delays during project

implementation.

There are three ways CDS can fund a group:

• Direct payment to a nominated account

• Procurement of materials on behalf of the group

• Payment for Specialist services on behalf of the group

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1. Direct Payments

Usually money is deposited directly into the accounts of NGOs and CBOs for costs

such as training, or local specialist hire. As soon as money is transferred to a group’s

account, the Core Group will be told by CDS, and they should then tell the NGO or

CBO. Often these payments will by “tranched” (paid in smaller amounts). One tranche

has to be acquitted before a Group can receive the next tranche.

2. Procurement

In most cases, CDS will pay suppliers directly for equipment and materials. To do this

the CDS Regional Office will need a recent quote from the supplier, including the

supplier’s bank account details. Transport costs – whether by the supplier or the group

– also need to be provided. If possible it is better that the NGO or CBO get their own

quotes, to make sure they get the right equipment that they need. Sometimes,

especially in the case of remote communities, they may need help from the Field

Worker, Core Group or Regional Office to put together quotations. It is very important

that the group can be contacted so that they can be told when and where to pick up

any procurement deliveries. The Core Group will be told by CDS when a delivery will

be made so that they can keep track of project activities under their management.

CDS and many NGOs require groups to contribute 10% of the procurement costs.

With CDS the 10% contribution is paid into the CDS Activity Account. The group show

that their contribution has been paid by sending a signed and stamped copy of the

“Procurement Deposit Payment Advice” and bank deposit slip to the Core Group who

then pass it on to CDS. As soon as CDS has confirmation that the 10% contribution

has been made, CDS can contribute 90% and pay the whole amount (100%) to the

suppliers. In some cases the group may be able to directly pay a supplier their 10%.

For CDS a 10% contribution only applies to equipment and materials. It does not

apply to freight, small training materials and specialist services.

It is important that the whole group contributes towards the 10%. It is not

appropriate for one person to contribute the whole amount. It is important that

everyone contributes so that ownership and responsibility are shared. None of the

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materials purchased for the group should become the property of any individual, but

must remain the property of the whole group.

3. Payment for Specialist Services

Usually NGOs and CBOs, with the help of a Field Worker, are able to identify any

technical or specialist advice they need; the group will pay for the service directly from

their project budget. As much as possible the specialists should come from the local

area or the province, as they will have a better understanding of the local situation. In

some cases the CDS Regional Office or Bureau may need to identify and fund

specialised training or technical advice, and it will be difficult for the group and Field

Worker to determine the costs involved. In these cases, CDS will pay for the service

directly. The 10% does not apply for the procurement of specialist services.

These payments are reflected in Part D: the Resource and Budget Table.

In this table, you should indicate:

• What costs will be given to the group as a direct payment

• What costs CDS will procure on behalf of the group that the group will need to

contribute 10% for (e.g. equipment and materials)

• What costs CDS will procure on behalf of the group that CDS does not require a

10% contribution for (e.g. small training materials, freight, specialist fees)

• What costs the group will meet themselves

Below is a section of the Resource and Budget Table. Like the other parts of the CDS project plan, the budget table can be adapted for use by the group even if they plan to support a whole project from their own resources.

PART D: RESOURCE AND BUDGET TABLE

For each output you will need to decide what are the resources you need (people, equipment, training materials etc) and how much they will cost. Read through all the activities carefully so that you don’t forget some resources. If in-kind contribution, write “in-kind” in the Cost Group column.

Cost to CDS PROCUREMENT for Group DIRECT

Resources for Outputs (list all the resources Output by Output)

Unit (e.g. day, month, kg etc)

How many needed

How much each (Kina)

10% applies 10% does not apply

Funds Paid directly to

Group

Cost to Group

Output One Activity costs

(Add further costs by output as required) TOTAL COST

25

SUMMARY INFORMATION When all parts of the Plan have been designed, discussed widely, and consensus

reached, it is time to go back to Part A of the Project Plan – the Summary

Information.

Adding a description of the project completes the plan. For CDS this should add to the

information provided in the Expression of Interest. It can include some history of the

group and describe the components of, and thinking behind, the Project. It should

explain clearly and briefly why the project is needed and what it will do. With CDS

projects, the Field Worker will also write a Narrative Report which provides additional

information on the group, and the reason this project has been developed.

The Budget details can also be added now. It is important to note all the contributions

of the group to the project – both financial and in-kind. CDS, NGOs and many

agencies will not fund projects that do not have some significant contribution or input

from the Group.

ATTACHMENTS

The plan format only provides some of the information needed to be able to

understand everything about the project. Most donors and NGOs will also expect a

variety of supporting documents. These documents should make it easier to

understand the project as well as give a better picture of the group itself. It is no use

adding documents that don’t make things clearer (Donors, support agencies or NGOs

don’t choose to support or reject plans based upon the weight!).

For CDS, when the Plan is submitted first to the Core Group and then to the Regional

Office, it should include the following attachments:

• Copy of the Expression of Interest – every plan

• Field Worker’s Narrative report – every plan

• Project management costs form – every plan

• Location Map – showing location within the province

• Sketch map – showing a site plan for the project (must be attached whenever there is a Land Use Agreement)

• Land Use Agreement - if land is involved in the project at all

• Specialist Terms of Reference – if any specialists are going to be hired, this should clearly show exactly what they will be required to do

• Business Plan and Cashflow - for Income Generating Projects

• Design plan – if construction is involved

26

Final Exercises

a) Project Plan Appraisal

In groups no bigger than two or three read through a real project plan and attachments

(or the sample in annex 3). Think about everying we have looked at during this

training. Is the project feasible? Are the objectives and outputs logical? Have all risks

been considered and addressed? Is the budget realistic and does it include all the

resources needed? Discuss the problems you have identified. Briefly record your

group’s notes for each section of the plan in the KPP Appraisal form (annex 1). Each

group should then briefly present to the class the problems they have identified.

b) A final test: if you want to check how well you have understood the different parts

of a project plan then have a go at the quiz in annex 5.

ANNEXES

Annex 1: Komiuniti Project Plan Appraisal form

Annex 2: From Problem Tree to Plan

Annex 3: Example Plan and attachments

Annex 4: Workplan for Komiuniti Project Planning

Annex 5: Quiz

Annex 1

KPP APPRAISAL COMMENTS

Project Name:

Group Name:

Core Group:

Field Workers:

Appraised by:

Date of this Appraisal: Previous appraisal dates:

This form is used by the Regional Office to provide fedback to Core Groups and Field Workers for plans that need adjusting. CDS also encourages the CGs to use this form to record their appraisal of plans before submitting them to CDS or returning them to FWs Action required:

Are the following documents attached to the Plan Attachment Not applicable Yes No

Expression of Interest

Field Worker’s Narrative Report (1 - 2 pages)

Project Management Cost Form

Location Map – showing location within the province

Sketch Map – showing a site plan for the project

Land Use Agreement or land title documents

Specialist Terms of Reference

Business Plan and Cashflow (for IGP)

Design (if construction involved)

Other ………………………………………………

Any comments on the attachments

PART A & B: Project Description (appraisal comments for these sections as required)

Description

Summary Budget

Objective

Problems & Solutions

How the group have tried to overcome these problems

Benefits

Annex 1

Beneficiaries

Risks & Risk Management

Outputs & Indicators

Generic Outcomes and Indicators

Part C: Activities for Outputs

Part D: Resource and Budget Table

Feasibility and Sustainability

(comment on the technical feasibility of the project; the groups capacity to implement, the perceived sustainability of the project)

Recommendation � Submit for consideration

� Return with comments to Field Worker

Any additional comments or instructions:

From Problem Tree to Plan Annex 2

From Problem Tree to Plan Annex 2

From Problem Tree to Plan Annex 2

How to use the Solution Tree to start drafting the plan

Once you have turned the problem tree into a solution tree it is easier to work out the objective, outputs, activities and benefits for the project plan:

• The branches of the solution tree become your benefits

• The core solution (trunk) usually becomes the basic objective

• The first layer of underlying solutions (shallow roots) usually form the ideas for outputs

• The deepest layer of underlying solutions (deep roots) usually form the ideas for the activities.

The Solution Tree will give you and the group the “bones” of the project plan (benefits,

objective, outputs and activities). You will still need to think hard about each part of the

“tree” and you may end up getting the group to add roots or branches until you have a

feasible, workable plan. For this example the draft “bones” or skeleton of the plan would

be something like this:

Benefits include:

social benefits of increased employment choices for literate school leavers;

health benefits from future literate parents being able to make better medical

and health choices; improved law and order due to greater confidence

among literate youths and literate community able to make informed and

lawful choices about their lives.

Objective:

For Pailia elementary school to be able to provide a good (conducive)

learning environment

Outputs:

1. Teachers have the professional and social confidence to teach to the best

of their ability

2. The elementary school is able to provide students with locally appropriate

learning materials

3. The classrooms are well maintained by the community

From Problem Tree to Plan Annex 2

Activities include:

(for output one)

1.1 Training for elementary teachers to upgrade their teaching skills

1.2 Community plans and implements a gardening support roster so that

teachers do not have to worry about growing all their food as well as teaching

1.3 PTC meets regularly with teachers to discuss any issues that arise

(for output two)

2.1 Training for teachers and school community leaders in the production of

teaching and learning materials for elementary students

2.2 Training for teachers and school community leaders in how to use local

materials and locally appropriate bought equipment to make learning

materials

(for output three)

3.1 BOM and PTC basic training in school management and maintenance

3.2 BOM and PTC meeting to discuss organisation of school support

activities

3.3 Community work days to fix and rebuild classrooms from high quality

local materials

SAMPLE Annex 3

Plan and Attachments for the proposed Pailia Elementary School Strengthening Project

Enclosed: 1. Komiuniti Project Plan Format 2. EoI 3. Specialist TORs 4. Narrative Report 5. Sketch map 6. Services and Opportunities Diagram 7. Solution Tree

SAMPLE Annex 3

PROJECT PLAN

PART A. SUMMARY INFORMATION

Project Name Pailia Elementary Strengthening

NGO or CBO Name Pailia Elementary School

Contact Name & Title Jakob Samo

C/- Pailia Elementary School, PO Box 1432, Madang

Contact Address

How long do you think the project will take? 10 Months

Description of Project (write a short story about what this project will be)

This project will enable Pailia elementary school teachers to upgrade their skills, it will also

improve local school materials production and improve the overall governance and

management of the school. By doing this the school will be more able to provide for the

ongoing needs of the students (better teaching, better management and better maintained

bush-materials classrooms)

The community, teachers and school board of management all participated effectively in

developing this plan that will address the greater need of providing a good learning

environment for elementary students.

Budget (in Kina)

CDS direct payment K2820.00

CDS Procurement (not requiring 10%) K896.00

Group Contribution in-kind:

Food, accommodation, venue, local labour and materials

CDS Procurement (90%) K672.00 CBO/NGO 10% K68.00

TOTAL COST TO CDS K4388.00 Any other Group Contribution in cash

K1574.00

PART B: PROJECT DESCRIPTION

1. What is the objective of the project?

For Pailia Elementary School to be able to provide a better learning environment for its

students 2. What are the main problems the project will address? What are the solutions to these problems?

Teachers lack confidence to teach well Teachers have confidence to teach well

School lacks learning materials School has learning materials

Classroom is broken-down Classroom is well maintained

FOR CDS OR CORE GROUP TO COMPLETE

Agreement Number

Managed by (Core Group) Goroka CG

Name of Field Worker Millicent Alo and Max Yuwi

Date KPP Conducted October 23rd

-27th

Name/Signature Date

Appraised by Core Group Nov 5

Appraised by RO Nov 10

Appraised by Bureau Nov 20

SAMPLE Annex 3

3. What has the group tried to do to address these problems (above)? Have they been successful? Why/Why not? The school has tried fining the teachers for poor attendance, and have lobbied the LLG for funding for school

teaching materials and a new classroom. Teachers refused to pay fines this worsened their commitment to

teaching in an environment that they say is not as supportive as it should be. The LLG has promised funding in the

past but has not itself received enough funding from the provincial government.

4. What are the Project Benefits (e.g. economic, social, environment benefits) Social benefits of increased employment choices for literate school leavers; health benefits from future literate

parents being able to make better medical and health choices; improved law and order due to greater

confidence among literate youths and literate community able to make informed and lawful choices about their

lives.

5. Who will benefit directly from the project? (number & type of people)

3 teachers will benefit through targeted elementary teacher training

3 teachers and 6 community leaders will benefit through the materials production training activities

8 BOM members and 10 community leaders will benefit from school management and maintenance training

The students (95 pupils) will benefit through access to better school materials, better teaching, regular classes, etc 6. What are the risks to the project’s success and how will you manage these risks? Risk management strategies should then be included in the project activities. RISKS HOW RISKS WILL BE MANAGED

Training activities will not be locally

appropriate

Terms of reference (see attached) will set out the education

levels of participants and the expected level of training

required

Training time will be long enough to ensure participants are

able to learn well

(Teachers and other locals have participated in the

preparation of the terms of reference to ensure that the

training is appropriate to local needs)

Parents won’t repair and maintain the

classrooms

The BOM and community will have meetings to reach

consensus on a fair management and maintenance plan for

the school

7. What are the outputs of the project and how will they be measured (indicators)?

OUTPUTS INDICATORS

1) Teachers have the professional and

social confidence to teach to the best of

their ability

Increased rate of students moving on to higher grades in

the new year (current rates are 75% prep to Grade one,

60% grade one to grade two, 65% grade two to lower

primary)

All three teachers verbally report that they are surer of their

teaching abilities

All teachers report that they feel better supported by the

wider community

A random sample of 10 parents report that they believe

that the teachers are teaching their children better than in

the past

Teacher absentee rates drop (currently teachers average

one day absence each school week)

2) The elementary school is able to provide

students with locally appropriate learning

materials

Students make regular use of locally produced materials

School store room has materials prepared in readiness for

future activities

Materials production equipment is stored appropriately in

the store room

Teachers are able to explain how materials can be

produced and how equipment is maintained

Teachers report that the materials produced locally are

effective learning tools for the students

SAMPLE Annex 3

3) The classrooms are well maintained by

the community Walls and floors (all bush materials) have been properly

made (same quality as local houses), and repairs have

been made where surfaces have been broken or have

worn out

The three Elementary teachers report that a sufficient

proportion of community members have been showing up

for regular scheduled monthly maintenance days as well

as weekly work days

BOM are able to explain how the school is maintaining,

and how it will continue to maintain, the bush-materials

school buildings

BOM have a documented school management and

maintenance plan

8. Generic Outcomes: these are the changes that may come about within the group as a result of the group implementing this project together.

Indicators (how we will know that these generic outcomes have been affected)

What affect will this project have on the leadership of this group?

Leadership of the school by the BOM and

community will be better.

BOM members and community are active and effective

in their work with the school

The BOM and community have held open and

transparent BOM elections

What affect will this project have on the ability of

this group to organise?

The BOM, teachers and Community will be able to

organise activities more effectively

School work days are scheduled and are attended by a

majority of parents

The School has had two or more school open days

(singsings, games, plays) to raise finds for the school

What affect will this project have on the skills available within this group?

Skills among the BOM teachers and wider

community will have improved and increased.

The teachers demonstrate better teaching skills

The BOM and parent community have used their skills to

better manage the school

New members of the BOM have gained skills from other

BOM members that they learned during the project.

What affect will this project have on the ability of this group to repeat or sustain activities and skills in the future? The ability of the BOM and wider community to

govern and manage their school more effectively

will be improved and people will see improvements

in the education of their children. This will motivate

people to continue to practice effective

management within the school and in other settings

as well

The school community – BOM, teachers and community

have worked together to plan and self fund some

improvements to the the school’s infrastructure (probably

toilets and ofiice space)

The school will regularly produce local school materials

SUSTAINABILITY How will the project outcomes be sustained (kept going) when CDS funding has finished?

This plan addresses the problem of poor school management. By improving local teacher

support, and BOM governance skills and plans, the school will be able to continue to provide

local support to teachers into the future, as well as continue to provide the management and

maintenance needs of the school. Teachers, BOM and parents will also gain skills that they will

be able to pass on in the production of locally appropriate school materials.

SAMPLE Annex 3

PART C: ACTIVITY TABLE For each Output there will be many activities that need to be done to achieve that Output. List each activity (by output) and show who will be responsible to make sure the activity is achieved and when it should happen. If more space needed please copy or add a hand-written page. Activities for Output (List all activities Output by Output)

Who (Organiser) When

Output 1: Teachers have the professional and social confidence to teach to the best of their ability

1.1 Train elementary teachers so that they can upgrade

their teaching skills [January-March]

1.1.1 BOM to hold meeting to confirm teachers for

training

BOM Chair Late January

1.1.2 BOM to contact education department to help

identify an appropriate trainer

BOM secretary Early February

1.1.3 Elementary teacher-trainer travel to Pailia BOM treasurer Late February

1.1.4 Training for two weeks for three elementary teachers

including in-class mentoring

Head-teacher Late February-early March

1.1.5 Elementary teacher-trainer travel back to town BOM treasurer Early March

1.1.6 Elementary teacher-trainer to write training report Trainer Early March

1.1.7 Elementary teachers to complete a “specialist

evaluation” and write a report on their training

Head teacher Early March

1.1.8 Field Worker to carry out a progress visit FW Early March 1.2 Community plans and implements a gardening

support roster so that teachers do not have to worry

about growing all their food as well as teaching

[January onwards]

1.2.1 Community meeting of teachers, parents and wider

community to discuss and agree on a support plan Head teacher Late January

1.2.2 People are assigned to regularly assist with teacher’s

gardens BOM secretary Late January

1.2.3 Teachers to write brief evaluation of level of

gardening support they have been getting Head teacher Early March

1.3 BOM arranges P&C to meet regularly with teachers to

discuss any issues that arise

[March-May]

1.3.1 P&C meeting with teachers #1 BOM chair Early March

1.3.2 P&C meeting with teachers #2 BOM chair Early April

1.3.3 P&C meeting with teachers #3 BOM chair Early May

1.3.4 P&C brief report (minutes) on meetings held BOM secretary Early May

Output 2: Elementary school is able to provide students with locally appropriate learning materials

2.1 Train teachers and community leaders how to use

simple locally appropriate equipment to make

educational materials

[May-August]

2.1.1 BOM arranges P&C and teachers meeting to

select participants and logistics

BOM secretary Mid May

2.1.2 contact trainer Headmaster End July

2.1.3 purchase basic equipment (silk-screens, ink, etc) Treasurer 1st week August

2.1.4 prepare training venue Secretary 1st week August

2.1.5 pick up trainer and equipment Head-teacher Mid August

2.1.6 three teachers and six community leaders

(including at least three women) attend five day training

in the use of equipment and production of materials

Chairperson Mid August

2.1.7 Take trainer home Head-teacher 3rd

week August

2.1.8 Community report and acquittal Chairperson 4th week August

SAMPLE Annex 3

2.2 Train teachers and community leaders to produce

local education materials

2.2.1 BOM arranges P&C and teachers meeting to

select training participants and training logistics (same

meeting as 2.1.1)

BOM secretary Mid May

2.2.2 contact trainer and arrange pick-up Headmaster 3rd

week August

2.2.3 Prepare training venue Secretary 4th week August

2.2.4 Pick up trainer Head-teacher 1st week September

2.2.5 Three teachers and six community leaders attend

training for five days (including at least three women)

Chairperson 1st week September

2.2.6 Take trainer back home Head-teacher End 1st week

September

2.2.7 Prepare group/community report on this activity Chairperson 2nd

week September

2.2.8 Field worker progress visit (unannounced/random) FW September

Output 3: The classrooms are well maintained by the community

[September-October]

3.1 BOM and P&C basic training in school management

and maintenance

3.1.1 BOM and P&C meeting to select participants and

logistics BOM secretary 3

rd week September

3.1.2 contact trainer Chairperson 3rd

week September

3.1.3 purchase basic stationery Treasurer 4th week September

3.1.4 prepare training venue (school room) Secretary 3rd

week September

3.1.5 pick up trainer Head-teacher 1st Week October

3.1.6 15-20 BOM and P&C (incl 7-10 women) training for

five days

Chairperson 1st week Oct

3.1.7 Field Worker progress visit FW 1st week Oct

3.1.8 Take trainer home Head teacher End 1st week Oct

3.1.9 Community report and acquittal (including a copy

of the school’s management and maintenance plans)

Chairperson 2nd

week Oct

3.2 BOM and P&C meeting to discuss and agree upon

organisation of school support activities based upon

management and maintenance plan: Community work

days arranged to fix and rebuild classrooms from high

quality local materials

Chairperson 2nd

week Oct

3.2.1collection of materials Treasurer 2nd

week Oct

3.2.2 weaving of mats, splitting timber, etc Head teacher 2nd

week Oct

3.2.3 maintenance work Head teacher 3rd

week Oct

3.2.4 Field Worker Completion Visit FW 4th week Oct

SAMPLE Annex 3

PART D: RESOURCE AND BUDGET TABLE

Cost to CDS (multiple how many x how much)

PROCUREMENT for Group DIRECT

Resources for Outputs (list all the resources Output by Output)

Unit (e.g. day, month, kg etc)

How many needed

How much each (Kina)

10% applies 10% does not apply

Funds Paid directly to Group

Cost to Group

Output 1: Teachers have the professional and social confidence to teach to the best of their ability

BOM meeting to confirm teachers for training hour 5 In-kind - - - In-kind

BOM contact education department to locate appropriate trainer

trip 2 10.00 - - - 10.00

Elementary teacher-trainer travel to and from Pailia trip 2 10.00 20.00 -

Training fee Flat rate 1 1000.00 1000.00

Local food and accommodation In-kind

Training and mentoring stationery misc 1 K100.00 100.00

Elementary teacher-trainer training report document 2 Nil (Cost covered by fee)

- - - -

Elementary teachers’ report on their training document 2 K5.00 10.00

Community meeting of teachers, parents and wider community

hour 5 In-kind In-kind

P&C meeting with teachers #1, #2 and #3 hour 15 In-kind In-kind

P&C brief report (minutes) on meetings held document 2 K5.00 10.00

Output 2: Elementary school is able to provide students with locally appropriate learning materials

P&C teachers meeting hour 5 In-kind In-kind

PMV to contact trainer trip 2 10.00 K20.00

phone call from town to materials use trainer call 5 0.40 K2.00

purchase basic equipment (silk-screens, ink, etc):

Silk-screen screen 4 150.00 600.00

Ink (red, black, blue, yellow, white) litre 10 50.00 500.00

Screen tools tool 4 20.00 80.00

Cleaning fluid litre 2 30.00 60.00

Stencils kit 4 50.00 200.00

A3 paper ream 2 25.00 50.00

SAMPLE Annex 3

A4 paper ream 2 18.00 36.00

Writing and cutting stationary Misc. 1 50.00 50.00

Materials use Training venue (class room) day 5 In-kind In-kind

Trainer transport to and from site trip 2 10.00 20.00

2 BOM reps to pick up equipment trip 2 20.00 40.00

Trainer food and accommodation night 6 In-kind In-kind

Materials Use Trainer fee Flat rate - 500.00 500.00

Community report and acquittal day 1 In-kind In-kind

Materials production Training venue (class room)

day 5 In-kind In-kind

Materials production Trainer transport to and from site

trip 2 10.00 20.00

Trainer food and accommodation night 6 In-kind In-kind

Materials production Trainer fee Flat rate - 500.00 500.00

Community report and acquittal day 1 In-kind In-kind

Output 3: The classrooms are well maintained by the community

BOM and P&C meeting to arrange training hour 5 In-kind In-kind

PMV to contact trainer trip 2 10.00 K20.00

phone call from town to trainer call 5 0.40 K2.00

BOM Training fee Flat Rate 1 500.00 500.00

Trainer food and accommodation night 6 In-kind In-kind

Basic stationery misc 1 100.00 100.00

Training venue (class room) day 5 In-kind In-kind

Pick up and return trainer trip 2 10.00 20.00

Community report and acquittal and maintenance plans

day 1 In-kind In-kind

BOM and P&C meeting to discuss and agree upon organisation of school support activities

hour 5 In-kind In-kind

Local bush materials misc - 1000.00 1000.00

Local labour 50 hours 1 500.00 500.00

TOTAL COST 680.00 896.00 2820.00 1574.00

SAMPLE Annex 3

PAYMENT SUMMARY: Please propose the tranching, direct payments and procurement amounts for this project. Note that before the project can commence the 10% procurement contribution must be paid.

A. Procurement Output # Reference

Purpose of for Procurement Preferred Supplier Any Pre-requisite (e.g. payment of 10%)

Amount to be paid by CDS

Amount to be paid by NGO/CBO

Anticipated Payment Date

2 Silk screen and tools Great stationers Payment of project contribution and completion of output 1

680.00 68.00 May 2005

2 Printing stationery and materials

Great Stationers As above 896.00 - (as above)

B. Direct Payment Output # Reference

Purpose of Direct Payment Any Pre-requisite (e.g. acquittal of previous payment)

Amount to be paid by CDS Anticipated Payment Date

1 Trainer and training costs Payment of 10% contribution (K68.00) 1160.00 January 2005

2 Trainer and training costs Report and acquittal of Output 1 1080.00 May 2005

3 Trainer and training costs Report and acquittal of Output 2 620 September 2005

Primary Marker Secondary Marker 1 Secondary Marker 2 Secondary Marker 3 Education Governance

SAMPLE Annex 3

Budget For Field Worker Visits

Field Worker Visits (Start-Up to Completion

Number of part days

(A)

Daily allowance

(B)

Number of nights

(C)

Daily allowance

(D)

Travel allowance

(E)

Fee

(F)

Total (AxB)+(CxD)+E+F

Implementation Strategy Meeting/Grant Agreement (Field Worker)

1 15.00 1 45.00 20.00 200.00 280.00

Implementation Strategy Meeting/Grant Agreement (Core Group member)

1 15.00 1 45.00 20.00 Not applicable

80.00

Monitoring Visit #1 (review/progress visit)

1 15.00 1 45.00 20.00 150.00 230.00

Monitoring Visit # 2 (review/progress visit)

1 15.00 1 45.00 20.00 150.00 230.00

Monitoring Visit # 3 (review/progress visit)

1 15.00 1 45.00 20.00 150.00 230.00

Monitoring Visit # 4 (Completion visit)

1 15.00 1 45.00 20.00 200.00 280.00

TOTAL K1330.00

Core Group Project Management Fee (10% of total project cost ) = (K1330+ K4388.00)x10% = K571.80

SAMPLE Annex 3

SAMPLE Annex 3

SAMPLE Annex 3

SPECIALIST TERMS OF REFERENCE

This form is filled in if a specialist is needed to help with the project

1. Name, contact details and account details of specialist: School to contact Education Department to identify skilled trainer (note, gov’t worker cannot be paid a fee, but freelance consultant may be paid)

2. Terms of Reference: (list each of the tasks the Specialist will need to carry out) Liaise with Pailia Elementary School BOM Chairperson. Travel to Pailia Late February to conduct two weeks training and in-class mentoring of 3 elementary school teachers. Training should be an in-service to boost teachers’ skills in the class-room: Prep teacher seeks guidance specifically in reading readiness. Grade 1 teacher seeks guidance in early childhood mathematics. Grade 2 teacher seeks guidance in preparing students for transition from Tok-Ples elementary to Tok-Pisin and English Primary school.

3. Outputs (any documents that should be produced e.g. feasibility report, training manual, training report etc). A training report outlining:

• training methods used

• the guidance or mentoring provided to teachers

• skills gained or improved by teachers who have been trained/mentored

• recommendations of teaching skills that teachers may need further or additional training in

4. Number of days to be employed on the project: 14 5. Associated costs to engage the Specialist

Flat Rate (for completed outputs) = K1000.00

Please specify travel requirements: (PMV.) 2 trips @ K10 = K 20.00 Per Diem (nil – Pailia community will provide food an accommodation) = K nil

Other costs (please specify) Basic stationary = K 100.00 TOTAL: K 1120.00 Notes to clarify how and when payments will be made: Pailia BOM will pay the specialist K600 at the end of the two weeks training and mentoring. The remaining K400 will be paid by Pailia BOM to the specialist when the final report has been completed. The School will purchase basic stationary to the value of K100.00 for training purposes. Note: While CDS encourages the engagement of government extension workers to assist in their areas of expertise, they cannot be paid a fee by CDS as they are already on a government wage. CDS may provide travel costs and a daily allowance.

SAMPLE Annex 3

SPECIALIST TERMS OF REFERENCE

This form is filled in if a specialist is needed to help with the project

1. Name, contact details and account details of specialist: Mrs Jagia Yapati C/o PO Box 5982 XXXX Ph 729 1276

2. Terms of Reference: Liaise with Pailia Elementary School BOM Chairperson. Travel to Pailia mid August to conduct a five day course for nine participants (three teachers and six community leaders) in how to use local equipment and resources to make elementary school learning materials. Training should be appropriate for non literate participants as well as for elementary teachers.

• Help participants identify local resources that could be used (eg local natural dyes, tapa, rope, etc) to make learning materials for use by students in elementary classes

• Help participants identify skills and knowledge within the community that could be shared creatively with some elementary classes

• Help teachers develop some basic lesson ideas that make use of local resources

• Train participants how to use silk screens to produce written material and pictures

3. Outputs (any documents that should be produced e.g. feasibility report, training manual, training report etc). A training report outlining:

• training methods used

• skills gained or improved by participants

• who participated and how well they participated

4. Number of days to be employed on the project: Five 5. Associated costs to engage the Specialist

Flat Rate (for completed outputs) = K500.00

Please specify travel requirements: (PMV.) 2 trips @ K10 = K 20.00 Per Diem (nil – Pailia community will provide food an accommodation) = K nil Other Costs: silk screens, ink, stencils, etc (see budget table) = K1576.00

TOTAL: K2096.00 Notes to clarify how and when payments will be made: Pailia BOM will pay the Mrs Yapati K250 at the start of the course as well as K20 for her transport costs. The remaining K250 will be paid by Pailia BOM to Mrs Yapati when the final report has been completed. Materials to the value of K1576 will be purchased by CDS and transported by the group in readiness for the training. Note: While CDS encourages the engagement of government extension workers to assist in their areas of expertise, they cannot be paid a fee by CDS as they are already on a government wage. CDS may provide travel costs and a daily allowance.

Annex3

SPECIALIST TERMS OF REFERENCE

This form is filled in if a specialist is needed to help with the project

1. Name, contact details and account details of specialist: Mrs Jagia Yapati C/o PO Box 5982 XXXX Ph 729 1276 2. Terms of Reference: Liaise with Pailia Elementary School BOM Chairperson. Travel to Pailia early September to conduct a five day course for nine participants (three teachers and six community leaders) in how to produce elementary school learning materials. Training should be appropriate for non literate participants as well as for elementary teachers. Training should build upon the skills that participants learned in the previous five day training in Mid August.

Train participants to produce local stories and illustrations appropriate for each Elementary Grade (prep, one, and two).

3. Outputs (any documents that should be produced e.g. feasibility report, training manual, training report etc). A training report outlining:

• training methods used

• skills gained or improved by participants

• who participated and how well they participated

• samples of local language Big Books and other materials produced during the course 4. Number of days to be employed on the project: Five 5. Associated costs to engage the Specialist

Flat Rate (for completed outputs) = K500.00

Please specify travel requirements: (PMV.) 2 trips @ K10 = K 20.00 Per Diem (nil – Pailia community will provide food an accommodation) = K nil

TOTAL: K520.00 Notes to clarify how and when payments will be made: Pailia BOM will pay the Mrs Yapati K250 at the start of the course as well as K20 for her transport costs. The remaining K250 will be paid by Pailia BOM to Mrs Yapati when the final report and sample materials have been completed. Note: While CDS encourages the engagement of government extension workers to assist in their areas of expertise, they cannot be paid a fee by CDS as they are already on a government wage. CDS may provide travel costs and a daily allowance.

Annex3

SPECIALIST TERMS OF REFERENCE

This form is filled in if a specialist is needed to help with the project

1. Name, contact details and account details of specialist: Larry Soli PO Box 6752 XXXX Ph 729 6754 2. Terms of Reference: (list each of the tasks the Specialist will need to carry out) Liaise with Pailia Elementary School BOM Chairperson. Travel to Pailia early October to conduct five days training for the Elementary School BOM and community members in school management and maintenance. Participants will number between 15 and 20. The course should include:

• Maintaining school financial records, preparing financial records for meetings

• Preparing a school maintenance plan that is within the available annual school budget

• Monitoring maintenance needs of the school by the BOM

• Managing teacher needs within the framework of the school

• Planning for the longer term (eg surveying the community to estimate future school enrolment)

• Identifying ways to encourage community participation and pride in the school 3. Outputs (any documents that should be produced e.g. feasibility report, training manual, training report etc).

• School maintenance plan

• Outline of the school’s financial management

• Training methods used

• Outline of other skills and knowledge gained by the participants during the training

• Who the participants were and how well they participated 4. Number of days to be employed on the project: Five 5. Associated costs to engage the Specialist

Flat Rate (for completed outputs) = K500.00

Please specify travel requirements: (PMV.) 2 trips @ K10 = K 20.00 Per Diem (nil – Pailia community will provide food an accommodation) = K nil Other costs (please specify) Basic stationary = K 100.00 TOTAL: K 620.00 Notes to clarify how and when payments will be made: Pailia BOM will pay the specialist K250 plus K20 (travel costs)at the start of the training. The remaining K250 will be paid by Pailia BOM to the specialist when the final report has been completed. The School will purchase basic stationary to the value of K100.00 for training purposes. Note: While CDS encourages the engagement of government extension workers to assist in their areas of expertise, they cannot be paid a fee by CDS as they are already on a government wage. CDS may provide travel costs and a daily allowance.

SAMPLE Annex 3

PAILIA ELEMENTARY, NARRATIVE REPORT

Dates of visit: Monday 23rd

October 2004 to Saturday 27th

Field work done by: Millicent Alo and Max Yuwi

This report written by: Millicent Alo

Location of group: EHP, Ketenofi District, Ketene LLG, ward 3

Access: approximately three hours by PMV from Goroka. PMVs are not available every day (Mondays and

Fridays are usually OK)

Background

An Expression of Interest had been filled out by the BOM chairman and the secretary on behalf of the

Elementary School BOM and teachers. The rest of the group were not involved in actually filling out the

Expression of Interest but were aware it had been submitted. The Expression of Interest asked for help with

new classrooms. During the KPP the BOM, teachers and parents analysed the problems faced by the school

and were able to come up with an agreed central problem (poor learning environment) and likely causes.

What the group have done for themselves to deal with the core problem

In the past the school has tried to deal with their problems in different ways. The school has tried fining the

teachers for poor attendance, and have lobbied the LLG for funding for school teaching materials and a new

classroom. Teachers refused to pay fines. Being fined made them feel even less commitment to teaching

since they feel the community and BOM is not as supportive as it needs to be. The LLG has promised

funding in the past but has not itself received sufficient funding from the provincial government.

The group needed to go through a Komiuniti Project Planning to be able to work out local solutions to some

of their underlying problems. For some other problems they need outside assistance to gain the skills that

they need to be able to provide the students with a well managed, well taught and well resourced school.

Organisational Structure The school is governed by a Board of Management that is elected by the parents of the community at the

end of each school year. They do not really understand what their roles and responsibilities are. Partly

because of this some disputes have sometimes come up about who should be making decisions about the

school.

The BOM has nine members, including two women. It has a chairperson, secretary and treasurer but they

could not really explain what their roles were.

There are three trained elementary teachers (one for each grade). Prep has about 35 students, Grade one has

36 and Grade three has 17.

Population

The school caters to a community population of approximately 630 people. The school has 88 enrolled

students. About half have paid their school fees.

History

The school began in 1999 when they were lucky to be able to get their first teacher trained. They had prep

in 1999, prep and grade one in 2000 and prep, grade 1 and grade two from 2001 until now. The school has

shut down for a couple of weeks now and then when teachers have gone on strike because of lack of

community support – including problems with students not paying their school fees. Fees are K25 per

student per year (K15 for second and third children enrolled from the same family). Fees are supposed to be

used for buying school materials, maintenance costs and small things like school prizes at the end of each

year.

Local Community

The local community that send their kids to the school are all from one language group (Gifore). They live

in well kept houses in traditional style in four small villages (Hiyasepi, Amusopi, Misaru, Tarufi). The

villages are made up of 7 main local clans. The BOM includes a representative from each of these clans.

SAMPLE Annex 3

The school is located on the land belonging to one of the clans, but everyone was very clear that the land

has been given to the whole community for the school. Before the school began the kunai land had not been

used for gardening for more than 20 years (see sketch map attached).

The people make a living through subsistence gardening and also selling coffee. People are experimenting

with rice and wheat but kaukau is still the most important staple food. Some families have had training

from the Salvation Army in looking after rabbits and muscovy ducks.

Methods used during Komiuniti Project Planning

During this Komiuniti Project Planning visit the BOM and teachers were enthusiastic to participate from

the beginning. The parents and families of the students began to take an interest once we had managed to

organise a general meeting for the morning of the second day. Each day we were able to work with small

groups of people during the day with a number of general meetings for bigger decisions.

We used a number of different methods, usually in smaller groups of teachers, BOM members, or parents.

Methods used included:

• Timelines for understanding the history and growth of the school, the BOM and education services

more generally. Following some timelines we asked people to extend the timeline into the future to

show what they think will happen if the school goes on as it is, and to then to show how they would

like to see the school develop (driman). This gave us and the group some good ideas on how some

problems might be solved.

• We also got the BOM, teachers and parents to do a school and community calendar. This helped

the group understand and think about how the community and school activities might fit together

better. It also helped when it came time to draw up the activity table of the plan

• We got people to do some mapping to indicate what local resources were available for maintaining

the school buildings, and to look at the location of the school in relation to the local clan villages.

Most mapping was done with people as we walked around the area.

• We had big group meetings at the beginning of the Komiuniti Project Plan and again on

Wednesday (when we did a problem tree and talked about risks) and again on the second last day

(Friday – when we also did some work on the specialist terms of reference) and smaller group

meetings in between (including some with the students). We also had a final general meeting on

Saturday when we handed over a copy of the draft plan for the BOM to keep hold of. At the final

meeting we explained again what the next steps might be and when they should expect to hear from

us again.

• Walks around the elementary school and around the communities that send their children there.

• We observed a couple of the classes so that the teachers could show us some of the ways they

teach and help us understand what problems they face. We also observed a meeting between the

BOM and teachers which helped us see some of the problems that the project plan will help fix.

• We talked informally to many different people (semi structured interviews) so that we could get a

better understanding of the local community and the different view that individuals had.

• We got the BOM, teachers and parents to analyse what the strengths, weaknesses and

opportunities and challenges there were for the school. This highlighted many of the things that

the community could do for itself if it could get better organised and cooperate better.

• We did not do problem ranking because by the third day, from all the other activities above, it

was clear that everyone agreed that the problem that they wanted to deal with was to improve the

chance for their children to get a good elementary education without worrying about poor

management or teachers not turning up, or teachers not having anything to teach with, or the

classrooms being run down.

• We helped them do a problem tree on the third day (Wednesday) and this was really appreciated

by the BOM, teachers and parents. They could see how all the other work and questions helped

them to “dig” out the causes and see some of the effects. We were also able to explain to them how

the solution tree would help us all draft the objective, outputs, benefits and activities of the plan and

what all these big words really mean.

SAMPLE Annex 3

SAMPLE Annex 3

Annex 3

Annex 4

A Workplan for Komiuniti Project Planning (KPP) IN CDS the participatory community needs assessment and project planning visit is

called Komiuniti Project Planning (KPP). The KPP visit takes between three and five

full days. All KPPs are different, but each KPP you do should cover the steps below.

Sometimes some steps need to be repeated, but generally your field work with a group

will go through each of these steps in roughly the same order.

1. Arrive and explain in detail the purpose of your visit and the process involved

2. Find out about the people and the place – develop a working relationship with

the people and a general understanding of the place

3. Help the people to look at and analyse their situation

4. Help the group to analyse what local problems and opportunities exist

5. Facilitate a process for the group to reach agreement on the problem or

opportunity that they want to focus on in a project plan

6. Help the group to analyse this problem in detail

7. Work with the group to draft the objective, outputs, activities, and benefits

8. Work with the group to identify and manage risks to the project

9. Work with the group to provide other project details (e.g. possible beneficiaries,

benefits, detailed activities, resources, etc)

10. Work with the group to review the draft plan

11. Discuss with the group any further steps that may be needed, and what the

group should expect next and finish the field visit

Annex 5

Quiz 1) Define these three words:

• Objective

• Output

• Activity

2) What attachments are always needed with any CDS Komiuniti Project Plan? 3) Look at this statement: “Train 20 women in safe motherhood”. Is this statement an:

• Objective?

• Output?

• Activity?

4) Explain what we mean by the word “indicator”: 5) Rewrite the following “problems” as “solutions”:

• “I don’t know how to put together a workable project plan”

• “Board of Management members don’t know how to maintain their financial records”

6) Which part of the plan should be S.M.A.R.T.? 7) Explain why CDS asks groups to contribute 10% of procurement costs: