Evaluation

Planning

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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

Content

1. Reflections on Lessons Learnt from 40 years of Aid

2. Action10 Strategy and the Ten Actions

3. Evaluation Planning

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From 40 years of Aid

1. Coca-Cola versus Aid

2. Development program ownership

Lessons Learnt

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Coca-cola can offer a softdrink

in places

where

Aid programs cannot provide safe drinking water

Coca-Cola versus Aid

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

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Cecilia ÖmanInputs Activities Outputs Outcomes Impacts

Ownership in the classic the Aid industryO

wn

ers

hip

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Local stakeholder’s ownership remains constant and high

Inputs Activities Outputs Outcomes Impacts

The ownership in Action10 programsO

wn

ers

hip

Action10 has developed

and implemented

a unique strategy for

international development

The SEEDS

The Strategy

SEEDS

Sustainable

Effective

Efficient

Development

Strategy

The Ten Actions

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

... these are not empty words ...

... it is reality and put into actual practice ...

... as people are suffering unnessesarily ...

Address

Outcome

and

Impact

Evaluation Planning

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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

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Real-time

Education for

vulnerable children

in Togo

Example

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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.

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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.

Who is the Boundary Partner?

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Boundary Partners

1.Vulnerable children

not going to school

2.Teachers of

the vulnerable

3.Families of

vulnerable children

Boundary Partner

Outcome challenges

Vulnerable children

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.

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.

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.

Boundary Partners Strategy maps Causal Persuasive Supportive

Vulnerable Children

Aimed at Individual Boundary Partner

Aimed at the Boundary Partner’s Environment

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.

Monitoring

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?

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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

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

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

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

Monitoring

Outcome journal

Performance journal

Strategy journal

Economy journal

Institutional journal

Redesign journal

Performance journal

The internal performance of the program.

What mix of strategies are we employing?

Are our partners satisfied?

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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

Economy journal

The sustainability of the economy

Is the financial administration and accounting of

high quality?

Are the procedures efficient?

Is the economy sustainable?

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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

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Revision Journal

Keep track of revisions made

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Evaluation

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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

Redesign

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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

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....is the key!

Equal Partnership

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Conclusion...

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

Would you like

to walk this road

together with us?

You are welcome

www.Action10.org

Thank you for showing interest!

Cecilia Öman