Tool Box Project pool and the MENA-DK Pool

for partnership projects– Good advice and tools on how to design

a partnership project

Responsible: International Programme Department, November 2010Photos: Danish Youth Council, DUFGraphic design: grafiliokus.dkPrint: DUF

Content

Introduction 2

Briefly about the planning stage 3

Tools and examples 4

Partners’ capacity and cooperation 35 Organisationalandpartnershipanalysis5

Analysis of context, problems and stakeholders 7 Contextanalysis7 Problemanalysis10 Stakeholderanalysis12 Theproject’sobjectives,successcriteriaandtargetgroup13 Successcriteria14 Targetgroup16

The project’s outputs, activities and timetable 17 Outputs17 Activities17 Timetable17

Inputs 19

Project strategy 20

Risks and challenges 22

Project monitoring and evaluation 24

Division of responsibilities 26

Information in Denmark 27

Seek advice from DUF 28

Introduction

Thistoolboxismeanttoguideyouthroughtheprocessofdesigningaprojectandwritinganapplication.TheToolboxisasupplementtotheguidelinesoftheProjectPoolandtheMENA-DKPoolforPartnershipProjects.DUF’sappli-cationformsarebasedonthemethodLogicalFrameworkApproach(LFA).Thisisalogicalandproblem-orientedprojectplanningtool,whichiswidelyusedininternationalprojectwork.Ithelpsprovideanoverviewofaprojectandsecurelogicalconsistencybetweenitsobjectivesanditsactivities.

Thisguideisintendedtohelpprepareacarefullyconsideredandambitiouspartnershipproject.Ifyouareapplyingforasmall-scalepilotproject,youarenotrequiredtocarryoutalltheanalysesetc.suggestedhere.Regardlessofthesizeofyourintervention,however,theguidecanprovideinspirationforyourplanning,aswellastoolstoproceedconstructively and logically. The assessment of applications will also take account of the partnership’s specific pro-jectexperience,soalessexperiencedpartnershipwillnotbeexpectedtomakeperfectuseofallthetoolssetoutinthistoolbox.

32

32

Briefly about the planning stage

Projectplanningstartsoffbyconductingathoroughanalysisofthetwopartners’capacityandcooperation,ofthecontextinwhichyouoperate,andoftheproblemsonwhichyourinterventionisfocused.Againstthebackgroundofthese exercises, you may define the project’s objectives, success criteria (indicators), outputs and activities, while estimatingwhichinputsarerequiredtocarrythroughtheintervention.Alongtheway,youalsoneedtoconsidertheproject’sstrategyanddivisionofresponsibilities.

Craftingagoodprojectwilltakemethodicalandwell-reasonedplanninginvolvingrelevantpersonsfromallorgani-sationswithinthepartnership,representativesoftheproject’stargetgroupandotherstakeholders.Consequently,itisagoodideatobeginwellbeforetheclosingdate.Manyyearsofexperiencehaveshownthataproject’ssuccessandsustainabilitydependsonlocalpeopleassumingownershipofactivitiesandprocesses.Theyaremostlyinclinedto do so only if the project reflects their own wishes, ideas and needs.

Theidealsituationistobringtogetherrepresentativesofthepartnerorganisations,sothatyoucandiscusstheapplicationtogetherandholdaprojectplanningworkshopinvolvingmembersofthetargetgroupandpossiblyotherstakeholders.Tothisend,youcanapplyforfundingofapreparatorystudy.However,ifthiscourseofactionis,forvariousreasons,notfeasible,eachorganisationinthepartnershipoughttocarryoutitsownprojectplanningworkshop, sharing and combining the results. This may serve to substantiate a first draft application, which can sincebediscussedinfurtherdetailbyemailandphone.Ultimately,itmaybenecessarythatoneorganisationwritesthe application, but it is important that its contents reflect local needs and ideas.

54

Tools and examples

Inthechaptersmarkedwiththegreen stamp, THE TOOLBOX, you will find methods and analytical models to carry forwardtheprocess.Theyshouldbeseenasinspiration,notasdirections.

Throughoutthechapter,thevariousstepsinprojectplanningwillbeillustratedbyexamplesfromtwoprojects,namelyoneintheslumsofKiberainvolvingtheDanishBaptistChurch’sChildrenandYouthFederation(BBU),andoneinGabes,Tunisia,withtheKFUMScoutsinDenmark.Examplesaremarkedwiththebluestamp.Theyhavebeenrandomlyselectedfromaseriesofothergoodprojects,andareintendedasinspiration.Accordingly,theydonotrepresenttheonlyrecipeforagoodprojectorfortheanalysisconcerned.

Scouting Edge – the steep step. Exchange between Danish and Tunisian scouts.

Partnership: KFUM Scouts in Denmark, Herlufmagle Group and Scouts of Tunisia, Abou Loubaba Group, Gabes

TheKFUMScoutsfromHerlufmagle,supportedbytheMENA-DKPoolforpartnershipprojects,havecarriedoutaseriesofexchangeswithascoutgroupinTunisiawiththeaimoffosteringinterculturaltolerance,youthdemocracyandinclusionofminorities.

“ScoutingEdge–thesteepstep”hasbeendevelopedagainstthebackgroundofapilotproject,whichproducedideasforawiderangeofactivitiestoenhancethedevelopmentofthetwoorganisations,participantsintheprojectandtheirsurroundingcommunities.Theprojectisbasedon:a)aseriesofteachingsessionsabout,forinstance,projectmanagementandfundraising,socialwork, democracyandunderstandingofthesituationofminoritygroups;b)arangeofscoutingactivitiestostrengthentheteamspiritamongthetwogroups.

ExAMPLE2

Umoja (unity). Conflict resolution in the slums of Nairobi.

Partnership: Danish Baptist Church’s Children and Youth Federation (BBU) and Kibera Baptist Church (KBC)

The two organisations have now for some years cooperated around organisational development and conflict resolutionwithsupportfromDUF’sProjectPool.

KiberaisoneofthemajorslumsinKenya’scapitalNairobi.TheareawasheavilyaffectedbythenationwideethnicstrifewhichbrokeoutinthewakeoftheKenyanelectionsheldattheendof2007.Therefore,BBUandKBC decided to carry out an organisational development project, which would also deal with the KBC’s conflict resolutionworkinKibera.

The project’s conflict resolution component consists of a five-day training seminar for 20 young KBC members, aswellasanumberofconflict resolution events in the community in Kibera.

ExAMPLE1

54

Partners’ capacity and cooperation

Organisational and partnership analysisBeforeyouembarkonactualprojectplanning,youshouldconductananalysisofyourownandyourpartnerorgani-sation’scapacityaswellasofyourcooperation.Againstthisbackground,youmayassesswhetheritisrealistictocarryonplanningtheprojectorwhether,forinstance,yourcooperationhastoomanyweaknesses.

Capacitymeanstheabilitytoimplementsomething,suchasaproject.Thismightdependon,forexample,theorganisation’smanagement,structure,administration,numberofemployeesandvolunteersandtheirknowledgeoftheprojecttopic,aswellasexperiencesofperformingcertainactivities.

Relevant questions•WhataretheDanishorganisation’sstrengthsandweaknesses?•DoestheDanishorganisationhavethecapacitytoimplementaproject(experience,humanresources,etc.)?•Whatarethelocalpartnerorganisation’smission,structureandworkingmethods?•Whatarethelocalpartnerorganisation’sstrengthsandweaknesses?•Doesthelocalpartnerorganisationhaveanystrengthsandweaknessesrelatedtotheobjectivesandthemes ofDUF’spoolsoffunding(seetheguidelines)?•Doesthelocalpartnerorganisationhavethecapacitytoimplementaproject(management,structure, experience,humanresources,etc.)?•Whatarethetrackrecord,strengths,weaknessesandopportunitiesofyourcooperation?

SWOT analysis

ASWOTanalysisexaminesanorganisation’sorapartnership’sstrengths,weaknesses,opportunitiesandthreats(hencetheacronymSWOT).Theanalysisofstrengthsandweaknesseswillhighligttheorganisation’sinternalstrongpoints from which a future project will benefit, and the weak spots, which the project will have to take into account oraddressinordertoovercome.Conversely,theanalysisofthreatsandopportunitiesturnstheattentiononexternalconditionssurroundingtheorganisations,whichmaypresenteitheropportunitiesorthreatstotheproject.ASWOTanalysiscanprovideagoodoverviewofanorganisation’sorapartnership’sdevelopmentpotential,andoftheinter-nalorexternalresourcesavailableforthisendeavour.

ASWOTanalysiscanbeschematicallypresentedinthefollowingway:

ItisrecommendedthatyoudrawuponeSWOTanalysisforeachorganisationandoneforyourcooperation.

THETOOLBOx

Strenghts

Aboutareasinwhichtheorganisationisinternallystrong,e.g.activevolunteers,professionalstaff,democraticleadership,experienceofhumanrightswork,etc.

Opportunities

Aboutgivenexternalconditions,whichfavourtheorganisa-tion’swork,e.g.highcredibilityinthepopulation,capablepartners,etc.

Weaknesses

Aboutareasinwhichtheorganisationisinternallyweak,e.g.poorinvolvementofboardofdirectors,lackoftransparencyin financial management, high dependence on donors, little influence for young people, etc.

Threats

Aboutgivenexternalconditionswhichmightimpairtheorga-nisation’s work, e.g. cultural barriers to yielding influence to minors,politicalconditionsthatmayimpingenegatively,etc.

SWOT analysis of Herlufmagle and Abou Loubaba scout groupsExAMPLE

6

Strenghts

Weakness

Opportunities

Threaths

Herlufmagle Group – KFUM Scouts

• Strongstrategicmanagement.• Strongsupportfromfamiliesandthenational association.• Open-mindedtowardschangesandimprove- ments.• FocusedontheroleofscoutinginDanishsociety.

• Difficult to strike a balance between quality of day-to-dayworkandnewdevelopmentprojects (ensuringattractiveopportunitiesforyoung peoplenowandinthefuture).

• Scopeforstrengtheningthescouts’roleinfavour ofpeace,reconciliation,toleranceandmutual understanding.• Thepartnershipofferspossibilitiesforpersonal developmentofallmembersofthegroupthrough trainingininternationalcooperationandfor spreadingknowledgeabouttheroleofscouting inDanishsociety.• Possibilitiesforgreatersupportfromparents.

• Optimalimplementationofthepartnershipproject depends on financial support from DUF and privatefoundations.• PotentialtroubleforrelationsbetweenDenmark andTunisiaduetothecrisisoverthecartoonsof ProphetMohammed.

Abou Loubaba Group

• Supportiveleadersandfamilies.• Strongroleinsocietyandfocusoncommunity service.• Strongmanagementopentowardschangesand newprojects.• Wellestablishedstructureforself-improvement amongyouthleadersintheassociation.

• Difficult to raise the funds needed to develop thegroupandrealisethedreamofbuilding anewtrainingcentreforscouts.• Dependent on Danish financing of the partner- shipproject.• Communication in English is difficult since Englishisathirdlanguage.

• Thepartnershipcouldoffergreateropportunities fordevelopingandfundraisingfortheproject ofbuildingatrainingcentreforscouts.• Thepartnershipofferspossibilitiesforpersonal developmentofallmembersofthegroupthrough trainingininternationalcooperation,especially intheEnglishlanguage.

• PotentialtroubleforrelationsbetweenDenmark andTunisiaduetothecrisisoverthecartoons ofProphetMohammed.

7

Analysis of context, problems and stakeholders

Context analysis

Atthisstage,youprobablyhaveanideaofthetopictobeaddressedbytheproject.Beforeyoucanperformtheproblemanalysis,whichwillunderlietheactualproject,itisnecessarytocollectinfor-

mation about the background – or context – regarding the chosen field of work in your country of cooperation. It is particularly crucial to gain an understanding of how young people’s lives are influenced by certain problems and issues,andoftheeffectofgenderrelations(interactionsbetweenmenandwomen).

Relevant questions• Which policies and legislation are in force in the field concerned?•Whatdostatisticsandstudieshavetosayaboutthetopic?•Whichsocialandculturalfactorsarerelevanttothetopic?(E.g.regardingeducation,health, powerrelations,culturaltraditionsandthelike).•Whatareyourownandthepartnerorganisation’sexperienceofworkingwiththetopic?•Whatotheractors(e.g.governmentbodiesorotherNGOs)areaddressingthetopicinthesame geographicalarea?• Which problems and issues influence young people’s lives within your chosen field of work?•Whichproblemsandissuesaffectmen,women,boysandgirls,respectively,withinyourchosen field of work?

8

You may find more inspiration for analysis and teaching focusing on gender at the website of Gendernet: www.konsnet.dk.

Girls/young women

Family

School and community

Society

Rights and duties Work Social position Participation in decisionmaking

Gender analysis focusing on children and youth

Agenderanalysisfocusingonchildrenandyoungpeoplemayprovideanoverviewofhowagivenproblemaffectsandinvolvesboysandgirls,respectively,indifferentways.

Boys/young men

THETOOLBOx

Family

School and community

Society

Rights and duties Work Social position Participation in decisionmaking

9

Context analysis for Kibera with a focus on conflict

Political background to the current conflict:On27thDecember2007,presidentialelectionswereheldinKenya.ThecontendersweretheincumbentpresidentMwaiKibakiandtheoppositionleaderRailaOdinga.KibakiandOdingabelongtotwodifferenttribes(KikuyuandLuo).Contradictingallpreviousopinionpolls,Kibakiwasdeclaredthewinneroftheelection.Thisledtotribalclashesandriots,whicharestillgoingontosomeextent.

• Current conflict levels in Kibera:InKiberatheKikuyuandtheLuolivesidebyside(alongwithotherethnicgroups),andviolentclasheshavebeenwidespread.Atchurch,schoolandinthecommunityatlargepeoplewhousedtobefriendsandneighboursnowavoid communication. At least five KBC members have been killed during the unrest.

• Activities by other development actors:A number of other Kenyan civil society organisations have been involved in conflict mediation and peace building activitiesinKiberafollowingthepost-electionviolence.TheyincludetheGirlGuides,theScouts,KenyanRedCross,Peacenetandchurchesinthearea.

• Young people’s role in the conflict:Approximately50%ofthepopulationinKiberaisbelow15yearsofage.YoungpeopleinKiberawerealreadyliving in difficult circumstances before the conflict escalated (common problems being lack of education, teenage pregnancies, prostitution, alcohol and drug abuse etc.). In the current conflict, young people are both victimsandperpetratorsofviolence.

• Gender issues:Socialisationandstatusvaryforyoungmenandyoungwomen(seeanalysisbelow),whothusplaydifferentrolesin the conflict. The young men in Kibera are frustrated by poverty and lack of opportunity in the urban slums, makingthemeasypreyforrecruitmentintoethnicviolence.Youngwomenhaveverylowstatusinsociety,andtendtobevictimsofethnicviolence,includingsexualassaultanddisplacement.

ExAMPLE

Family

School, church and community

National society

Rights and duties

Dutiesinrelationtosupportingthefamily.

Onanationallevelsomefocusonchildren’srights,e.g.therighttoeducationandyouthparticipation

Work/economy

Dolittledomesticwork

Ahighpercentageinvolvedintheinformaleconomy.Affectedbyextremelackofjobsintheformalsector.

Affectedbyhighpovertylevels,littleparticipationinnationaleconomy

Social position

Medium–higherthangirls,lowerthanadults

Low/medium(dependingonage)Consideredyouthuntilmarriage.

Youngpeoplehavelowstatuscomparedtoelders

Participation in decisionmaking

Dependonfamily,someparticipation

Participationinyouthactivities,butlittlepartici-pationinadultcircles

Litlleparticipationinnationalpolitics,aspoliticsisdominatedbyoldermen

Gender analysis: Young men in slum areas

10

Problem analysis

Onceyouhavefamiliarisedyourselveswiththecontext,youneedtocarryoutaproblemanalysis.Iftheaimistocreategenuinechangeanddevelopment,itisimportanttocomprehendthebackgroundtoobservableproblemsindepth.Thismakestheproblemanalysisthemostimportantfoundationofyourproject.Problemsthatappear,onthesurface,tobeaboutpracticalshortcomingsoftenstemfromcomplexsocial,cultural,politicalandeconomicfactors.Confronting these can spark conflict, since genuine change usually challenges power relations within a society. Accordingly,atthisstageitisimportantthatyouinvolveasmanystakeholdersaspossibleinprojectpreparations,becausethiswillpromotelocalownershipoftheprojectinfuture.Whenlookingattheproblemsinasocietyingene-ral it is important though to keep your own project in mind. The problems identified must be related to your project andlinkedtotheactualactivitiesofyourproject.Thisistoensurethattheproblemtreeisusedinyouractualprojectworkandisofrelevancetotheproject.

Relevant questions•Whatproblemsareassociatedwiththetopicthatyouwishtoaddress?•Howaretheproblemsinterrelated?•Whatisthecoreproblem,andwhatareitscausesandeffects?•Who(age,gender,socialposition)areaffectedbytheproblemandwho(age,gender,socialposition) areresponsible?

Problem tree

Youstartfromanoverallquestionfocusingonthetopicwhichyouwanttoaddress.Someexamplescouldbe“WhatisthesituationforchildrenandyoungpeopleinAIDS-affectedfamiliesinZambia?”or“HowisthedialogueandinteractionbetweenyoungChristiansandyoungMuslimsinEgypt?”or“Whatcanbesaidabouttheparticipationofchildrenandyoungpeoplewithinthepartnerorganisation?”

Youwritedownproblemsrelatedtothequestiononsmallornormalsheetsofpaper(onlyoneproblempersheet)andhangthemonawall.Eachproblemisdescribedinabriefsentenceandasanegativesituation,notasanabsenceofsomething,thoughitcouldconcernaparticularweakness.

After the problems have been placed on the wall, they are first divided into overall categories. Then they are laid outsoastolinktogethercauseandeffect.Ifyourealisethatsomelinksaremissing,youwritenewsheetsofpaper.Inthismanner,youcreateoneorseveralproblemtrees,whichservetoidentifyacoreproblem.

Youcanreadmoreabouthowtomakeaproblemtreeinthebook“Børnogungeibistanden”[Childrenandyoungpeopleindevelopmentaid]andin“GuidetotheformulationofNGOprojects”publishedbytheProjectAdviceandTrainingCentre(Projektrådgivningen).

THETOOLBOx

Problem tree based on the problem analysis in BBU’s and KBC’s projectExAMPLE

11

The problem tree starts from the situation of children and young people in the current conflict scenario in Kibera. Their problems are seen as consequences of the core problem, which has been identified as violent conflicts in the community. The problem tree shows that the violent conflicts have many causes (and probably morethanthosementioned),butthatanimportantfactoristhelowcapacitywithinKBCandthecommunitytodealwithethnictension.ItisestimatedthatthisstemsparticularlyfromlackofknowledgeaboutreconciliationandunityamongKBCcounsellorswhohavealreadybeentrained.

High levels of mistrust among

community members including youth

Increased violence against

women and children

Unstableeducation and

conflicts in schools

Violent conflicts in the

Kibera community and conflicts

in KBC

Low capacityfor dealing withtribal tensions in KBC and in the

community

Political mobilisation of

ethnic identities at national and

local level

High poverty levels and

social problems in Kibera

Low education levels

in Kibera

Little knowledge about trust,

reconciliation and unity among KBC

counsellors

12

Stakeholder analysis

Once the core problem has been defined, it is necessary to get an overview of the categories of people who have to beinvolvedintheprojectinvariouswaysinordertoensurethattheproblemissolved.Aproject’sstakeholdersareall those who have a stake in, or an influence upon, the project’s problem field, whether their interest be positive or negative,i.e.favourableorhostiletotheobjectiveofyourintervention.

Relevant questions• Which groups have an interest in and/or influence on the issues to be addressed?•Whatroleshouldbeplayedbythevariousgroupsinyourproject?(Andhowaretheytobeinvolved?)•Whatisthestakeorinterestofeachgroupintheproject,andisitpositiveornegative?•Whatarethestrengthsandweaknessesofeachgroupinrelationtoinvolvementintheproject?

Stakeholder group Role in the project Interest in project issue (positive and negative)

Strenghts in relation to project involvement

Weakness in relation to project involvement

Stakeholder analysis matrix

Thematrixcanprovideanoverviewofeachstakeholdergroup’sroleintheproject,theirinterestintheissuesatstake,andtheirstrengthsandweaknessesasregardsinvolvementintheproject.

THETOOLBOx

13

Analysis of main stakeholders in exchange project of the KFUM ScoutsExAMPLE

Stakeholder group

TunisianandDanishscouts

DanishandTunisianscoutleaders

ParentsofDanishandTunisianscouts

CommunityinGabes(hometownoftheTunisianscoutgroup)

Danishmedia

Danishpublic

Role in the project

Participationinex-changevisitinTunisia,olderscoutsinvolvedinpreparationoftraining,DanishscoutsinvolvedininformationactivitiesinDenmark.

Planning,monitoring,evaluation.

Supportforactivities

Receiversofinforma-tionabouttheproject

CarriersofinformationontheprojecttotheDanishpublic

Receiversofinforma-tion

Interest in project issue (positive and negative)

Positiveinterests:makingfriends,improvingEnglish,workingwithyouthdemocracy,culturalexperience.

Positiveinterest

Mostlypositiveinterest,butmighthavesomeworriesabouttheirchildren’stripandaboutthecross-religi-ouscooperation

NeutraltonegativeinterestbasedonnegativeimagesofDenmarkamongtheTunisianpublic

Neutralinterest

NeutraltonegativeinterestduetonegativeimagesofIslamandtheMiddleEastamongtheDanishpublic

Strenghts in relation to project involvement

Highmotivation

HighmotivationStrongprojectmanagementskills

Strongback-upofscoutactivities

HighinterestintheMiddleEast

Weakness in relation to project involvement

Languagebarrier

Littletimeavailable

Demandahighlevelofinformation

Littleinterestinpositivestories

The project’s objectives, success criteria and target group

Against the background of these analyses, you may now define the project’s objectives. These are usually directly deducedfromtheproblemanalysis,sincethelong-termdevelopmentobjectivewilloftenbetoreachasituationwhichreverseswhatisdescribedintheproblemtree.Youneedtoformulatealong-termdevelopmentobjectiveandoneormoreimmediateobjectivesofyourintervention.Youcanassessiftheprojectisachievingyourplannedobjectivesbymeansofindicators,whicharetheproject’ssuccesscriteria.

Once the objectives have been laid down, the stakeholder analysis can help you define who form part of the pro-ject’slogicaltargetgroup.

The development objective iswhatyouwanttheprojecttohelpachieveinthelongterm.Itisasocialchange,whichwillalsodependonfactorsotherthantheproject.Itisimportantthatthedevelopmentobjectivematchestheoverall

14

goal of DUF’s pools of funding, i.e. “to increase young people’s influence on and participation in the development of democracy.”

Immediate objectives setoutwhatyouexpecttoachieveastheoutcomeoftheprojectactivities.Theydescribetheneworchangedsituation,whichyouexpecttoseebytheendoftheimplementationperiod.Immediateobjectivesresultdirectlyfromtheprojectactivities(seebelow).Youshouldformulateamaximumofthreeimmediateobjectivesforeachproject.

Relevant questions •Whatexactlydoyouexpecttoachievewithintheprojectperiod?(Describeintermsofqualityandquantity)•Wherewilltheprojectbecarriedout?•Whoarethetargetgroup?• By when do you expect the objectives to be fulfiled?•HowdoyourimmediateobjectivesmatchthegoalbehindDUF’spoolsoffunding?

Success criteria

Aproject’ssuccesscriteria(oftencalledindicators)arethemeasurableparametersusedtoassessiftheprojectachieveswhatyouhaveplanned.Successcriteriacanbeusedbothforongoingmeasuringofprogress(monitoring)and at the final evaluation.

Successcriteriaforimmediateobjectivesshouldshowifprojectactivitiesareinfactleadingtowardstheexpectedoutcome.Theyservetodeterminetheproject’simpactratherthanjustwhetheryouhavecarriedouttheplannedactivities. It is a good idea to define both quantitative and qualitative success criteria for immediate objectives. Quantitativesuccesscriteriahavetodowithnumbers,i.e.howmanyparticipantshavetakenpartinhowmanycourses.Qualitativesuccesscriteriaareconcernedwiththesubstanceofthechangeoccurred,e.g.howtraineeshave used what they learned at the courses. You find out if you have met your quantitative success criteria by looking at lists of participants, statistics etc., while you verify if you have fulfilled your qualitative success criteria by means ofinterviews,visitsandmeetings.

Relevant questions•Whichnewsituation(what,whoandwhere)should,asaminimum,prevailwhentheprojecthasbeen completed in order for the immediate objectives to be fulfilled?•Istheindicatormeasurable?•Istheindicatorrelevanttowhatitisintendedtomeasure?• How can we verify if the indicator has been fulfilled (statistics, interviews, questionnaires, etc.)?

Target group

Theproject’stargetgroupiscomposedofpeoplewhoareinvolvedinoraffectedbytheproject.Thetargetgroupcanbe defined on the basis of the stakeholder analysis.

Relevant questions •Whomakeuptheprimarytargetgroup,i.e.thechildrenandyoungpeople(gender,age,socialbackground, number etc.) intended to benefit directly from the project activities (this group will usually also be directly involvedintheprojectactivities).

15

Smart indicators

Ineffortstoformulateindicators,itmaymakesensetolookatwhethertheyare‘SMART’:•S pecific – does the indicator provide an exact and specific description of the situation desired upon projectcompletion?•M easurable–cantheindicatorbemeasured,andhow?(E.g.throughinterviews,questionnaires, observation of particular events, official statistics or studies, etc.)•A chievable–doestheindicatorsetoutarealisticgoalinlightoftheproject’sactivities?•R elevant–istheindicatorrelevanttotheproject’sobjectives?•T ime-bound–doestheindicatorcontemplateaparticulartimeframe?

THETOOLBOx

ExAMPLE

Development objectives, immediate objectives, indicators and target group in BBU’s and KBC’s project in Kenya

Development objective:KBC has a strong capacity for working in the field of conflict resolution in the society of Kibera. Thiscouldalsohavebeenphrasedasanevenlonger-termdevelopmentobjective:ApeacefulKiberawithoutviolent conflicts.

Immediate objectives:1) ByMarch2009,20youngKBCmemberswillhavegreatercapacitytodealwithtribaltensions,aswellasto facilitatereconciliationprocesses.2) ByMarch2009,thelocalcommunityinKiberaatlarge,andespeciallyyoungmenandwomen,willhave greatercapacitytodealwithtribaltensions.

Immediate objective

1) ByMarch2009,20youngmembersofKBCwillhavegreater capacitytodealwithtribaltensions,aswellastofacilitate reconciliationprocesses.

2) ByMarch2009,thelocalcommunityinKiberaatlarge, andespeciallyyoungmenandwomen,willhavegreater capacitytodealwithtribaltensions.

Indicators

a) ByMarch2009,atleast50%oftheyoungmembers trainedarecapableoffacilitatingreconciliationprocesses intheirlocalcommunityinKibera

b) By March 2009, there are 50% less internal conflicts in the church compared to the situation in the first part of 2008.

a) ByMarch2009,themajorityofcommunitymemberswho participatedintheunityeventsfeelbetterequippedtodeal withtribaltensions.

• Who make up the secondary target group, i.e. the people who will benefit indirectly from the project?•Howdovolunteersformpartofthetargetgroup?•Howisthetargetgrouptobeinvolvedintheproject?

➤

16

ExAMPLE

Target groupPrimary target group:1)20youngmaleandfemalemembersofKBCresidinginKiberawhohavepreviouslyattendedacounselling seminar.2) Approximately100peoplefromtheKiberalocalcommunity,whowillbetargeteddirectlyintheunityevents. AstheaverageageinKiberaislow,itisexpectedthatmostofthesepeoplewillbeyoung.

Secondary target group:TheprojectwillaffecttheentireKBCorganisation.Thesecondarytargetgroupcanbedividedinto:Internalsecondarytargetgroups:1)All250membersofKBC(bothadultsandchildren)2) 490studentsinprimaryandsecondaryschool

External secondary target group:ThecommunityaroundtheKBCareainKibera

17

The project’s outputs, activities and timetable

Outputs

Theproject’soutputs(alsoreferredtointheguidelinesas‘expectedresults’)aredeliveredbytheproject’sactivities.Theyarethe‘products’(inawidersense)whosepresenceattheendoftheprojectyouareabletoguarantee(unlessyourunintomassiveunforeseenobstacles).

Relevant questions •Whatwillhavehappenedwhentheprojecthasbeencompleted?(Describebothqualityandquantity.)•Wherewillthishavehappened?•Towhomwillthishavehappened?•Whenwilltheoutputbepossibletoobserve?•Dotheoutputsleadtowardstheimmediateobjectives?

Activities

Activities are specific acts set in motion to produce the project’s outputs. Activities can be, for instance, workshops, meetings,studies,etc.

Relevant questions •Whatwillhappenduringtheprojectperiod?(Describebothquantityandquality.)•Wherewillthishappen?•Whoistobeinvolved?•Whenwillthishappen?•Willtheactivitiesproducetheoutputs?

18

ExAMPLECoherence between activities, expected results, and immediate objectives in BBU’s project in Kibera

Activities

Seminarontrust,reconciliation,unityanduseofdramaasmeansofcommunicationfor20KBCcounsellorsin October 2008

AtleastfoursmallereventsdealingwithunityhavebeencarriedoutbetweenNovember 2008 and February 2009 by thecounsellors,assistedandadvisedbytheUnityManagerandtwoDanishyouthleaders.

Expected results (output)

By late October 2008, 20 KBC counsel-lorshavebeentrainedintrust-buildingandreconciliation,andhavelearnedaboutthestrengthofunityanddramaduring a five-day seminar.

By late February 2008, three unity eventshavebeenheldwithapproxi-mately100participants.

Which immediate objectives(s) 1) ByMarch2009,20youngKBC memberswillhavegreatercapacity todealwithtribaltensions,aswellas tofacilitatereconciliationprocesses.

2) ByMarch2009,thelocalcommunity inKiberaatlarge.andespecially youngmenandwomenwillhave greatercapacitytodealwithtribal tensions.

Timetable

Attheend,theactivitiesarelistedinatimetabletoformaclearideaofwhatwillbecarriedoutwhen.

Table on links between activities, outputs and objectives

Bypresentingimmediateobjectives,outputsandactivitiesinatable,youbecomeabletovisualisewhethertheactivitieswillproducetheoutputs,andiftheoutputswillleadtotheimmediateobjectives.Mostprojectswillhaveavarietyofactivitiesinpursuitofthesameoutputs.Sometimestheoutputsleadtowardsseveralimmediateobjectivesatthesametime.

THETOOLBOx

Activities Outputs Which immediate objectives are pursued?

19

Inputs

Oncetheproject‘skeleton’isinplace,youneedtoconsiderwhichinputs,i.e.resources,andhowmanyarerequiredtoimplementtheactivities.

Relevant questions •Whichmaterialresourcesarenecessarytoimplementtheproject(e.g.equipmentandpremises)?•Whichhumanresourcesarerequiredtoimplementtheproject(volunteersandemployeesinDenmarkand theSouth)?• Which financial resources are necessary to implement the project?•WhichinputsmustbecoveredbyDUF’spoolsoffunding,andwhichcanbecoveredbythetwopartnerorganisationsorotherpossiblesources?

Againstthebackgroundoftheinputassessment,youmayprepareabudgetfortheproject.SeealsoDUF’smanual“Financialmanagementofinternationalprojects”forgoodadviceonbudgetingetc.

20

Project strategy

Theprojectstrategysetsouttheapproachesandmethodswhichyouintendtouseintheimplementationofactivities aimed at reaching the objectives. A list of activities will rarely reveal much detail about your reflections as towhatworkswellwiththetargetgroup,howyouwillensureactiveparticipationofgirlsaswellasboys,howyouforeseethattheprojectwillstrengthentheorganisations’capacitytochampionthecauseofchildrenandyoungpeople,orwhatyouexpectwillhappenwhentheprojectends.Itisimportantthatyoudiscussallthisindepthwithyourpartnerorganisationbeforetheprojectbegins.DUFwilllookattheprojectstrategytoassessifyourprojectislikelytoreachtheplannedgoals.

Relevant questions for planning of project strategy:•Howdoesthesumofactivitiescombinetocontributetosolvingtheproblem?•Whichapproaches,principlesandmethodswillyouapply?•Howarechildrenandyoungpeopletobeinvolvedintheproject?Howdoyoumakesurethattheproject contributestostrengtheningyoungpeople’sroleincivilsocietyanddemocracy?•Whatistheroleofvolunteeringintheproject?•Howdoyouensurethattheprojectcontributestowardschangingrelationsbetweenboys,girls,menand womenforthebetter?• How will the project be finalised or continued when funding ends (the project’s exit strategy)?•Howdoyouexpecttheproject’sresultstobesustainedandcontinuedafterprojectcompletion(theproject’s sustainability)?

21

Community level

Organisational level

Personal level

Capacity Structures Motivation

Sustainability analysis

Aproject’ssustainabilityisitsabilitytomakealastingpositiveeffectbeyondtheimplementationperiod.InDUF-funded projects, it is assessed in terms of the durability of defined objectives. Sustainability may, for example, be concerned with long-term political, organisational, technical, financial, social, cultural or environmental effects of theproject.Sustainabilityhingesonsuchfactorsaswhetherthecapacity,organisationalstructuresandmotivationarepresentatthevariouslevelsasrequiredtosustainandcontinuetheresultsachieved.Thefollowingtablemayprovideanoverviewofhowtheprojectwillhelpbuildcapacity,structuresandmotivationatthecommunity,organisationalandpersonallevelaimedatsecuringsustainability.

THETOOLBOx

ExAMPLESustainability analysis for exchange between KFUM Scouts in Denmark and scouts in Tunisia

Sustainability analysis:

Community level

Organisational level

Personal level

Capacity

Parentswilldevelopstrongercapacityforinterculturalcooperation.

KFUM-SpejderneandScoutsofTunisiawillgaincapacitytoworkwithinterculturaltolerance,youthdemocracyandinclusionofminoritygroups,whichwillbeusedinfuturecooperationandinlocalwork.

The150personsdirectlyinvolvedintheprojectwilldeveloptheircapacityandskillsintermsoflanguage,interculturalcompetences,youthdemocracyandinclusionofminoritygroups.Theyareexpectedtocontinuetousethiscapacitybothindailylifeandinorganisationalwork.

Structures

Theprojectwillensurethatstructuresfordisseminatinginformationwillbeinplace.

Theprojectwillensurethatstructuresforcontinuedcommunicationbetweenthetwogroupswillbeinplace.ThetwolocalgroupsintendtomeetagaininJuly2010.

Motivation

Localcommunitieswillgainaninterestininterculturaltolerance,youthdemocracyandinclusionofminoritygroups.

Thetwogroupswilldeveloptheirmotivationforcontinuedcooperationandforothertypesofinternationalcooperation.

The150personsdirectlyinvolvedintheprojectwillgetanexperienceforlifethroughtheproject,andthisisexpectedtomotivatethemtocontinuetoworkforinterculturaltolerance,youthdemocracyandinclusionofminoritygroups.

22

Risks and challenges

Whenyouhavereachedthisstageofprojectplanning,itistimetotakeastepbackwards,lookingattheinterventionwithfresheyes,orperhapstopresentyourprojectconcepttopeoplewhohavenotbeenabsorbedinthedetailedplanningprocess.Theaimistoassessiftheproject’smake-upandstrategyareconsistentandrealistic,andifthereisariskofencounteringmajorchallengesduringimplementation.

Inthisconnection,youshouldconsiderif,inthecourseoftheproject,youriskrunningintoproblemsthatmayjeopardise implementation or make it difficult to reach its objectives. These could be risks at a variety of levels. Risks arisingfromfactorsinsocietywilloftenbeevidentfromyourcontextanalysis.Perhapsyourtargetgrouplivesinan area affected by climate change or environmental destruction, which might wipe out the specific improvements beingpursuedbyyou.Orperhapstheprojecttakesplaceinasocietywhereeffortstoempoweryoungpeople,womenor minorities should be expected to spark fierce political opposition from more dominant groups. Risks related to practicalprojectimplementationwillusuallyshowupinthestakeholderanalysisandinthediscussionaboutthestrategy.Perhapsatrainingprogrammeispreparedinalanguagenotcommandedequallywellbyalltrainees.Orperhaps the target group will find it hard to spend much time on project activities which they are not paid to take partin.

In all cases, it is crucial that you assess individual risks and reflect on how you can handle them before or during theproject.

Analysis and action plan for the management of risks and challenges

Ananalysisofriskstotheimplementationofaprojectmustcontemplatethepotentialeffectandlikelihoodofeachriskmaterialising.Onascalefrom1to3,youshouldtrytoassesstheextentoftheeffectandprobabilityoftheriskconcerned.Youthenmultiplythesetwonumbers,producinganestimatetohelpyougaugetheseverityofthethreatposedbytherisk.Asmallnumber(1or2)meansthateithertheeffectortheprobabilityorbotharesmall.Inthiscaseitisrarelynecessarytorelyonadetailedplanforhowtohandletherisk.Conversely,ifthenumberis3-6,itcalls for thorough reflection on your risk management. If the number is as much as 6-9, you might be facing a major danger to your project. In this situation, it makes sense to reconsider the project’s design and strategy to find out whetheritcanbeplanneddifferentlysoastolessentheriskor,intheworstcase,whethertheprojectneedstobeabandonedaltogether.

THETOOLBOx

Risk Consequences Effect (1-3, 1=minor)

Probability (1 -3, 1=small)

E x S Mitigating actions/risk management

ExAMPLE

23

Risk management plan for exchange between KFUM Scouts in Denmark and scouts in Tunisia

What is the risk

HealthproblemsduringtriptoTunisia

BadpublicityandpoliticalreactionsinDenmarkorTunisia

ThreatstosafetyofparticipantsinDenmarkorTunisia

Languagebarrierstandsinthewayofsuccess

What is the consequence?

Stomachproblemsetc.needtreatmentorhospitalvisit

Focuswillmovefrompositivede-monstrationtopassivedefence,requiringmoreresources

Authoritieshavetobeinvolvedandtheprojecthastostop

Trustandopen-minded-ness is difficult to achievethroughaninterpreterornon-verbalcommunication,anditisessentialtotheproject.

Impact(1 = small, 2, 3 = big)

1

2

3

2

Probability (1 = not like- ly, 2, 3 = likely)

3

1

1

2

I x P

3

2

3

4

Mitigating actions

Seriousattentiontohygiene,cleaning,washinghandsanddrinkingonlybottledwater.

Presentingtheinitiativeasanapoliticalpeople-to-peopleinterculturalencounter.Preparingargumentsforthepressanddrawingupacon-tingencyplanbeforetheprojectbegins

Keeping a low profile in public.Takingahumbleapproachandlisteningtotheadviceoflocalpeople.

Programme has to reflect theexpectedlanguagecapabilitiesofeachagegroup.Theyoungerthechildrenare,thegreaterusemustbemadeofnon-verbalcommunica-tionandofadultassi-stance.

24

Project monitoring and evaluation

Itisimportantthatyouconsider,asearlyasduringtheplanningstage,howyouintendtomonitorandevaluatetheproject.

Monitoringistheongoingobservationoftheproject,e.g.bymeasuringprogresstowardscompliancewithitssuc-cesscriteria.Ifthemonitoringshowsthattheprojectisfailingtoadvanceasplanned,itwilloccasionarevisionofthestrategy.

Evaluation is a more systematic examination of the project’s results, effect, relevance and efficiency. It may start fromthesuccesscriteria,butcanalsotakeabroaderapproach.Theevaluationmustshowwhattheprojecthasachieved,whatyouhavelearnedfromit,andhowallthiscanbeusedinthefuture.Theevaluationshouldsubstan-tiatethecompletionreporttobesubmittedtoDUFattheendoftheproject.

It is compulsory to monitor and evaluate your project, but there are also many benefits to yourselves from doing so.

Control:Monitoringandevaluationareawaytocontroliftheprojectisproceedingasplanned,producingtheout-putsandtheoutcomedesired,spendingthefundsinthemostsensiblemanner,etc.Iftheprojectisnotgoingaccordingtoplan,itshouldbeconsideredwhethertoadjustit.

Learning:Monitoring and evaluation can serve as a starting point for processes of learning and reflection shared between you and your partner. Projects rarely turn out exactly as planned, and reflecting on what happened, how and whycanfeedintoyourdevelopmentofboththeongoingandfutureprojects.

Documentation:Awell-plannedandwell-performedevaluationcanhelpdocumenttheresultsachievedthroughyourprojectsoastobeabletopresentthemtoDUFandothersinterestedintheprojectandinyourwork.

Mobilisation:Ifmonitoringandevaluationactivitiesarecarriedoutwithparticipationofthetargetgroup,theymaybeamotivatingfactorintheirownrightforthetargetgroup’slearningandcommitmenttotheproject,sincethisisawayofinvolvingitdirectly.

Relevant questions for planning of monitoring and evaluation:•Whatistheaimofyourmonitoringandevaluation?•Whichmethodswillyouusetogetholdofthedatarequiredtomeasurecompliancewithindividual successcriteria?•Doyouneedabaselineanalysis,i.e.arecordofthesituationpriortotheproject?•Whowilltakepartinwhat,andwhowillberesponsibleforwhat?Howwillthetargetgroupbeinvolved?•Howoftenwilltheprojectcommitteesofthetwopartnerorganisationsmeettodiscusstheproject’sprogress?•Howoftenwillreportsneedtobewritten?•Howoftenwillyouhavetomonitorthebudgetandbalancetheaccounts?

ExAMPLE M&E matriks for BBU project in Kibera

25

Indicator Baseline (the present situation)

Means of verification Responsible Timing

Thebook“Børnogungeiudviklingsbistanden”[Childrenandyoungpeopleindevelopmentaid]presentsideasforparticipatoryapproachestomonitoringandevaluation,whichworkwellwiththeinvolvementofchildrenandyoungpeople.

Indicator

a)ByMarch2009,atleast50%oftheyoungmemberstrainedarecapableoffacilitatingreconciliationprocessesintheirlocalcommunityinKibera.

b) ByMarch2009,therearefewerinternalconflicts in the church ascomparedtothesituation in the first part of 2008.

a) ByMarch2009,themajorityofarandomsampleofcommunitymemberswhopartici-patedintheunityeventsfeelbetterequippedtodealwithtribaltensions.

Baseline (the present situation)

NoneoftheyoungKBCmembersareabletofacilitatereconciliationprocesses.

In the first three months of 2008, there have been4minorand2lar-ger conflicts in KBC accordingtotheleader-ship.

Nodataavailable.

Means of verification

Participatoryevaluationoftrainingsessions.Evaluationofthefacili-tationofeachunityeventcarriedoutinthecommunity,documentedineventreports.MonthlystatusreportsandoralreportingtoKBCsteeringcommittee.

Qualitativeinterviewswithleadershipandselectedchurchmem-bers.MonthlystatusreportsandoralreportingtoKBCsteeringcommittee.

Structuredinterviewsbasedonquestionnaireswithatleast15random-lysampledcommunitymembers.Finalreport.

Responsible

Trainers

Projectmanager

Projectmanager

BBUrepresentatives

Projectmanager

Counsellorsandunitymanager

BBU&KBCprojectsteeringcommittees

Timing

October 2008

Nov 2008 – Feb 2009

October 2008 –March2009

March2009

October 2008 –March2009

March2009

April2009

Monitoring and evaluation matrix (M&E matrix)

Thematrixcangiveyouanoverviewastowhatisknownaboutthesituationpriortotheprojectasregardsindividualindicators, and which means of verification can produce the information needed to measure the indicators.

THETOOLBOx

26

Division of responsibilities

Oncetheprojecthasbeenplanned,youneedtomakesurethatyouagreewithinthepartnershiponwhoisrespon-siblefordoingwhatandwhen.

Relevant questions•Whoarethepeoplewithoverallresponsibilityfortheproject,whocantakedecisionsaboutchangesin activities, budgets etc. and who should submit the final evaluation report to DUF (e.g. a steering committee)? •Whoisresponsiblefortheimplementationofeachoftheproject’sactivities?•Whoisresponsibleforongoingbudgetmonitoringandpresentationofaccounts?•Whoisresponsibleforregularreportingontheproject’sactivities?•Whoisresponsibleformonitoringandevaluation?•Whoisresponsibleforcommunicationsbetweenthetwopartners?

ExAMPLE Who is responsible for communications with DUF? Description of division of responsibilities between BBU and KBC

•KBCandBBUwilleachsetupaSteeringCommittee.•TheBBUprojectmanagerwillsupervisetheBBUSteeringCommitteeandtheKBCprojectmanagerwill beinchargeoftheKBCSteeringCommittee.•TheBBUprojectManagerwillreportdirectlytothepresidencyofBBU.•TheBBUpresidencywillberesponsibleforkeepingtheNationalBoardofBBUinformedabouttheprogress oftheproject.•TheKBCProjectManagerwillreportdirectlytothechairmanoftheChurchcouncilinKBC.•Together,thetwoSteeringCommitteestakedecisionsconcerningchangesinactivitiesandschedule. Theyarealsoresponsibleforclosingandevaluatingtheproject.• KBC’s Steering Committee is responsible for implementing specific project activities.

27

Information in Denmark

Inconnectionwithyourproject,youareencouragedtoallocateanamountequivalentto2%ofthetotalgrantforinformationactivitiesinDenmark.Thismighthelpenhancetheproject’sfoundationandimpactwithintheDanishorganisation.If2%isnotenoughtocarryoutplannedinformationactivities,youareverywelcometofundsomeofthemyourselves.

Relevant questions •Whatmessagedoyouwishtocommunicate?•Whoisthetargetgroupandhowcanitbereached?•Whichexactinformationactivitiesshouldbecarriedout?•Whowillberesponsiblefortheinformationactivities?•Whatwillitcosttocarryouttheseactivities?

SeeDUF’sguide”60godeideer´–tiloplysningominternationaleprojekter”,forideasandgoodadviceoninformationactivities.

28

Seek advice from DUF

DUFsinternationalconsultantsareexperiencedinworkingwithinternationalprojects,projectmethodsandknow-ledgeaboutthecountrieswhereDUF’smemberorganisationsareworking.Ifyouhaveanyquestionsabouttheguide-linesorabouthowtoforgepartnershipsandcarryoutprojects,feelfreetocontactDUF’sinternationalconsultants,whoarealwaysathandtohelpyou.

Youarealsowelcometocomearoundforameetinginorderforustolookintotheopportunitiestomakeyourideascometrue.Youhavetheresponsibilityofthepreparationandformulationoftheapplication.Ourexperiencethough,states that it is beneficial to seek help and guidance from DUF’s consultants, both in the initial phase of the project, duringtheprojectimplementationandintheendoftheproject.ItisalwaysagoodideatocontactDUF’sinternationalconsultantsasearlyintheprocessaspossible,andkeepanongoingcommunicationwithusaboutyourprojectplansandpossiblequestions.

Everyconsultancyisindividualandisplannedonthebasisofyourexperienceasaprojectgroup,wishesandneeds.Weofferconsultancyoveremail,telephoneorameetingatyourplaceoratDUF.

DUFsconsultantscan,amongstotherthings,helpyouwith:•Findingapartnerorganization,ifyouhavenotalreadygotone•UnderstandDUFsguidelines•Makingaprojectinlinewiththeguidelines–i.e.securingthattheprojectmeetstheoverallaims,themes andprinciplesofthepools•Convertyourideasintoclearobjectiveswithindicators•Clarifythedivisionofresponsibilitiesbetweenthepartners•Identifythenextstepwhenyouhavecompletedyourproject

Theconsultantsoffertoreadthefullprojectdraftbeforeyouhanditin,andgiveprofessionalcommentsonthecon-tent.FurthermoreYoucanhaveconsultancyontopicssuchas:• Financial management, gender, advocacy, conflict resolution, from idea to project etc.• Context analysis and area and country specific knowledge

Anotherpossibilityistohaveajointconsultancy,whereseveralorganizationscandoanexchangeofexperiencesincooperationwithaDUFconsultant.

Furthermore,DUForganisesaseriesofafter-workmeetingsandcourses,inDenmarkandabroad,whichmayberelevanttoyourinternationalcooperation.TheseprogrammeswillbecontinuouslyannouncedviaDUF’swebsiteandnewsletter,sodokeepuptodateatwww.duf.dk. Here you can also find information on both pools, the developing countries,theMENAregiontogetherwithapplicationformsforthedifferenttypesofprojects.

Wewishyougoodluckonyourinternationalprojects.

DUF – The Danish Youth Council Scherfigsvej 5 DK-2100 København ØDenmark Tel. +45 39 29 88 88

E-mail: duf@duf.dkWeb: www.duf.dk