learn.tearfund.org · Web viewWith all projects, there are ways in which things can go wrong, and stop or slow progress towards change. These range from external events like floods

Micah Network Full Proposal Template

Section A Basic Information(Please let Supporting Partner know if changes occur in the information below during the project)

The project title:

Name of the Implementing Partner requesting funding:

Description of the project:● what are you planning to do● why does it need to be done● where will it be● who will benefit

Maximum 200 words

Name and role of head of Implementing Partner:

Name and role of person managing this project:

Address:

Telephone:Landline: Mobile:

Fax:

E-mail:

Website:

Legal status of Implementing Partner / Registration number:

Name of local partners of the Implementing Partner involved in this project:

Timing of Project:Planned start / end date:

Start Date: End Date:

Duration:

Location of project area: (district, town, region, country)

Date the proposal was written: (or date of latest revision)

Micah Network Proposal Template - Full (Version date: September 2014) Page 1 of 23

Section B Financial Summary(State currency and ensure to include all who are contributing financially)

The amount that you are requesting from the Supporting Partner, with details of other contributions as set out in the table below.

Activity Year Year 1 Year 2 Year 3Supporting Partner:Second Supporting Partner: (state name)(if applicable / add further lines if needed)Local and other income:

Total

Section C Problems / Issues to be addressed (maximum one page)(Briefly outline what the project is seeking to impact / transform using the questions below as a guide)

● What specific problem(s) and opportunity(s) will the project address?● How have you identified this need? e.g. Through previous experience, needs assessments, surveys,

requests from communities etc.● What are the root causes of the problem(s)? What do you hope to change with this project?● Are there any underlying government policies or practices that are contributing to the problem(s)?

Section D Project Overview (maximum one page)(Consider the short, medium and longer term changes you hope to see and how you plan to achieve them. This is the section where you can explain your theory of change, or how you believe change happens in your context. If it is relevant, feel free to include any diagrammatic explanation of how you believe change happens in the context of your project.)

● What specific long term change, such as a change to underlying policies, practices, local capacity or skills will you bring about through this project?

● What steps do you need to take to bring about that change?● What activities do you need to carry out for each step?● How do you see the overall well-being of the community and their environment being affected by this

project?● How will the project address issues of gender and gender equality?● Does this project fit within a larger program? If so, what project, and how does it contribute to the wider

project aims?


Section E Risk AnalysisWith all projects, there are ways in which things can go wrong, and stop or slow progress towards change. These range from external events like floods and wars, down to small things, when the plan just does not work as well as hoped. Think about what could go wrong and would make it harder to finish the project. Of these risks, which ones do you need to plan now to reduce or prevent? Using the table below, document the most important risks, and your plan to deal with them. There is an example of a completed table in Annex 2.

What could go wrong and affect the project?

How would you rate this risk? What is the likelihood of it happening and the impact it would have on the project?

What can you do to reduce the chance this will happen or reduce the problems it will cause if it happens?

Use another row if you need

Section F Project participants(Consider the people involved in this project and the impact on their lives)

● Who will benefit directly from or be actively involved in, the project?● Who will receive some benefit without directly participating in the project?● State the total number (direct and indirect) in each category.

CategoryNumber of people Percentage (of

total people involved – both

direct & indirect)

Direct Indirect

Men (over 18 years old) – non disabled

Men (over 18 years old) – disabled

Women (over 18 years old) – non disabled

Women (over 18 years old) – disabled

Boys (up to 18 years old) – non disabled

Boys (up to 18 years old) – disabled

Girls (up to 18 years old) – non disabled

Girls (up to 18 years old) – disabled

TOTAL

● How have people been selected to participate in the project? Who made the selection? (e.g. community members, community leaders, minority groups, project staff, government officials)?



Section G Stakeholder Analysis (Maximum one and a half pages in addition to the table)Others with an interest in the project

This is where you can do an analysis of relationships and power within the community in which you are working. Who are the main people, apart from project participants, involved in the community and what role will they play in bringing changes in the community? As well as those who are directly involved in the project, there may be people of influence who are not directly involved but who will still affect it. Think about how these people will impact the project and how you will engage with them. (See Annex 3 for an example.)

Who are the main people and groups involved in the community development process?

How will they affect the project, and what role will they play in bringing about the desired changes?

How will the project ensure that they will be positively engaged in the process?

● How will the people affected by this project participate in the planning, implementation and monitoring of the work?

● How will the project make sure that women will be encouraged and enabled to participate in the project?● How will the project encourage the participation of marginalised groups in the community, such as people with

disabilities, ethnic minorities or older people?● How will project participants be able to provide feedback to project staff and what mechanisms are in place to

respond to feedback?● What skills and resources will the local community bring to the project? ● How will other stakeholders (the local church, government, NGOs, businesses etc)

be involved in the project? ● How will the project be coordinated with government activities and link into national development plans and other

government policies and practices?● How will the project be coordinated with other development projects and development organisations in the

identified area?


Section H Project Summary InformationPlease complete either Section H (i) Simplified Logical Framework or Section H (ii) Project Plan Summary. (Examples are attached in Annexes 4 and 5)

Either (i) Logical Framework

Objectives Indicators Evidence Risks or Assumptions

Goal/Impact

● What is the overall issue or problem addressed by this project?

● How will you know whether the goal has been achieved?

Purpose(s)/Outcome(s)

● What is the specific change or changes that you expect to take place as a result of the project? (In most cases not more than 3-4).

● The purposes should be specified in terms of quality and quantity (what change will take place), location (where the change will take place), and timing (when the change will take place).

● What will indicate whether the purpose has been achieved?

● Indicators need to be SMART:● Specific● Measurable● Attainable● Relevant● Timely

● What evidence will be used to measure the indicators?

● What external factors are needed for achievement of the project’s purposes to contribute to solving the original problem/ need; ie the goal?

● What risks could adversely affect achievement of the purpose/outcome?

Objectives Indicators Evidence Risks or Assumptions

Outputs

● What are the products that project activities will generate during the lifetime of the project?

● The outputs should contribute to the achievement of the project’s purpose(s). They may be thought of as visible markers or milestones which show that you have carried out the activities (see below) successfully.

● Each output should be clearly related to the project’s purposes.

● Each output should be specified in terms of quality (what will be delivered), quantity (how much will be delivered), location (where it

● What will indicate whether the outputs have been delivered?

● What evidence will be used to measure the indicators?

● What external factors are needed for production of the project’s outputs to lead to achievement of the project’s purposes?

● What risks could adversely affect achievement of the outputs?


will be delivered), and timing (when it will be delivered).

Activities Inputs Risks or Assumptions

● What are the main activities which you will carry out during the period of the project? The activities are the things you will do in order to deliver the outputs.

● Each activity should be clearly related to at least one of the outputs.

● Each main activity should be specified in terms of what will be done, who will be involved, where it will be done, and when it will be done.

● What inputs (eg staff, transport, materials, finance) are needed to carry out the activities?

● What external factors are needed for completion of the project’s activities to lead to achievement of the outputs?

OR (ii) Project Plan SummaryThis section asks you to summarise what you will do over the life of the project (up to a maximum of three years).

Part 1 asks you to describe the overall hope or goal for the project/church/community and then to describe in general terms the activities you plan to do and how they will contribute to that goal. The activities you list in Part 1 will summarise what you plan to do over the life of the project.

Part 2 asks for the numbers of people you think will be involved in different parts of the project.

Part 3 asks about how you will keep track of the changes taking place as a result of the activities you are doing.

Part 1 In a few sentences, describe what you believe the situation will be like for people or church or communities at the end of this project. Where possible please consider political, economic, social and environmental changes.


These are the 2 - 4 specific LONG TERM changes the project will aim to achieve, over the course of the project:

These groups of activities will be done over the life of the project to achieve this change:

These are the signs of transformation (evidence) that will indicate if this change has been achieved:

1. ●●●●

2. ●●●●

3. ●●●●

Use another row if you need. Normally a project will not focus on more than five main changes.

Part 2Using the changes in the first column from your table above, how many people and groups will you engage with in each “change” you have listed in the life of the project?

Long Term Change Men Women Children Older People

People w/ Disabilities Minorities Others

1.

2.

3.

(Men/Women: 19 -69 years; Children under 18 years; Older People: over 70 years; Others – state group tracked)

Part 3Again, using the changes listed in the first column from your table, describe what you will do on a regular basis to check whether progress is being made towards each of the changes you believe will happen. ie How will you monitor the changes that are taking place?

Long Term Change How we will keep track of progress towards change:

1.

2.

3. Use another row if you need

What will you do with the information when it is collected and how will this information be used to help in continuing to plan and improve the project activities?


Section I Impact and Sustainability (Maximum one page)(If you have already included information in a previous section please just refer to where it can be found.)

● What steps will be taken to ensure that project benefits continue after external financial support has ended? ● How will the project build on and strengthen the capacity of the local community to manage its own development

beyond the life of the project? How will community leadership and motivation be sustained?● How will the project strengthen community based organisations/institutions? ● How will the project improve people’s access to government, NGO, business and other services (i.e. stimulate a

“rights based approach”)? ● How will the project seek to bring about lasting change by influencing the policies and practices of those in

positions of power (i.e. be involved in advocacy)?

Section J Local Church (maximum half a page)

● What role will the local church have in this project?● How will the project relate to, support and strengthen or be a part of the work of the church in the

community?

Section K Project Management and Learning (maximum two pages)

Management● What previous experience or involvement do you have in the project area or in this type of project?● Indicate the management structure for the project and how it relates to the organisational structure (an

organogram may be added as an annex).● What additional demands will the project make on your existing leadership and management capacity? How will

you deploy resources and/or build capacity to meet these new demands?● If you are working through local implementing organisations please provide details.

Learning, monitoring and evaluation● Why do you consider the project approach or methodology to be the most effective way of addressing the

problem(s)? What other approaches were considered and why were these rejected?● What lessons related to this project have been applied from past experience? Has the project or its predecessor

been recently evaluated? If so, how has the learning from those evaluations shaped the design of this project?● Describe the monitoring framework that is in place or will be developed to assess the progress of the project

against its targets. If available, please attach sample formats. ● Have you collected baseline data against which you can measure change? If not, will this be a part of the initial

phase of the project?● What will be the respective roles of the Implementing Partner and the project participants in monitoring progress?

How will monitoring information be analysed and used to inform the project as it progresses?● When and how will the project be evaluated? How will learning from this project be used?

Section L Annual Work PlanThis section asks you to explain in more detail what you will do this year to fulfil the project plan. You will need to write a new annual work plan at the beginning of each year. The plan should be based on and clearly linked to the Logical Framework Matrix or Project Plan Summary depending on which option you chose. You only need to


complete ONE of the options below. The plan should indicate the specific activities the project will undertake and the measurable outputs those activities will produce. The Annual Work Plan may present a more detailed outline of activities and outputs than was feasible in the Logical Framework. Writing a new plan each year also allows for small adjustments to the project if needed. The format below can be used for the annual work plan matrix.

Option 1: Logical Framework based plan

Purpose (from log frame) Activities for the year Q1 Q2 Q3 Q4 Outputs

(for the year)

Purpose 1 Activity 1

Activity 2 etc

Purpose 2 Activity 1

Activity 2 etc

Option 2: Project plan summary

This year we will specifically do these activities:

How many? (eg, how many training programs run or how many goats distributed?)

Which month(s) is it planned?

Immediate changes; changes we believe will have occurred in the lives of people and communities within this year:

Use additional rows, if required, to describe what the project will do in the next 12 months (the activities should relate back to those listed in Section G, Part 1)

Section M Project BudgetsPlease complete the separate Excel spreadsheet entitled Micah Network Financial Proposal Template

You will need to provide a detailed budget for the first year and an estimate of budgets for later years; you will normally provide budgets and annual plans at the start of each project year.

See Annex 6 for definitions including for direct and indirect costs

Section N Bank Details

*** Section N of this form is not used by Tearfund ***


Tearfund’s Additional RequirementsSection Summary

Section CompletedYes / No

O – The Local Church

P – Project Safeguarding Risk Assessment

Q – Method of counting beneficiaries

R – Quality Standards and Verification

Section O The Local ChurchLocal Church Mobilisation and Christian Witness:

Please estimate the number of new churches to be mobilised during each year of the project and hence the total for the life of the project.

Year Number123

Total

Section P - Project Safeguarding Risk AssessmentMark in the yellow section if applicable to your project, and indicate mitigation measures in your particular context.(If you answer Yes to sections 1-7, or No to section 8-10 please complete the yellow sections as this explains how you will manage the risk to try and reduce or remove it).

Type of risk Description of risk Please answer

Yes or No

What mitigation measures will you put in place to reduce or eliminate this risk?

Who is responsible?

By when?

1. Vulnerable groups targeted by project

Are children and/or vulnerable adults the main beneficiaries of the project?

eg - ensure that all staff/volunteers are trained in their safeguarding responsibilities, are vetted before appointment and adequately supervised

2. Weak state of safeguarding in area

Are local safeguarding law and culture very poor or weak?

Ensure that partners have robust safeguarding policies that reflects Tearfund’s safeguarding principles and good practice

Will the project area be in an emergency situation and/or remote area which might affect

eg - Specific rules and procedures will be set up for accessing the camp to deliver the cash.


local safeguarding procedures?

3. Access to carers Are children or vulnerable adults temporarily away from their parents or carers to take part in project activities?

eg - ensure that parents/carers are kept fully informed of their children’s whereabouts and have access to them. The children must be fully supervised by at least two members of staff

Do project activities mean that children and/or vulnerable adults come into contact with risks such as environmental/health and safety hazards, armed conflicts?

Conduct a thorough health and safety of the premises/environment and identify all risks and how to mitigate them prior to setting up project. Ensure that premises is sufficiently protected

4. Increasing level of Vulnerability

Does the project increase the vulnerability of children or vulnerable adults eg by affecting the power dynamics within the community.(eg by giving cash to child-headed households)?

5. Level of contact/ access to children/ vulnerable adults and staff supervision

Do project activities require any of the following:● Overnight activities (eg

staying in camps, safe homes)

● Transporting beneficiaries to and from activities

● One-to-one, physical contact and/or home visits (eg counselling, health services, hygiene home visits)?

eg - Whenever possible a second person will be present in activities. Activities will be conducted in spaces where others can see

Do project activities involve staff or representatives being by themselves with children or vulnerable adults, eg in a classroom or training, counselling, care or advice setting?

eg - apply the two rule principle so that staff are not left alone with children and there is at least two people present

6. Delivery of the project?

Is the project totally or partially run by volunteers and/or associates/contractors/ visitors?

eg - there should be at least 1 fully paid and vetted member of staff who is always present to supervise volunteers

7. Confidentiality/ Data protection

Will children and/or vulnerable adults stories, videos or photographs be uploaded to the internet, used on social media or used to raise funds at any point?

eg - Consent forms will be used to take pictures or gather personal information. The information will be kept only accessible to the M&E Officer.When developing stories, personal


information and location of beneficiaries will be protected.

8. Safe Recruitment issues

Are safe recruitment practices such as background checks and references followed during recruitment?

eg - ensure that all staff are appropriately vetted, DBS in UK, police checks/international criminal checks/references and cross checks before appointment

Have the representatives/ associates/contractors involved in the project signed the code of conduct of the organisation?

eg - Verification/triangulation of documentation during recruitment

9. Training gaps Have representatives/ associates/contractors/drivers received safeguarding training to understand their duty of care towards children and vulnerable adults; their safeguarding responsibilities and Tearfund’s/partner incident reporting system?

eg - Ensure that all staff undertake TF’s safeguarding compliance training as part of their induction and that more practically focused training is organised for them and that staff are adequately supervised in their work

10. Safeguarding Awareness

Do all children and vulnerable adults on the project and their carers understand their safeguarding rights?

Do all children and vulnerable adults on the project know about Tearfund’s/partner’s safeguarding reporting/ complaints procedure? Do all children and vulnerable adults on the project know who to report any safeguarding concerns or allegations?

Provide easy to understand child and beneficiary safeguarding policies and posters that explain safeguarding rights in relevant community languages. This should also explain how to report concerns and incidents to TF -ditto- -ditto-

Section Q Method of counting beneficiariesMethod:

Beneficiary Numbers:Please estimate the total number of beneficiaries being served during each year of the project. (Column A)

Of those in A, how many are new to the project each year? (Column B)

Project Year

Total being

served each year

Number new to project

each year

Previously reported

elsewhere

New to Tearfund each year

A B C D = B-C

1

2


Of those in B, how many have already been reported (since 2007) in other Tearfund supported projects? (Column C)

Hence determine for each year the number of new Tearfund beneficiaries. (Column D = Column B – Column C)

3

Total

Of the total beneficiaries for all years of the project (total of column B), what percentage are:

Female and over 18 years %

Female and under 18 years %

Male and over 18 years %

Male and under 18 years %

Total 100%

Beneficiaries by Sector:Please state the number of beneficiaries receiving assistance during the life of the project in each of the sectors in the table. It is recognised that the same person may be receiving benefits in more than one area so could be recorded more than once, and that the totals cannot be aggregated. Local level advocacy will often be connected with support in one of the other sectors.

HIVHealth and NutritionWater and SanitationBasic Education and LiteracyVulnerable childrenLivelihoods and ShelterEnvironmental Sustainability and Disaster Risk ReductionLocal level Advocacy(Others – please state)


Section R Quality Standards VerificationThis form requires partners to briefly outline how the quality standards will be reflected in the project implementation. All of the eight Quality Standards are deemed non-negotiable so all questions below must be answered.

Brief Responses Only:

1. Behaviours

How are staff made familiar with the organisation's values, the types of unacceptable conduct (eg exploitation and abuse of children and vulnerable adults, fraud, bribery) and their disciplinary procedures? How will the communities be made aware of what constitutes unacceptable behaviour of staff?

2. Impartiality & Targeting

How are beneficiaries selected? How will communities be involved in beneficiary selection? Describe how this is based on need and on the most vulnerable people being reached.

3. Accountability

How are community groups participating in the planning of the project? Are staff openly sharing information about the project's aims and ensuring people can give feedback about its delivery? How will the communities be involved in the feedback mechanisms’ design?

4. Gender

How is the project being designed to take into account different roles and vulnerabilities of men and women and to prevent an increase in the vulnerability of women?How is the project being designed to promote inclusiveness of both men and women, and enhancing the safety of women and girls?

5. EmpowermentHow is the project being designed to engage all vulnerable groups, build their capacities and, at the very least, prevent their dependency on the support you are aiming to provide?

6. Resilience How is the project being designed to build up community capacity and address long-term vulnerability to disasters? How will the project ensure that it is not contributing to environmental degradation?


7. ProtectionHow is the project being designed to ensure safety, security and dignity of the communities and avoid unintended risks, including heightening tension or making people more vulnerable to physical harm?

8. Technical QualityHow is the project design ensuring that the assistance provided is in line with communities’ preferences? How is the project design ensuring its outputs will be of a good technical standard and culturally appropriate?


ANNEX 1 Glossaryactivities are the actual tasks or things that you do to achieve the desired outputs.

advocacy means speaking with and on behalf of the poor and marginalised to address the causes of poverty, to bring justice and support development through trying to bring changes to policies and practices of those in power.

evaluation means an review carried out during, or after, the end of a project to learn from the work done so far, and to show its impact.

goal means the wider development objective—the change to which you hope that your project will ultimately contribute.

impact means long term sustainable changes—positive or negative, expected or unexpected which occur in the community in which the project operates.

Implementing Partner means the organisation applying for support under these Guidelines and who will be responsible for the direct implementation of project activities.

indicators (referred to as objectively verifiable indicators) are ways of measuring progress toward the goal. They are targets or standards to be met at every stage.

inputs means the things that are needed to implement activities (eg staff, bricks, vehicles, teaching materials, food, money).

means of verification are ways of collecting the information (data) you need to assess how well you are progressing against indicators.

monitoring means a structured and ongoing process of measuring progress towards objectives.

objectives is a general word used for the changes or results you hope to see as a result of your project; outputs are the short term immediate results arising from the project’s activities, outcomes the short-medium term changes, and impact (or goal) the long term change.

outputs means the products or work targets needed to be done to achieve the project purposes or outcomes.

programs are planned, coordinated group of activities, procedures, etc., to achieve a particular goal.

project participants are those people who are engaged with or participate in the project’s activities. Some organisations call them beneficiaries. Those who benefit directly are those who are the primary recipients of, or participants in the benefits of the activities. Those who benefit indirectly are those people who receive benefits from the project through their relationship with direct participants or as a result of secondary outcomes that affect wider community members who are not immediately engaged with the project.

projects are ‘stand alone’ activities aimed at a limited outcome. A number or series of such projects can be the components of a program.

participation is used to refer specifically to processes in which interested people take an active part in planning and decision-making, implementation, learning and evaluation.

purposes means the specific change(s) that a project will contribute to the goal.

risk is the potential of unwanted events or consequences occurring. When these events or consequences do occur, they can result in reduced project effectiveness and impact on the lives of the people involved in the project communities.

stakeholder means a person, group or institution with an interest or concern in something, eg in a project, policy or initiative.

Supporting Partner means the organisation for which the proposal is being prepared and who will provide financial and other support for the project.


ANNEX 2 Risk Assessment ExampleWhat could go wrong and affect the project?

How would you rate this risk? Is this something that happens often and has a large impact on the project?

What can you do to reduce the chance this will happen or reduce the problems it will cause if it happens?

Example 1:Tailoring graduates husbands take their earnings so it is not available for the family

This will probably happen in about half the families as men often take money from their wives. It will have a bad effect on our outcome “improve family income”

We will encourage women to save so funds are not available for husbands to wasteWe plan to run a men’s group and we will discuss this issue

Example 2:New crops are not resistant to local pests

This should not happen very often, but would be bad for the project because farmers will invest land and funds into new crops

Project team to trial all new crops first, to try to identify any weak varieties

Example 3:Young mothers cannot use family planning due to pressure from mother-in-laws

Mother-in-laws exert a lot of influence, so this could be a big problem

We will run groups for mother-in-laws and give them health messages so they will want their daughter-in-laws to do these things

Example 4: Political party pressures project to leave the area

When there is a change in local government this can happen (elections once every 5 years). This does not happen often but would have a big effect

Make sure people appreciate the project, and negotiate with leaders. If they tell us to leave we just have to move to a different area.

ANNEX 3 Stakeholder Relationship Table ExampleWho are the main people and groups involved in the community development process?

How will they affect the project, and what role will they play in bringing about the desired changes?

How will the project ensure that they will be positively engaged in the process?

Husbands of women group members

Husbands of women group members will encourage their wives to be active group members.

Men need to be involved in the project and be helped to understand the benefit to families of women who can read and have access to credit.

Religious leaders Religious leaders will be positive in encouraging change and education about development within the communities. Where appropriate they will provide meeting areas for project activities, and where relevant preach on issues of social concern.

Meet with religious leaders regularly and engage them early in the planning.

Local government Local government will provide facilities and resources. Access to these resources can encourage groups who are implementing action plans. Long term relationships are important as when the project leaves the groups will be able to have ongoing relationship with local government offices.

Involve local government offices in planning and discussion about project aims and objectives. Negotiate ways that local government facilities and services can support community groups and in training.


ANNEX 4 Logical Framework ExampleObjectives Indicators Evidence AssumptionsGoal Decreased incidence and impact of diarrhoeal disease

Mortality rate due to diarrhoeal disease reduced by 5% by end of Year 3Incidence of diarrhoeal disease in diocese reduced by 50% by end of Year 3

Government statistics

Local health centre statistics

Purpose(s)Improved access to, and use of, safe water in diocese

All households accessing at least 15 litres water per person per day by end of Year 3Average distance of households to nearest safe water less than 500m by end of Year 3Local government testing water quality annually

Household survey report

Household survey report

Local govt. report

Healthcare does not decline

Diarrhoeal disease is due to unsafe water and health practices

Outputs1. Participatory

management system set up for needs identification, planning and monitoring

Diocese and community joint plans and budgets in place by end of Month 9At least 90% of WUCs raise local contributions by end of Year 1Local govt. water office participates in WUCs

Plans and budgets

WUC logbooks

Adequate quantity of water availablePeople are not excluded from accessing improved sourcesAccess not for potentially polluting usesHygiene practices are culturally acceptable

2. Improved sources of safe water

At least 90% improved or new sources of safe water established and in operation by end of Year 2

WUC logbooksWater quality test reports

3. Raised community awareness of good hygiene practices

Number of people washing hands after defecating increased to 75% of target population by end of Month 30

Survey of knowledge, attitudes and practice (KAP survey)

Activities1.1 Establish water user

committees (WUCs)

30 WUCs established in five diocesan regions by end of Month 3Once established, WUC meetings held once per monthDistrict water officers invited to join WUCs

Constitutions of WUCsMinutes of meetingsMembership list

Groundwater is free of arsenicCommunities have confidence that water sources can be improvedWUC members will take responsibility to work for communityWUCs continue to function in everyone’s interestsCommunity prepared to work with WUCs

1.2 Provide training for WUC members in surveying, planning, monitoring and proposal writing

All WUC members trained by end of Month 5

Training records

1.3 Communities carry All WUCs complete Survey reports and


out baseline and monitoring surveys of water use and needs and submit proposals

baseline surveys and submit proposals by Month 7

proposals

1.4 Hold Diocese, District Water Dept and WUC regional planning meetings

Agreement reached with Water Dept and all WUCs by end of Month 9

Minutes of meetingsLetters of agreement

2.1 WUCs select Community Water Workers (CWWs) and agree incentives

Two CWWs selected by each community by end of Month 9

Minutes of meetings Incentive arrangements for CWWs are sufficient and sustainedEffective supply chain for spare partsDistrict Water Department continues to be allocated enough resources to carry out water testing; alternative testing possible if not

2.2 Train CWWs to dig and cover wells and to maintain and repair hand-pumps

All CWWs attend training by end of Year 1

Training reports including participants’ evaluation

2.3 Upgrade current wells and establish new wells

60 current wells deepened, covered and functioning at end of Month 2130 new wells established and in operation by end of Month 21

Field surveyWUC logbooks

2.4 Arrange for District Water Dept to test water quality

All sources tested before use


2.5 CWWs repair and maintain hand-pumps

97% of hand-pumps in diocese function at end of Year 2


3.1 Train existing Community Health Promoters to increase their knowledge of diarrhoeal disease and the need for good hygiene practice

Three CHPs per community attend training and score at least 90% in a post-training test by end of Year 1

Attendance recordsTest results

Community members apply the training they have received

3.2 CHPs train men, women and children in good hygiene practice

80% of community members trained by end of Year 2

Attendance records


ANNEX 5 Project Plan Summary Example

At the end of this project, we can see the 40 schools in the district providing quality education to primary aged children. Teachers will want to turn up to teach and parents will want to send their boys and girls to school. Parents will also get involved in supporting teachers and the school facilities. Each school will have a well that is managed and maintained by local people. Local community leaders will be impressed with the improvement and will be willing to fund our school facilities application for local government support. Local government will be paying teachers’ salaries and school meals.

Part 1These are the specific changes the project will achieve:

We are going to do these sets of activities over the life of the project to achieve the change

What will indicate if the change has been achieved?

1. Each school in the district has 4 trained teachers providing quality teaching for children

● Provide 3 months of training to 160 teachers

●Distribute new course curriculum books to teachers

● Establish a teacher support network at all 40 schools

●Meet with local government officials to negotiate pay for teachers’ salaries.

120 trained teachers at the schools will share their knowledge with others, improving the overall level of education children are receiving.

2. Parents are cooperating together to support each of the 40 schools

● Form 40 Parent Committees (PCs), one at each of the schools.

● Provide training to the PCs in planning and simple budgeting

●Help develop links between the PCs and local community leaders, local government, and the teachers

40 Parent Committees will be meeting at least quarterly to discuss issues, make plans and advocate with local government to improve school facilities.

3. Children at the schools have access to clean water and their health has improved.

● Survey current water sources● Rehabilitate existing wells or

drill new wells where necessary● Form local water user groups

and provide maintenance training

● Provide health and hygiene training materials to local teachers

● Baseline survey of existing hygiene related illnesses and regular monitoring

Children at the 40 schools, and other community members, will be accessing clean drinking water and exercising good health and hygiene behaviours.The incidence of hygiene related illnesses will have decreased among the children attending the 40 schools.


Part 2Long Term

ChangeMen Women Children Older

PeoplePeople w/ Disabilities Minorities Others

1. Each school in the district has 4 trained teachers providing quality teaching for children and being paid salaries by local government

80 80 6400 25


240 240 65


120 120 6400 40 20

Part 3Long Term Change How we will keep track of progress towards change:

1. Each school in the district has 4 trained teachers providing quality teaching for children and being paid salaries by local government

●Attendance records at teacher training workshops●Monitoring and follow up visits to teachers●Attendance registers for teachers and children at the schools● Student and parent feedback through PCs●Notes of meetings with local government officials about teachers’

salaries


●Monitoring visits to Parent Committees (PCs) to assess and provide feedback to the groups

● Results from the PC self-assessment exercises and Participatory Impact Monitoring tool

● Feedback from teachers


●Health surveys and monitoring compared with baseline● KAP survey at end of the project● Periodic observation and monitoring of the wells and user committees


ANNEX 6 Budgeting DefinitionsDirect costs: are those that are only because of the project. That is, if the project did not exist, the cost would not exist. These are usually related to the carrying out of the main activities (eg program workers’ salaries, supplies for beneficiaries, transportation costs, field office costs) but will also include monitoring and evaluation costs. If an organisation only has one office then a proportion of office costs can be included as direct costs.

Indirect Costs: In a larger organisation, these are the costs are shared across different projects but are incurred independently from the program. They normally relate to the management support of the program (eg. central office facilities, central management salaries, accountancy and audit, governance costs) and are often covered by an administration fee charged to the program. In a smaller organisation (eg. where there is one project), indirect costs are administrative costs, such as the costs of maintaining records and accounts, and the equipment and supplies need to do this.

Capital Costs: The cost of equipment that the project needs to purchase to do its work, which becomes an asset of the project. For example, sewing machines, furniture or vehicles.

Unit & Unit Cost: The unit is the item that costs money (eg month of salary, hygiene kit, training program per day or per person). "Unit cost" is how much for one of those things. Number of units is how many of that item the project needs (eg 13 months of salary, 200 hygiene kits or 25 trainees)


Documents

learn.tearfund.org · Web viewWith all projects, there are ways in which things can go wrong, and stop or slow progress towards change. These range from external events like floods