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KEM LEY | Principal investigatorNHIM DALEN |ConsultantBORAY BORALIN | Data AnalystUMAKANT SINGH | Advisor
M&E Framework and Tools and Development
Evaluation
Professional Training
1. Introduction to the course
To intensify the M&E skills and expertise of researchers and improve the impact on general public and development.
Main Objective
Specific Objectives
Expected Results
Impact
1. Building the capacity and skills of researchers on M&E system and development evaluation
2. Strengthening the capacity of researchers to be able to develop M&E framework and tools
3. Strengthening the capacity of researchers to be able to conduct program and project evaluation
4. Equipping researchers with M&E skills and expertise
1. Become familiar with concepts and practices of M&E2. Be able to develop M&E framework and Tools3. Be able to conduct program/project evaluation4. Equipped with M&E Skills and expertise
1. M&E Specialist2. Professional Research Consultant
1. Introduction to the course
M&E Framework and Tools Development
Module 1: M&E Rapid AssessmentModule 2: M&E framework developmentModule 3: Monitoring tools developmentModule 4: M&E Tools Pilot and ReviewModule 5: Finalized M&E Framework and ToolsModule 6: Roll-out Plan and M&E Costed Capacity Plan
Development Evaluation
Module 1: Objectives of EvaluationModule 2: Focus and ScopeModule 3: Select IndicatorsModule 4: Chose Study DesignModule 5: Data collection PlanModule 6: Data Enumerators TrainModule 7: Data Collection/Field WorkModule 8: Data processing and analysisModule 9: Data organization and interpretationModule 10: Evaluation Report Writing
OUTPUTS
PROCESS
INPUTS
OUTCOMES
Effi
ciency
Eff
ectiv
eness
IMPACTS
OBJECTIVES
Input Monitoring
Process Monitoring
Outputs Monitoring
Outcomes Monitoring and/or
EvaluationImpact Monitoring
and/or
Evaluation
Monitoring and Evaluation ?
II. M&E Framework and Tools Development
Roll out Plan
M&E Tools pilot and review and finalized tools
Monitoring Tools Development
M&E Framework Development
M&E Rapid Assessment
Conceptual Framework
Results Framework
Logical Framework
Interaction of various factors
Logically links inputs, processes,
outputs, and outcomes
Logically linked program objectives
M&E Frameworks
Conceptual Framework
Community action and results for health and non health
Activities/services for communities
Systems
develop & manage
that they use to deliver
Commune Committee for Women
and Children
Community & Health Actors
Outputs
Health outcomes
Other outcomes
Impacts on health and
reduction of vulnerability
of OVC
Resulting in:
which in turn contribute to
that lead to
Result Framework
% of current school attendance among double orphans and non orphans aged
10-14
% of double orphans who
received education assistance and
scholarship;
# of OVC and community people
involved in parental association
and education for all committee
# of school offering breakfast
% of double orphans whose
households received economic
support
# of OVC whose HH received economic and food support
Narrative Summary
Objectively verifiable indicators
Means of Verification
Important assumptions
Overall Goal
Project Purpose
Outputs
Activities Inputs
Pre-Conditions
Logical Framework
Type of Framewor
k
Brief Description
Program Management
Basis for Monitoring and
Evaluation
Conceptual Interaction of various factors
Determine which factors the
program will influence
No. Can help to explain results
Results Logically linked program
objectives
Shows the causal relationship
between program objectives
Yes – at the objective level
Logic model Logically links inputs,
processes, outputs, and outcomes,
Shows the causal relationship
between inputs and the objectives
Yes – at all stages of the program from
inputs to process to outputs to outcomes/ objectives
M&E Frameworks
M&E Framework
Strategy1:
Objectives
Activity Domain
Core Indicators
Baseline Target Data Collection Methods
Responsible
Institution
Reference Indicator
Strategy2:
Goal: Strengthen the coordination, systems, coverage and quality, of services needed to mitigate the impact of HIV on the lives and futures of Cambodian children, while also addressing the underlying issues to vulnerable children.Impact Indicators: % of Birth Registration, Proportion of Current School attendance , stunt, underweight and wasted
M&E Tools Development
Select indicator standard Reporting Format Instruction Guide Data Flow and Management M&E Data Collectors Train Piloting and updating Roll out plan Data Base System Data Use Plan
Indicator Standards
A good Indicator should meet the following six standard;
The indicator is needed and useful The indicator has technical merit The indicator is fully defined Its feasible to measure the indicator The indicator has been field tested or used
operationally. The indicator set is coherence and
balanced ( relevant to indicator sets only)
Indicator Standards
STANDARD 1: THE INDICATOR IS NEEDED AND USEFUL Question 1: Is there evidence that this indicator is
needed at the appropriate level? Question 2: Which stakeholders need and would use the
information collected by this indicator? Question 3: How would information from this indicator be
used? Question 4: What effect would this information have on
planning and decision-making? Question 5: Is this information available from other
indicators and/or other sources? Question 6: Is this indicator harmonized with other
indicators?
Indicator Standards
STANDARD 2: THE INDICATOR HAS TECHNICAL MERIT
Question 1: Does the indicator have substantive merit or technically sound and significant or measure something significant and important within particular field
Question 2: Is the indicator reliable and valid?
Question 3: Has the indicator been peer reviewed?
Indicator Standards
STANDARD 3: THE INDICATOR IS FULLY DEFINED
Title and definition Purpose and rationale Method of measurement Data collection methodology Data collection frequency Data disaggregation Guidelines to interpret ad use data Strengths and weaknesses Challenges Relevant sources of additional information
Indicator Standards
STANDARD 4: IT IS FEASIBLE TO COLLECT AND ANALYSE DATA FOR THIS INDICATOR
Question 1: How well are they systems, tools and mechanisms that are required to collect, interpret and use data for this indicator functioning?
Question 2: How would this indicator be integrated into a national M&E framework and system?
Question 3: How what extend are the financial and human resources needed to measure this indicator available?
Question 4: What evidence exists that measuring this indicator is worth the cost?
Indicator Standards
STANDARD 5: THE INDICATOR HAS BEEN FIEL-TESTED OR USED OPERATIONALLY
Question 1: To what extend has the indicator been field-tested or used operationally?
Question 2: Is this indicator part of a system to review its performance in ongoing use?
Indicator Standards
STANDARD 6: THE INDICATOR SET IS COHERENCE AND BALANCED (Relevant to indicator sets only)
Question 1: Does the indicator set give and overall picture of the adequacy or otherwise of the response being measured?
Question 2: Does the indicator set have an appropriate balance of indicators across elements of the response?
Question 3: Does the indicator set over different M&E levels appropriately?
Question 4: Does the set contain an appropriate number of indicators?
Consistency or dependability of data and evaluation judgments, with reference to quality of the instruments, procedures and analysis used to collect and interpret evaluation data
Indication defines clearly what we should be measured. It defines the variables that help measure change within a given situation as well as describe the progress and impact.
The extent to which something is reliable and actually measures up to or make a correct claim. The process of cross-checking to ensure that the data obtained from one monitoring method are confirmed by the data obtained from a different method
INDICATOR PROTOCOLS
INDICATOR PROTOCOLSREQUIRES
• Definition• Measurement• Strengths• Limitations • Reliability• Precision• Validity• Objective• Owned• Accessible• Useful
Indicator Protocols
M&E Framework & Tools
M&E FRAMEWORK & TOOLS
DEVELOPMENT
M&E Rapid Assessment
M&E Framework
Development
Monitoring Tools
Development
M&E Tools Pilot and Review
Roll-out Plan and M&E Costed
Capacity Plan
Finalize M&E Framework and Tools
Instruction Guide
What is instruction guide? Instruction guide is a reference tool formulated tends to provide clear
explanation on how to accurately complete the reporting format.
How to develop instruction guide? Identify purpose of the instruction guide State purpose of the reporting form Data sources Who prepare the report Frequency of reporting Reporting period Name of agency completing the report District Province Indicators
Instruction GuideIndicators: For example: Total number of OVC whose households received economic support (income
generation activities, livelihood support, regular cash transfer)
Write the total number of OVC whose households received economic support during the reporting period.
Definition: Economic support (IGAs and livelihood) has been defined as: Home gardening Animal husbandry Provision of agricultural seeds Small business development Money management training Emergency cash support Regular cash transfers Access to loan/microfinance Other
Disaggregation: This data is disaggregated by gender. Write the total number of male OVC in the “Male”
column and the total number of female OVC in the “Female” column. Then write the total number of OVC (male + female) in the “Total” column.
Data Flow
When mapping the flow of data, please consider the following issues: Who will be responsible for data collection? Who will provide the data? Who will be responsible for supervision of data
collection? Who will be responsible for compiling and
aggregating data? How often are data collected, compiled, reported,
and analyzed? How are data sent from one level to the next? How is feedback on reported data provided?
Data FlowMinistry of Social Affairs, Veterans and Youth
Rehabilitation (MoSVY)(Child Welfare Department)
Youth Rehabilitation / Drug
Rehabilitation
Alternative Care
Centers
Provincial Department of Social Affairs, Veterans and Youth Rehabilitation (PoSVY)
DoSVY
Commune Council (via CDB)
Quarterly
Quarterly
Quarterly
Quarterly PoSVY Report on OVC
Provincial Department of Planning
Ministry of Planning
CCWC
POVCTF
Service Providers (NGOs)
Data flow
Feedback
Supportive Supervision
NOVCTF
Village Council (via CBD)
Annual
Annual
Annual
Annual
Law Enforcemen
t (police, prison,
courts )
PHD
MoH
Identify R&R of Key Players
When developing role and responsibility of all key players involve in data collection, some important point that you should consider: What type indicator they need to collect and report? How many indicator they need to collect and report? How they collect those data (source of data –
registration book)? Which reporting form they use? How frequency that they should report – when? Who they should report to?
Source of data error Transposition—An example is when 39 is entered as 93.
Transposition errors are usually caused by typing mistakes. Copying errors—One example is when 1 is entered as 7;
another is when the number 0 is entered as the letter O. Coding errors—Putting in the wrong code. For example,
an interview subject circled 1 = Yes, but the coder copied 2 (which = No) during coding.
Routing errors—Routing errors result when a person filling out a form places the number in the wrong part or wrong order.
Consistency errors—Consistency errors occur when two or more responses on the same questionnaire are contradictory. For example, if the birth date and age are inconsistent.
Range errors—Range errors occur when a number lies outside the range of probable or possible values.
What to do when mistakes First, determine the source of the
error.
If the error arises from a data coding or entry error
If the entry is unclear, missing, or otherwise suspicious
Once the source of the error is identified, the data should be corrected if appropriate.
Points to consider when providing feedback Feedback should be constructive and not punitive
Feedback should be useful to data collectors and help them improve their work
Errors should be pointed out and corrected
The M&E supervisor should talk to the data collector to find out the cause of the error so it can be prevented in the future
The M&E supervisor should discuss how data quality and reports can be improved in the future
Points to note when providing supportive feedback Provide both positive and negative feedback (e.g.
you do X very well but can improve Y)
Provide feedback in a timely manner
Help data collectors understand the problem so they know how to correct it in the future
Be helpful and collaborative
Why is it important to provide supportive feedback Builds relationship between data collectors and users at all
levels
Important element of management and supervision
Leads to greater appreciation of data
Improves data quality
Improves information use
Improves service delivery and benefits the target population and the community
Improve program reporting- data collectors understand trends in data and understand reasons behind numbers
Incentivizes and motivates data collectors
Pilot M&E Tools
Set criteria for selecting pilot province
Provide training on M&E reporting tools to all data collectors
Provide on the job training to all data collectors
Pilot M&E tools review
Objective: Aim to take an in-dept look at the quality
of the data that was collected during the pilot period and to assess the systemic factors that affect M&E performance and to gather direct input on the M&E tools and system.
Pilot M&E tools review
Step in conducting the review: Develop assessment tools
▪ Data transmission, accuracy, processing and analysis▪ Data transmission▪ Data accuracy▪ Data processing and analysis
▪ Data use▪ Some qualitative questions added
Provide training to assessment team Conduct assessment Conduct consultation meeting on the findings
Finalize Framework and Tools Key point affecting the finalization of
M&E framework and mechanics
Indicators▪ Does these indicators are feasible to collect?▪ Does these indicators are feasible to analyze and use?▪ Is there any evidence that financial and human
resources are available to allow an indicator to be measured and that the benefits of measuring the indicator are worth the costs?
A good indicator needs to be one that is feasible to measure with reasonable levels of resources and capacity.
Finalize Framework and ToolsThe situation may change meaning that an indicator needs to be changed, discarded or added.
M&E system mechanics Does the data collection tools are applicable? Does the reporting formats are applicable? Does the instruction guide (guideline) is user friendly?
Data management process How well functioning of the data flow of the system? Does existing human resource have an appropriate capacity to
manage the data flow? How clear the roles and responsibility of department or person
involved in M&E system? Does the frequency of data collection and reporting are
appropriate at each level?
Finalize Framework and Tools Revise M&E framework, with revised
indicator, M&E mechanics, and data management process
Conduct consultative meeting among M&E team and relevant stakeholders to finalize M&E framework and system
Get approval from top level of management (decision makers, policy makers).
Purpose of M&E/Data use
ShareData withPartners
ShareData withPartners
Reporting/Accountability
Reporting/Accountability
ProgramImprovement
ProgramImprovement
Data Analysis-, Interpretation and report
Data Cleaning, entry, Processing,
Sampling Technique
Sample Size Calculation
Objectives , Scope and Steps for Evaluation & Research
Development Evaluation
Reasons for Evaluation/Research
Royal Governme
nt of Cambodia
Development Partners and Civil Society
Threatened
Communities
• Unfair Compensation and worsen living condition• Loss of job• High Service cost for relocated site• There is no available legal, social and health services
Positive Impact ofdevelopment • Beautification• Development• Employment • GDP Growth• Economic Growth• Survive people
from Slum
Negative impact of development• Human Rights Violation• Inadequate housing rights• Unfair Compensation• Unfair development• Inequality of profits
distribution
Reasons for Evaluation/Research
Reasons for Evaluation/Research
Objectives
Focus & Scope
Select Indicators
Chose Study design
Data Collection Plan
Data collection/Field Work
Data Cleaning & Verification
Data Processing & Aggregation
Data Analysing & Organization
Data Interpretation & Report
1
2
3
4
5
7
8
9
10
Data Enumerators Train
Data Use and Data Translation
11
12
Steps for Evaluation and Research
6
Objectives
The overall objective of the program evaluation of HRTF is to assess the social economic impact of Cambodia Forced eviction in urban areas of Phnom Penh Municipality. The specific objectives of the program
evaluation is to know the status of economic, education, health, employment, food security and environment of threatened and relocated communities.
Scope and Focus Socio Economic Impact
Relocated Households
Economic Status
Education Status
Health Status
Employment
Environment
Threatened Household
Economic status
Education Status
Health
Employment
Environment
Poverty and
Quality of live
among relocated Househol
ds and threatene
d Househol
ds
Selected Indicators
Selected Indicators Relocated Household
s
Threatened Households
1. Percentage of Children drop out of school
2. Percentage of households whose income below poverty line
3. Percentage of households consumption
4. Percentage of households with debt
5. Percentage of household access to registered MFI
6. Percentage of households with food shortage
7. Percentage of house members whose access to health services in the past three months
8. Percentage of households have experienced physical attack
9. Percentage of household have experienced stigma and discrimination
10. Percentage of respondents have lost job due to forced eviction
Study Design
Qualitative and quantitative study design (Cross Sectional Study) Household Survey (Cluster Sampling-Lot division) Key Informant Interview(KII)-Relevant Stakeholders Focus Group Discussion (FGD)-RS and TS HH Desk Study and Literature Review
▪ Cambodia Legal Frameworks▪ National and International Research Findings▪ NSDP and JMI 2009-2013, MoP▪ Pro-Poor Policy and National Safety Net Strategy, CoM▪ HRTF Baseline Survey 2010▪ HRTF Program and strategy documents▪ HRTF Strategic Plan 2011-2015 ▪ CCHR Survey on land and housing Issues 2011▪ Draft of National Housing Policy 2011▪ Country Report _Special reporters 2009, 2010, 2011▪ Others
Sample size Calculation
SDV Z Z2 p q e e2 n
99% 2.586.656
4 0.5 0.5 0.01 0.0001 16641
98% 2.335.428
9 0.5 0.5 0.02 0.0004 3393
95% 1.963.841
6 0.5 0.5 0.05 0.0025 384
90% 1.642.689
6 0.5 0.5 0.10 0.01 67
85% 1.442.073
6 0.5 0.5 0.15 0.0225 23
80% 1.281.638
4 0.5 0.5 0.20 0.04 10
Sample size (n) for Precision (e) of:
Size of Population +/- 3% +/- 5% +/- 7% +/- 10%
500 a 222 145 83
600 a 240 152 86
700 a 255 158 88
800 a 267 163 89
900 a 277 166 90
1,000 a 286 169 91
2,000 714 333 185 95
3,000 811 353 191 97
4,000 870 364 194 98
5,000 909 370 196 98
6,000 938 375 197 98
7,000 959 378 198 99
8,000 976 381 199 99
9,000 989 383 200 99
10,000 1,000 385 200 99
15,000 1,034 390 201 99
20,000 1,053 392 204 100
25,000 1,064 394 204 100
50,000 1,087 397 204 100
100,000 1,099 398 204 100
Over 100,000 1,111 400 204 100
Confidence and Precision
Confidence Level: The standard confidence level is 95%. This means you want to be 95% certain that your sample results are an accurate estimate of the population as a whole.
Precision: This is sometimes called sampling error or margin of error. We often see this when results from polls are reported.
Confidence Interval: We can say that we are 95% certain (this is the confidence level) that the true population's average salary is between 1,800 and 2,200 (this is the confidence interval).
Sample size Calculation
1 2
3 4
Population size
Sample size
Population Size
Sample Size
10 10 550 22620 19 600 23440 36 700 24850 44 800 26075 63 900 269
100 80 1,000 278150 108 1,200 291200 132 1,300 297250 152 1,500 306300 169 3,000 341350 184 6,000 361400 196 9,000 368450 207 50,000 381500 217 100,000
+385
N n= ----------
1+(N(e)2
2
2
e
qpzn
SDV Z Z2 p q e e2 n
99% 2.586.656
4 0.5 0.5 0.01 0.0001 16641
98% 2.335.428
9 0.5 0.5 0.02 0.0004 3393
95% 1.963.841
6 0.5 0.5 0.05 0.0025 384
90% 1.642.689
6 0.5 0.5 0.10 0.01 67
85% 1.442.073
6 0.5 0.5 0.15 0.0225 23
80% 1.281.638
4 0.5 0.5 0.20 0.04 10
Sample size Calculation
Population size
Sample size Population Size
Sample Size
10 10 550 22620 19 600 23440 36 700 24850 44 800 26075 63 900 269
100 80 1,000 278150 108 1,200 291200 132 1,300 297250 152 1,500 306300 169 3,000 341350 184 6,000 361400 196 9,000 368450 207 50,000 381500 217 100,000+ 385
Sample size Calculation
N n= ----------
1+(N(e)2
n: Sample SizeN: Population Studye: Level of precision
Yamane (1960) formula assumes a degree of variability (i.e. proportion) of 0.5 and a confidence level of 95%.
SDV Z Z2 p q e e2 n
99% 2.586.656
4 0.5 0.5 0.01 0.0001 16641
98% 2.335.428
9 0.5 0.5 0.02 0.0004 3393
95% 1.963.841
6 0.5 0.5 0.05 0.0025 384
90% 1.642.689
6 0.5 0.5 0.10 0.01 67
85% 1.442.073
6 0.5 0.5 0.15 0.0225 23
80% 1.281.638
4 0.5 0.5 0.20 0.04 10
Sample size Calculation
2
2
e
qpzn
SDV Z Z2 p q e e2 n
99% 2.586.656
4 0.5 0.5 0.01 0.0001 16641
98% 2.335.428
9 0.5 0.5 0.02 0.0004 3393
95% 1.963.841
6 0.5 0.5 0.05 0.0025 384
90% 1.642.689
6 0.5 0.5 0.10 0.01 67
85% 1.442.073
6 0.5 0.5 0.15 0.0225 23
80% 1.281.638
4 0.5 0.5 0.20 0.04 10n= sample sizep = the approximate proportion you expect to find in the populationq = 1-pe = the level of precision you can tolerate (plus or minus 10%, etc.)z = the z-value from a table for the level of confidence you want
LQAS
LOT5= 19
LOT1= 19
LOT2= 19
LOT5= 19
LOT3= 19
LOT4= 191.
• Can be used locally
• Can provide an accurate measure of coverage ( benchmark)
• Can be used for quality assurance
• is a simple, low cost random sampling methodology
• Small sample
• Meet the quality standards
• Statistically determined sample size
LQAS = Lot Quality Assurance Sampling• Developed in the 1920’s• In 1980’s, method was adapted to measure health program
coverage:• Immunization• Malaria• Neonatal tetanus elimination• Leprosy elimination• Family planning,• HIV/AIDS prevention
• In Cambodia World Vision , CONCERN , ADRA, and other
Sample size for LQAS
where n= sample sizep = the approximate proportion you expect to find in the
populationq = 1-pe = the level of precision you can tolerate (plus or minus 10%,
etc.)z = the z-value from a table for the level of confidence you want
n = (1.96)2 (0.5 x 0.5) / (0.1) 2
n = (3.84) (0.25)/(0.01)
n = 96
2
2
e
qpzn
Sampling Techniques
Non Random Sampling
Purposive
Convenient
Snowball
Quota
Accidental
Cluster sampling is a multi-step way or we may want to take a stratified sample of farmers at various distances from a major city
you do not have a complete list of everyone in the population of interest
combinations of methods are used
we want to select 100 files from a population of 500?
Systematic Random Sampling
Name of Village Population
Cumulative population
Sampling Interval
Random number
Sample Size
A 510 510
B 750
C 910
D 570
E 800
F 750
G 600
H 450
K 530
L 900
Total 6770 385
LQASCommune 1: Pres Klang (Control Area)Name of ADP
Number of Samples Seleced
Name of village Population Cumulative population
Sampling Interval
Random Number (0-5 month) (15-45yrs)
Mor Seth 914 914 169 105
5 5 274 443 612 781Okleng Por 769 1683 950
5 5 1119 1288 1457 1626Sromouve 643 2326 1795
4 4 1964 2133 2302Krang Doung 357 2683 2471
2 2 2640Anlong Svay 631 3214 2809
3 3 2978 3147
Total 19 19
Methods Source Advantage Disadvantage
1. Desk Study & Literature Review
2. Population Base Survey
3. Qualitative Data Collection
3.1. Key Informant Interview-KII
3.2. Focus group discussion-FGD
3.3. Case Study
3.4. Best Practice
3.5. Observation
3.6. Self-administered questionnaires
3.7. Exit Interview
4. Routine Program Monitoring
Data collection Methods
Data Analyzing
Coding and Entry
• Analyzing
Editing
Checking
• DATA ORGANIZATION• DATA INTERPRETATION• REPORTING• DATA USE
Table
ChartGraphs
DATA
DescriptionOpinion or
View
Data Interpretation & Organization
Male Female TotalAge n 131 91 222 5-9 13.0% 9.9% 11.7% 10-14 72.5% 69.2% 71.2% 15-18 14.5% 20.9% 17.1% Current school attendant 76.7% 67.4% 72.9%
Level of education n 133 102 223 Never attend school 29.5% 23.1% 26.9% Primary school 65.2% 67.0% 65.9% Secondary school 4.5% 9.9% 6.7% High school 0.8% 0.0% 0.4%Type of education attended n 129 89 210 Formal education 43.4% 48.3% 45.4% Non-formal education 11.6% 10.1% 11.0%
Both formal and non-formal education 39.5% 40.4% 39.9%Current living status n 132 93 225 Residential care 18.9% 17.2% 18.2% Non-residential care 81.1% 82.8% 81.8%Status of children n 133 93 226 Orphan 26.9% 32.3% 29.1% Street children 58.5% 55.9% 57.4%
Children in conflict with the law 6.2% 2.2% 4.5%
Chronically ill parent/caregiver during month of the last 12 months 23.1% 22.6% 22.9%
Abused and exploited children 1.5% 2.2% 1.8% Children addicted to drugs 0.8% 0.0% 0.4% Children with physical disabilities 0.0% 1.1% 0.4% Children infected by HIV 0.0% 0.0% 0.0% Children living with poor HH 44.6% 38.7% 42.2%
Title does not say: what, when,
where
A mistake of using row and
column
No source of
dataFootnote is
needed
No total row
and column
Interpretation
Data Interpretation & Organization
Status of orphans and vulnerable in Kamreing and Battambang Province, Cambodia, 2010
Ref. Definition, MoSVY 2010, An orphan is a child who has lost one or both parents.A maternal orphan is a child whose mother has died. A paternal orphan is a child whose father has died. A double orphan is a child who has lost both parents.
Note: Types and Definition of OVC, MoSVY 2010
Male Female TotalType of orphan n 35 30 65
Maternal orphan 17% 17% 17%
Paternal orphan 46% 60% 52%
Double orphan 37% 23% 31% Total 100% 100% 100%
Male Female TotalOverlap risk of children n 133 93 226 Once 45% 48% 47% Double 50% 51% 50% Triple 5% 1% 3% Total 100% 100% 100%
Data Interpretation & Organization
Orphan Non-Orphan Orphan Non-OrphanMPK 2010 CDHS 2005
87.5%77.4% 76.0%
92.0%
Percentage of children aged 10-14 who currently attending school
Title does not say: what, when, where
Reference
Axis
Footnote is needed
Ordonez
Interpretation
Data Interpretation & Organization
Orphan Non-Orphan Orphan Non-OrphanMPK 2010 CDHS 2005
87.5%
77.4% 76.0%
92.0%
Percentage of children aged 10-14 who currently attending school
Type of study
% o
f re
spo
nd
en
t
Comparison of school attendant among orphan and non-orphan aged 10-14 between MPK 2010 and CDHS 2005
MPK: Meatho Phum KohmaCDHS: Cambodia Demographic and Health Survey
Ref. End of project evaluation of MPK in 2010 in Battambang Province with two district (Battambang and Kamrieng).CDHS 2005, the nationwide study.
Data Interpretation & Organization
Poverty/work67%
To by my own16%
Mother/father coming here
11%Orphan
2%
DV, abuse and exploitation1% Other
3%
Main reason of being away from home
Data Interpretation & Organization
Education
Health care
Economic
Food and nutrition
Psychological
Other support
54%
65%
22%37%
47%
16%
70%
70%
10%
50%70%
60%
Essential Service for OVC given by MPK compared to NPA Review 2008
MPK 2010 NPA Review 2008
Data Interpretation & Organization
KEM LEY | Principal investigatorNHIM DALEN |ConsultantBORAY BORALIN | Data AnalystUMAKANT SINGH | Advisor
Employment Rate
Poverty Line
Income per
capital
• 25% or 1/3 are under poverty line ( RKR, PVH and ST >40% (MoP 2010) • 12% food insecurity to 20% or 2,8 millions (CDRI 2008) • School drop out rate from 13% to 22% • Underweight:28%• Stunt : 40%• Wasted : 11% Source: CAS 2008 and CDHS 2010
• 23% or 3.5 m of young population• 72 of 100 people aged 15-24 are job seekers• 30,000 to 30,000 have entered job market but 67,000 new job created or 27% • Reason: Skill mismatch Source: ILO and CAMFEBA• Income per capita 285 in
1997 to 593US$ in 2007• More than 80% are farmers and 91% are living in rural areas and account for 48% of total poor • Benefits have not been equitably distributed• Gaps between rich and poor (the difference in share of consumption between the richest 20% of Cambodians and the poorest 25 & reveals a dramatic and widening gap in wealth)
Data InterpretationFragility of Cambodia Development
Employment Rate
Employment Rate
Agriculture
Sector
Industrial
Sectors
Service
Sector
• Income: 70% from self employment income, 27% from wage and salary, 2% from transfer received and 1% from other, • Labor Forces or working age (15-64) is 84% or 7.5 millions• Child under 18 is 41% and child labor (5-14) is 45%• Expenditure: 49%, food, 19% (House, water, electricity, 10% health and others
CSES 2009, MoP
30-40,000 seek job but absorption is 67,000 Job/27% or
Employment RateCambodia Population
13,395, 682 or young population Working Age Population (15-64 ) 84% or 7.5 millionsAdult working Population (64%)
including Old Age Working Population
Old Age Working Population(…)
23% of Working population
Children (5-17): 4.3 Millions or 35% 1.5 millions (5-14) were working
children or 45%
Sources: ILO, 2009 CCA 2009 CDB, MoP 2009 CSES 2009 Good Governance and Social Accountability, TAF 2011, 8 Provinces
Average INCOME: 120 US$ per month per familyAverage Expenditure: 150 US$ per month per family
Increased Employment RateYoung Population
Increased employment Young PopulationAgriculture SectorSelf-EmploymentAccess to creditFarming System
market integration
Reformed School CurriculumVocational Trainings
Industrial SectorService Sector
Domestic Workers
Retired and Old Age Population ManagementEarly Retired Population
Reduced Child LaborD&D –Practicing DecentralizationEmployment Young Population with CC, Village Councils and other lines offices of Ministries
USA, Singapore, ThailandEmployment and minimum wage policy and policy enforcement
108 NGO study: 40, 0000 or equal to all factory workers
NGO Sector-CARE, Plan Int..
Good Governance
Employed Population (15-64)
Employed Population (15-64)
Total employment workers (15-64) is 7.5 millions but Paid employee : 22.8% Self employed: 51.7% Unpaid family workers: 25.1% Employer: 0.3%
Items for Expenditure
Food Education
Motorcycle49%
Cell-Phone44%
Social Services
Housing/Water and Electricity
HealthLegal Services
TV 60%.
Selected items of durable goods owned by households
• Radio : 42.5%• TV :59.6%• Video tape/recorders/Players : 28.7%• Stereo : 13.5%• Cell phone : 43.8%• Satellite Dish :1%• Bicycle : 67.7%• Motorcycle :49%• Car : 3.8%• Jep/Van :1%• PC : 3.4%
CSES 2009, MoP, RGC
The average monthly Household income per household and per capita
Household, Capita-US$
Cambodia 94 21 Phnom Penh 307 65Urban 134 54Rural 79 188% are negative income among formers_____________________________________________
_• Self employment income :70%• Wage and Salary :27%• Transfer received : 2%• Other : 1%
CSES 2009, MoP, RGC
Description Cambodia UrbanRR
• Food 30$ or 49% 38$ 45.% 27$ or 52%
• Housing/Water/Ele 12$ or 19% 19$ or 23% 8$ or 15%
• Health 5$ or 7% 5$ or 5% 5$ or 9%
• Education 2$ or 2% 2$ or 3% 1$ or 1%
• Other 23% 24% 24%
Total 62$ 85$ 51$ CSES 2009, MoP, RGC
Consumption Composition
Average monthly value in US per capita
Conclusion
Average Monthly Income
(Rural Area) 18 US$
ExpenditureAverage monthly
expenditure per capitaIn Rural
Area51 US$
Average Monthly
Saving per capita
-33 US$
Landless Migrants Child LaborSchool Drop Out Sex Workers Fragile Population Others
Poverty
Social Insecuri
ty