THE CEDPA TRAINING MANUAL SERIES

PROJECT DESIGN
FOR
PROGRAM MANAGERS

The Centre for Development and Population Activities

 PROJECT DESIGN
FOR
PROGRAM MANAGERS

Conducting a Workshop on
Planning Community-Based Projects

The CEDPA Training Manual Series

Volume II

The Centre for Development and Population Activities

1400 Sixteenth Street N.W., Suite 100,Washington, D.C. 20036, U.S.A.
Tel: (202) 667-1142 Fax: (202) 332-4496
E-mail: cmail@[Link]
[Link]
 TABLE OF CONTENTS

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . i

How to Use the Manual . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iv

Overview of Project Design Workshop . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . v

Sessions

1. Overview of the Project Life Cycle . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

2. Community Needs Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

3. Developing a Problem Statement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

4. Goals and Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .33

5. Project Implementation Plan . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

6. Job Descriptions, Staffing Patterns, and Training Plan . . . . . . . . . . . . . . . . . . 47

7. Monitoring and Evaluation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51

8. Recordkeeping and Reporting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 65

9. Field Visit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

10. Budgeting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79

11. Project Sustainability . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Copyright © 1994: The Centre for Development and Population Activities

1400 Sixteenth Street N.W., Suite 100
Washington, D.C. 20036, U.S.A.
 INTRODUCTION

Project Design for Program Managers is the second volume in The CEDPA Training
Manual Series. It has been developed by the Training Division of The Centre for
Development and Population Activities (CEDPA) with support from the United Nations
Population Fund (UNFPA). It compiles training activities that CEDPA has used in many
programs to strengthen the training capacity of health, family planning, and other
development organizations.

Rationale

In a time of scarce and uncertain resources, carefully designed projects are crucial to an
organization’s effectiveness. This manual approaches project design as an ongoing process
within an organization. This process encompasses needs assessment, problem identification,
development and implementation of solutions, assessment of outcomes, and planning for
the future.

This manual enables trainers to conduct a workshop in all phases of project design. The
workshop content is applicable to managers in any sector. The projects designed by
participants may be in any field. The manual also provides exercises that will be helpful
to managers in improving their skills in planning, implementing, and managing projects.

Trainers are provided with all the necessary information to conduct a project design
workshop including materials, content, teaching and training methods, handouts, and
activities. The sessions can be used together in one five-day workshop or individually.

Purpose

This manual is intended for use by trainers of project managers in non-government

organizations and in government ministries. CEDPA has used versions of these sessions
to train managers and trainers all over the world.

Methodology

Sessions are designed according to the process of experiential learning. Each session
engages participants in some type of experience and allows them an opportunity to reflect
on the experience to draw out key concepts and lessons, develop generalizations about
the lessons learned, and apply the new material. The trainer’s role is to facilitate this
learning process. Care has been taken to respect the principles of adult learning in every
session.

i
It is important for the user of this manual to remember that every training situation is
different and that each training program must address the special needs of the participants.
Trainers using this manual are encouraged to assess the training needs of an individual
group and adapt and modify the sessions presented here as necessary.

Experience Base

CEDPA is a non-profit international development organization founded in 1975. Its mission

is to empower women at all levels of society to be full partners in development. CEDPA’s
comprehensive development strategy includes training, innovative community-based
projects, partnerships with local organizations, and collaboration with training alumni in
project implementation and institution building. Most programs are designed and managed
by women to promote positive change for women.

CEDPA’s Washington, D.C., and regional training programs have enabled more than 3,700
women and men from over 100 countries in Africa, Asia, Eastern Europe, Latin America,
and the Middle East to develop new skills in leadership, management, and institution
building. Alumni include leaders of private voluntary organizations and governmental and
non-governmental agencies and medical professionals, youth workers, and educators.

The Washington-based workshops are conducted annually in English and either Arabic,
French or Spanish. “Institution Building: Strategic Management for the ’90s” (IB) focuses
on management skills such as strategic planning, resource expansion, and financial systems
and includes a mentor program. “Women in Management: Leadership Training for the ’90s”
(WIM) focuses on women’s roles and challenges and includes sessions on gender awareness,
leadership styles of women and men, and strategies for managing groups. Regional
workshops are conducted in collaboration with alumni organizations and have included
training in project design, supervision, gender issues, evaluation, policy advocacy, strategic
planning, and training of trainers (TOT).

This manual compiles training activities used in CEDPA’s Washington-based and regional
training programs into a six-day curriculum to train project managers to design community-
based projects in health, family planning, and other development areas. It provides a
systematic approach to the process of project development, considering the organizational
environment within which the project is developed and the external environment within
which it is implemented. The curriculum also strengthens participants’ skills in planning,
implementing, and managing projects.

ii
 ACKNOWLEDGEMENTS

Publication of this Training Manual on Project Design for Program Managers has been
made possible by a grant from the United Nations Population Fund (UNFPA). We wish
to express our sincere appreciation for their support of this production and for their long-
term support for many CEDPA training activities over the years. The authors wish to
acknowledge contributions made by CEDPA staff including Peggy Curlin, Adrienne Allison,
Marjorie Signer, Sue Richiedei, and Danielle Grant, and support from Mary Perriello,
Misbah Sheikh, and Mary Vanderbilt of CEDPA’s Training Division. The participants from
CEDPA workshops in Washington, D.C.; Nairobi, Kenya; and Kiev, Ukraine, have been
the most recent contributors in this effort; the Project Life Cycle was finalized with their
assistance.

Washington, D.C. Ralph U. Stone

December, 1993 Seema S. Chauhan
Stacey Lissit

iii
 HOW TO USE THE MANUAL

The manual is organized into a series of 11 sessions which build upon each other. Each
session has the following components:

Title - identifies the main topic of the session.

Learner Objectives - describe what the participant will be able to do by the end of the
session to demonstrate increased knowledge, improved skills, or attitudinal change.

Time - indicates the approximate amount of time the session will take.

Session Overview - provides a breakdown of the session into sub-topics, including the
time allocation for each sub-topic.

Materials - lists all the materials that will be required for the session.

Handouts - indicates all the handouts that will be required for the session. Handouts are
included at the end of each session.

Steps - provide specific instructions to the trainer about how to conduct the session. Sessions
are designed to move participants through the four components of the Experiential Learning
Model: experience, reflection, generalization, and application. The experience is an exercise
or participatory presentation in which useful information is brought forth for discussion and
learning. The reflection component helps participants ponder and analyze new information
and develop their ideas about a topic. Generalization allows participants to draw broader
conclusions and lessons about the new information, while application enables them to apply
the generalizations to a new situation, or think about how they might apply their new skills
or use their new knowledge in the future. Often, components of the cycle are repeated within
sub-topics in a session. For more information on this learning process, please refer to CEDPA’s
training manual “Training Trainers for Development.”

Tasks - describe small group activities and appear in boxes within each session. A task
provides the instructions participants need to do their group work. The trainer may copy
the tasks on a flipchart.

Trainer’s Notes - are written in italics. They may include expected or possible responses
to a question, definitions, or other key points that the trainer should try to elicit during
the session. In some cases, they refer the trainer to a handout that provides more detailed
information on a particular topic.

Special Preparation - indicates any arrangements that the trainer needs to make prior to
the session.
iv
 WORKSHOP OVERVIEW: PROJECT DESIGN
Goal: By the end of the workshop, participants will be able to develop a project proposal and
apply basic skills related to effective project implementation and sustainability.

Day Sessions Purpose Time

1. Overview of the To introduce the Project Life Cycle as a process for systematically identifying problems, developing and 2 hours, 30
Project Life Cycle implementing solutions, assessing outcomes, and planning for the future. minutes
1
2. Community Needs To examine needs assessment techniques that can be used in problem identification and project planning to assist 3 hours, 45
Assessment participants in a needs assessment plan. minutes

3. Developing a To enable participants to formulate a focused problem statement based on the results of a needs assessment. 3 hours
Problem
2 Statement

4. Goals and To emphasize how goals and objectives focus and guide the development of project activities and to allow 3 hours
Objectives participants to practice writing them.

5. Project Imple- To introduce an implementation plan as a tool for project development, organization, and monitoring. 3 hours
mentation Plan
3 To enable participants to determine project staffing and training needs based on project activities.
6. Job Descriptions, 3 hours
Staffing Patterns,
and Training Plan

7. Monitoring and To examine the reasons for observing and measuring progress and to provide participants with specific tools and 4 hours, 20
Evaluation strategies for doing so. minutes
4
8. Recordkeeping and To design systems for collecting the information needed to monitor project progress. 2 hours, 30
Reporting minutes

5 9. Field Visit To visit community-based projects and assess project implementation; to apply observations and lessons to 8 hours
project design process.

10. Budgeting To provide participants with practice in estimating costs, preparing a budget, and using a budget as a monitoring 3 hours
6 tool.

11. Project To explore strategies for achieving institutional, financial, and political sustainability and to assist participants in 3 hours
Sustainability developing a plan for sustainability.

v
 SESSION ONE

O V E R V I E W O F T H E P R O J E C T L I F E C Y C L E

Learner By the end of this session, participants will be able to

Objectives
1. Develop an organizational vision and a mission statement
2. Identify the components of the Project Life Cycle

Time 2 hours, 30 minutes

Session A. Developing an Organizational Vision . . . . . . . . . . .1 hour

Overview B. The Project Life Cycle . . . . . . . . . . . .1 hour, 30 minutes

Materials Flipchart
Colored markers for flipchart
Small ball or similar object
Optional: Overhead projector, transparency of Handout 1A,
transparency pens

Handouts 1A The Project Life Cycle

Special Prepare a transparency of Handout 1A or copy it onto a flipchart.

Preparation

CEDPA/Project Design Session 1/Page 1

A. Developing an Organizational Vision (1 hour)

Step 1 Greet participants and read aloud the posted learner objectives for the
session.

Step 2 Ask the participants to stand in a circle for a game called hot potato.
The rules of the game are as follows:

• The “hot potato” (any small ball or similar object) is passed

around until the leader says the word “vision.” Whoever has
the “hot potato” must then say the first thing that comes to mind
about the word “vision.”
• The person who has spoken leaves the circle and the game
continues until everyone has had a chance to speak.

Step 3 Introduce the following task:

TASK #1

1. Individually, visualize the kinds of programs you

would like your organization to be providing five
years from now.
2. Draw a picture of your vision without using any
words. Let your imagination run wild.

Time: 10 minutes

Step 4 After participants have completed the task, tell them to find a few
other participants with similar drawings. Explain that each small group
will become an organization, providing a context for the project design
activities.

Step 5 Once the groups have been formed, introduce the following task:

Session 1/Page 2 CEDPA/Project Design

 TASK #2

1. Pretend each group member is now part of the

same organization.
2. Based on your individual visions, develop a
common organizational vision on paper.
3. Using this vision, prepare a short, simple mission
statement for your organization.
4. Prepare to present your pictorial vision and
mission statement to the group.

Time: 30 minutes

Step 6 Ask each organizational group to present its vision and mission
statement, and ask the following questions:

• What did you find difficult or easy about drawing your joint
visions?
• What did you find difficult or easy about writing your mission
statement?

Allow other organizations to comment on and/or ask questions about

each presentation.

Step 7 Assure participants that organizations sometimes spend weeks

developing a mission statement and that they should not be
disappointed if their statements are not perfect. Explain that the
purpose of the exercise is not to learn how to write a mission statement
but to bring the group together around a common purpose. The
development of a common vision and mission will enable each
organization to plan a project that is consistent with the organizational
objectives.

During the remainder of the session, the participants will be introduced

to the Project Life Cycle.

CEDPA/Project Design Session 1/Page 3

B. The Project Life Cycle (1 hour, 30 minutes)

Step 1 Ask participants the following question: “What are the questions/issues
that your organization needs to address before implementing a
project?” Allow participants to brainstorm, recording their responses
on a flipchart. Ask probing questions until all components of the
Project Life Cycle are listed.

Step 2 Present the Project Life Cycle using an overhead projector, if available,
or draw the cycle on a flipchart. Ask questions to ensure that the
following key points are made:

The Project Life Cycle:

• must begin with a needs assessment.

• is an ongoing process in which the results of monitoring and
evaluation should feed back into problem identification.
• is sequential; therefore, certain activities such as developing
project objectives, indicators and activities, financial planning,
and establishing recordkeeping systems must be completed
before project activities are undertaken.

Step 3 Introduce the following task:

TASK #3

1. Select the component of the Project Life Cycle

with which you are most familiar.
2. Divide into groups and discuss your
understanding of the component. (The groups
should be formed so that all components are
represented.)
3. Prepare to report to the group.

Time: 20 minutes

Session 1/Page 4 CEDPA/Project Design

 Step 4 Ask each group to present its component. Invite other participants to
add to the group’s presentation.

Step 5 Explain that each of the components of the Project Life Cycle will
be discussed in depth over the following days and that this was an
introductory session to provide an overview of the whole project
process.

CEDPA/Project Design Session 1/Page 5

 Handout 1A

THE PROJECT LIFE CYCLE

Assess
Needs

Monitor and Identify and

Evaluate Define Problems

Undertake Define Project

Activities Goal and Overall
Strategy

Start-Up Select Project

Activities Objectives

Determine Determine Activities

Budget and Prepare
Workplan

Develop a
Staffing and
Training Plan

Establish Develop
Recordkeeping Monitoring and
System Evaluation Plan

Session 1/Page 6 CEDPA/Project Design

 SESSION TWO

C O M M U N I T Y N E E D S A S S E S S M E N T

Learner By the end of this session, participants will be able to

Objectives
1. Explain the purpose of conducting a community needs
assessment
2. Describe the type of information that should be collected in a
needs assessment and identify various methodologies for
collecting the information
3. Develop a needs assessment plan

Time 3 hours, 45 minutes

Session A. Rationale for Needs Assessment . . . . . . . . . . .45 minutes

Overview B. Data Collection Methods . . . . . . . . . . 1 hour, 30 minutes
C. Planning a Needs Assessment . . . . . . . 1 hour, 30 minutes

Materials Flipchart
Flipchart markers
Role Description Sheets

Handouts 2A Role Descriptions: Lulu and Zuzu

2B Assessing Needs
2C Learning From, With, and About the Community
2D Needs Assessment Techniques
2E Assessing Needs - Blank Form
2F Collecting and Analyzing Data

CEDPA/Project Design Session 2/Page 7

A. Rationale for Needs Assessment (45 minutes)

Step 1 Greet participants and read aloud the posted learner objectives for the
session.

Step 2 Ask for two volunteers to act in a role play. Brief each volunteer
separately on her or his role and give each a copy of the appropriate
role description (Handout 2A). Introduce the role play to the group
as follows:

“Two project managers, Zuzu and Lulu, are relaxing at the end of a
long, hard day. Zuzu, an agricultural project manager, is older than
Lulu and has about ten years of experience in the field. Lulu recently
completed University and is working in the area of community health.
Lulu is telling Zuzu about a nutrition project for which she has just
completed the design.”

Step 3 Have the volunteers act out their roles, while the others observe.

Step 4 When the role play is finished, thank the volunteers and ask them if
they enjoyed role playing. Ask the observers the following questions:

• What happened?
• What mistakes did Lulu make?
• What do you think will be the results of her mistakes?
• What could she have done differently?

Possible responses: Lulu failed to conduct a needs assessment in the

community to discover the cause of their problems (and whether or
not they had other problems); she designed the project based on
assumptions and incomplete information. The results will be that the
project might not be accepted by the community, and it will not address
their real needs. To avoid this situation, she could have met with
community leaders and talked to community members before designing
the project.

Step 5 Initiate a discussion on the purpose and importance of conducting a

needs assessment.

• Why is it important to perform a needs assessment?

• How can you use the information gathered through the
assessment?

Session 2/Page 8 CEDPA/Project Design

 • Is the process of needs assessment limited to defining the
problem to be addressed in the project?

The purpose of the third question is to get at different levels of needs

assessment:

• A needs assessment might be conducted to identify a broad

range of problems within a community and decide which need
a project will address.
• Needs assessment is also used to gather information once a
specific problem has been identified, in order to design a project
that will effectively address the problem.

Refer to Handout 2B, Assessing Needs, for additional key points and
concepts.

Step 6 Ask participants to brainstorm on the type of information they might

collect during a needs assessment. Remind participants that no
organization can address every problem in a community. The mission
of their organization defines and limits the type of problem they can
address and thus the type of project that will be developed. Therefore,
they do not need to collect detailed information on every problem or
need in the community.

Possible responses: Number and type of health services available,

knowledge of community members, cultural beliefs and practices,
resources available, health status.

Refer to Handout 2C, Learning From, With, and About the Community,
for additional responses.

B. Data Collection Methods (1 hour, 30 minutes)

Step 1 Ask participants to divide into their organizational groups to perform

the following task:

CEDPA/Project Design Session 2/Page 9

 TASK #1

1. List as many methods as possible for gathering

information about project communities (10
minutes).
2. For each method, list:
• Advantages of using the method
• Constraints to using the method
3. Prepare to report to the group.

Time: 1 hour

Step 2 Ask each group to present one method only. Continue in this manner
until all the groups have presented and all the methods have been
discussed. For each method, ask the following questions:

• Is this technique likely to encourage participation from the

community during the process of needs assessment?
• To what extent is the method subject to the biases of the
project? Is it open to new information from the community?
• What are some difficulties typically encountered with this
method?
• Is the method conducive to women’s involvement?
• Why should women participate?

Refer to Handout 2D, Needs Assessment Techniques, for other key

points and concepts.

Step 3 Explain that different methods are appropriate in different situations.

The methods used must meet the needs of both the implementor and
the community. The following questions should be kept in mind when
planning and conducting a needs assessment:

• Whose needs are being assessed? By whom? For whom? Why?

• Whose needs do the findings reflect?

Session 2/Page 10 CEDPA/Project Design

C. Planning a Needs Assessment (1 hour, 30 minutes)

Step 1 Ask participants to remain in their organizational groups to carry out

the following task:

TASK #2

1. Determine what information you will need about

your project community(ies) in order to design
and implement a project.
2. Fill in the matrix on Handout 2E, Assessing
Needs, to determine possible information sources,
the method(s) you will use to obtain the
information, the rationale for using those
particular methodologies, and any other
comments.

Time: 1 hour

Step 2 Have each group present its plan for needs assessment. The following
questions can be used to generate discussion:

• What are the strengths and weaknesses of the chosen technique/

method?
• Why did you choose the technique/method?

Step 3 Wrap up the session by discussing the following questions:

• How will you use what you learned today when you go back
to your organization?
• What technique(s) will you use in the future to increase
beneficiary participation?

Refer to Handout 2F, Collecting and Analyzing Data, for key points
and concepts.

CEDPA/Project Design Session 2/Page 11

 Handout 2A

ROLE DESCRIPTIONS: LULU AND ZUZU

LULU
You are a new project manager and have put the finishing touches on a nutrition project
for Kazimba District. The project includes a strong emphasis on nutrition education and
preparation of proper weaning foods, promotion of breastfeeding, and promotion of fluids
available in the home to prevent dehydration from diarrhea. You developed the project
after discussions with the health clinic staff and a review of their records, which indicate
a high prevalence of malnutrition in the community. It is now the end of the day, and you
are relaxing with your friend, Zuzu, proudly describing your new project.

ZUZU
You are an experienced agricultural project manager. Your friend Lulu is telling you about
a nutrition project she has designed for Kazimba District. You yourself were in Kazimba
District last month meeting with the village leaders. They told you about a problem they
have been having with elephants. The elephants have been passing through their fields to
get to the river. The problem has been escalating for over a year since the development
of a resort lodge displaced the elephants’ usual drinking spot. As a result, the village crops
have been destroyed, food supplies are insufficient, and children are suffering from hunger.
You are concerned that Lulu has not met with community members in the design of her
project.

Session 2/Page 12 CEDPA/Project Design

 Handout 2B-1

ASSESSING NEEDS

Successful projects are those which have been designed on the basis of a good understanding
of the project setting. Project success is rarely the result of chance or luck—it is almost
always related to good planning.

Consider the following examples of problems in development projects:

• A project to introduce new, fast growing, drought resistant varieties of vegetables

fails because agricultural extension services are directed to men. In the project
country, men grow only cash crops and women grow food crops such as this new
vegetable crop.

• A project to increase women’s income through the production of handicrafts results

in high losses because the women charge less for their finished products than they
paid for raw materials. The project developer, who does not live in the village,
assumed the women understood basic principles of costing and sales.

• A family planning project attracts very few clients because women are embarrassed
to go to the clinic, which only provides family planning services. The project
developer knew that the same women had expressed interest in family planning and
that they regularly take their children to monthly clinics for weighing, immunization,
and nutrition lessons. She had assumed the women would also be willing to attend
a monthly family planning clinic.

• A project to provide child health and nutrition education classes to mothers is poorly
attended and results in minimal improvements in child health. When asked, mothers
had told the project developer that they were interested in their children’s health.
However, they had not indicated that they had little time for an activity such as a
class or that they preferred a project to provide opportunities to earn income. The
project developer had not asked specific questions to determine this need.

Each of these projects was designed by people with good intentions but limited
understanding of the project setting. They failed because they did not address local needs
in a realistic way.

CEDPA/Project Design Session 2/Page 13

 Handout 2B-2

Before beginning a needs assessment, it is helpful to make a list of the pieces of information
you require to understand both needs and resources, the source of each piece of information,
and the means of gathering each piece of information. Formats for lists like these are shown
on the next pages. Such lists allow you to summarize all the information you want to collect
from a particular source, making information collection more efficient. They also pinpoint
gaps in the information that you need.

If there are critical gaps in existing information, you may have to develop a questionnaire
or survey to gather specific bits of information. The development of questionnaires should
be avoided if possible because it can be a long, involved process and is very costly. However,
if a questionnaire is necessary, you may wish to refer to guides for project pre-
implementation surveys or request technical assistance from appropriate agencies.

All of the information you gather is valuable. You will use it as a basis for defining the
problem and needs to be addressed and determining the goal, objectives, and appropriate
activities for your project.

Session 2/Page 14 CEDPA/Project Design

 Handout 2C-1

LEARNING FROM, WITH, AND ABOUT THE COMMUNITY

The main job of a health worker in a community-based program is not to deliver services.
And it is not simply to act as a link between the community and the outside health system.
It is to help people learn how to meet their own and each other’s health needs more
effectively.

In order to do this, the health worker needs a deep understanding of the community’s
strengths, problems, and special characteristics. Together with the people in the community,
the health worker will want to consider:

NEEDS

• local health problems and the root causes

• other problems that affect people’s well-being
• what people feel to be their major problems and needs

SOCIAL FACTORS

• beliefs, customs, and habits that affect health

• family and social structures
• traditional forms of healing and problem solving
• ways people in the community relate to each other
• ways people learn (traditionally and in schools)
• who controls whom and what (distribution of land, power, and resources)

RESOURCES

• people with special skills: leaders, healers, story tellers, artists, craftspeople, teachers
• land, crops, food sources, fuel sources (firewood, etc.), water
• building and clothing supplies
• markets, transportation, communication, tools

This looks like a lot of information, and it is! But fortunately, a health worker who is
from the community already knows most of the important facts. She or he does not need
to run around collecting a lot of data. All she or he needs to do is sit down with a group
of community people and look carefully at what they already know.
Handout 2C-2

CEDPA/Project Design Session 2/Page 15

People in a village or community already know most of the essential facts from their own
experience. (Not exact numbers, perhaps, but these are usually not needed.) What they
need to do is ask themselves:

• How do the combined facts of our situation—needs, social factors, and resources—
affect our health and well being?
• How can we work with these facts—using some, changing or reorganizing others—
to improve our health and well being?

The process of looking at these questions in a community group is sometimes called

community analysis or situation analysis.1 At best, this means not an analysis of the
community but a self-analysis by the community.

Handout 2D-1

1Training for Women Project Managers: A Trainers’ Manual. Module Four: Situation Analysis and Needs
Identification. FIT and ICOMP, December 1989.

Session 2/Page 16 CEDPA/Project Design

 NEEDS ASSESSMENT TECHNIQUES

Let us examine some of the techniques more closely.

1. STRUCTURED DISCUSSIONS

A structured discussion can be used to guide beneficiaries in discussing and

analyzing a problem.

Beneficiaries begin with a problem and state why a solution is needed. The causes
of the problem are listed and then a solution is proposed. Possible solutions may
be discussed with the development worker, who should take into account both the
causes of the problem and the reasons why a solution is wanted. The solution is
examined to determine who will benefit, what problems will remain, and whether
new problems will be created. A decision is made as to whether the new problems
are acceptable or alternative solutions are required. The process will normally be
repeated three or four times before people feel they have fully analyzed the situation.
The depth of analysis of the problem usually increases with each cycle.

2. POPULAR THEATER

Popular theater has been used as an effective tool for non-formal education in
developing countries. It has a number of purposes:

• as entertainment it can engage and hold the interest of large numbers of

people;
• as an oral medium in local languages it can involve many people who are
left out of development activities because of their literacy level and/or
language barriers;
• as a means of cultural expression it can be understood by everyone in the
community;
• as a public or social activity it can bring a community together and create
the context for cooperative thinking and action.

3. QUESTIONNAIRES

The questionnaire is a common technique used in needs assessment. While designing

a questionnaire, you need to think about the following:
Handout 2D-2

• Will any of the questions be seen as threatening? Why? How are people likely

CEDPA/Project Design Session 2/Page 17

 to respond to these questions?
• What are the advantages and limitations of questionnaires?
• Would women and men respond differently to any of the questions?

4. OBSERVATION

Observation is another technique often used in needs assessment. When conducting

an observation you need to think about the following:

• What are the skills required for good observation? Are these skills readily
available? Do we have the resources to train people in observation techniques?
• Will taking notes or recording conversations offend anyone? How might they
affect the results of observation? What might be done to minimize these
effects?
• To what extent can beneficiaries carry out the observation of their own
situation? How could this affect the selection of observers?
• What are the strengths and weaknesses of observation? How can project
beneficiaries become involved in the observation process?
• What gender issues can arise in observation?

General instructions for observation/interviews using questionnaires:

• Aim for a representative cross section of ALL community members: by age,

gender, economic status, ethnic grouping, etc.
• Try to reach people where they are, for example, in the fields, at home, in
the local market, at a tea shop, a village well, a local factory, etc.
• If you made information contacts earlier, begin with them.
• Discuss matters with those who may have a potential or active role in the
project; for example, district government officers, extension workers, and
volunteers.
• Find out what government and private agencies have done and to whom their
programs are targeted.

5. GAMES

Playing a board game can help beneficiaries decide how to distribute limited
resources to priority activities. It provides a non-threatening environment in which
players can express their feelings and opinions relating to issues in their own
community.
Handout 2D-3

Following is an example of such a game:

Session 2/Page 18 CEDPA/Project Design

 A list of possible development projects or activities is prepared and the costs or
resources required for each are estimated. Squares are drawn on the board in a
checkerboard pattern. Draw enough squares so that each square represents 1% of
the total cost or resources for the activity. Beneficiaries then cover the number of
squares equal to the proportion of the resources they wish to allocate to each activity.
Discussions take place around moving resources from one activity to another. This
process can be effective with individuals or groups. Beneficiaries might wish to
increase the budget for recreation. If such a decision were made, what other budget
category should be reduced? What rationale would be used to justify moving
resources from one category to another? Thinking back to the different priorities
of women and men, what gender issues can arise from using this technique?2
Handout 2F-1

2 Training for Women Project Managers: A Trainers’ Manual. Module Four: Situation Analysis and Needs
Identification. FIT and ICOMP, December 1989.

CEDPA/Project Design Session 2/Page 19

 Handout 2E

ASSESSING NEEDS

Session 2/Page 20
INFORMATION SOURCE OF MEANS OF GATHERING COMMENTS
REQUIRED INFORMATION INFORMATION

CEDPA/Project Design
 COLLECTING AND ANALYZING DATA

Having developed an understanding of the overall needs and having selected the particular
problems your project will address, you are ready to collect more detailed information
about these problems, about the community, and about the resources available. This is
important because you need facts in order to plan further.

The information required will vary according to the particular problems you are addressing.
For example, if the decision is to undertake a family planning project, the information
needed includes the following:

• Family planning and other health services: What is available, where, at what cost?
• Family composition: What is the average number of children/ages?
• Beliefs and culture: What do people believe about family size and composition?
Are there cultural restrictions regarding the use of family planning?
• Knowledge of family planning: How much do women and men already know?
• Health status and practices: What are the major causes of infant and maternal
mortality? What are the weaning practices?

There are many sources of information that can be used when planning a project. Here
is a list of some valuable sources:

• Census records and data

• Written material that describes a community or region, from ministries or
international organizations
• Descriptions and reports on projects in the area sponsored by other agencies,
including government agencies, voluntary agencies, and international organizations
• Descriptions and reports on projects elsewhere that are similar to the one you wish
to undertake
• Community leaders, local residents, or specific segments of a population
• Records at clinics, hospitals, and schools
• Observations of the community and knowledge of similar communities

Here are some of the elements that together make up the setting of a project and that may
have an effect on project success:

• People - numbers, relationships, ages, sex

Handout 2F-2

• Infrastructure - hospitals, schools, clinics, water and sanitation systems, roads

• Resources - material and human resources, whether they exist or are lacking
• Environment - health conditions, weather conditions

CEDPA/Project Design Session 2/Page 21

• Beliefs and Practices - religious, cultural, political, social beliefs
• Economics - amount of money, distribution and source
• Opinions, Ideas, and Preferences - people’s opinions about their needs and the
options available to them

If the first step in the project development process is to broadly define what kind of project
is needed and wanted in a particular village or setting, you will want to gather basic
information related to:

• overall problems and needs

• existing resources
• people’s preferences

You will not require detailed information on every area of activity (e.g., agriculture,
education, health) or every problem or need (e.g., lack of water, child malnutrition, high
rates of maternal death in childbirth), since your project will not address all of these issues.

Session 2/Page 22 CEDPA/Project Design

 SESSION THREE

D E V E L O P I N G A P R O B L E M S T A T E M E N T

Learner By the end of this session, participants will be able to

Objectives
1. Identify problems that their organizations could address
2. Identify elements of a good problem statement
3. Write a problem statement based on a case study

Time 3 hours

Session A. Definition and Characteristics of

Overview a Problem Statement . . . . . . . . . . . . . . . . . . 45 minutes
B. Writing a Problem Statement . . . . . . . 2 hours, 15 minutes

Materials Flipchart
Flipchart markers
Optional: Overhead projector, transparencies, and transparency pens

Handouts 3A Criteria for a Good Problem Statement

3B Identifying and Selecting Problems
3C Stoneland Case Study
3D Example of a Good Problem Statement

CEDPA/Project Design Session 3/Page 23

A. Definition and Characteristics of a Problem Statement (45 minutes)

Step 1 Greet participants and read aloud the posted learner objectives for the
session.

Step 2 Begin a general discussion around the word “problem” by asking the
following questions:

• As a manager, what comes to your mind when you think of a

problem?
• How would you define a problem?

Generate suggestions for definitions and record them on a flipchart.

Step 3 Write the following problem statement on a flipchart:

The number of adolescent pregnancies is increasing in the Washington,

D.C., area.

Ask the participants to pretend that they are donors who receive this
problem statement. What more do they need to know about the
situation? Record all the responses on a flipchart.

Possible responses: How much has it increased? Over what time

period? Among all adolescents, or among specific groups? What is
the cause? What are some of the attitudes and beliefs of the adolescents
about sex? About pregnancy? What type of sex education is included
in the schools? In what part of Washington is it a problem?

Step 4 Ask, “What is the purpose of a problem statement?”

Possible response: A problem statement provides focus and direction

for a project. It looks beyond symptoms to clearly define the problem
and state specific areas for change.

Refer to the list developed in Step 3 above. What are the elements
or characteristics of a good problem statement?

Refer to Handouts 3A and 3B, Criteria for a Good Problem Statement

and Identifying and Selecting Problems.

Session 3/Page 24 CEDPA/Project Design

B. Writing a Problem Statement (2 hours, 15 minutes)

Step 1 Distribute Handout 3C, Stoneland Case Study. Introduce the following task,
to be carried out in the organizational groups formed in Session 2:

TASK #1

1. Take a few minutes to read the case study. As a

group, select the problem/s that your organization
wishes to address based on the mission and focus
of your organization.
2. Write a problem statement.

Time: 1 hour

Step 2 After the organizations have developed their problem statements,

introduce the next task:

TASK #2

1. Exchange your problem statement with another

organization and critique each other’s statements.
2. While critiquing, check to see if all the elements
of a good problem statement are present. Make
recommendations to your “sister” organization to
improve the statement.
3. Incorporate the recommendations into your
organization’s problem statement.
4. Prepare to report to the larger group using
transparencies or handouts.

Time: 40 minutes

Step 3 Ask each organization to present its problem statement to the larger
group. Ask other participants for comments and suggestions.

CEDPA/Project Design Session 3/Page 25

 Step 4 Wrap up the session by asking the following questions:

• How did you find the experience?

• What difficulties did you have in writing the statement? in
critiquing it?
• What did you find useful about the experience?
• How will you use this experience when you go back home?

Session 3/Page 26 CEDPA/Project Design

 Handout 3A

CRITERIA FOR A GOOD PROBLEM STATEMENT

The Statement

A good problem statement does the following:

• Concisely states a situation that needs to be changed.

• States who/what is affected.
• Quantifies the problem (how many).
• Addresses an issue related to the organizational needs/purpose.

Causes

Consider the following:

• Why does the problem exist?

• Is there more than one cause?
• Are the causes interdependent?

Consequences

Consider the following:

• What are the consequences of the problem?

• How many people does it affect?
• Are there political, cultural, and economic effects?

CEDPA/Project Design Session 3/Page 27

 Handout 3B

IDENTIFYING AND SELECTING PROBLEMS

The overview you get from your basic needs assessment will help you to determine major
needs and problems. You can then select the problem or problems your organization has
the skills to address. This is important because a project will be most successful if it is
concerned with a small number of specific problems. Everything cannot be done at once,
and a project should be limited to something that can be done in a relatively short time
by your organization.

Once the problems to be addressed by the project have been identified and selected, more
detailed information is gathered on the local circumstances surrounding the particular
problems.

For example, your organization has decided to undertake a project in one town. Your
organization works mainly in the areas of health, nutrition, and family planning and has
a staff of nurses, midwives, and family planning educators. Thus, you already know that
you are not qualified to do an irrigation project, an agriculture extension project or a project
to teach women handicraft production.

Interviews with the town residents reveal that there are many maternal deaths in childbirth
and that this concerns the community as a whole. By direct observation, you see many
malnourished children under the age of five, whose mothers are either pregnant or have
new babies. You learn that another voluntary agency has just begun a project to educate
mothers about child nutrition, to initiate regular weighing of children, and to provide high
protein foods to the most severely malnourished.

All of the basic information leads your group to support a project that addresses problems
of maternal/child health in a village through family planning education and service delivery.
A spot check of village leaders and residents confirms that there is an interest in this.

Session 3/Page 28 CEDPA/Project Design

 Handout 3C

STONELAND CASE STUDY

Stoneland is a crowded conglomeration of villages located close to the center of the

universe. The collective population of this conglomeration is about 90,000. While
occupations vary from village to village, the whole area lacks the infrastructure for basic
amenities, educational facilities, and economic opportunity. The majority of the community
members are employed as mining and quarry workers and daily laborers. Some of the
more fortunate ones are owners of small household industries.

One primary health care center serves the entire population. This center has a doctor who
comes in two times a week, and health workers who come in everyday but do not go out
into the villages. Negligible health services and weak health and family planning education
programs have resulted in high child mortality and morbidity rates.

Stoneland has co-educational primary schools, but the students must leave Stoneland to
attend middle and high schools. Parents willingly send their boys to these schools. However,
most parents are reluctant to send their daughters, believing that they should not be exposed
to the outside world. Some girls do leave for higher schooling but they often have to drop
out because they get no support from their parents (who are not educated themselves).
Girls are married at an early age of 14-16 years without any preparation for adult life.
The elders of the community believe that women are not capable of accomplishing anything
beyond marriage.

Most of the people are impoverished. Most men and women work in the quarries that are
located in the villages. The men earn less than the minimum wage and the women fare
even worse, receiving a pittance for the same work. There are serious environmental and
health hazards in this work, but the workers have no knowledge of their legal rights and
the stone crushing contractors do not provide safeguards such as masks. As a result,
pulmonary problems such as tuberculosis and silicosis are rampant.

Housing facilities are sub-standard, with many families sharing one small room; as a result,
people often just sleep outside their homes. The houses do not have any toilets or baths,
and so the people use the fields. There is an acute shortage of safe drinking water and
women must walk 3-4 kilometers and wait in long lines to fetch a pail of water. Many
children die from diarrhea.

Your organization, which is located in the center of the universe, has heard about the
situation in Stoneland and wishes to design development programs for the area.

CEDPA/Project Design Session 3/Page 29

 Handout 3D-1

EXAMPLE OF A GOOD PROBLEM STATEMENT

AIDS in Ghana
The rapid spread of HIV/AIDS in Ghana is a major national concern. Between 1986, when
the first AIDS case was reported, and 1990, the number of cases reported annually increased
from 26 to 1,011.1 Eighty-five percent of the 2,237 cases reported during this four-year
period occurred in 1989 and 1990. 2 HIV/AIDS transmission in Ghana occurs primarily
through heterosexual sex and contaminated blood supplies, as it does in much of sub-
Saharan Africa. As in the rest of the world, HIV/AIDS predominantly affects young adults
ages 20-49, the most vital segment of the population in terms of economic and social
development. Men and women ages 20-39 account for 74% of all AIDS cases in Ghana.
The epidemic thus has the potential to “create massive economic problems stemming from
losses of productivity, training, and diversion of funds from development to crisis health
care,”3 in addition to the human costs in pain and suffering.

HIV seroprevalence is high among groups involved in high-risk behaviors, such as long-
distance truck drivers and prostitutes. Among urban high-risk groups, the seroprevalence
rate is 25.2%, while in urban low-risk groups the rate is 2.2%. 4 Although 78% of all cases
are found in three regions of the country containing only 42.5% of the population, AIDS
cases have been reported in all ten regions. The number of AIDS patients continues to
increase all over the country. Moreover, WHO/GPA estimates that for every reported AIDS
case, there are 50 unreported cases. The incidence of HIV, therefore, is probably even
higher than the death and seroprevalence rates indicate. (See Appendix 1 for further statistics
on AIDS in Ghana.)

Several factors have contributed to the rapid transmission of HIV/AIDS in Ghana. An

internationally mobile prostitute population contributed to the early spread of the epidemic.
While a majority of these early cases had a history of recent residence or extended visit
abroad, it is now believed that local transmission is occurring. The Ghanaian population
is young, and multiple partner behavior common, facilitating the spread of the infection
into the general population.

1 Dr. Asamoah-Odei. HIV Surveillance in Ghana . February, 1991.

2 Ibid.
3 Bledsoe, Caroline. The Politics of AIDS and Condoms for Stable Heterosexual Relations in Africa: Recent
Evidence from the Local Print Media . Dept. of Anthropology, Northwestern University.
4 U.S. Agency for International Development. HIV Infection and AIDS: A Report to Congress on the USAID

Program for Prevention and Control . May 1991.

Session 3/Page 30 CEDPA/Project Design

 Handout 3D-2

Between 1986 and 1990, there has been a four-fold increase in the number of AIDS cases
in individuals without a history of travel outside the country. Frequent travel between cities
and rural areas will probably result in an increase in rural prevalence.

Women are in an especially vulnerable position in regard to contracting HIV/AIDS. Social

and economic pressures can force women to engage in high-risk behaviors. According to
the Ghana Medium Term Plan (MTP) for the Prevention and Control of AIDS, 1989-1993,
“a major contribution to the spread of HIV is the lack of employment for young women,
which forces them to travel to other areas for prostitution.” In fact, the higher cumulative
incidence rates of HIV/AIDS in Ghana are found in the two regions where socio-cultural
practices promote young girls becoming commercial sex workers. Approximately 80% of
the reported AIDS cases have been in women between the ages of 15 and 45, with an
initial ratio of 7:1, female to male cases. Traditionally, women have had little power to
negotiate sexual behaviors or to control or influence behaviors that directly affect their
own health.

Government Response
In response to the threat of a national HIV/AIDS epidemic, the Government of Ghana
adopted its Medium Term Plan (MTP) for the Prevention and Control of AIDS in 1989.
The goals of the MTP are “to prevent further transmission and spread of HIV and to
decrease the impact of AIDS on the affected individuals, family groups, and communities
at large.” In the absence of a vaccine or cure, the plan emphasizes prevention of sexual
transmission of HIV by discouraging casual sexual relationships, multiple sexual partners,
and “prostitution-like” activities. Strategies focus on intense public information and
education programs and counseling of high-risk groups and HIV positive individuals,
utilizing a multi-faceted approach designed to ensure maximum coverage of the population.
The plan emphasizes implementation of project activities at community and district levels.

The National AIDS Control Programme (NACP) of the Ministry of Health (MOH) has
collaborated with NGOs to provide education to specific target groups and the public in
general. For example, the MOH has conducted workshops in the provision of psychosocial
support for people with AIDS for both MOH staff and some nongovernmental organizations
(NGOs). The YWCA participated in these workshops.

International Donor Initiatives

USAID budgeted $31,591 for interventions in Ghana targeting high-risk groups, such as
prostitutes, long-distance truck drivers, and the military. In collaboration with the Ministry
of Health, USAID expanded the scope of a pilot education and condom distribution program
to educate more than 2,000 women about sexual transmission of HIV and its correlation
to untreated Sexually Transmitted Diseases (STDs). USAID is also assisting the Ghana
Armed Force in its AIDS/STD prevention program. The program aims at encouraging men
to take more responsibility in preventing HIV transmission.

CEDPA/Project Design Session 3/Page 31

 SESSION FOUR

G O A L S A N D O B J E C T I V E S

Learner By the end of this session, participants will be able to

Objectives
1. Define goals and develop a goal statement from the Stoneland
case study
2. Define objectives and develop objectives that meet the
“SMART” criteria

Time 3 hours

Session A. Developing Goals . . . . . . . . . . . . . . . 1 hour, 20 minutes

Overview B. Writing Objectives . . . . . . . . . . . . . . 1 hour, 40 minutes

Materials Flipchart
Markers

Handouts 4A Case Study: Nita’s Dream

4B Goals
4C Objectives

CEDPA/Project Design Session 4/Page 33

A. Developing Goals (1 hour, 20 minutes)

Step 1 Greet participants and read aloud the posted learner objectives for the
session.

Step 2 Pass out Handout 4A, Case Study: Nita’s Dream, and read it aloud.
Initiate a brief discussion using the following questions:

• How would you describe Nita’s problem?

Possible responses: Desire to leave her village, desire for a career,

desire to live in the city.

• What is the solution to Nita’s problem?

Expected response: Attend university, or something similar. Try to

focus participants on this endpoint, attending university, rather than
the specific steps Nita has outlined to reach that endpoint.

• How would you state this in terms of a goal?

Possible response: “To attend university in the capital city and study
business.”

Write the group’s goal statement on a flipchart.

Step 3 Ask the group to define a goal statement.

See Handout 4B, Goals.

Step 4 Divide the participants into their organizational groups and introduce
the following task:

Session 4/Page 34 CEDPA/Project Design

 TASK #1

Using the case study and the problem statements

developed in the last session, write a goal for your
project. Make sure your goal is:

• the solution to the problems that you described

• realistic

Time: 20 minutes

Step 5 As each group presents its goal, ask other participants to assess
whether or not the goal meets the two criteria mentioned above. Help
each group to refine their goal statements as necessary.

Step 6 Wrap up with the following questions:

• What was it like to develop a goal statement?

• Was it difficult to come up with a focused statement?
• Was it difficult to word the goal so that it described what the
project setting would be like after the project was completed?

Develop a list of tips for writing a goal statement. The tips can be
listed on a flipchart and hung on the wall for reference.

B. Writing Objectives (1 hour, 40 minutes)

Step 1 Refer back to the Case Study: Nita’s Dream. Remind participants of
Nita’s goal. Ask participants how they would describe the list Nita
developed.

Possible response: A list of steps or activities Nita will carry out in

order to achieve her goal.

• What other activities could be included on this list?

• Do you think this list will be helpful to Nita? How?

CEDPA/Project Design Session 4/Page 35

 Step 2 Ask participants to define what is meant by an objective. What are
some of the characteristics of Nita’s objectives?

Refer to Handout 4C, Objectives.

Step 3 Introduce the concept of SMART objectives by having participants

re-examine Nita’s objectives and the objectives added by the group
to ensure that they are SMART. The objectives can be rewritten if
necessary. Record these objectives on a flipchart.

Step 4 Ask participants to return to their organizational groups to carry out

the following task:

TASK #2

1. Write some objectives for the goal developed by

your group during Task 1. Use Handout 4C,
Objectives, as a reference.
2. Be sure that your objectives meet the SMART
criteria.

Time: 45 minutes

Step 5 As each group presents its objectives, ask other participants to review
the objectives to ensure that they meet the SMART criteria. Objectives
should be revised as necessary.

Step 6 To wrap up, discuss the difference between goals and objectives and
list the differences on a flipchart for reference.

Session 4/Page 36 CEDPA/Project Design

 Handout 4A

CASE STUDY: NITA’S DREAM

Nita is a 16-year-old girl who lives in a small village. She has grown up in this village
with her brothers and sisters, cousins, aunts, and uncles. She goes to school fairly regularly,
and helps her mother in the house and the garden. Although Nita has never left her village,
she dreams of attending the university in the capital city where she can study business
and have a career, like her cousin Nafta. Nafta visits a few times a year with stories of
city life. This dream of going to the university has been with Nita for many years, but
lately it is all she can think about, especially as her family begins to talk about marriage
for her.

One hot and quiet evening, Nita is lying restlessly in her bed, tossing and turning and
trying to sleep. Her mind is whirling with images of the city and school and life outside
her village. She abruptly gets up and quietly finds a candle. She tears a sheet of paper
from her school notebook. At the top she writes, “University.” Then she begins to make
a list:

1. Talk to school counselor by March about different universities and scholarship

opportunities.

2. Write to four different universities to request information within two months.

3. Study mathematics at least one hour per day for the next term.

4. Apply for university entrance examination before spring deadline.

5. Discuss plans with mother and aunt.

She rereads what she has written and, satisfied with her plan, crawls into bed to sleep.

CEDPA/Project Design Session 4/Page 37

 Handout 4B

GOALS

A project goal briefly describes what you expect the project setting to be like after your
project has completed its intervention.

• A goal is the solution to the problems you described earlier. Your problem statement
was limited to those specific problems that could be solved by the project. Your
goal statement represents the solution.

• A goal is realistic. Do not state that your project will accomplish more than it
possibly can.

It is important to develop a goal statement in order to define the scope of the project activity.
Handout 4C

Session 4/Page 38 CEDPA/Project Design

 OBJECTIVES

Definition Project objectives are a series of specific accomplishments designed to

address the stated problems and attain the stated goal. An objective is an
endpoint, not a process. It is a description of what will exist at the end of
a project.
The clearer the objectives, the easier it is to plan and implement activities that will lead
to attainment of these objectives. Writing clear objectives also makes it easier to monitor
progress and evaluate the success of projects.
When writing objectives, avoid “process” words; instead, use “endpoint” words:
Process Words Endpoint Words
assist train
improve distribute
strengthen increase
promote reduce
coordinate organize
Objectives must be specific (what and when) and measurable (how much) and must describe
what is desirable (suitable and appropriate for the situation) and obtainable (realistic).
Checklist:
S Specific Is the objective clear in terms of what, how, when, and
where the situation will be changed?
M Measurable Are the targets measurable (e.g., how much of an
increase or how many people)?
A Area-Specific Does the objective delineate an area or population (sex,
age, village)?
R Realistic Is the project able to obtain the level of involvement and
change reflected in each objective?
T Time-Bound Does the objective reflect a time period in which it will
be accomplished (e.g., during the first quarter or mid-
point of the project period)?

CEDPA/Project Design Session 4/Page 39

 SESSION FIVE

P R O J E C T I M P L E M E N T A T I O N P L A N

Learner By the end of this session, participants will be able to

Objectives
1. Develop a list of activities to achieve each of their group project
objectives
2. Complete a draft project implementation plan for their group’s
project

Time 3 hours

Session A. Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1 hour

Overview B. Developing a Plan . . . . . . . . . . . . . . . . . . . . . . 2 hours

Materials Flipcharts
Flipchart markers

Handouts 5A Construction of Liberty Hospital

5B Project Implementation Plan

CEDPA/Project Design Session 5/Page 41

A. Activities (1 hour)

Step 1 Greet participants and read aloud the posted learner objectives for the
session.

Step 2 Introduce the concept of an implementation plan by reminding

participants that they have discussed goals and objectives as the
framework and foundation of a project. They have seen the importance
of developing clearly stated goals and objectives in the project design
process. Next, they will see how they can develop an implementation
planning tool, building on the project’s goals and objectives.

Step 3 Distribute Handout 5A, Construction of Liberty Hospital. Ask

participants to imagine that they have just been appointed building
supervisor for construction of a new hospital, after the unexpected
and sudden departure of the previous supervisor. The only information
left by the former supervisor was the list of activities that appears
on the handout.

Initiate a brainstorming exercise on the information that would be

needed in order to properly oversee and manage the building process.
Ask the following questions:

• Are the activities in the correct order?

• Do they provide enough information?
• What else would you want to know as a supervisor?

List responses on a flipchart.

Possible responses: Who is responsible for each of the activities? When

will each activity be done? How long will it take? Are adequate
resources available?

Step 4 Refer to the flipchart with the objectives for Nita’s dream from the
previous session and select one objective. Ask participants to list the
tasks that need to be carried out in order to accomplish that objective.
List all responses on a flipchart. This can be repeated for another
objective.

Step 5 Ask participants to define and/or list characteristics of “activities.”

Write characteristics on a flipchart.

Session 5/Page 42 CEDPA/Project Design

 Expected responses: Activities are a series of specific steps or tasks
carried out in order to achieve an objective. They require resources,
have a sequence, and have someone responsible for carrying them
out.

Step 6 Divide participants into their organizational groups to carry out the
following task:

TASK #1

For each objective developed by your group during the

previous session, develop a list of the activities needed
to accomplish that objective.

Time: 30 minutes

Step 7 Ask each group to select one objective and present the list of activities
it has developed for that objective. Ask other participants if they can
think of any other activities that could be listed under the objective.

B. Developing a Plan (2 hours)

Step 1 Ask participants what the components of an implementation plan

should be, keeping in mind the information required by the hospital
building supervisor.

Possible responses: Project objectives, activities, person responsible,

timeframe (starting and ending point), necessary resources.

Step 2 Ask, “What is the purpose of an implementation plan?”

Possible responses: Planning, monitoring/supervision, allocation of

resources, evaluation.

Step 3 Distribute Handout 5B, Implementation Plan, and review it to make

sure participants understand the format. Introduce the following task:

CEDPA/Project Design Session 5/Page 43

 TASK #2

1. In your organizational groups, organize your

objectives and activities into an implementation
plan, using the framework provided.
2. Prepare to report on the activities for one
objective.

Time: 1 hour

Step 4 Ask each group to present a section of its plan. For each group, discuss
whether:

• the activities are sequenced correctly

• the timeframe for completion of the activities seems reasonable
• any activities are missing.

Step 5 To wrap up, ask the group the following questions:

• How did you find the process of developing an implementation

plan?
• Did the process of developing the plan make you think of
activities that you had left out in the initial planning process?
• Did it give you a clear picture of how the project would
progress?
• What happens to the implementation plan once it is developed?

Session 5/Page 44 CEDPA/Project Design

 Handout 5A

CONSTRUCTION OF LIBERTY HOSPITAL

Activities to Be Done

1. Order medical supplies and equipment

2. Obtain building materials
3. Meet with community
4. Select site
5. Draw up plans with architect
6. Identify staff
7. Begin construction
8. Order office supplies

CEDPA/Project Design Session 5/Page 45

 Handout 5B

PROJECT IMPLEMENTATION PLAN

Session 5/Page 46
OBJECTIVE: __________________________________________________________________________________

Project Month Resources Person

Activities Needed Responsible
1 2 3 4 5 6 7 8 9 10 11 12

CEDPA/Project Design
 SESSION SIX

J O B D E S C R I P T I O N S , S T A F F I N G P A T T E R N S ,
A N D T R A I N I N G P L A N

Learner By the end of this session, participants will be able to

Objectives
1. Develop a staffing pattern for their project
2. Develop a training plan for the project staff

Time 3 hours

Session A. Job Descriptions and Staffing

Overview Patterns . . . . . . . . . . . . . . . . . . . . . .1 hour, 30 minutes
B. Developing a Training Plan . . . . . . . . .1 hour, 30 minutes

Materials Flipchart
Flipchart markers

Handouts 6A Developing a Training Plan for an Organization

CEDPA/Project Design Session 6/Page 47

A. Job Descriptions and Staffing Patterns (1 hour, 30 minutes)

Step 1 Greet participants and read aloud the posted learner objectives for the
session.

Step 2 Initiate a discussion on job descriptions using the following questions:

• How many of you have a written job description?

• Does it describe what you really do? If not, why not?
• Who benefits from having a written job description?
• What purposes can it serve?

Step 3 Ask participants to return to their organizational groups to carry out

the following task:

TASK #1

1. Refer back to your objectives, activities, and

workplans and determine the number and kind of
project staff you need to accomplish the plan
successfully.
2. Develop an organigram indicating supervisory
relationships for the project.
3. List the responsibilities of key personnel in
relation to project activities.

Time: 1 hour

Step 4 Ask each group to present its staffing plan (number and kind of project
staff). Discuss any difficulties participants may have had with the task.

B. Developing a Training Plan (1 hour, 30 minutes)

Step 1 Ask participants to return to their organizational groups. Distribute

Handout 6A, Developing a Training Plan for an Organization.
Introduce the following task:

Session 6/Page 48 CEDPA/Project Design

 TASK #2

1. Take one job position and identify likely training

needs.
2. Develop a training plan for that level of personnel
using Handout 6A, Developing a Training Plan
for an Organization.
3. Prepare to report to the group.

Time: 1 hour

Step 2 Have each group present its training plan to the rest of the participants
(5 minutes per group). Solicit further recommendations or
clarifications from the group.

Step 3 Facilitate a wrap-up of the session by asking the following questions:

• What have you learned during the session?

• What is the importance of having a training plan as part of the
project design?
• How will you use this information when you return to your
organization at home?

CEDPA/Project Design Session 6/Page 49

 Handout 6A

DEVELOPING A TRAINING PLAN FOR AN ORGANIZATION

• Who will be trained?

• How will you determine what their training needs are?

• When will they be trained?

• What will they be trained in?

• How long will the training last? (Duration)

• Can any project staff be trained by other organizations? In what areas?

• Who will do the training?

• What resources and materials are required to conduct the training?

Session 6/Page 50 CEDPA/Project Design

 SESSION SEVEN

M O N I T O R I N G A N D E V A L U A T I O N

Learner By the end of this session, participants will be able to

Objectives
1. Describe the purposes, processes, and components of
monitoring and evaluation within the project design/
management cycle
2. Develop measurable indicators for monitoring and evaluating
progress toward objectives
3. Identify and select appropriate monitoring and evaluation
activities and tools
4. Design a monitoring and evaluation plan based on stated
objectives, activities, and indicators for measuring progress

Time 4 hours, 20 minutes

Session A. Monitoring/Management Information

Overview Systems (MIS) . . . . . . . . . . . . . . . . . 1 hour, 50 minutes
B. Evaluation/Selecting Indicators . . . . . . 2 hours, 30 minutes

Materials Flipchart
Markers
Optional: Overhead projector, transparencies

Handouts 7A Monitoring
7B Information for Monitoring Program Operations
7C Information for Monitoring Program Operations (example) and
Performance Information That Can Be Used to Measure Family
Planning Program Results and Impact
7D Evaluation
7E Indicators
7F Sample Indicators for Objectives
7G Developing a Monitoring and Evaluation Plan

CEDPA/Project Design Session 7/Page 51

A. Monitoring/Management Information Systems (MIS) (1 hour, 50 minutes)

Step 1 Greet participants and read aloud the posted learner objectives for the
session.

Monitoring

Step 2 Ask participants the following questions about monitoring. Record

responses on a flipchart. (You may want to prepare the expected
responses on an overhead projector transparency before the session.)

• What is monitoring?

Expected response: Monitoring is the process of routinely gathering

information on all aspects of the project.

• Why do we need to monitor project activities?

Expected response: Monitoring provides managers with information

needed to analyze the current situation, identify problems and find
solutions, discover trends and patterns, keep project activities on
schedule, measure progress towards objectives, formulate/revise future
goals and objectives, make decisions about human, financial, and
material resources.

• When do we monitor?

Expected response: Monitoring is continuous. A monitoring system

should be in place before project start-up. Monitoring activities should
be scheduled on the project workplan.

• Who monitors?

Expected response: The first level of monitoring is done by project

staff. Supervisors are responsible for monitoring the staff and tasks
under them, and the project manager is responsible for monitoring
all aspects of the project. The second level of monitoring is done by
the donor(s). Through field visits and routine reports from the project
manager, the donor monitors progress and measures performance.

• How do we monitor?

Possible responses: Field visits, review of service delivery and

commodities records, management information system (MIS).
Session 7/Page 52 CEDPA/Project Design
 Step 3 Ask participants to brainstorm about what type of information a project
should monitor. List responses on a flipchart.

Possible responses: Information on the use of time, people, money,

and other material resources, as well as results and impact; staff/
supervision; budget and expenditures; commodities; workplan
activities, e.g., service delivery, training, IEC activities.

Distribute Handout 7A, Monitoring, for reference.

Management Information Systems (MIS)

Step 4 Explain that in order to ensure access to complete, timely, and accurate
information for monitoring a project, a management information
system (MIS) should be established. Ask participants to define MIS.

Possible definition: A system designed to collect and report information

on a project and project activities to enable a manager to plan,
monitor, and evaluate the operations and performance of the project.

Step 5 Present the following steps for designing a Management Information

System:

a. Examine the indicators of change identified for the project.

Indicators show whether progress has occurred; they will be
covered later in the session.

b. Identify the categories of information needed to plan, monitor,

and evaluate the project.

c. Determine the frequency of information collection.

d. Identify the persons who will use each type of information.

e. Design or revise formats and procedures for collecting and

recording and reporting data.

f. Create a manual or computerized system (database) to tabulate,

analyze, and report information in its most useful form for
managers and donors.

g. Train/supervise staff in use of MIS.

Depending on the type and size of the project and the skills and

CEDPA/Project Design Session 7/Page 53

 experience of project staff, the MIS can be formal or informal,
extensive or small. It should always be simple and efficient to use.
It can be a manual system or it can be computerized. It should not
be time-consuming to use and should fit comfortably and naturally
with staff’s other activities.

Step 6 Ask participants to brainstorm various ways information can be

collected for an MIS.

Possible responses: Client records/cards, daily logs/registers, feedback

sheets, checklists, surveys and questionnaires, interviews, focus groups,
observation.

Step 7 Ask participants to return to their organizational groups to carry out

the following task:

TASK #1

Complete at least two rows of the chart in Handout 7B,

Information for Monitoring Program Operations.

Time: 30 minutes

Step 8 Have each group present its monitoring plan. Distribute Handout 7C,
Information for Monitoring Program Operations (example), for
participants to compare with their answers.

B. Evaluation/Selecting Indicators (2 hours, 30 minutes)

Step 1 Initiate a discussion on evaluation using the following questions:

• What is evaluation?
• How does evaluation differ from monitoring?
• What is the purpose of evaluation?
• When do we evaluate?
• Who evaluates?
• What should we evaluate?

Session 7/Page 54 CEDPA/Project Design

 See Handout 7D, Evaluation.

Step 2 Explain that our discussion of evaluation will focus on measuring

achievement of project objectives, since measuring the progress of
workplan activities was covered under monitoring. Remind participants
that while there is no set formula for evaluating a project, there are
certain procedures and steps that may be helpful to follow. Explain
that one of the first steps in planning an evaluation is to select the
indicators you will use. Your monitoring and evaluation plan should
describe these indicators of change.

Ask participants to define “indicators.” List responses on a flipchart.

See Handout 7E, Indicators.

Step 3 Write the following objective on a flipchart:

“To train 300 mothers in the correct preparation and use of Sugar-
Salt Solution (SSS) to prevent dehydration in children under five by
the end of the year.”

Ask, “How do we know if this objective has been achieved?” Ask

participants to brainstorm indicators for achievement of this objective.
Categorize their responses according to the three categories of
indicators: input, output, and impact.

Expected responses:

Input indicator - Number of trainings conducted in correct preparation

and use of SSS.

Output indicator - Number of mothers trained in SSS. Number of

mothers correctly using SSS to prevent dehydration.

Impact indicator - Number of under-fives suffering from dehydration

in the last month; number of cases of dehydration treated at the health
center.

Step 4 Help participants to define each of the three types of indicators. What
are the advantages and disadvantages of each type?

Step 5 Distribute Handouts 7E, Indicators, and 7F, Sample Indicators for
Objectives, for reference.

CEDPA/Project Design Session 7/Page 55

 Step 6 Introduce the following task:

TASK #2

1. Develop indicators for one of your objectives.

Refer to Handout 7F for examples.
2. Develop a monitoring and evaluation plan for
your project using Handout 7G as a framework.
3. Prepare to report back.

Time: 90 minutes

Step 7 Have each group present their indicators and monitoring and evaluation
plan. Discuss each presentation.

Summarize by asking what each group found difficult about the task
and discussing.

Session 7/Page 56 CEDPA/Project Design

 Handout 7A

MONITORING

Monitoring is the process of routinely gathering information on all aspects of the project.
Monitoring provides managers with information needed to:

• Analyze current situation

• Identify problems and find solutions
• Discover trends and patterns
• Keep project activities on schedule
• Measure progress towards objectives and formulate/revise future
goals and objectives
• Make decisions about human, financial, and material resources.

Monitoring is continuous. A monitoring system should be in place before project start-

up. Monitoring activities should be scheduled on the project workplan.

The first level of monitoring is done by project staff. Supervisors are responsible for
monitoring the staff and tasks under them, and the project manager is responsible for
monitoring all aspects of the project.

The second level of monitoring is done by the donor(s). Through field visits and routine
reports from the project manager, the donor monitors progress and measures performance.

Monitoring can be carried out through field visits, review of service delivery and
commodities records, and management information systems (MIS).

CEDPA/Project Design Session 7/Page 57

 Handout 7B

INFORMATION FOR MONITORING PROGRAM OPERATIONS

Session 7/Page 58
CATEGORIES OF WHAT TO WHAT RECORDS WHO COLLECTS WHO USES HOW TO USE WHAT DECISIONS
INFORMATION MONITOR TO KEEP DATA DATA INFORMATION CAN BE MADE

1 . Workplan
Activities

2 . Costs and
Expenditures

3 . Staff and
Supervision

4 . Commodities

5 . Results

CEDPA/Project Design
Source: The Family Planning Manager’s Handbook. Editors: James A. Wolff, Linda J. Suttenfield, Susanna C. Binzen. Management Sciences
for Health, Boston.
 Handout 7C-1

INFORMATION FOR MONITORING PROGRAM OPERATIONS

CATEGORIES OF WHAT TO WHAT RECORDS WHO COLLECTS WHO USES HOW TO USE WHAT DECISIONS

CEDPA/Project Design
INFORMATION MONITOR TO KEEP DATA DATA INFORMATION CAN BE MADE
• Timing of activities • Monthly/quarterly • Project Manager • Project • Ensure staff and • Reschedule
1 . Workplan • Availability of workplans • Supervisors Manager other resources are activities and
Activities personnel, resources • Work schedules • Donor available deployment of
agency resources as needed

• Budgeted amounts, • Ledger of • Financial officer/ • Project • Ensure funds are • Authorize
2 . Costs and
funds on hand and expenditures by accountant Manager available to execute expenditures
Expenditures budget category
expenditures • Auditor activities • Make budget and
• Balance in budget • Receipts • Donor • Ensure compliance project revisions
by approved cost • Bank transactions agency w/funding regulations • Determine need for
categories • Reports to donor • If fee for service, other funding
determine fee sources
structure

3 . Staff and • Knowledge, attitudes • Performance • Supervisors • Supervisors • Motivate staff and • Placement
Supervision and skills of staff reviews • Personnel director • Project resolve employment • Training needs
• Educational level of • Job descriptions • Trainers Manager problems • Promotions
staff • Resumes of staff • Personnel • Advise staff on • Disciplinary action
• Salaries and benefits • Feedback from Director career
• Job performance training attended

4 . Commodities • Stock • Stock registers • Logistics manager • Project • Quantity to order

• Ordering and • Invoices Manager
• Ensure availability of • When to order
shipment status • Field worker • Donor
commodities in stock • Amount to keep in
• Procurement reports agency
and distribution to field reserve for
regulations • Ensure good condition emergency
of commodities
5 . Results • No. and type of • Client cards/forms • CBD Workers • Field • Revise objectives
services provided/ • Clinic registers • Clinic nurse supervisor • Ensure objectives are • Retrain staff
commodities dispensed • Field worker • Field supervisors • Project realistic • Revise IEC strategy
• Characteristics of reports Manager • Assess quality of • Revise project
persons served/ • Donor services provided strategy and

Session 7/Page 59
educated agency • Assess approach
appropriateness of
Susanna C. Binzen. Management Sciences
Source: The Family Planning Manager’s Handbook. Editors: James A. Wolff, Linda J. Suttenfield, services
for Health, Boston.
 Handout 7C-2

PERFORMANCE INFORMATION THAT CAN BE USED TO MEASURE FAMILY

PLANNING PROGRAMS RESULTS AND IMPACT

Session 7/Page 60
Information categories Data to gather Using the information Making decisions
Socio-economic · Income levels. · Managers can determine · Allocation of effort and
characteristics of target · Rural-urban breakdown. what influences acceptance resources to maximize
groups · Educational levels of family planning and demand for and utilization of
utilization of services. family planning services.

· Age of marriage. · Managers can determine · Formulation of objectives

Factors influencing · Parity when contraception begins. whether the current users and selection of target groups
fertility · Years married prior to contraception. will influence population for maximum program
growth. impact.

· Ratios of permanent to temporary methods. · Managers can determine

· Sources of supply for each method. whether the contraceptive · Selection of contraceptive
Demand for and use of · Unit costs for delivering the different supply and distribution mix to achieve program
contraceptive methods methods. system is compatible with objectives and satisfy users.
· Reasons for choosing contraceptives. user needs.
· Reasons for using family planning.

· Managers can determine

· Discontinuation rates per contraceptive.
· Failure rates per contraceptive. how satisfied users are with · Formulating best method
Discontinuation of use a n d · Side effects and complications related the family planning mix.
contraceptive failure to contraceptive use. program. · What types of personnel to
· Reasons for discontinuation. assign.
· Results of discontinuing a method. · How to balance clinic and
community services.
· Application of clinical protocols. · Managers can take action to
· Behavior, competence, and experience improve existing services.
Quality of services of staff. · Formulating best method
· Physical environment of clinic. mix.
· Training and supervising staff.
· Level of community participation. · Managers can use this · Choosing most effective
Characteristics of · Amount of community financing. information to decide on delivery systems.
community participation · Approaches to follow-up. the best strategy to increase
and support community involvement and · Assess prospects for
motivation. community self-financing of

CEDPA/Project Design
family planning program.
Source: The Family Planning Manager’s Handbook . Editors: James A. Wolff, Linda J. Suttenfield, Susanna C. Binzen. Management Sciences
for Health, Boston.
 Handout 7D

EVALUATION

What is evaluation?
Evaluation is the process of gathering and analyzing information to determine 1)
whether the project is carrying out its planned activities and 2) the extent to which
the project is achieving its stated objectives through these activities.
How does evaluation differ from monitoring?
• Timing
• Focus
• Level of detail
What is the purpose of evaluation?
• To find out how effective the project is
• To see whether objectives have been achieved
• To learn how well things are being done
• To learn from experience so future activities can be improved
When do we evaluate?
• Periodically
• Mid-term
• At the end of the project (final evaluation)
Who evaluates?
• Internal evaluation can be carried out by the project manager and/or project
staff
• External evaluations are carried out by donor(s) or by consultants
What should we evaluate?
• Progress in workplan
• Establishment of systems
• Implementation of planned activities
• Achievement of objectives
• Effectiveness of project
• Impact of project
• Efficiency/cost-effectiveness of project

CEDPA/Project Design Session 7/Page 61

 Handout 7E

INDICATORS

Indicators are quantitative or qualitative criteria for success that enable one to measure
or assess the achievement of project objectives. There are three types of indicators:

• input indicators - describe what goes into the project, such as the number
of hours of training, the amount of money spent, the number of contraceptives
distributed;

• output indicators - describe project activities such as the number of

community workers trained, the number of family planning acceptors, the
number of women enrolled in mothers’ clubs;

• impact indicators - measure actual change in health or other conditions such

as reduced infant mortality, reduced rate of population increase, and reduced
number of adolescent pregnancies.

Input and output indicators are easier to measure than impact indicators, but they provide
only an indirect measure of the success of the project. They assume that the achievement
of certain activities will result in change, but they don’t prove it.

Checklist

Indicators should be:

• explicit
• pertinent
• objectively verifiable

Session 7/Page 62 CEDPA/Project Design

 Handout 7F

SAMPLE INDICATORS FOR OBJECTIVES

GOAL: To increase the access of women in Tokara Village and neighboring

communities to reproductive health services.

Objectives Indicators

1. To provide 3,000 women from A. Number of women attending each

Tokara Village and neighboring weekly educational session.
communities with information on B. Number of home visits by the
reproductive health and family family planning educators.
planning by the end of one year
through educational sessions and
home visits.

2. To distribute contraceptives to A. Number of new family planning

1,500 new family planning acceptors each month.
acceptors in Tokara Village and B. Number of women continuing to
neighboring communities by the use contraceptives supplied
end of one year through a program through the project each month.
of community-based distribution. C. Number of contraceptives
supplied by the project each
month.

3. To refer all women requiring A. Number of women identified as

special gynecological treatment to requiring special treatment.
the municipal hospital. B. Number of women from Tokara
Village and neighboring
communities receiving treatment
at the municipal hospital.
C. Percentage of women identified
as requiring treatment that
actually received treatment.

CEDPA/Project Design Session 7/Page 63

 Handout 7G

DEVELOPING A MONITORING AND EVALUATION PLAN

Session 7/Page 64
A monitoring and evaluation plan should be included in each project document and
monitoring activities should be scheduled on the annual implementation/workplan.

I. OBJECTIVES II. ACTIVITIES III. INDICATORS IV. DATA V. METHODS/TOOLS VI. PERSON [Link]
SOURCE RESPONSIBLE FRAME

CEDPA/Project Design
 SESSION EIGHT

R E C O R D K E E P I N G A N D R E P O R T I N G

Learner By the end of this session, participants will be able to

Objectives
1. Describe the types of records their project must keep
2. Design key recordkeeping forms
3. Identify characteristics of effective reporting

Time 2 hours, 30 minutes

Session A. Recordkeeping . . . . . . . . . . . . . . . . . . . . . . . . .2 hours

Overview B. Report Writing . . . . . . . . . . . . . . . . . . . . . . 30 minutes

Materials Flipchart
Markers

Handouts 8A Establishing a Recordkeeping System

8B Reporting on Progress

CEDPA/Project Design Session 8/Page 65

A. Recordkeeping (2 hours)

Step 1 Greet participants and read aloud the posted learner objectives for the
session.

Step 2 Open a discussion on recordkeeping by asking the following questions:

• How do most people feel about recordkeeping?

• Where do some of the difficulties come from?

Expected responses: Filling out forms is time-consuming; forms are

difficult to understand; information on the forms is not used; no
feedback on information recorded.

• What is the purpose of recordkeeping?

Expected responses: Document important information; provide

information to manager about use of commodities, provision of
services; can highlight problem areas.

• Given the purpose of recordkeeping and the difficulties

mentioned above, what sort of guidelines can you suggest to
keep in mind when developing a recordkeeping system?

Expected responses: Forms must be simple and easily understood; the

records should be kept for a specific and definite purpose; the
individual keeping the records should receive feedback on the
information recorded.

Step 3 Ask participants to return to their organizational groups and introduce

the following task:

Session 8/Page 66 CEDPA/Project Design

 TASK #1

1. Refer back to your objectives and indicators and

make a list of all the specific information/data
you need to collect before, during, and at the end
of your project to confirm that objectives have
been met.
2. Determine how, specifically, the project will
collect the above information in a way that makes
it accessible and easy to interpret.
3. Determine who will be responsible for keeping
each of the records.
4. Develop a sample recordkeeping form for one of
the records your project will keep.

Time: 1 hour

Step 4 Ask each group to report to the larger group on the types of records
its project will maintain.

During the presentations, ask questions such as the following:

• Why are you recording this particular information?

• How will you use this information? What does it tell you?
• How does this relate to the objectives and indicators of the
project?

At the end of each presentation, check with the other groups for clarity
and further suggestions and recommendations.

While the groups are presenting, record on a flipchart all the types
of records mentioned by participants so that one comprehensive list
is developed.

B. Report Writing (30 minutes)

Step 1 Remind the group that even though most donors provide their own
formats for reporting, there are some general guidelines that managers
can keep in mind when preparing reports. Initiate a brainstorming

CEDPA/Project Design Session 8/Page 67

 exercise by asking the participants to identify characteristics of a good
report.

Refer to Handout 8B, Reporting on Progress.

Step 2 Wrap up the session by asking the participants the following questions:

• What did you find easy or difficult to do during this session?

• How prepared do you feel to develop a recordkeeping system
for your projects back home?
• What tips would you give to other managers who are about to
establish a recordkeeping system?
Handout 8A-1

Session 8/Page 68 CEDPA/Project Design

 ESTABLISHING A RECORDKEEPING SYSTEM

A section of the previous chapter discussed choosing indicators to measure progress in

achieving project results. These indicators were developed as part of the project planning
process and included in the project proposal. One purpose of the project recordkeeping
system is to collect the information needed to document the progress being made.

As you develop your project’s recordkeeping system, consider the following suggestions:

• Be complete. Examine your indicators of change. Make a list of all the specific
bits of information/data you need to collect before, during, and at the end of your
project to confirm that objectives have been met. Be sure your system ensures that
you collect all the necessary data. For example, consider the third objective of the
Tokara Women’s Association project, “to refer all cases requiring special
gynecological treatment to the Dando City Municipal Hospital.” You may keep a
list of all women who have been told they require special treatment. But, unless
your recordkeeping system also keeps track of whether these women actually go
to the Dando City Municipal Hospital and receive treatment, you will not know if
this objective is being met.

• Remember data are interrelated. The recordkeeping and data collection for one
indicator of change may involve several interrelated parts or forms. Be sure the
data being collected fit together and are comparable. Consider the example of
referrals to the Dando City Municipal Hospital. The recordkeeping and data
collection system might include these three interrelated parts:

- A register maintained by the Tokara Women’s Association at the health

post where family planning educational sessions are conducted. The ledger
would record important information on each woman who attends sessions.
Included in this information would be any referral for treatment at the Dando
Hospital.
- A card for each woman who participates in the project, which would record
information on the contraceptives received during home visits, as well as
the date she was referred to the Dando Hospital and the date she actually
received treatment at the Dando Hospital.
- Dando City Municipal Hospital records . Hospital records provide a way
of verifying that treatment was received.
Handout 8A-2

• Make the system and forms as simple as possible. If a recordkeeping system is

too complicated, there is a risk people will be overwhelmed by the forms, will not

CEDPA/Project Design Session 8/Page 69

 understand exactly what is required, or will be unwilling to put in the time and
effort needed to complete them. Simplify as much as you can and still gather the
data that is essential.

• Test forms before making many copies. After you are satisfied with the system
you have developed, use forms with real people. See if they are understandable.
Use them to gather information. Examine the resulting data to see if it is complete,
meaningful, and comparable.

• Assign responsibility for recordkeeping . Determine who are the logical people to
maintain the various forms and registers you have developed. Be sure these people
understand their responsibilities. Clearly define how often, when, and how the forms
are to be used.

• Practice using the forms. Provide training to those who will be responsible for
keeping the forms and registers. Let them practice completing them in a workshop
or classroom setting. Bring them together to compare results and problems after
they have used them for a short time within the project. Visit them at work to observe
the use of forms and registers and to provide any needed assistance.

• Begin gathering data as soon as possible and keep records up-to-date. Remember,
you are measuring progress over time. You need to be able to clearly state what
the situation is like at the beginning of a project, as well as during project
implementation. Gather important data that documents the situation that existed
before you started activities, then gather comparable data along the way. Keep
records current, because it is extremely difficult to reconstruct data at a later point.
For example, what would happen if a referral to the Dando City Municipal Hospital
is not recorded in the register maintained by the Tokara Women’s Association? It
is likely that no one will later remember that it occurred. Or, the hospital records
will be different from the register maintained at the health post, and you will not
know if the hospital treatment was a direct result of a referral made by the project.
Handout 8B-1

Session 8/Page 70 CEDPA/Project Design

 REPORTING ON PROGRESS

The donor who funds your project will normally require you to submit reports on your
progress at various points during project implementation. Reports every four to six months
are common. Generally, your grant agreement will outline reporting requirements and
provide guidelines related to content and format.

An extremely important point to keep in mind as you report on project progress is that
actual work and achievements must be compared to the planned work and objectives
that were stated in your grant agreement . In this way you will see which activities are
progressing on schedule, which are ahead of schedule, and which are behind schedule.
This comparison helps you to focus attention both on achievements and on the areas where
there are problems to be addressed.

SMART objectives, well planned and scheduled project activities, well chosen indicators
of change, and effective, accurate recordkeeping and data collection are key to assuring
you will have complete information for reporting on your project’s progress.

Although content of a progress report may vary somewhat from one project to another or
from one donor to another, your report should be as detailed and specific as possible. In
general, the following questions should be answered:

• What is the period covered by the report?

• What were planned targets (objectives) and activities for this period? Your time/
task chart will be a valuable reference for answering this question.

• What were the actual achievements and activities for this period and what indicators
of change have you used to determine these? Here you will discuss numbers of
people involved, what they did or learned, and results.

• What resources were used? Were they adequate? Financial reports should be
submitted to account for expenditures made during the same period covered by the
progress report. However, don’t forget to discuss other resources that have been
used, including community participation and any in-kind contributions.

Handout 8B-2

• What lessons have you learned during this period of project activity and how will
this learning be applied to continued project work? Any changes you have made

CEDPA/Project Design Session 8/Page 71

 to the project time/task chart will guide you in answering this question.

• What problems did you encounter during this period? How did you or will you solve
these problems?

• What are your plans for the next period of project activity? Do these plans involve
any changes in the project’s objectives, schedule of activities or necessary resources?
Again, the time/task chart will be helpful here.

The following steps will guide you in writing your progress reports:

1. Review the reporting requirements from your grant agreement.

2. Decide which actions, concrete facts, and observable evidence (indicators

of change) best document your progress.

3. Organize your data and identify gaps that need to be filled.

4. Select the most appropriate format for presenting your data.

5. Draft your report and ask another knowledgeable person to review it for
completeness.

Session 8/Page 72 CEDPA/Project Design

 SESSION NINE

F I E L D V I S I T

Learner By the end of this session, participants will be able to

Objectives
1. Develop information collection tools for a field visit
2. Assess the functioning of an ongoing project
3. Apply lessons learned during a field visit to improve the design
of their own project

Time 8 hours

Session A. Preparing for the Visit . . . . . . . . . . . . . . . . . . . .2 hours

Overview B. Conducting the Field Visit . . . . . . . . . . . . . . . . . 4 hours
C. Processing the Field Visit . . . . . . . . . . . . . . . . . 2 hours

Materials Flipchart
Flipchart markers

Handouts 9A Observations During Field Visit

Special Identify a community-based project to visit. Arrange for the project

Preparation director to provide an overview of the project to the participants the
day before the visit (if possible). The overview should cover the
following topics:

• Background of the geographic area of the project

• Goals and objectives
• Project starting and ending dates
• Implementation logistics and methodologies
• Staffing patterns, including managerial and supervisory
responsibilities
• Issues that have arisen in the design and implementation phases
• What to expect during the visit

If the project director cannot address the group the day before the
visit, the overview can be given on the day of the visit at the project
site. In this case, the trainer should gather enough information to give
a brief overview of the project to participants prior to the visit.
CEDPA/Project Design Session 9/Page 73
A. Preparing for the Visit (2 hours)

Step 1 Greet participants and read aloud the posted learner objectives for the
session.

Step 2 Introduce the project director to provide a brief overview of the project
to participants. (If project director is unavailable, present some basic
information about the project to participants).

Step 3 Ask participants to brainstorm about the types of things they want to
observe during the field visit, based on their experience in project
implementation and what they have learned during the previous few
days about project design.

Try to fit participant responses into the following categories:

• Community participation
• Staffing, training, and supervision
• Accountability: financial, programmatic, and logistical
• Technical content

Step 4 Divide participants into four groups (these should be different from
the project design groups in which participants have worked all week).

Assign each of the four components listed above to one group. This
can be done randomly or through negotiation with the groups. If several
different project sites are being visited, ensure that all components
will be covered at each project site. Introduce the following task:

TASK #1

1. Design a data collection instrument that will help

you to assess how your assigned component is
functioning in the project.
2. Prepare to report to the larger group.

Time: 1 hour

Session 9/Page 74 CEDPA/Project Design

 Step 5 Have each group present its data collection instrument. Encourage
other groups to offer suggestions to improve each instrument.

Refer to Handout 9A, Observations During Field Visit.

B. Conducting the Field Visit (4 hours)

The field visit should last approximately one-half day (four hours).

C. Processing the Field Visit (2 hours)

Step 1 Ask participants to convene in their groups. Introduce the following

task:

TASK #2

Prepare a 20-minute presentation of the information

gathered during your field visit. During the presentation,
be sure to address how the information gathered relates
to your group’s topic and the project design process as
a whole. Your presentation should include:

a) Findings: What information did you get about the

project?
b) Conclusions: Based on your findings, what
lessons have you learned about project design and
implementation?

Time: 1 hour

Step 2 Have each group make its presentation. Ask the other groups if they
have any questions or comments.

Step 3 Facilitate a discussion drawing on lessons learned during the field visit
compared to lessons learned during the rest of the workshop by asking
the following questions:

CEDPA/Project Design Session 9/Page 75

 • How do the various aspects of project design manifest
themselves during implementation?
• What tips can you give to improve project planning?
• In light of what you observed during the site visit, what
modifications will you make in your project?

Session 9/Page 76 CEDPA/Project Design

 Handout 9A-1

OBSERVATIONS DURING FIELD VISIT

Community Participation

• How was the community involved during the needs assessment?

• How is the community involved in the implementation of the project?
• What is their contribution to the project?
• How does the community support the project?
• Is there a difference in the way men and women participate in the project?
• Does the project impact women differently than men?

Staffing, Training, and Supervision

• Do staff have job descriptions? Do staff seem to clearly understand their

responsibilities?
• How were training needs identified?
• What are the channels of supervision and feedback?
• Was there an initial training?
• What other training has taken place under this project?
• Is the workload of the staff appropriate?
• What motivates the staff to provide quality services?
• What is the staffing breakdown by gender? Might that have any impact on the
project’s success?

Accountability

Financial

• What kind of financial records are maintained? By whom?

• How are financial reports/records used to monitor the project?
• Who reviews the financial reports?

Programmatic

• Are the project goals and objectives clear to program staff?

• Are the objectives SMART?
• Is there an evaluation plan?
• What kinds of records are maintained on activities?

CEDPA/Project Design Session 9/Page 77

 Handout 9A-2

• Are there clear indicators to monitor and evaluate the project?

• Is there an evaluation plan?

Logistical

• From where does the project get stocks and supplies?

• How are commodities stored? Who is responsible?
• Does the project have vehicles? How are they used?
• What types of systems are there to monitor the use of supplies?
• What kinds of records are maintained for stocks, supplies, vehicle use, and other
material use?
• Are there adequate supplies?

Technical Issues

• What are the different types of IEC activities conducted?

• Is the technical content of the project accurate? Appropriate? Complete?

(Further questions should be developed according to the type of projects being visited.)

Session 9/Page 78 CEDPA/Project Design

 SESSION TEN

B U D G E T I N G

Learner By the end of the session, participants will be able to

Objectives
1. Describe the role of budgets in project proposals and during
project start-up and monitoring activities
2. Estimate project costs and prepare a budget

Time 3 hours

Session A. Purpose of Budgets . . . . . . . . . . . . . . . . . . . 30 minutes

Overview B. Budget Categories . . . . . . . . . . . . . . . . . . . . 30 minutes
C. Costing and Preparing a Budget . . . . . . . . . . . . . 2 hours

Materials Optional: Overhead projector, transparencies

Handouts 10A Definition and Purpose of a Budget

10B Guidelines for Preparing a Budget
10C Budget Categories
10D Sample Budget: Management Training Workshop
10E Costing Exercise
10F Financial Monitoring

CEDPA/Project Design Session 10/Page 79

A. Purpose of Budgets (30 minutes)

Step 1 Greet participants and read aloud the posted learner objectives for the
session.

Step 2 Ask the participants to define budget and record responses on a

flipchart. Present the following definition on a transparency, if possible,
or flipchart:

“A budget is a financial plan providing donors, project implementors,

managers, and others with financial information on how much it will
cost to carry out a particular project.”

Step 3 Ask participants to explain the purpose of a budget. Record responses

on a flipchart.

See Handout 10A, Definition and Purpose of a Budget.

Distribute Handout 10A.

Step 4 Brainstorm with participants on details that need to be kept in mind

when preparing a budget.

See Handout 10B, Guidelines for Preparing a Budget.

B. Budget Categories (30 minutes)

Step 1 Ask participants to refer back to their project activities and staff
requirements and list budget categories for the resources they will
need. Record responses on a flipchart.

At the end of the discussion, present categories typically included in

budgets.

See Handout 10C, Budget Categories.

Session 10/Page 80 CEDPA/Project Design

C. Costing and Preparing a Budget (2 hours)

Step 1 Explain that estimating costs can be one of the most difficult parts
of budgeting. Ask participants to list some rules for costing.

Expected responses: Need to identify items/expenses; determine prices/

salaries/rentals/fees accurately; may need to do research prior to
developing a budget, i.e., airfares, operating costs, etc.; allow for
inflation/price changes; allow for delays and annual salary
adjustments.

Distribute Handout 10D, Sample Budget: Management Training

Workshop.

Step 2 Ask the participants to assemble in their organizational groups and

introduce the following task (you may need to go through some
examples with the group first):

TASK #1

Using the sample budget format provided (Handout

10E), develop a budget for your project. Adjust line
items as necessary to reflect the costs associated with
your project. You may estimate costs if you are not sure
of the actual costs.

Time: 1 hour

Step 3 Reassemble the group and ask, “What did you find easy about
preparing budgets? What did you find difficult?”

Step 4 To summarize, review the points in Handout 10F, Financial Monitoring.

CEDPA/Project Design Session 10/Page 81

 Handout 10A

DEFINITION AND PURPOSE OF A BUDGET

Definition

A budget is a financial plan providing donors, project implementors, and managers with
financial information on how much it will cost to carry out a particular project.

Purpose

• To ensure that resources are available to carry out objectives as stipulated in project
proposal
• To determine how much it will cost to implement your project
• To ensure that available and possibly limited resources are used in the most effective
and efficient way possible
• To provide a monitoring tool that compares actual costs and budgeted costs

Management Functions of a Budget

1. Planning Tool

• Financial plan covering a period of time

• Budget should be supported by a plan

2. Basis for Costs

• Costing out products and services

3. Basis for Control

• Compare estimates with actual figures over time to determine whether the
project is achieving program/institutional objectives

Session 10/Page 82 CEDPA/Project Design

 Handout 10B

GUIDELINES FOR PREPARING A BUDGET

1. A budget becomes a part of your project proposal.

2. Prepare your budget after you write your project proposal.

3. Know you donor’s budget requirements.

4. Budget should have accurate/realistic financial data. Obtain necessary information

about costs.

5. Define budget timeframe.

6. Prepare for delays and inflation.

7. Develop simple comprehensive budget format with line items, unit costs, and totals.

8. List other sources of funding, including local contributions.

9. Have your budget reviewed by colleagues.

CEDPA/Project Design Session 10/Page 83

 Handout 10C

BUDGET CATEGORIES

I. PERSONNEL (Salaries and Wages)

- professional staff
- administrative/support staff
II. FRINGE BENEFITS (Percentage of salary)
III. CONSULTANTS
- honorariums/fees
- volunteers
IV. TRAVEL AND PER DIEM
- airfare
- ground transportation
- per diem/hotel/meals
V. DIRECT COSTS
- office rent
- office supplies
- telephone/telegraph
- postage/shipping
- reproduction/printing
- utilities
electricity
water
- outside services
VI. EQUIPMENT
- vehicle
- computers
- fax machine
- photocopier
VII. SUBCONTRACTS/SUBAGREEMENTS
VIII. TRAINING
IX. INDIRECT COSTS
X. FIXED FEE

Session 10/Page 84 CEDPA/Project Design

 Handout 10D

SAMPLE BUDGET: MANAGEMENT TRAINING WORKSHOP

BUDGET CATEGORY UNIT COST # OF UNITS AMOUNT

I. PERSONNEL
Training Coordinator $1,000.00 1 $1,000.00
Administrative Assistant 500.00 1 500.00

CEDPA/Project Design
SUBTOTAL 1,500.00 1 1,500.00
II. FRINGE BENEFIT 1,500.00 15% 225.00

III. CONSULTANTS
Management Specialist 100.00 14 1,400.00
SUBTOTAL 100.00 14 1,400.00
IV. TRAVEL & PER DIEM
International Airfare 1,500.00 1 1,500.00
In-Country Air 200.00 4 800.00
Ground Travel 75.00 6 450.00
Misc. Transportation 10.00 11 110.00
Per Diem 60.00 11 660.00
Hotel 80.00 880.00
SUBTOTAL $ 1,925.00 $ 4,400.00
V. OTHER DIRECT COSTS
Office Rent 1,000.00 0.5 500.00
Office Supplies 70.00 1 (700.00)
Paper 2.00 12 24.00
Binders 1.50 12 18.00
Cassettes 1.00 4 4.00
Pens 0.50 20 10.00
Markers 0.75 5 3.75
Easel Pads 3.00 3 9.00
Telephone/Faxes/Telegraph 250.00 0.5 125.00
Printing/Reproduction 100.00 0.5 50.00
Postage/Shipping 75.00 0.5 37.50
Utilities 30.00 0.5 15.00
Outside Services 25.00 12.50
SUBTOTAL 1,558.75 108.75
VI. TRAINING
Tuition 1,000.00 10 10,000.00

Session 10/Page 85
TOTAL BUDGET $ 7,583.75 $17,633.75
 Handout 10E-1

COSTING EXERCISE

BUDGET LINE ITEMS UNIT COST # UNITS AMOUNT

I. PERSONNEL
SALARIES AND WAGES
Trainer
Administrative Assistant
SUBTOTAL

II. FRINGE BENEFITS

____(% of salaries)
SUBTOTAL

III. CONSULTANTS
Consultant A
Consultant B
SUBTOTAL

IV. TRAVEL AND TRANSPORTATION

Air Fare
Per Diem
In-Country Air Fare
Ground Transport
SUBTOTAL

V. OTHER DIRECT COSTS

Office Rent
Office Supplies
Telephone/Telegraph
Printing/Reproduction
Utilities

Session 10/Page 86 CEDPA/Project Design

 Handout 10E-2

BUDGET LINE ITEMS UNIT COST # UNITS AMOUNT

Outside Services
SUBTOTAL

VI. EQUIPMENT
Vehicle
Computer
Fax Machine
Photocopier
SUBTOTAL

VII. SUBCONTRACTS/SUBAGREEMENTS

VIII. TRAINING
Tuition
SUBTOTAL

IX. INDIRECT COSTS

X. FIXED FEES

TOTAL COSTS

CEDPA/Project Design Session 10/Page 87

 Handout 10F

FINANCIAL MONITORING

• Financial reporting is important for providing information on the status of project

finances and progress. Financial reports should be part of progress reports submitted
to donors. A report should compare actual expenditures against planned budget to
see if the project is meeting its targets.

• Your approved budget becomes the basis for spending. Tracking expenditures against
the approved budget monitors progress in relation to cost. Monitoring is an ongoing
process.

• Individuals designing a project should be part of the budgetary process. They know
the program needs better than finance personnel do. Finance needs to work closely
with managers.

• Sound financial management will increase possibilities of additional and future

funding with new donors.

Session 10/Page 88 CEDPA/Project Design

 SESSION ELEVEN

P R O J E C T S U S T A I N A B I L I T Y

Learner By the end of this session, participants will be able to

Objectives
1. Describe three components of project sustainability
2. Develop a plan for sustainability as part of their project design

Time 3 hours

Session A. Elements of Sustainability . . . . . . . . . 1 hour, 30 minutes

Overview B. Developing a Plan for Sustainability . . . 1 hour, 30 minutes

Materials Flipcharts
Flipchart markers

Handouts 11A Strategies for Sustainability

11B Sustainability Plan

CEDPA/Project Design Session 11/Page 89

A. Elements of Sustainability (1 hour, 30 minutes)

Step 1 Greet participants and read aloud posted learner objectives.

Step 2 Introduce the issue of sustainability by asking the group to define

project sustainability. Write the participants’ ideas on a flipchart. After
a few ideas have been recorded, present the following definition:

“Project continuity or sustainability refers to the capacity of a project

to continue functioning, supported by its own resources (human,
material, and financial), even when external sources of funding have
ended.”

Work with the group to reach a consensus on a definition.

Step 3 Ask participants to brainstorm a list of inputs that lead to project

sustainability.

Possible responses:

• community participation in the project planning process

• community recognition of real need
• varied funding sources
• technically competent staff
• budget within reach of community
• progressive growth of project
• properly phased activities
• politically feasible
• appropriate collaboration with other agencies
• support of community leaders
• use of appropriate technology in intervention
• revolving funding

Group these elements of sustainability into three primary categories:

• Programmatic/institutional sustainability
• Financial sustainability
• Political sustainability

Step 4 Divide the participants into three groups and introduce the following
task:

Session 11/Page 90 CEDPA/Project Design

 TASK #1

1. Choose one of the components of sustainability.

2. For the chosen component, think of organizational
strategies for achieving that kind of sustainability.
3. Prepare to report out.

Time: 30 minutes

Step 5 Allow each group to report. After the presentation, distribute Handout
11A, Strategies for Sustainability, and discuss some of the points that
may not have been mentioned.

B. Developing a Plan for Sustainability (1 hour, 30 minutes)

Step 1 Have participants sit in their organizational groups. Distribute Handout

11B, Sustainability Plan, and introduce the following task:

TASK #2

1. In your organizations, develop a plan for

organizational sustainability, using the framework
provided (Handout 11B).
2. Prepare to report out.

Time: 45 minutes

Step 2 Ask each group to present its sustainability plans. Try to elicit further
ideas on sustainability strategies that can be incorporated into each
group’s plans.

Step 3 Ask the whole group the following questions to wrap up the session:

• How has the session helped you?

• How will you use this experience to design projects when you
go back to your organizations?
Handout 11A
CEDPA/Project Design Session 11/Page 91
 STRATEGIES FOR SUSTAINABILITY

FINANCIAL SUSTAINABILITY

• Set up a system of fees for services.

• Approach other donors—national and international.
• Initiate income-generating projects.
• Get in-kind services from other organizations and form networks to conduct
collaborative interventions.
• Have cross-subsidies between projects. For example, money raised for MCH
services can be used for family planning interventions.
• Initiate self-sustaining activities.
• Provide technical assistance to other organizations to raise funds for your
own organization.
• Solicit in-kind support. For example, the community might provide an activity
center.
• Obtain project support from the corporate sector.
• Initiate fundraising campaigns.

INSTITUTIONAL/PROGRAMMATIC SUSTAINABILITY

• Develop an institutional vision, mission, and values.

• Develop technical competency among staff.
• Develop institutional evaluation systems.
• Conduct performance reviews.
• Be flexible and adapt to the changing internal and external environments.

POLITICAL SUSTAINABILITY

• Gain government support for the project and the organization.

• Gain community support and participation for the project.
• Complement and supplement long-term policies.
• Network and collaborate with other organizations.
• Form pressure groups in collaboration with other organizations.
• Lobby for the cause.
• Hold advocacy meetings for the issue and contact the media to publicize
project activities.
Handout 11B

Session 11/Page 92 CEDPA/Project Design

 SUSTAINABILITY PLAN

Develop a sustainability plan in a narrative form by responding to the following:

1. How do you plan to obtain long-term programmatic/institutional support?

2. How do you plan to get the community’s support?

3. What will the in-country support be: Salaries of government officials participating
in the project? Commodities? Office space? Furniture? Volunteers from the project
site for outreach? Other volunteers? IEC materials? Community raised funds?
Income-generation projects? Fee-for-services?

4. At what time will the above be introduced to the project?

5. How does the organizational plan to get political support for the project? Government
support? Does the program complement government policies? What about other
organizations? Is there a consortium working for the same goal?

6. Describe plans for continued financial support. Will the organization be contacting
other donors or the local government for further support? What other donors? How
solicited?

CEDPA/Project Design Session 11/Page 93

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