ict grant implementation toolkit lowres1

DBE1

ICT Grants Program GRANT IMPLEMENTATION TOOL KIT

USAID – DECENTRALIZED BASIC EDUCATION

DBE1 – MANAGEMENT & EDUCATION GOVERNANCE

EMIS and ICT PROGRAM

INDONESIA

DECEMBER 2006

USAID DBE1 ICT Grant Implementation Tool Kit iii

Table of Contents

Page

Abbreviations and Acronyms ............................................................................ iv

1. Welcome and Introduction

1.1 Welcome ............................................................................................1

1.2 Introduction to the DBE1 ICT Grants Program .................................1

2. Grant Agreements

2.1 Grant Terms and Conditions ..............................................................4

2.2 Special Award Conditions .................................................................5

3. Program Implementation

3.1 General Issues ....................................................................................6

3.2 Workplan............................................................................................6

3.3 Progress Reports ................................................................................7

3.4 Timesheets ...........................................................................................8

4. Monitoring and Implementation ……………………………………………10

5. Financial Management ……………………………………………………...11

5.1 General Financial Issues ..................................................................11

5.2 Monitoring, Reporting and Recordkeeping .....................................13

5.3 Project Income .................................................................................13

6. Procurement and Equipment ………………………………………………..15

6.1 General Procurement Procedures .....................................................15

6.2 Equipment ........................................................................................16

7. Branding and Publication …………………………………………………. 17

8. Grant Files and Closeout Procedures ……………………………………... 18

9. Termination of the Grants Agreement …………………………….……………….. 19

Annex 1. Key Technical Milestone – Training

2. Key Technical Milestone – Custom Software Development

3. Indicators and Reporting Guidelines – Training

4. Indicators and Reporting Guidelines – Custom Software Development

USAID DBE1 ICT Grant Implementation Tool Kit iv

Abbreviations and Acronyms1

Acronym Bahasa Indonesia English

AA Administrative Assistant

APBD Anggaran Pendapatan dan

Belanja Daerah

District Government Annual Budget

APBN Anggaran Pendapatan dan

Belanja Negara

National Government Annual Budget

AusAID Australian Agency for International

Development

BF Budgeting and Finance

BFM Budget and Finance Manager

BOS Bantuan Operasional Sekolah School Operational Fund [grants]

CA Capacity Assessment

CDP Capacity Development Plan

CLCC Creating Learning Communities for

Children

CMPW Menko Kesra Coordinating Ministry for People‟s

Welfare

COP Chief of Party

CSO Civil Society Organization

DBE Decentralized Basic Education

[USAID project]

DBE1 Decentralized Basic Education

Project Management and Governance


Project Teaching and Learning


Project Improving Work and Life

Skills

DC District Coordinator

DCOP Deputy Chief of Party

DIS Data and Information Specialist

DPK Dewan Pendidikan Kabupaten District Education Board

DPISS District Planning Information Support

System

DPP Dewan Pendidikan Provinsi Provincial Education Board

DPR Dewan Perwakilan Rakyat National Parliament

DPRD Dewan Perwakilan Rakyat

Daerah

District Parliament

DSC District Steering Committee

1 This will need to be adjusted for the Bahasa Indonesia version of this toolbox.

USAID DBE1 ICT Grant Implementation Tool Kit v

DTT District Technical Teams

EMIS Education Management Information

Systems

ESP Environmental Services Program

[USAID project]

GDP Gross Domestic Product

GOI Government of Indonesia

IAPBE Indonesia-Australia Partnership in

Basic Education

ICT Information and Communication

Technology

IQDBE Improved Quality of Decentralized

Basic Education [program]

IR Intermediate Result

Kepmen Keputusan Menteri Ministerial Decree

LG Local government

LGSP Local Governance Support Program

[USAID project]

LOE Level of effort

M&E Monitoring and Evaluation

MBE Managing Basic Education [USAID

project]

MCA Millennium Challenge Account

ME Monitoring and Evaluation Specialist

Menko

Kesra

Coordinating Ministry for People‟s

Welfare

MI Madrasah Ibtidaiyah Islamic primary school

MONE Departemen Diknas Ministry of National Education

MORA Departemen Agama Ministry of Religious Affairs

MOU Memoranda of Understanding

MSS minimum service standards

MT Madrasah Tsanawiyah Islamic junior secondary school

NE northeast

NGO nongovernmental organization

PAKEM Pembelajaran Aktif, Kreatif,

Efektif, dan Menyenangkan

Active, Creative, Joyful, and

Effective Learning

PC Provincial Coordinator

PDMS Project Data Management System

PMP Performance Monitoring Plan

PMS Planning & Management Specialist

PO Program Objective

PP Peraturan Pemerintah Government Regulation

PPA Public-private alliances

PPAS Public-Private Alliance Specialist

PS Provincial Specialist

RF Results Framework

RPPK Rencana Pengembangan

Pendidikan Kabupaten/Kota

District Education Development Plan

USAID DBE1 ICT Grant Implementation Tool Kit vi

RPS Rencana Pengembangan

Sekolah

School Development Plan

RTI RTI International

SBM school-based management

SC School committees

SD Sekolah Dasar primary school

SK Surat Keputusan Decree

SMP Sekolah Menangah Pertama junior secondary school

SPM Standar Pelayanan Minimal Minimum service standard

SPPM Survei Prioritas Pelayanan

Masyarakat

Community Service Priorities Survey

Tool

STA short-term advisor

STTA Short-term Technical Assistance

SW southwest

TOR Terms of Reference

TOT Training of Trainers

TraiNet USAID system for tracking training

UNESCO United Nations Educational,

Scientific, and Cultural Organization

UNICEF United Nations Children‟s Fund

USAID United States Agency for

International Development

USAID DBE1 ICT Grant Implementation Tool Kit 1

Welcome and Introduction

his Tool Kit has been prepared as a reference of information you require to

successfully implement your program. A CD-ROM accompanies this manual.

The CD-ROM contains several reporting form that you may download.

1.1 Welcome

Dear Grantee,

Welcome to the USAID DBE1 ICT Grants Program. You are one of a few consortia that

have been chosen to participate in this program due to the quality of your proposal, your

effort to incorporate budgetary and programmatic feedback from DBE1 specialists, and

the strength of the consortia partnership and grants concept you put forward for this

program. Over the next year, you will work in close cooperation with the DBE1 ICT team

in implementing your proposed program. We encourage you to stay in close

communication with us, to contact us early on if you have questions, issues or need

feedback or support.

Based on the specific grants agreement you signed with us, you are ultimately responsible

for the programmatic and budgetary integrity and the success of your initiative. The

DBE1 ICT team will be glad to support you in any way possible, granted that you are

diligent in the implementation of your program and in the communication of your

progress with DBE1, e.g. in inception reports, quarterly reports, and especially in the

targeted Monitoring and Evaluation (M&E) activities you will carry through, which will

be critical for the DBE1 project to track and monitor the progress of the overall ICT grant

program.

The USAID DBE1 ICT Grant Implementation Tool Kit consists of a printed manual and

accompanying CD. The Manual provides a description of how you should manage your

grant. The CD contains all the forms and formats that you need for submitting reports to

DBE1. It also contains examples specific to the type of grant you will receive to help you

better understand how to fill in and complete the reporting forms.

Good Luck!

1.2 Introduction to the DBE1 ICT Grants Program The USAID/Indonesia “More Effective Decentralized Education Management and

Governance” (DBE1) is a partnership between the Government of Indonesia and the

Government of the United States of America under a Strategic Objective Agreement

(SOAG) between the Coordinating Ministry for People‟s Welfare (Menko Kesra) and

USAID. The program aims to improve the quality of basic education in Indonesia through

three integrated components: 1) more effective decentralized education management and

governance (DBE1), 2) improved quality of teaching and learning (DBE2), and 3)

increased relevance of Junior Secondary and Non-formal Education to life skills (DBE3).

Section

1

T


The overall USAID/Indonesia Decentralized Basic Education program (DBE program)

sites covers East Java, Central Java, West Java/Banten (combined), South Sulawesi,

North Sumatera, and Nangroe Aceh Darussalam (NAD). This program aims to help

improve the quality of education within more than 2,400 schools and over 0.25 million of

students in 100 districts (kabupaten/kota) from 2005 through 2010. In these districts,

DBE1 tasks target (1) improved capacity of local government to effectively manage basic

education, (2) strengthened education governance related institutions, (3) increased use of

information resources to enhance education management governance, (4) dissemination

of project result including public-private alliance and replication of best practices.

Embedded in the activities to achieve increased use of information resources to enhance

education management (3), DBE1 features the establishment of an Education Hotspot

Pilot program and an ICT grants program.

Based on decades of experience supporting ICT applications and approaches, the DBE1

project proposed to integrate the Education Hotspot Pilot program with the ICT grants

program. Experience shows that ICT applications, such as Education Hotspots, telecenters

or community access centers, need to be demand driven, conceptualized around a clearly

identified community need, and require strong local ownership in order to fulfill some of

the key conditions for sustainability. Implementing the Education Hotspot Pilot program

as a competitive grants program encourages local innovation and community

organizations to step up and take responsibility over the implementation of the initiative.

Aligning the overall DBE1 program objective with the aims of the Education Hotspot

Pilot program (providing access to ICT for the wider community) the DBE1 project

decided to integrate the two components into a grants program featuring two grant

categories: (1) ICT Access Grants (Education Hotspots), and (2) ICT Innovation

Education Management and Governance (EMG) Grants. The DBE1 team targeted the

Education Hotspots/Access grants towards district public libraries, highlighting their role

in providing information and education resources to the wider community, an intention

parallel to that of the Education Hotspot pilots.

The objective of the integrated grants program is to strengthen the management and

governance capacity of DEOs and strengthen service delivery and outreach of district

public libraries. It also allows district public libraries (DPL) and district education offices

(DEO) better leverage technologies to enhance information and communication flow with

other education stakeholders, including schools, teachers, teacher training institutions and

the wider community. In addition, the grants aim to foster collaboration and partnership

among education stakeholders and other public and private sector actors in the DBE

districts. A major goal is establishing and sharing of good practices and innovative ways

to use ICT to improve education. Explicitly, the objectives of the integrated Education

Hotspot Pilot and ICT grants program are:

Leverage ICT to contribute to more effective management and

governance of education

Leverage ICT to contribute to more effective information and

communication among education stakeholders and the wider

community


Grant Agreements

f you may have operational deficiencies you shall be categorized as “high-risk”

grantees. Indicators of high risk are:

1) History of poor performance;

2) Financial instability;

3) Management system does not meet the standards prescribed in 22 CFR 226;

4) Has not conformed to the terms and conditions of a previous award; or

5) Not otherwise responsible.

The project may impose additional requirements as needed to mitigate the risks identified.

Specific remedies include, but are not limited to: 1) special award conditions, such as

additional financial reporting detail or frequency; and 2) providing technical assistance

to the grantee to correct any operational deficiencies.

You will be informed of the reason why the additional requirements are being imposed,

the nature of the corrective action needed, the time allowed for completing the corrective

actions, and the method for requesting reconsideration of the additional requirements

imposed.

Illustrative examples of Special Award Conditions for High Risk Grantees

Standard of

Responsibility FIXED OBLIGATION GRANTS

SIMPLIFIED COST

REINBURSEMENT GRANTS

FINANCIAL

MANAGEMENT

1. Structure milestones in order to

regulate the disbursement to

funds. For example: increase the

number of milestones; smaller

initial disbursement (no more

than 25%)

1. Require grantee to open a

separate bank account for grant

funds from RTI

2. RTI will handle disbursement of

funds to vendors (no cash

disbursement to grantees)

2. provide grantee templates for

invoices and receipts

3. Increase frequency of invoices

submitted by grantee (i.e.

biweekly instead of monthly)

PROPERTY

MANAGEMENT

STANDARD

1. Grantee must provide physical

location of equipment to be

purchased under grant

1. Grantee must provide physical

location of equipment to be

purchased under grant

2. Physical location must be

secured (e.g. locked room)

2. Physical location must be

secured (e.g. locked room)

PROCUREMENT

STANDARD

1. RTI will handle procurement

directly with vendors on behalf

of grantees

1. RTI will handle procurement

directly with vendors above a

certain threshold on behalf of

grantees

2. RTI prescribes a pre-determined

list of equipment for grantee to

choose from

2. Grantee must seek pre-approval

of purchases of certain items

(commodities or services)

Section

2

I


Standard of

Responsibility FIXED OBLIGATION GRANTS

SIMPLIFIED COST

REINBURSEMENT GRANTS

3. Grantee must seek pre-approval

of purchases of certain items

(commodities or services)

3. Grantee must purchase from

pre-qualified vendors

determined by RTI

REPORTS &

RECORDS

1. Provide financial and

programmatic reporting

templates to grantee

1. Provide financial and

programmatic reporting

templates to grantee

2. Increase frequency of reports

submitted by grantee (i.e.

biweekly instead of monthly)

2.1 Grant Terms and Conditions

If awarded a grant as a result of your application submission, you agree to the following

terms and conditions:

1. Submit within specified deadlines all programmatic and financial progress reports as

may be required by the project (if provided, see attached schedule for reporting

and/or invoicing requirements). If not specified, quarterly progress reports must be

submitted to the project.

2. Grant funds shall not be used for other purposes other than those specified in the

application. The approved budget is the financial expression of the Applicant‟s

program as approved during the award process. The Applicant must seek prior

approval from project to change the scope or the objectives of the grant and/or revise

the funding allocated among grant objectives and/or to transfer funds among cost

categories.

3. For Fixed Obligation Grants, disbursements will be made upon the submission of

evidence that a benchmark has been achieved. Acceptable evidence may include, but

is not limited to, work plans, technical reports, financial reports, minutes of

meetings/conference proceedings, completion of a phase of an infrastructure project,

etc.

4. For Simplified Grants, disbursements will be made on the basis of claims, including

original receipts where applicable, for actual costs incurred. The Grant Applicant will

submit a claim for reimbursement listing costs incurred for a specified period

supported with original receipts. Claims for reimbursement for allowable expenses

may be submitted to the project no more frequent than monthly. All costs to be

charged to the grant are only those identified in the budget approved by the project.

All purchases charged to the grant will be at reasonable prices and from responsible

sources and supported with written receipts. Failure to properly document

expenditures claimed for reimbursement under this grant will result to the termination

of the grant. Unless specified in the grant application as approved by the project, no

single item having a useful life over one year and acquisition cost of $5,000 or more

shall be purchased with grant funds.

5. Under a simplified grant, a cash advance to a Grantee with limited cash flow shall be

limited to the minimum amount needed to meet current disbursement needs

(generally 30 days) and shall be scheduled so that the funds are available as close as

is administratively feasible to the actual disbursements for program costs. After

receipt of the initial advance, and for each upcoming month (30 day period), the

Grantee should submit to the project a "Request for Advance". At the end of each

quarter from the date of the initial advance, and for every quarter thereafter, the

Grantee should submit a "Liquidation of Advances" report to liquidate the advances

of the previous quarter.


6. Maintain complete records of all costs charged to the grant for a period of three years

after the expiration of the grant and make such records available to the project or its

representatives for review at any time.

7. At the end of the grant period, certify to the project in writing that the activity was

completed. If the Grantee cannot certify, it shall be expected to make appropriate

reimbursements and/or refund to the project any funds received that represent

reimbursement for any costs determined by the project as unallowable.

8. At the end of the grant period, the Grantee shall request disposition instructions from

the project for all items of equipment purchased with grant funds, if any.

9. The project does not assume liability for any third party claims for damages arising

out of this grant.

10. The project may suspend or terminate the grant upon thirty (30) days written notice.

11. Any dispute under or relating to this grant shall be decided by the RTI Grant Officer.

12. These terms and conditions can only be modified in writing by the RTI Grant Officer.

13. The Standard Provisions for Non-US Nongovernmental Recipients, as applicable,

and as prescribed in Chapter 303 of USAID‟s Automated Directives System are

incorporated herein by reference. The full text of the applicable standard provisions

can be found in the link: http://www.usaid.gov/pubs/ads/300/303mab.pdf

2.2 Special Award Conditions and Provisions Every award has at least two special conditions that are listed toward the end of your

“Grant Award” document. These conditions are:

1. If the purchase of equipment as defined in (a) above is authorized under the grant,

Standard Provisions #4,5,6,8,and 17 found in the link in Grant Terms and

Conditions #13 shall be added here as Special Award Provisions and labeled as

1.1-1.5.

2. If international air travel is authorized under the grant, Standard Provisions #3

found in the link in Grant Terms and Conditions #13 shall be added here as a

Special Award Provision and labeled as 2.1.

Special Provisions conditions may be added to supplement the grant terms and conditions

when: (a) the grant includes the authorization to purchase equipment having a useful life

over one (1) year and an acquisition cost of $5,000 or more; (b) the grant includes the

authorization for international air travel; and/or (c) the grantee has been determined by

RTI as fully meeting the prescribed standards for (a) financial management, (b) property

management, (c) procurement, and (d) reports and records. If there are “Special

Provisions” attached to your grant, they will be described under Section 14,3 (p. 11) of

the “Grant Award”. This “Special Provisions” is labeled as 3.1 and so on.

http://www.usaid.gov/pubs/ads/300/303mab.pdf


Program Implementation

he following paragraphs describe topics on general issues, work plan, reporting,

and timesheet on program implementation as your reference. You are suggested

to pay attention to each topic that applies to your grant type (fixed obligation

grant or simplified reimbursement grant) and your initiatives to be implemented.

In this case you choose and apply items under each topic of this section that is relevant to

your initiative. Notice also that you may also develop your own key technical milestones

that suit your activities. The key technical milestones we provide here can be used as your

guide to develop your own key technical milestones. You may ask your DIS for

assistance on this matter at your province. Your key technical milestones will be further

used to measure your performance achievement and will be the basis for USAID

payments.

3.1 General Issues Implementing a grants activity can be a very challenging activity. Diligent planning is one

of the best ways to control for problems by anticipating obstacles and challenges already

ahead of time and avoid surprises. A good work plan, clear reporting schedule, and

detailed monitoring and evaluation plan, accompanying a sound budget, are critical

elements and will need to be reviewed and updated regularly.

3.2 Workplan The latest project work plan based on what has been submitted in the latest version of the

proposal will be inserted here

The Grant Award document may or may not contain special award condition(s) that you

must follow. Special award condition(s) is given to you base on your state of USAID

Standard of Responsibility fulfillment (financial management, property standard,

procurement standard, and reports and records) or any other circumstances as agreed

upon. The Grant Award document also states the type of grant you are eligible for, i.e.

Fixed Obligation Grant or Simplified Cost Reimbursement Grant. Either way you are

obliged to submit your work plan2 describing your:

plan of activities of your initiative (includes milestone to be achieved),

tentative implementation schedule (includes who, what, when, and where of

activities to be done),

disbursement plan (depend on type of grant received; see Section 2), and

reporting schedule of your program implementation for USAID to be able to

monitor and evaluate your initiative performance.

2 The Work Plan can be considered as an Initial Report

Section

3

T


3.3 Progress Reports Reporting is one of the key responsibilities of any grantee. It is your responsibility to

communicate and report to DBE1 at any time there are issues, challenges or changes

happening with your initiative. In addition, there are regular reporting requirements in the

form of an inception report, three quarterly reports and a final report that you are required

to submit at specific dates throughout the duration of your grants agreement (Table 1).

Failure to comply with the submission dates of these reports will result in the cancellation

of your grants agreement.

Table 1 Reporting Schedule

Progress Report Due Date

Initial Report 30 days after grant award

Quarterly Report No. 1 3 months after grant award



Final Report 12 months after grant award

Due Dates and Payment Schedule

Due dates of your progress reports depends upon your date of grant award signing.

However, the reporting period follows Table 1 schedule. USAID must receive each

progress report within two weeks after the due dates. Please consider that your progress

report reflects your performance. USAID will halt or even terminate your program due to

poor performance.

The report due date does not always align with the payment schedule (disbursement). The

payment schedule will depend upon the grant type you receive. The payment schedule

from USAID will be stated on your special award condition (if it is fixed obligation grant)

or will be based on your planned activity completion stated in your work plan (if it is

simplified cost reimbursement grant). Based on these circumstances, the payment

schedule will follow accordingly. In either grant type, you must include your budget

report in the progress report.

Content of Reports

In order to provide further guidance on quarterly reports and on program implementation

issues, DBE1 has provide key technical milestones that can be relevant for your proposed

key activities. These milestones will have to be met and reported in the appropriate

progress report as the basis for payment and provide further detail as to the content of the

above-mentioned initial, quarterly, and final reports.

The grant initial report will need to include a detailed work plan for the duration of the

grants program. On the basis of this work plan, the technical milestones for training

activity (Annex 1) and custom software development (Annex 2) cases are set out. The

relevant technical milestone must be reported on to the appropriate progress report, and

therewith providing you with a clear idea of what you will need to achieve, by who and

when and how (format, proof) you are required to report this achievement to DBE1 in

order for USAID to measure your achievement and to receive your next payment

installment.

In the grant initial report we ask you to review Annex 1, Annex 2, or any other key

technical milestone and/or key activity that you proposed and provide us with an updated,

activity-specific technical milestone schedule similar to the one that you stated. A pre-


formatted version of this milestone schedule can be found under “Milestone Schedule

Form” on the CD-ROM accompanying this tool kit.

Format of Reports

Please follow the guidance below as to the format of your progress reports. All reports

have to be submitted electronically. General formatting guidelines are:

A4 paper format

Font: Times New Roman, size 12

Margins at least 1.5 cm on each side

At a minimum, the report needs to contain the following sections:

DBE1 ICT Grants – Standard Report Cover Letter including name of district, title

of grants program, report name and number, names and contacts of the

implementing consortia

List of Figures

List of Abbreviations and Acronyms

Overview on Annexes

Overview on significant project activities and outcomes in the last quarter,

including technical milestones achieved

Implementation issues encountered

Status on meeting work plan targets

Status on meeting technical milestones

Progress report on performance indicators

Next quarter activities

Financial reporting documents and evidence: Expenditure reports, timesheets,

bills, invoices, procurement requests, etc

Annexes, including timesheets and data proof elements/evidence from both

technical milestones and M&E indicators, such as training plans, manuals and

documentation, system requirement reports, questionnaires, user logs, pictures

from hotspot launch, newspaper articles, etc.

A pre-formatted version for progress reports can be found under “Progress Report Form”

on the CD-ROM accompanying this tool kit.

3.4 Timesheets To track and proof personnel input to your initiative, timesheets are mandatory.

Timesheet are also tools that help you to manage project input and resources, and are part

of your reporting requirement to receive your next grant payment installment.

Timesheets have to be filled out regularly and ideally updated daily, by anybody working

for the grants initiative whose work is either paid by grant funding or paid/donated as a

cost share to the project. Figure 1, below, gives you an idea on what information will be

required on the timesheet.


Figure 1 Timesheet

A pre-formatted timesheet form can be found under “Timesheet Form” on the CD-ROM

accompanying this tool kit.


Monitoring and Evaluation

onitoring and evaluation of your grants program is a key responsibility for

every grantee, as well as for the DBE1 program at large. Your responsibility is

to monitor the progress of implementing your proposed program to ascertain

yourself and the DBE1 project that your program is on the right track and your

activities are in line with your overall grant initiative objectives. In addition, at specific

times of the implementation of your grants initiative, you will need to conduct special

evaluation activities that will help you determine the outcome and impact of your work.

The monitoring and evaluation activities you are carrying through will directly feed into

the overall DBE1 ICT grants program monitoring and evaluation strategy an are a key

piece of the puzzle that illustrates the outcome of the overall grants program - and

ultimately, the impact all our work has on improving the quality of education

management and administration in Indonesia.

For more information on monitoring and evaluation, description of tools and strategies,

please refer to the application guide that has been distributed as part of the grants

application package, a version of which can be found under “DBE1 ICT Grants

Application Guide” on the CD-ROM to this tool kit.

On the basis of your proposal, the DBE1 team has developed illustrative indicators and

associated data collection, data analysis and reporting techniques. These are presented in

Annex 3 and 4. For your inception report, we expect you to review these indicators and

guidelines and provide us with an updated version of the below table, based on your latest

grant program, work plan, and integrated with your reporting schedule. A pre-formatted

version of the table can be found under “M&E Form” on the CD-ROM accompanying

this toolbox.

Section

4

M


Financial Management

ound financial management is a key factor affecting the success of your grants

program. It is your responsibility not only to implement a good program, but at the

same time upholding the highest standards of financial management and reporting

in respect of the money given to you by the Unites States Government to

implement your proposed initiative.

The DBE1 project will provide you with any support needed to appropriately manage the

grant funding, but only grantees that are able to successfully implement their initiative

within the proposed budget and uphold diligent and transparent financial management

practices will gain the reputation critical to becoming a trusted cooperation partner for

national and international firms, international donors, or the Indonesian Government and

business community.

5.1 General Financial Issues In the following sections, you can find more specific guidelines on selected elements of

the financial management of this USAID-funded ICT grants program.

Payment

If your grant is under a “Fixed Obligation Grant” (FOGs) , then you are linked to specific

financial disbursement regulations. All disbursements under Fixed Obligation Grants will

be made upon the submission of evidence that a benchmark has been achieved. These

benchmarks are the milestones outlined in Section III of this tool kit, which are reported,

together with “evidence” of achievement in your progress reports. Such “evidence” may

come in many forms, including a work-plan, a technical report, meeting notes, the

arrangement of specified logistics, the finalization of a list of training participants,

training manuals, a system requirement document, user logs, etc. Examples of specific

“evidence” or “proof” for each illustrative milestone has also been provided in Annex 1

and 2.

If your grant is under a “Simplified Cost Reimbursement Grant” (SIGs) then your

payment are on a cost-reimbursement basis. All disbursements under SIGs will be based

on actual costs incurred. You are required to submit a claim for reimbursement (invoice)

listing costs incurred for a specified period. You will be reimbursed for all allowable costs

provided they are identified in the grant budget at the time of award. The frequency of

billing may not be more than monthly.

Under a SIG, a cash advance to a grantee with limited cash flow shall be limited to the

minimum amount needed to meet current disbursement needs (generally 30 days) and

shall be scheduled so that the funds are available as close as is administratively feasible to

the actual disbursements for program costs. After receipt of the initial advance, and for

each upcoming month (30 day period), the grantee should submit a "Request for

Advance". At the end of each quarter from the date of the initial advance, and for every

Section

5

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quarter thereafter, the grantee should submit a "Liquidation of Advances" report to

liquidate the advances of the previous quarter.

For the precise payment installments that have been negotiated for your specific program,

please refer to your special award conditions listed on your signed Grant Award

document.

Budget Revisions

The approved budget is the financial expression of your program as approved during the

award process. Therefore, you are required to seek prior approval from RTI for any of the

following reasons:

1. To change the scope or the objectives of the project and/or revise the

funding allocated among project objectives;

2. Additional funding needed;

3. Transferring funds across budget line items;

4. The inclusion of costs that require prior approval in accordance with the

applicable set of cost principles;

5. You intend to contract or sub award any of the work under the grant, and such

contracts or sub awards were not included in the approved budget.

RTI approval on budget revision applies for both FOGs and SIGs.

Allowable costs

To be allowable costs under this grant award, costs must meet the following general

criteria:

1. Be reasonable for the performance of the award and be allocable thereto

under these principles.

2. Conform to any limitations or exclusions set forth in these principles or in

the award as to types or amount of cost items.

3. Be consistent with policies and procedures that apply uniformly to both

federally-financed and other activities of the organization.

4. Be accorded consistent treatment.

5. Be determined in accordance with generally accepted accounting principles

(GAAP).

6. Not be included as a cost or used to meet cost sharing or matching

requirements of any other federally-financed program in either the current

or a prior period.

7. Be adequately documented.

Non-allowable costs

Non-allowable costs for this ICT grants program are:

Cost of meetings or other events if related to fund raising.

Advertising solely to promote the organization

Costs of promotional items and memorabilia, including gifts and souvenirs;

Alcoholic beverages


Costs of amusement, social activities, and ceremonials

Membership in any country club or social or dining club

Contingency reserve

Contributions and donations by the organization to others

Invoicing

For FOGs, upon achievement of your technical milestones which are reported in your

progress report, you are required to accompany the report with an invoice over the

agreed-upon sum of the respective payment installment due. For example: You submit an

invoice over USD 400 together with your inception report. In your inception report, you

provide the DBE1 program with an updated work plan, an updated M&E plan,

information along the key progress report content areas outlined in Section III.3 “Format

of Reports” above, and you also provide, e.g., a summary on the baseline data collected

on computers skills of government officials in your district, with attachments containing

the data collection instruments used and copies of a selected number of fill-in

questionnaires from different government officials.

For SIGs you are required to submit a claim for reimbursement (invoice) listing costs

incurred for a specified period. You will be reimbursed for all allowable costs provided

they are identified in the grant budget at the time of award

A electronic version of an example invoice can be found under “Invoice Form” on the

CD-ROM.

5.2 Monitoring, Reporting and Recordkeeping As a USAID grantee, you have to maintain books, records, documents, and other

evidence relating to adequately show all costs incurred under the grant, receipt and use of

goods and services acquired under the grant, costs of the project supplied from other

sources, and the overall progress of the project.

All grantees will be subject to regular and periodic monitoring visits and periodic

reporting requirements. All projects must submit a final report on activities supported by

the grant. Together with your technical reporting requirements, quarterly expense and

activity reports in addition to a final expense and activity report must be submitted to the

DBE1.

You are required to maintain records for a minimum of three years to make accounting

records available for review by DBE1 or appropriate representatives of USAID. This

includes equipment records that give details on the description of the equipment, the

source of the equipment, the title holder, the serial number or other identification, the

acquisition date, the cost of equipment, the location, use, and condition of the equipment,

and any ultimate disposition data including the date of disposal and the sale price of the

equipment. Note that final disposition of equipment is determined only after final report is

submitted.

5.3 Project Income Program income is income earned by your grant initiatives that is directly generated by

your grant activity or earned as a result of this grant award. It may result from activities

integrally related to the grant, or from activities which are incidental to the main purpose

of the grant. Program income may be earned both from activities and from services

provided by an individual performing a role in the grant activity. The time-frame for


earning program income is any income earned by you during the grant period. You have

no obligation for program income earned after the end of the project/grant period.

Examples of program income include:

1. Fees for services performed and for the sales of services, e.g., sale of

computer time

2. Use or rental of real or personal property acquired with grant funds

3. Sale of commodities or items fabricated under the grant, e.g. publications

4. Payments of principal and interest on loans made with grant funds

5. Any donations that you are soliciting during a grant activity

You are required to inform DBE1 of any program income generated under your grants

program. Program income earned under the grant agreement shall be applied and used in

the following descending order3:

1. Added to funds committed by USAID and the recipient to the project or

program, and used to further eligible project or program objectives;

2. Used to finance the non-Federal share of the project or program; and

3. Deducted from the total project or program allowable cost in determining

the net allowable costs on which the federal share of costs is based.

If the terms and conditions of the award do not specify explicitly on how program income

is to be used, then number 2) shall apply automatically. If you are a commercial

organization, you may not apply Option 1) to your program income.

Costs incident to the generation of program income may be deducted from gross income

to determine program income, provided that these costs have been charged to the award

and they comply with the applicable rules for allowable costs under grants.

Unless terms and conditions of the award provide otherwise, you have no obligation to

the US government with respect to program income earned from license fees and royalties

for copyrighted material, patents, patent applications, trademarks, and inventions

produced under an award.

3 Unless otherwise explicitly stated under your lists of „special award conditions‟ of

your signed Grant Award document


Procurement and Equipment

SAID Procurement Standard assert that you must avoid purchasing unnecessary

items. All procurement transactions shall be conducted in a manner to provide,

to the maximum extent practical, open and free competition. It is critical that

you are alert to organizational conflicts of interest as well as noncompetitive

practices that may restrict or eliminate competition

6.1 General Procurement Procedures You need to make and document some form of cost or price analysis in your procurement

files in connection with every procurement action, e.g. for hardware or software, but also,

for example, for training venues. Price analysis may be accomplished in various ways,

including the comparison of price quotations submitted, market prices, and discounts.

Cost analysis is the review and evaluation of each element of cost to determine

reasonableness, allocability and allowability.

As a grantee you are required to keep documentation on your procurement practices for at

least 3 years after the termination or close-out of your grants program.

The following restricted goods and services shall not be procured with grant funds

without the prior approval of USAID: agricultural commodities, motor vehicles,

pharmaceuticals, pesticides, used equipment, contraceptives, and fertilizer. According to

USAID regulations, you are allowed to procure items of up to USD 5,000 in one (?)

transaction that from any country other than Cuba, Iraq, Iran, Laos, Libya, North Korea,

and Syria. For procurement beyond USD 5,000 you can only procure items that are both,

made and supplied, in either Indonesia or the USA.

Competition

In order to comply with USAID procurement competition requirements, you need to

gather at least 3 quotes from different vendors for the equipment, venue or other item you

wish to procure from grant funding. As outlined above, you will need to have documented

proof of those 3 quotes, in writing (hardcopy), to be able to provide the required evidence

in case of a project audit. On the documentation you need to have the name of the vendor,

the date the quote was provide, the exact article number or description of the

produce/venue offered and, or course, the respective price for the article. You will also

need to have written evidence on what you were requesting of vendors (e.g. the

equipment specifications, etc.)

Reasonable Costs

A cost is reasonable if, in its nature or amount, it does not exceed that which would be

incurred by a prudent person under the circumstances prevailing at the time the decision

was made to incur the costs. The question of the reasonableness of specific costs must be

scrutinized with particular care in connection with organizations or separate divisions

Section

6

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thereof which receive the preponderance of their support from awards made by Federal

agencies. In determining the reasonableness of a given cost, consideration shall be given

to:

1. Whether the cost is of a type generally recognized as ordinary and necessary

for the operation of the organization or the performance of the award.

2. The restraints or requirements imposed by such factors as generally accepted

sound business practices, arms length bargaining, Federal and State laws and

regulations, and terms and conditions of the award.

3. Whether the individuals concerned acted with prudence in the circumstances,

considering their responsibilities to the organization, its members,

employees, and clients, the public at large, and the Federal Government.

4. Significant deviations from the established practices of the organization

which may unjustifiably increase the award costs.

6.2 Equipment A large part of your grant award may be dedicated to the purchase of equipment. USAID

has outlined specific guidelines to maintain and report on the equipment purchased with

grant funds:

1. Maintain equipment records that include the description of the equipment,

the source of the equipment, the title holder, the serial number or other

identification, the acquisition date, the cost of equipment, the location, use,

and condition of the equipment, and any ultimate disposition data including

the date of disposal and the sale price of the equipment.

2. Take an annual physical inventory of the equipment and reconcile the results

with the equipment records and submit a copy of the physical inventory to

the project.

According to CFR 226.34, unless the agreement provide otherwise, title to equipment

acquired by a recipient with Federal funds shall vest in the recipient, subject to conditions

of this part. The regulation also state that recipient shall use the equipment in the project

or program for which it was acquired as long as needed, whether or not the projector

program continues to be supported by Federal funds and shall not encumber the property

without approval of USAID.


Branding and Publications

SAID shall be prominently acknowledged in all publications, videos, or other

information/media products funded or partially funded through this award, and

the product shall state that the views expressed by the author(s) do not

necessarily reflect those of USAID. Acknowledgments should identify the

sponsoring USAID Office and Bureau or Mission as well as the U.S. Agency for

International Development substantially as follows:

“This [publication, video or other information/media product (specify)] was made possible

through support provided by the Office of __________________, Bureau for

__________________, U.S. Agency for International Development, under the terms of

Award No. ____________. The opinions expressed herein are those of the author(s) and

do not necessarily reflect the views of the U.S. Agency for International Development.”

Publications, videos, or other information/media products funded under this award and

intended for general readership or other general use will be marked with the USAID logo

appearing either at the top or at the bottom of the front cover or, if more suitable, on the

first inside title page for printed products, and in equivalent appropriate location in videos

or other information/media products. Logos and markings of co-sponsors or authorizing

institutions should be similarly located and of similar size and appearance.

You have to provide DBE1 with five (5) copies of all published works developed under

the award with lists of other written work produced under the award.

In the event grant funds are used to underwrite the cost of publishing, in lieu of the

publisher assuming this cost as is the normal practice, any profits or royalties up to the

amount of such cost shall be credited to the grant unless grant agreement has identified

the profits or royalties as program income.

Except as otherwise provided in the terms and conditions of your grants agreement, the

author and/or you as the grantee, is free to copyright any books, publications, or other

copyrightable materials developed in the course of or under this award, but USAID

reserves a royalty-free, nonexclusive, and irrevocable right to reproduce, publish, or

otherwise use, and to authorize others to use the work for Government purposes.

Section

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Grant Files and Closeout

Procedures

he closeout procedures of your grants program will depend on the grant type

apply i.e. either as a Fixed Obligation Grant or a Simplified Cost Reimbursement

Grant. Each grant type has certain terms and conditions to follow. As a Fixed

Obligation Grant the closeout procedure will be accomplished with acceptance of

the final milestone and the approval of final payment. As a Simplified Cost

Reimbursement Grant the closeout procedure the closeout procedure will be

accomplished.

Nevertheless of your grant type, there are specific documents that will need to be retained

by DBE1 on your program, which you are responsible for providing to DBE1. These

grant files are:

Grant files should contain:

1. Grant Documents

Your grant application

Any grant correspondence (including approvals via e-mail)

Any required certifications

2. Procurement Documents

Price quotations

Negotiation memoranda with vendors

Inventory of equipment

3. Financial Documents

Your financial reports

4. Reporting and Evaluation Documents

Your final report

Reports on payment of foreign taxes, if any

Monitoring reports

Impact assessments

Additional demonstration of activities (i.e. photographs, cassette tapes of

radio PSA, video tapes of conference events, newspaper clippings, and so

on.)

Section

8

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Termination of the Grants

Agreement

our award may be terminated (or, with respect to paragraphs (a) (1) and (3) of

this section, suspended) in whole or in part if any of the circumstances stated in

paragraphs (a)(1) through (4) of this section apply (22 CFR 22.61(a)).

1. By USAID, if you materially fail to comply with the terms and conditions of an

award.

2. By USAID with your consent, in which case the two parties shall agree upon the

termination conditions, including the effective date and, in the case of partial

termination, the portion to be terminated.

3. If at any time USAID determines that continuation of all or part of the funding for a

program should be suspended or terminated because such assistance would not be in

the national interest of the United States or would be in violation of an applicable

law, then USAID may, following notice to you as grantee, suspend or terminate the

award in whole or in part and prohibit you from incurring additional obligations

chargeable to the award other than those costs specified in the notice of suspension. If

a suspension is effective and the situation causing the suspension continues for 60

days or more, then USAID may terminate the award in whole or in part on written

notice to you and cancel any portion of the award which has not been disbursed or

irrevocably committed to third parties.

4. By yourself, as the grantee consortium, upon sending to USAID written notification

setting forth the reasons for such termination, the effective date, and, in the case of

partial termination, the portion to be terminated. However, if USAID determines in

the case of partial termination that the reduced or modified portion of the award will

not accomplish the purposes for which the grant was made, it may terminate the

award in its entirety under paragraph (a)(1), (a)(2) or (a)(3) of this section.

Furthermore USAID regulation 22 CFR 22.61(b) state that if costs are allowed under an

award, the responsibilities of you, as the recipient, referred to in paragraph 22 CFR

226.71(a), including those for property management as applicable, shall be considered in

the termination of the award, and provision shall be made for continuing responsibilities

of the recipient after termination, as appropriate.

Section

9

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USAID DBE1 ICT Grant

Implementation Tool Kit

ANNEX 1

Key Technical Milestone - Training


Key Technical Milestone – Training

1. Training Objective & Structure

1. Training Materials Development

1. Training Materials Testing and Updating

1. Training Implementation

1. Training Impact


Milestone Training objectives and structure established, and agreed upon

Explanation Learning outcomes defined (focus on project objective) and modules, phasing, allocation of training hours, and target groups specified, and agreed upon by consortium

Data Proof Report with actual training objectives specified and training structure defined; meeting minutes from the consortium meeting including signed participants’ list

Who Project Manager, with support from the training manager

How Often Once for every training course

When Based on your work plan

Date Reported to DBE:

a. By Whom Project Manager

b. How Often Once for every training

c. When Quarterly, e.g. in January 07, April 07, July 07, October 07, etc.

d. Format Quarterly report, including a summary on training objectives and overall training structure, accompanied by copies of the consortium meeting minutes and a copy of the signed participants list


Milestone Training materials developed

Explanation This milestone requires the finalization of the first version of the training materials

Data Proof Actual training manuals and material available

Who Training Manager


When Based on project work plan





d. Format Quarterly report with a summary on training materials and testing procedure, accompanied with actual training materials developed


Milestone Training materials tested and updated

Explanation This milestone requires application of the materials in at least one course and its update based on lessons learned from its use.

Data Proof Short report highlighting key points that have been learned during the application of the materials in the course. Updated training material.









d. Format Quarterly report with short report on the testing of the training materials, accompanied by updated training materials.


Milestone Training implemented and reported

Explanation This milestone requires grantees to implement the training program, and to use the DBE1 training report format for training reporting and evaluation to DBE1. Trainings to be capture in this format, are those of 4 contact hours or more.

DBE1 encourages issuing certificates to successful training participants that show name of the participant, content of the training and number of contact hours, location and date of the training, and name of the institution/individual that verified the successful completion.

Data Proof Training report document filled-in with all required attachments








d. Format Quarterly report, with filled-in DBE1 Training Report attached

5. Training Impact

Milestone Training impact formally tracked and evaluated

Explanation This milestone requires a formal evaluation of training impact among education stakeholders. This includes that the grantee conducts e.g. a survey among a representative sample of education stakeholders, assessing changes in skill levels at the beginning of the grants program and one evaluation at the end of the grants program

Data Proof Evaluation methodology report, original evaluation instruments, copies of a sample of filled-in questionnaires from education stakeholders, focus group guides and notes

Who Project Manager

How Often twice

When Once at grant initial , before grant activities start, and once at the end of the grants program



b. How Often twice

c. When January 07 , October 2007 (as apply)

d. Format First quarterly report and final report with summary on evaluation procedure and instruments, summary on baseline results, disaggregated by user group and gender, accompanied by copies of original filled-in questionnaires from education stakeholders, summary on focus group discussions




ANNEX 2

Key Technical Milestone – Custom

Software Development


Key Technical Milestone – Custom Software Development

1. Portal System Requirement and Analysis

2. Governance Model Identification

3. Portal-System Specification Identification

4. Portal-System Development and Testing

5. Portal-System Release

6. Portal-System Impact

7. Portal System Maintenance

1. Portal-System Requirement and Analysis

Milestone System/portal target group determined and information needs analyzed.

Explanation This milestone requires to do background research on both target group information and data needs and available systems with similar objectives and scope.

a. needs assessment

b. research on existing/available education information portals/systems

Data Proof a. Via questionnaires or surveys, or focus groups

b. Via internet research and interviews with stakeholders, e.g. in Diknas

Who Project Manager

How Often once

When Once before developing system structure and programming



b. How Often once

c. When Based on project work plan

d. Format Inception report or quarterly report , accompanied with summary on research outcomes and outcomes of the needs assessment, including copies of sample questionnaires, surveys, or focus group notes


Milestone Governance model for portal/system identified and agreed upon

Explanation This milestone has been achieve when via discussions and appropriate MOU, if required, it has been clarified who will provide the data and what data, who will enter what data, who will manage what data, who ensures data quality, when and how often data quality checks are done, and who is the actual owner of the data. This milestone also requires consideration on the future of the application beyond the USAID grants program.

Data Proof a. MOUs

b. discussion outcome report

c. governance and data management report

Who Project Manager

How Often once

When After information needs assessment and before system/portal structure/specs development and programming – month 2 of the project



b. How Often once

c. When Based on work plan

d. Format Initial or quarterly report, accompanied by MOUs, discussion notes and/or governance and data management report



Milestone Portal/System specification identified and agreed upon

Explanation For this milestone, the system/portal technical specification and requirements need to have been analyzed and shared and agreed upon with stakeholders and the consortium

Data Proof a. Specification document

b. Notes on outcomes from stakeholder/consortium meeting

Who Project Manager

How Often once

When After needs and governance model has been identified and agreed upon , based on project work plan, e.g. after month 2 of the project



b. How Often once


d. Format Initial or quarterly report, accompanied by MOUs, discussion notes and/or governance and data management report


Milestone Portal/System developed and tested

Explanation This milestone consist out of two components, a. Existence of actual system, b. conduct of quality assurance measures and testing procedures

Data Proof a. actual system accessible

b. testing protocols

Who System Development team, verified by Project Manager

How Often once

When Based on project work plan, after system has been developed and before it has been officially and publicly launched



b. How Often once

c. When Based on project work plan after finalization of data quality/testing procedure, before public system launch, based on project work plan, e.g. around March 07

d. Format Quarterly report, with link to the system development site, report on quality assurance and testing procedures, copies of actual testing protocols


Milestone System/Portal launched

Explanation Launch of system/portal publicized, services marketed, and hotspot in use

Data Proof Newspaper articles; posters; information leaflet about launch, services offered and pricing; pictures

Who Project Manager

How Often once

When After system/portal has been developed and tested, based on project work plan



b. How Often once


d. Format Quarterly report accompanied by copies of newspaper article, posters or information leaflet on prices and services, pictures



Milestone System/Portal impact evaluated

Explanation This milestone requires an evaluation of the system in meeting its objective, i.e. the information needs of the identified target group. The evaluation will also inquire about system use and system performance

Data Proof Survey - questionnaires, and/or focus groups from diknas, depag and other system user groups, e.g. students

Who Project Manager

How Often once every year

When Once after 6 months of system/ portal existence, from then on every academic year (end of July)



b. How Often Once or twice based on grant timeline

c. When Based on work plan, after month 6 of portal existence, e.g. around July 07, and July 08

d. Format Quarterly report including a summary on the evaluation outcomes, methodologies and instruments used, and a representative sample of copies of original, filled-in questionnaires, and/or focus group notes

7. Portal-System Maintenance

Milestone System/Portal updated as required

Explanation This milestone is based on the system/portal evaluation and requires completion of any updating or improvement tasks found via by the system/portal evaluation exercise

Data Proof Short report on system updates completed; updated system launched

Who Project Manager

How Often Once after every evaluation

When Based on project work plan after 6 months of portal existence then every 12 months, after system/portal evaluation



b. How Often Once after every evaluation during the grants program

c. When Based on project work plan, e.g. July 07, July 08

d. Format Quarterly report, including a summary on the changes made, with the report attached, screenshots of the updated system/portal




ANNEX 3

Indicators and Reporting

Guidelines – Training


Indicator and Reporting Guidelines - Training 1. Training Course Completion-1 2. Training Course Completion-2 3. Training Continuation 4. Computer and Internet Skill 5. Training Impact 6. Regular Use of ICT

1. Training Course Completion-1

Indicator # of education stakeholders successfully completing an ICT-related training course

Indicator Definition “Education stakeholders” are defined as members of the following user groups: education administrators (from Diknas, Depag, or DPK), school administrators (school principal, vice-principal, other school administration staff), teachers, students, and parents.

“Successful” completion entails regular attendance and passing of an end-of-course test (either internationally, nationally, or institutionally standardized)

The tern “ICT” or “Information and Communication Technology” encompasses equipment such as computers, the Internet, cellular phones, CD-ROMS and other software, radio, television, video and digital cameras as well as various associated services and applications

“ICT-related” training is any training that teaches basic computer and Internet skills, computer networking, servicing, and maintenance skills, electronic resource production and evaluation skills or general data entry skills.

A “training course” is considered a course that constitutes of at least 4 contact hours.

Data Collection Method (a) Capture number of trainees starting and finishing training, disaggregated by user groups

(b) Run training pre-test and post-test (exam)

Method of Calculation Count number of people that attended the training and passed the post-test.

Disaggregate by gender and user group4.

Data Proof (a) Training participants log

(b) exam logs


How Often (a) based on training schedule/work plan

(b) twice per course

When (a) after every training session

(b) Before and after every course



b. How Often Quarterly if a training had been completed in that quarter

c. When Based on start of training program, e.g. January 07, April 07, July 07, October 07, etc.

d. Format Quarterly Report including summary on training program carried through during the last quarter, and summary on indicator calculation,, including copies of the training participants and exam logs, and pre-test and post-tests of a representative sample of trainees.

4 For the purpose of this M&E framework, different user groups are made up of different

education stakeholders, that is, education administrators (Diknas, Depag, DPK) are one

user group, school administrators (principal, vice-principal) are another, teachers, students

and parents each are separate user groups as well.


2. Training Course Completion-2

Indicator % of education stakeholders successfully completing an ICT-related training course

Indicator Definition This indicators captures how many percent of the people that start the training also complete it, that is attend the training (paid or free) and pass the exam at the end of the training. This indicator is also a measure for the drop-out rate of training participants and critical for program improvement.

“Education stakeholders” are defined as members of the following user groups: education administrators (from Diknas, Depag, or DPK), school administrators (school principal, vice-principal, other school administration staff), teachers, students, and parents.

“Successful” completion entails regular attendance and passing of an end-of-course test (either internationally, nationally, or institutionally standardized)

“ICT-related” training is any training that teaches basic computer and Internet skills, computer networking, servicing, and maintenance skills, electronic resource production and evaluation skills or general data entry skills.

A “training course” is considered a course that constitutes of at least 4 contact hours.

Data Collection Method (a) Record training participation at every training session.

(b) Record names of training participants that sit for the exam and that pass the exam

Method of Calculation Divide number of education stakeholders that successfully completed the course, by number of education stakeholders that signed up for the course. Move decimal two places to the right and add a percentage sign (e.g. 15 of 75 training participants signed up for the course AND passed the exam: 15/75=0.2 or 20%).

Disaggregate by gender and user group.

Data Proof (a) Participant training log

(b) Exam participation log


How Often (a) based on training schedule

(b) once

When (a) after every training session

(b) after every course



b. How Often Quarterly


d. Format Quarterly Report including summary on training program carried through and outcome of the indicator calculation, in the last quarter, with copies of training logs, and exam participation logs

3. Training Continuation

Indicator % of education stakeholders continuing on to another ICT-related training course.

Indicator Definition This indicator captures the percentage of education stakeholders that successfully completed a paid or free ICT-related training course of at least 4 contact hours, and are taking an additional paid or free ICT-related training course of at least 4 contact hours.

“Education stakeholders” are defined as members of the following user groups: education administrators (from diknas, depag, or DPK), school administrators (school principal, vice-principal, other school administration staff), teachers, students, and parents.

“ICT-related” training is any training that teaches basic computer and


Internet skills, computer networking, servicing, and maintenance skills, electronic resource production and evaluation skills or general data entry skills.

Data Collection Method Compare log of trainees that start a new training course with the exam log from previous courses.

Method of Calculation Divide number of education stakeholders continuing with another training course, by number of education stakeholders successfully completing training. Move decimal two places to the right and add a percentage sign (e.g. 85 of 280 training participants continue on to another training: 85/280=0.31 or 31%)5.

Disaggregate by gender and user group.

Data Proof a. Training logs

b. Exam logs


How Often once

When At the beginning of each training course.



b. How Often Quarterly


d. Format Quarterly Report including summary on training program carried through in the last quarter, summary on indicator calculation, accompanied by copies of training logs, and exam participation logs

4. Computer and Internet Skill

Indicator % of stakeholders reporting to have medium or advanced level computer and Internet skills

Indicator Definition This indicator tracks education stakeholders that respond to a survey, indicating that they have at least medium level, if not advanced level computer and Internet skills (both are required at medium level). The survey will provide adequate explanation on the skills each level entails to facilitate the self-assessment.

“Education stakeholders” are defined as members of the following user groups: education administrators (from Diknas, Depag, or DPK), school administrators (school principal, vice-principal, other school administration staff), teachers, students, and parents.

Data Collection Method Carry out a separate baseline and a training impact evaluation, e.g. by providing questionnaires to a representative sample of education stakeholders. Questionnaire-based surveying may be complemented with focus groups with different education stakeholders to find out in more detail about their current ICT use, skills, knowledge and needs.

Method of Calculation Divide the number of education stakeholders that were surveyed and that responded to this question, indicating at least medium or advanced level computer and Internet skills, by the total number of education stakeholders that responded to this question. Move the decimal two places to the right and add a percentage sign (e.g. 65 of 250 respondents report at least medium level computer and Internet skills: 65/250=0.26 or 26%).

Disaggregate by user group and gender.

Data Proof Filled-in questionnaires, and summary on data analysis; focus group guides and notes from focus group discussions

Who Project Manager

How Often Twice

When Once at project inception, once at the end of the grants program


5 Rounded for two decimals.



b. How Often twice

c. When January 07 , October 2007

d. Format First quarterly report and final report with summary on evaluation procedure and instruments, summary on baseline results, disaggregated by user group and gender, accompanied by copies of original filled-in questionnaires from education stakeholders, and a summary on each focus group discussion.

5. Training Impact

Indicator % of education stakeholders reporting that the training has provided them with critical skills for their work or studies

Indicator Definition This indicators tracks the impact of the training in terms of education stakeholders’ work or studies. It tracks education stakeholders responding to a questionnaire, indicating, that the ICT-related training they received was “very critical” or “somewhat critical” for their work and studies.


Data Collection Method Capture data with the help of a self-assessment questionnaire given to a representatives sample of education stakeholders, that participated in an ICT-related training, conducted as part of the grants program. Questionnaire-based surveying may be complemented with focus groups with different education stakeholders to find out in more detail about their current ICT use, skills, knowledge and needs.

As part of the evaluation, inquire from education stakeholders about which specific skills they learned are critical and this has changed their every day work or studies.

Method of Calculation Divide the number of education stakeholders that were surveyed and that responded to this question, indicating that the training has provided them with “very critical”, or “somewhat critical” skills for their work and studies, by the total number of education stakeholders that responded to this question. Move the decimal two places to the right and add a percentage sign (e.g. 160 of 250 respondents report that the training has provided them with critical skills: 160/250=0.64 or 64%).

Analyze open ended question on what skills and how they are employed applying qualitative data analysis methods.


Data Proof Filled-in questionnaires and summary on data analysis; focus group guides and notes from focus group discussions

Who Project Manager

How Often once

When Once at the end of the grants program



b. How Often once

c. When October 2007

d. Format Final report with summary on evaluation procedure and instruments, summary on evaluation results, disaggregated by user group and gender, accompanied by copies of original filled-in questionnaires from education stakeholders, and a summary on each focus group discussion.

6. Regular Use of ICT

Indicator % of education stakeholders reporting regular use of ICT for their work and studies

Indicator Definition “Education stakeholders” are defined as members of the following user groups: education administrators (from Diknas, Depag, or DPK), school


administrators (school principal, vice-principal, other school administration staff), teachers, students, and parents.

“Use” is defined as using computers for any work-related activity, using the Intranet or Internet, or using any education information system or portal for work or studies.

Using ICT at least weekly is considered “regular use”.

Data Collection Method Carry out a separate baseline and a training impact evaluation, e.g. providing questionnaires to a sample of education stakeholders. Questionnaire-based surveying may be complemented with focus groups with different education stakeholders to find out in more detail about their current ICT use, skills, knowledge and needs.

Method of Calculation Divide the number of education stakeholders that were surveyed and that responded to this question, indicating that they used ICT at least weekly or more often for their work or studies, by the total number of education stakeholders that responded to this question. Move the decimal two places to the right and add a percentage sign (e.g. 134 of 250 respondents report using ICT regularly: 134/250=0.54 or 54%)6.

Disaggregate by user group7 and gender.

Data Proof Filled-in questionnaires, and summary on data analysis; focus group guides and notes from focus group discussions

Who Project Manager

How Often Twice

When Once at project inception, once at the end of the grants program



b. How Often twice

c. When January 07 , October 2007

d. Format First quarterly report and final report with summary on evaluation procedure and instruments, summary on baseline results, disaggregated by user group and gender, accompanied by copies of original filled-in questionnaires from education stakeholders, and a summary on each focus group discussion.

6 Rounded for two decimals.

7 For the purpose of this M&E framework, different user groups are made up of different

education stakeholders, that is, education administrators (Diknas, Depag, DPK) are one user

group, school administrators (principal, vice-principal) are another, teachers, students and

parents each are separate user groups as well.




ANNEX 4

Indicators and Reporting

Guidelines – Custom Software

Development


Indicators and Reporting Guidelines – Custom Software Development 1. User Hits 2. Regular Use of ICT 3. Increase Ease Access

1. User Hits

Indicator # of times system /portal has been accessed per week

Indicator Definition This indicator tracks the frequency of system use on a weekly basis.

“Accessed” is defined by a registered user logging in to the system, or, in an open system, by a successful request to the server.

Data Collection Method Use of system tracking statistics software. It will not be possible to disaggregate this data by user group and gender, as individual user profiles can not be tracked unless the system requires registration before use.

Method of Calculation Based on system , statistical analysis on use, adding the number of times the system has been access per week.

Data Proof Print-out, summary graphics of the statistics on system use

Who Project Manager

How Often Weekly review

When End of every week



b. How Often Quarterly, starting with launch of system

c. When January 07, April 07, July 07, October 07, etc.

d. Format Quarterly report with summary on system statistics, e.g. via graphics, charts or statistical tables

2. Regular Use of ICT

Indicator % of education stakeholders reporting regular use of the system/portal

Indicator Definition This indicators tracks the percentage of education stakeholders who respond to a survey and who report using the system/portal at least twice per month.


“Use of the system/portal” is defined as accessing the system/portal ( online or offline) for at least 5 minutes to either acquire or upload education information of any kind

Data Collection Method Survey questionnaire send to a sample of education stakeholders (representative of every user group)

Method of Calculation Divide the number of education stakeholders that stated using the system at least twice per month, by the total number of education stakeholders that responded to this question. Move the decimal two places to the right and add a percentage sign (e.g. 20 of 50 respondents use the system at least twice per month: 20/50=0.4 or 40%).


Data Proof Actual surveys (questionnaire) sent back by users and analyzed

Who Project Manager

How Often yearly

When Once after 6 months of system/ portal existence, from then on every 12 months





c. When Based on work plan, e.g. around July 07, and July 08

d. Format Quarterly report including an analysis of the survey, and samples of filled-in survey questionnaire

3. Increase Ease Access

Indicator % of education stakeholders reporting that the system/portal as increased ease of access to education information

Indicator Definition This indicators tracks the percentage of education stakeholders who respond to a survey and report that the system as has made it easier for them to access education information.


Data Collection Method Survey, questionnaire

Method of Calculation Divide the number of education stakeholders that respond that the system has made it “a lot easier” or “somewhat easier” to access education information, by the total number of education stakeholders that responded to this question. Move the decimal two places to the right and add a percentage sign (e.g. 30 of 50 respondents report that the system/portal increased ease of access to information: 30/50=0.6 or 60%).


Data Proof Actual surveys (questionnaire) sent back by users and analyzed

Who Project Manager

How Often yearly

When Once after 6 months of system/ portal existence, from then on every 12 months




c. When Based on work plan, e.g. around July 07, and July 08

d. Format Quarterly report including an analysis of the survey, and samples of filled-in survey questionnaire

INVOICE (Fixed Obligation Grant)

Date:

Billing Period:

Invoice No:

Total Grant Amount: Rp

Description Current

Due Cumulative

Billed

Rp

Rp

“I hereby certify that, to the best of my knowledge and belief, all payments requested are correct, accurate and complete, that payment therefore has not been received and that all amounts requested are for the appropriate purpose and in accordance with the Grant Award Agreement.”

Signed:

Contact Name: Phone: Email:

Phone: Fax:

USAID – DBE1 Attn: Mr. Dan Moulton Gedung BEJ, Tower 1, lt. 29 Jl. Jend. Sudirman Kav. 52-53 Jakarta 12190 Telepon: 62-21-5152772 Fax: 62-21-5155859

1

INVOICE USER GUIDE

1. Fill in name, address and phone number of grantee (the column above DBE1 address)

2. Fill in date, billing period and invoice number

Date:

Billing Period:

Invoice No:

- Date of invoice is the issued date of invoice - Billing period is month of invoice - Invoice number accordance with invoice number issued by the Organization

(grantee)

Total grant amount is total DBE1 ICT grant award to the organization 3. Fill in table for billing

Description Current

Due Cumulative

Billed

Rp

Rp

Fills the description with schedule payment description accordance to the DBE1 Grant Award Agreement Cumulative billed is a total of invoices have been paid and current due

4. Please signed the invoice by lead organization before send to DBE1

SUMMARY OF INVOICEINVOICE NO :

INVOICE DATE :

Grantee Name :

Address :

Phone Number :

Total DBE1 Grant Amount :

Billing Amount : -

Reff Current Due Paid Cumulative Grant

No Amount Amount Billed Budget

Start Up Budget

- -

- -

- -

- -

Sub Total - - - - -

On Going Budget

- -

- -

- -

- -

- -

- -

Sub Total - - - - -

Monitoring and Evaluation Budget

- -

- -

- -

- -

Sub Total - - - - -

Total - - - - -

Contact Name :

Title :

E-mail :

Signed :

BalanceDescriptionReceipt Date

1

INVOICE SUMMARY – SIG USER GUIDE

1. Fill in name, address, phone number, total DBE1 grant amount, invoice number and invoice date, like in the invoice form

2. Reference number

All of receipts should be numbered, sequences and grouped per expense type. Those numbers should tie up with the reference number

3. Receipt date

Fill date of the receipts

4. Description Fill in with appropriate expense or type of the receipts

5. Current due amount

Fill in with appropriate amount of the receipts 6. Paid amount

Fill in with the total amount which has been paid by DBE1

7. Cumulative billed Cumulative billed is an addition of the total current due amount and paid amount

8. Grant budget

Fill in with total grant amount accordance to the DBE1 Grant Award Agreement 9. Balance

Balance is subtraction of budget and cumulative billed. Thus, we can see unbilled amount from the balance

10. Signed the invoice summary by the organization

INVOICE (Simplified Grant)

Date:

Billing Period:

Invoice No:

Total Grant Amount: Rp

Description Current

Due Cumulative

Billed

Rp

Rp

“I hereby certify that, to the best of my knowledge and belief, all payments requested are correct, accurate and complete, that payment therefore has not been received and that all amounts requested are for the appropriate purpose and in accordance with the Grant Award Agreement.”

Signed:

Contact Name: Phone: Email:

Phone: Fax:

USAID – DBE1 Attn: Mr. Dan Moulton Gedung BEJ, Tower 1, lt. 29 Jl. Jend. Sudirman Kav. 52-53 Jakarta 12190 Telepon: 62-21-5152772 Fax: 62-21-5155859

1

INVOICE - SIG USER GUIDE

1. Fill in name, address and phone number of grantee (table above DBE1 address) 2. Fill in date, billing period and invoice number

Date:

Billing Period:

Invoice No:

- Invoice date is date of invoice issued - Billing period is month of billing - Invoice number accordance with invoice number issued by the Organization

(grantee)

Total grant amount is total DBE1 ICT Grant Award to the Organization 3. Fill in billing table

Description Current

Due Accumulative

Billed

Start up Budget On Going Budget Monitoring and Evaluation Budget

Rp Rp Rp

Rp

Rp Rp Rp

Rp

Amount of current due and cumulative billed should tie up with the total amount in invoice summary

4. Please signed the invoice by lead Organization before send to DBE1

ADVANCE SETTLEMENT

Date :

No :

Grantee Name :

Address :

Phone :


Total Settlement Advance : -

A. Total advance has been received and reported until previous month (Cumulative)

Advance

Realization

Start Up Budget

-

-

-

Sub Total - - -

On Going Budget

-

-

-

-

Sub Total - - -

Monitoring & Evaluation Budget

-

-

-

-

-

Sub Total - - -

Total - - -

B. Total receipt reported in current

Reff Receipt Advance Receipt

No Date Amount Amount

Start Up Budget

-

-

-

Sub Total - - -

On Going Budget

-

-

-

-

Sub Total


-

-

-

-

-

Sub Total

Total - - -

Description Balance

Description Balance

Previous

Advance

C. Total = A + B

Advance Advance

Amount Realization

Start Up Budget

-

-

-

Sub Total - - -

On Going Budget

-

-

-

-

Sub Total - - -


-

-

-

-

-

Sub Total - - -

Total - - -

Contact Name :

Tittle :

E-mail :

Signed :

Description Balance

1

A. ADVANCE REQUEST Grantee submit monthly advance request for the next 1 (one) month operational to DBE1. Advance requisition should attach with operational planning for the next month. Advance request will be reviewed by DBE1 and compare with that operational planning. Jakarta office will transfer fund to the grantee at the latest 5 (five) working days after advance request final. Advance request user guide:

1. Fill in the grantee information Example:

Grantee Name :

Address :

Phone :


Total Advance Request :

Total DBE1 grant amount is total amount of DBE1 ICT Grant Award to the organization Total advance request is total request for the current month

2. Fill in month, date and advance number

Month : March 2007

Date : 20-Feb-07

Advance No : TUR - 01/ADV

Month is month of fund will be spent Date is date of advance request Numbered for advance are as follow: - using 3 first character of grantee name - using sequence number start with no. 1 See example in above table

3. Input budget description and grant budget column accordance to the detail

budget in grant award agreement 4. Input the request advance amount in appropriate budget line

5. Transferred Amounts

2

Fill in with amount with the amount has been received by the grantee up to the month of the advance request

6. Cumulative Amounts is an addition of request amount and transferred amount 7. Balance is subtraction of grant budget and cumulative amount 8. Signed the advance request by the organization

B. SETTLEMENT OF ADVANCE For the next advance request, grantee should attach receipts from previous advance. Settlement advance user guide:

1. Fill in grantee information like in advance request - Amount of settlement advance should equal with total receipts in table B - Fill in number with 3 (three) first character of grantee’s name and year and month of advance request Example: TUR – 200703

2. Table A: Total received and realization of advance until previous month

No Description

Previous Advance Advance Balance

Amount Realization

Start Up Budget

-

-

Sub Total - - -

On Going Budget

-

-

Sub Total - - -


-

-

Sub Total - - -

Total - - -

a. Input description column accordance to detail budget in DBE1 Grant Award

Agreement b. Fill in previous advance amount with the total amount of advance until

previous month

3

c. Fill in advance realization with total advance which has been realized until previous month

d. Balance is subtraction of the total previous advance amount and advance realization

3. Table B: Receipt amount which is reported in current month

Reff Receipt Description

Advance Receipt Balance

No Date Amount Amount

Start Up Budget

-

-

Sub Total - - -

On Going Budget

-

-

Sub Total


-

-

Sub Total

Total - - -

a. All the receipts which are reported in current month should be numbered, sequenced and grouped per expense type. Those number should tie up with reference number

b. Fill date of the receipts

c. Fill in description with detail budget line item of the DBE1 Grant Award

Agreement (only for the receipts which are reported in current month) d. Fill in advance amount with the amount of received advance for the

reported receipt. Total of the advance amount in this table should be equal to the total of the advance request for the same month

e. Fill in receipt amount with amount of expense on the receipt

f. Balance is subtraction of the advance amount and receipt amount

4

4. Table C: A + B

No Description

Advance Advance Balance

Amount Realization

Start Up Budget

-

-

Sub Total - - -

On Going Budget

-

-

Sub Total - - -


-

-

Sub Total - - -

Total - - -

a. Input detail budget like in table A b. Advance amount is an addition of advance amount on table A and advance

amount on table B

c. Advance realization is an addition of advance realization in table A and receipt amount on table B

d. Balance is subtraction of advance amount and expense realization. Thus,

we can see unrealized advance from the balance 5. Signed advance settlement by the organization

. . . . . .. . . .

. . . . . . . . . .

Initial Report

‘Grant Program Title’

[ Fixed Obligation Grant] | [ Simplified Cost

Reimbursement Grant]: { [ Tier-1 ] | [ Tier-2 ] } { [ ICT

Access (Education Hotspots) Grant] | [ Innovation EMG

Grant ] }

LEAD COMPANY

Consortia Member #1

Consortia Member #2

…

Consortia Member #N

District Name – Province Name

Month and Year of Reporting

USAID – DBE1 ICT GRANT PROGRAM

{ [ Tier-1] | [ Tier-2 ] } { [ Education Hotspots ] | [ Innovation EMG ] }

Initial Report

“Grant Program Title”

[ Fixed Obligation ] | [ Simplified Cost Reimbursement ] Grant Program

Lead Company Contact Person

Lead Company Name

Lead Company Address

Lead Company Office and Mobile Phone Number Lead Company email address

Lead Company city, district, province

Project Location:

Project Location Address Project Location Office and Mobile Phone Number

Project Location email address Project Location city, district, province

. . . . . . . . .

Table of Contents

List of Tables

List of Figures

USAID – DBE1 ICT GRANT PROGRAM


ADS Automated Directive System

CFR Code of Federal Regulations


CTO Cognizant Technical Officer


DBE1 DBE1 - Management and Education Governance

DC DBE1 - District Coordinator

DEO District Education Offices (Dinas Pendidikan)

DIS DBE1 - District Information Specialist

DPL District Public Library

DPB District Planning Board (Bappeda)

DRO District Religious Office (Kantor Departemen Agama)

EMG Education Management and Governance

EMIS Education Management and Information System

ICT Information and Communication Technologies

Menko Kesra Coordinating Ministry of Social Welfare


MOF Ministry of Finance

MONE Ministry of National Education

MORA Ministry of Religious Affairs

NGO Non-Governmental Organization

PDMS DBE1 – Project Data Management System

RFA Request for Assistance

RTI Research Triangle Institute

SC School Committee

STTA Short Term Technical Assistance

USAID United States Agency for International Development

1. About the Corsortia


Consortia Organization Structure

The USAID-DBE1 ICT Grant program titled „Grant program Title‟ is located at „district name‟,

„province name‟. The consortia for the project is comprises of1: „lead private company‟, „district

education office‟, „district public library‟, „kantor departemen agama‟, „non government

organization‟, „other private company‟, and „other district government‟. Profile of each consortia

member is described below.

The project implementers are as follows:

Project Manager : state name

Deputy : state name

Etc. (follows project organization structure)

Lead Consortia Profile

Name of Lead Company

Full Address Headquarters:

Full Address Local Office:

Name of Contact Person:

Title of Contact Person:

1 State and list organization name as relevant (adjust the organization diagram as relevant)

C7 OTHER

DICTRICT GOV.

OFFICE

C6 OTHER

PRIVATE COMPANY

C5 NON

GOVERNMENT ORGANIZATION

C4 DRO

C2 DEO

C3 DPL

C1 LEAD

PRIVATE COMPANY

P1 PROJECT MANAGER

P2 ADMIN &

FUNCTION

P4 ADVISOR

P3 ICT

Manager

Contribution

Persons, skill

Others

Office, place

Hardware/ Software

. . . . . . .. . .

2

Telephone No.:

Fax No.:

Web Site Address:

Type of Company?

Nationality of Company?

Public or Private Ownership?

If a private company, identify the

owner(s)

Does Company have a Board of

Directors? If so who are they?

Does the company have

subsidiaries? If so identify them.

What are the company‟s operations

located?

Total number of employees?

Member-1 Consortia Profile (eg. District Public Library)

Name of District Government

Office

Full Address2



Telephone No.:

Fax No.:

Web Site Address:

Does the Office have a Office

Structure? If so who are they?

Total number of employees?

Add other member profile as necessary.

Program Location

Describe and state the program location. For instance:

Perpustakaan Daerah ‘District Name’

‘Full Address’

Insert Picture of: building, room, or other related infrastructure and facilities prior to grant

implementation.

2 Street Address, Desa, Kelurahan, Kecamatan, Kabupaten-Kota, Provinsi, Phone Number, mobile phone number

2. Understanding the Grant Award


Grant Award Type

This „Grant Program Title‟ is a Fixed Obligation Grant Type or Simplified reimbursement Cost

Grant Type3. The grant program budget is comprises of Consortia Cost Share and USAID-DBE1

ICT Grant as follows:

No Description GRANTEE COST SHARE (Rp.) DBE1 ICT GRANT (Rp.) Project Amount (Rp.)

(1) (2) (3) (4) (5)

1. Start Up Cost X13 X14 Y15

2. On Going Cost X23 X24 Y25

3. Monitoring & Evaluation Cost X33 X34 Y35

TOTAL Xi3 Xi4 Yi5

Percentage

If you are FOG3: Under this Fixed Obligation Grants, disbursements will be made upon the

submission of evidence that a benchmark has been achieved. Acceptable evidence may include,

but is not limited to, workplans, technical reports, financial reports, minutes of

meetings/conference proceedings, completion of a phase of an infrastructure project, etc.

If you are SIG3: Under this Simplified Grants, disbursements will be made on the basis of claims,

including original receipts where applicable, for actual costs incurred. The Grant Applicant will

submit a claim for reimbursement listing costs incurred for a specified period supported with

original receipts. Claims for reimbursement for allowable expenses may be submitted to the

project no more frequent than monthly. All costs to be charged to the grant are only those

identified in the budget approved by the project. All purchases charged to the grant will be at

reasonable prices and from responsible sources and supported with written receipts. Failure to

properly document expenditures claimed for reimbursement under this grant will result to the

termination of the grant. Unless specified in the grant application as approved by the project, no

single item having a useful life over one year and acquisition cost of $5,000 or more shall be

purchased with grant funds.

Under a simplified grant, a cash advance to a Grantee with limited cash flow shall be limited to

the minimum amount needed to meet current disbursement needs (generally 30 days) and shall be

scheduled so that the funds are available as close as is administratively feasible to the actual

disbursements for program costs. After receipt of the initial advance, and for each upcoming

month (30 day period), the Grantee should submit to the project a "Request for Advance". At the

end of each quarter from the date of the initial advance, and for every quarter thereafter, the

3 State your Grant Award Type and select relevant paragraph below as apply.

. . . . . . .. . .

4

Grantee should submit a "Liquidation of Advances" report to liquidate the advances of the

previous quarter.

Grant Terms and Condition

The consortium agrees to the following terms and conditions:

1. Submit within specified deadlines all programmatic and financial progress reports as may be

required by the project (if provided, see attached schedule for reporting and/or invoicing

requirements). If not specified, quarterly progress reports must be submitted to the project.

2. Grant funds shall not be used for other purposes other than those specified in the application.

The approved budget is the financial expression of the Applicant‟s program as approved

during the award process. The Applicant must seek prior approval from project to change the

scope or the objectives of the grant and/or revise the funding allocated among grant

objectives and/or to transfer funds among cost categories.

3. Maintain complete records of all costs charged to the grant for a period of three years after

the expiration of the grant and make such records available to the project or its

representatives for review at any time.

7. At the end of the grant period, certify to the project in writing that the activity was completed.

If the Grantee cannot certify, it shall be expected to make appropriate reimbursements and/or

refund to the project any funds received that represent reimbursement for any costs

determined by the project as unallowable.

8. At the end of the grant period, the Grantee shall request disposition instructions from the

project for all items of equipment purchased with grant funds, if any.

9. The project does not assume liability for any third party claims for damages arising out of this

grant)

10. The project may suspend or terminate the grant upon thirty (30) days written notice.

11. Any dispute under or relating to this grant shall be decided by the RTI Grant Officer.

12. These terms and conditions can only be modified in writing by the RTI Grant Officer.

13. The Standard Provisions for Non-US Nongovernmental Recipients, as applicable, and as

prescribed in Chapter 303 of USAID‟s Automated Directives System are incorporated herein

by reference. The full text of the applicable standard provisions can be found in the link:

http://www.usaid.gov/pubs/ads/300/303mab.pdf.

Special Award Provisions Conditions

This ICT Grant contains Other Special Award Provisions conditions as follows (labeled as 3.1 and

so on signed the Grant Award document:

3.1. state other special award provisions conditions

3.2. etc.

http://www.usaid.gov/pubs/ads/300/303mab.pdf

3. Plan of Activities


Business and Implementation Plan

Describe Section 8 of the Grant Application Form (Business and Implementation Plan)

Training Plan

Describe, if any, training plan activities of your grant program. For each training activity use

M&E Training Reporting Template.

Milestones Deliverable Plan

Describe, if any, milestones (deliverable) of your grant program. See key technical milestone on

Training and Custom Software Development attached to DBE1 ICT Grants Program: Grant

Implementation Tool Kit.

. . . . . . .. . .

6

4. Tentative Implementation Schedule


Global Tentative Implementation Schedule

Describe global tentative implementation schedule (hint: one milestone comprise of several

activity)

Activities of Training Technical Milestones:

No. Milestone Activity

Training Objective and

Structure

a. …

b. …

c. …

Training Material

Development

Training Material Testing and

Updating

Training Implementation

Training Impact

Activities of Custom Software Development Technical Milestones:

No. Milestone Activity

Portal-System Requirement and

Analysis

a. …

b. …

c. …

Governance Model Identification

Portal-System Specification

Identification

Portal-System Development and

Testing

Portal-System Release

Portal-System Impact

Portal-System Maintenance

Detail Tentative Implementation Schedule

Describe detail tentative implementation schedule (hint: one activity comprise of several tasks)

and present them in the Gantt chart format as follows:

No. Tasks Actor Schedule

m1 m2 m3 … m24

1. eg. Consortia technical discussion Project manager

2. eg. Training content discussion Training coordinator

3.

n.

. . . . . . .. . .

8

5. Disbursement Plan

’Grant Program Title’

How To Use This Report Template

Design disbursement plan based on the Tentative Implementation Schedule on Chapter 4. For

Fixed Obligation Grant or Simplified Cost Reimbursement Grant please check disbursement

mechanism on Chapter 2. Please also check the Special Award Provision conditions apply to your

grant. Remember that the disbursement plan also apply for the grantee cost share portion.

No

Description Project Amount

(Rp.)

GRANTEE COST SHARE (Rp.) DBE1 ICT GRANT (Rp.)

Planned

Amount (Rp.)

Disbursement Planned

Amount (Rp.)

Disbursement

D1 D2 Dn Dn+2 Dn+3 Dn+m

(1) (2) (3) (4) (5) (6) (n) (n+1) (n+2) (n+3) (n+m)

1. Start Up Cost

2. On Going Cost

3. Monitoring & Evaluation Cost

TOTAL

Percentage

6. Reporting Schedule


Periodic Report

State the schedule for your reporting to DBE1. State the due date on the following table.

Progress Report Due Date

Initial Report 30 days after grant award




Final Report 12 months after grant award

Special Report

Special Report is non periodic report that you produce as a deliverable requested on your

milestone. Special report applies especially for the Fixed Obligation Grant award. State the

schedule of your special report following your implementation schedule.

. . . . . . .. . .

10

ANNEX

Insert Annexes after this page (as relevant) in a sequential order (follows

reference on body text)

1. Timesheet

2. Manual and Documentation

3. System Requirement Report

4. Questionnaire

5. User Log

6. Picture from Hotspot Launched

7. Newspaper Articles

8. Other Deliverable

Progress Report Quarter-n


[ Fixed Obligation Grant] | [ Simplified Cost Reimbursement

Grant]: { [ Tier-1 ] | [ Tier-2 ] } { [ ICT Access (Education

Hotspots) Grant] | [ Innovation EMG Grant ] }

LEAD COMPANY

Consortia Member #1

Consortia Member #2

…

Consortia Member #N


Month and Year of Reporting

INSERT EXHIBIT/FIGURE

TEMPLATE

. . . . . . . . .

{ [ Tier-1] | [ Tier-2 ] } { [ Education Hotspots ] | [ Innovation EMG ] }

Progress Report Quarter-n

“Grant Program Title”

[ Fixed Obligation ] | [ Simplified Cost

Reimbursement ] USAID-DBE1 Grant Program

Lead Company Contact Person Lead Company Name

Lead Company Address Lead Company Office and Mobile Phone Number

Lead Company email address Lead Company city, district, province

Project Location: Project Location Address

Project Location Office and Mobile Phone Number Project Location email address

Project Location city, district, province

. . . . . . . . .

Table of Contents

SECTION 1. OVERVIEW OF ‘GRANT PROGRAM TITLE’ ........... 1

Overview on Grant Program Activities .......................................... 1

Brief Program Description ....................................................... 1

Planned Activities ..................................................................... 1

Intended Intermediate/Final Results ........................................ 1

Overview on Progress Report Quarter-n ........................................ 1

SECTION 2. PROGRESS ACTIVITIES .......................................... 3

Status on Meeting Work Plan Targets ............................................ 2

Status on Meeting Technical Milestones ........................................ 2

Progress of Performance Indicators ................................................ 3

Implementation Issues ..................................................................... 3

SECTION 3. BUDGET AND FINANCIAL REPORTING ............. 6

Start Up Budget ................................................................................ 4

On Going Budget ............................................................................. 4

Monitoring & Evaluation Buget ...................................................... 4

Overall Budget.................................................................................. 5

Start Up Budget ............................ Error! Bookmark not defined.

SECTION 4. NEXT QUARTER ACTIVITIES ................................ 8

ANNEXES: 1.Timesheet



4. Questionnaire

5. User Log

6. Picture from Grant Program Launched


8. Other Deliverables

. . . . . . . . .

List of Tables

Table 1. Quarter-1 Year 2007 Status on Work Plan Targets ..................................... 2

Table 2 Quarter-n Year yyyy Status on Technical Milestone-1 ................................. 2

Table 3 Plan for Next Quarter Activities ..................................................................... 6

List of Figures

. . . . . . . . .


























SC School Committee



1. Overview of ‘Grant Program Title’

Progress Report Quarter-n for period of start_month to

end_month year_n

Overview on Grant Program Activities

This subsection describes an overview of the grant program taken from grant application. The paragraphs

consist of:

1) Brief Program Description.

2) Planned Activities

3) Intended Intermediate/Final Results.

Brief Program Description

States brief Program description. Follow Section 6 of your Application Form (proposal) and your Initial

Report.

Planned Activities

States your plan activities based on Section 6 and section 8 of your Application Form (proposal) and your

Initial Report.

Intended Intermediate/Final Results

State intended intermediate/final results. Follow Section 8 Business and Implementation Plan of your

Application Form (proposal) and your Initial Report.

Overview on Progress Report Quarter-n

This report describes three sections as follows:

1) Progress Activities: the section covers significant project activities and outcomes in the last quarter

including technical milestones achieved. In addition to implementation issues, the section describe

status on meeting work plan targets, status on meeting technical milestones, and progress achieved

on performance indicators.

2) Budget and Financial Reporting: the section present budget and financial analysis on start up cost, on

going cost, and monitoring and evaluation cost components. Each component cost is analyses on its

planned, actual spent, and outstanding amount both on grantee cost share and USAID-DBE1 ICT

grant. The section attaches expenditure, time sheet, bills, invoice, and procurement request as its

annexes.

3) Next Quarter Activities: the section describe plan for next quarter base on planned of activities

describe above and achievement of this quarter. The next quarter plan is the continuation and follow

up occurs on this quarter.

2

2. Progress Activity


Status on Meeting Work Plan Targets

The ‘Grant Program Title’ is a Tier-n [Education Hotspots | Innovation EMG ICT] Grant. The

implementation period is for [one | two] year that comprise of [four | eight] quarters. Status on work plan

targets for quarter n, from start_month to end_month year yyyy, is as described in Table 1.

Table 1. Quarter-n Year yyyy Status on Work Plan Targets

Activities Status* Remarks

1.

2.

3.

n.

* Status: Pending/On Going/Initial Preparation/Implementation/Usage/Development/Finish/etc.

Status on Meeting Technical Milestones

State each Technical Milestone on the following table format.

Table 2 Quarter-n Year yyyy Status on Technical Milestone-1

Milestone/Deliverable

Explanation

Who

How Often

When

Date Reported to DBE1

a. By Whom

b. How Often

c. When

d. Format

Table 3 Quarter-n Year yyyy Status on Technical Milestone-n

Milestone/Deliverable

Explanation

Who

How Often

When


a. By Whom

b. How Often

c. When

d. Format

3

Progress of Performance Indicators

State each Performance Indicator on the following table format.

Table 4 Performance Indicator 1

Indicator

Indicator Definition

Data Collection Method

Method of Calculation

Data Proof

Who

How Often

When


a. By Whom

b. How Often

c. When

d. Format

Table 5 Performance Indicator n

Indicator




Data Proof

Who

How Often

When


a. By Whom

b. How Often

c. When

d. Format

Implementation Issues

State issues encountered during grant implementation. Issues might be of technology, people,

organizational, tools, requirements, or estimation issues.

Risk Type Possible Risk Responsible Actor Possible Solution

Technology

People

Organizational

Tools

Requirement

Estimation

4

3. Budget and Financial Reporting


Start Up Budget

The start up budget for the ‘Grant Program Title’ is mostly used for ‘state based on your activity’. The

amount of grantee cost share and DBE1 ICT grant on actual, year-to-date (YTD), and outstanding amount

is describe in detail in Table 6. The descriptions are as follows:

1) Grantee Cost Share: Total Actual Spent Amount on Quarter-1 is Xi5 or consume xx% out of 65.8%

grantee cost share on Start Up Budget. The Actual Spent Amount YTD is Xi6. This make remaining

Outstanding Amount of Xi7 to be spent for the next quarter.

2) DBE1 ICT Grant: …same concept as description on Grantee Cost Share…

Table 6 Description of Start Up Budget for the period of Quarter-1, 2007

No Description

Project

Amount (Rp.)


Planned

Amount Spent Amount Outstanding

Amount

Planned

Amount

Spent Amount Outstanding

Amount ACTUAL

Current Quarter

ACTUAL

YTD

ACTUAL

Current Quarter

ACTUAL

YTD

(1) (2) (3) (4) (5) (6) (4-6) (7) (8) (9) (7-9)

TOTAL Xi3 Xi4 Xi5 Xi6 Xi7 Yi(7) yi8 yi9 yi,10

Percentage (100%) (x%) (x%)

On Going Budget

Same format as with Start Up Budget sub-section

Cash flow

Monitoring & Evaluation Buget

Same format as with Start Up Budget sub-section

5

Overall Budget

The Overall Budget is mostly used for ‘state biggest cost component’. The amount of grantee cost share

and DBE1 ICT grant on actual, year-to-date (YTD), and outstanding amount is describe in detail in Table

7. The descriptions are as follows:

3) Grantee Cost Share: Total Actual Spent Amount on Quarter-1 is Xi5 or consume xx% out of x%

grantee cost share on On Going Budget. The Actual Spent Amount YTD is Xi6. This make remaining



Table 7 Description of Monitoring and Evaluation Budget for the period of Quarter-n, yyyy

No

Description

Project

Amount (Rp.)


Planned


Amount

Planned

Amount


Amount ACTUAL Current Quarter

ACTUAL YTD

ACTUAL Current Quarter

ACTUAL YTD

(1) (2) (3) (4) (5) (6) (4-6) (7) (8) (9) (7-9)

1. Start Up Cost

2. On Going Cost

3. Monitoring &

Evaluation Cost

TOTAL Xi3 Xi4 Xi5 Xi6 Xi7 Yi(7) yi8 yi9 yi,10

Percentage

The Timesheet, Bill, Invoice, and Procurement Request reporting documents and evidence for this quarter

are attached in Annexes xxx. Timesheet covers x number of people for x number of person hours. The Bill

records the purchase and/or procurement. The Invoice records invoice document from grantee for DBE1

ICT Grant.

6

4. Next Quarter Activities


Plan for Next Quarter Activities

Table 3 Plan for Next Quarter Activities

Current Quarter Next Quarter Plan Activities

Activities Status

1.

2.

3.

n.

7

ANNEX

Insert Annexes after this page (as relevant) in a sequential order

(follows reference on body text)

1. Timesheet



4. Questionnaire

5. User Log



8. Other Deliverable

Decentralized Basic Education Jl. Jend. Sudirman Kav.52-53

Management & Governance Jakarta 12190, Indonesia

USAID Implementer Partner Telp. (62) 21-515 2772

Jakarta Stock Exchange Building Fax # (62) 21-515 5889

Tower 1, Fl. 29th [email protected]

Audio Visual Service Development Program

PROGRESS REPORT QUARTER-1

Fixed Obligation Grant: Tier-1 Education Hotspots Grant PT Karang Anyar

Kota Bogor District Public Library

Kota Bogor District Education Office

Kota Bogor Information and Communication Center

Kota Bogor – West Java Province

Month And Year Of Reporting

SAMPLE

. . . . . . . . .

Tier-1 Education Hotspots

Progress Report Quarter-1


Fixed Obligation Grant Program

Ir. Tele Matika, MS PT Karang Anyar

Jl. Dewi Sartika No. 51, Bogor Telp. 0251-345 678; 0813 1234 5678

[email protected] Kota Bogor, West Java

Project Location:

Kota Bogor District Public Library Jl. Dewi Sartika No. 53, Bogor

Telp. 0251-123 456; 0811 113 345 [email protected] Kota Bogor, West Java

mailto:[email protected]

mailto:[email protected]

. . . . . . . . .

Table of Contents

SECTION 1. OVERVIEW OF AUDIO VISUAL SERVICE DEVELOPMENT PROGRAM........................ 1

Overview on Grant Program Activities ................................................................................................................... 1

Brief Program Description ................................................................................................................................ 1

Planned Activities ............................................................................................................................................. 1

Intended Intermediate/Final Results ................................................................................................................. 2

Overview on Progress Report Quarter-n.................................................................................................................. 2

SECTION 2. PROGRESS ACTIVITIES..................................................................................................... 3

Status on Meeting Work Plan Targets ..................................................................................................................... 3

Status on Meeting Technical Milestones ................................................................................................................. 3

Progress of Performance Indicators ......................................................................................................................... 4

Implementation Issues Encountered ........................................................................................................................ 5

SECTION 3. BUDGET AND FINANCIAL REPORTING ........................................................................ 6

Start Up Budget ......................................................................................................................................................... 6

On Going Budget ....................................................................................................................................................... 7

Monitoring & Evaluation Buget ............................................................................................................................... 7

Overall Budget ........................................................................................................................................................... 8

Start Up Budget ......................................................................................................................................................... 9

SECTION 4. NEXT QUARTER ACTIVITIES ........................................................................................ 10

ANNEXES 1 . Timesheet



4. Questionnaire

5. User Log




. . . . . . . . .

List of Tables

Table 1 Quarter-1 Year 2007 Status on Work Plan Targets ........................................................................ 3

Table 2 Quarter-1 Year 2007 Status on Equipment and Non-Printed Collection Provision ...................... 3

Table 3 Quarter-1 Year 2007 Status on Permanent Audio Visual Services ................................................ 3

Table 4 Quarter-1 Year 2007 Status on Mobile Audio Visual Service ....................................................... 4

Table 5 Performance Indicator Progress on Equipment and Non-Printed Collection Provision ............... 4

Table 6 Performance Indicator Progress on Permanent Audio Visual Service ........................................... 4

Table 7 Performance Indicator Progress on Mobile Audio Visual Service ................................................ 4

Table 8 Description of Start Up Budget for the period of Quarter-1, 2007 ................................................. 6

Table 9 Description of On Going Budget for the period of Quarter-1, 2007 .............................................. 7

Table 10 Description of Monitoring and Evaluation Budget for the period of Quarter-1, 2007 .................. 7

Table 11 Description of Monitoring and Evaluation Budget for the period of Quarter-1, 2007 .................. 8

Table 12 Plan for Next Quarter Activities ...................................................................................................... 9

List of Figures List of Figures as available

. . . . . . . . .


























SC School Committee



Section

1 Overview of Audio Visual Service

Development Program

Progress Report Quarter-1 for period of January to

March 2007

Overview on Grant Program Activities

This subsection describes an overview of the grant program taken from grant application. The paragraphs

consist of:

1) Brief Program Description.

2) Planned Activities

3) Intended Intermediate/Final Results.

Brief Program Description

The Program called “Program Pengembangan Layanan Audio Visual”, Improvement of Audio Visual

Service Program, is a USAID DBE1 funded ICT Grant of Tier-1 under Education Hotspot category. The

program is under a consortium of PT. Data Kreasi Indotama (lead company) and District Public Library

of District Deli Serdang of North Sumatera Province.

This program will focus on the improvement of audio visual (non-printed) collection use provided by

District Public Library. To improve the Audio Visual Service, equipments will be provided and audio

visual collections will be added with new and interesting topics that are suitable for elementary level

students, SD and MI. The Audio Visual Service will be permanently available at the District Public

Library, and also mobile to deliver the service in the targeted schools. These permanent and mobile Audio

Visual Services will be handled by the District Public Library staff.

Planned Activities

The activities comprise of three activities as follows:

1) Equipment and non-printed collections provision. To support the permanent and mobile Audio

Visual Service, the availability of multimedia equipment is prerequisite conditions, i.e.: laptop,

multimedia (LCD) projector, handy camera, CDRW, loudspeaker, DVD player, and TV. Besides the

equipments, the audio visual (non-printed collections) and multimedia software will be provided.

2) Permanent Audio Visual Service. A suitable room in the District Public Library is set-up as the

permanent Audio Visual facility. This facility will be equipped with TV, DVD player, and audio

visual collections. Visitors may come to make use the available audio visual collections. Besides

giving service to the self-initiative attending visitors, students from SD-MI will also be invited on a

regular schedule.

2

3) Mobile Audio Visual Service. The fact of geographic obstacles for remote schools that hinder their

students visiting District Public Library emerging the idea of improving existing mobile service with

the content of audio visual service. A schedule to visit targeted school(s) in every sub-district is set.

The mobile unit will be equipped with laptop, multimedia (LCD) projector, and audio visual

collections.

Intended Intermediate/Final Results

The presence of a more advanced information and communication technology, especially in multimedia,

creates many improvements in teaching and learning methods which are more interesting, enjoyable, and

interactive. Science and other learning materials are not only available in printed formats, but also

available in audio visual formats. A number of multimedia formats, such as cassette, microfilm, laser disc,

VCD, CD-ROM, etc. are now readily available easily. These formats can help students increasing their

sense and understanding on specific topics because multimedia formats can present audio, video, and

texts in more attractive, live, innovative, and interactive ways. In accordance with the advancing of

multimedia technology, District Public Library should improve its services to visitors, including audio

visual service.

A dedicated room will be set to be the permanent Audio Visual facility fulfilled with multimedia

equipments and audio visual collections. Library staff will be available to help visitors choosing the

collection and operating the multimedia equipment. In order to optimize the use of this permanent audio

visual service, a scheduled invitation will be delivered to targeted school(s) inviting their students using

the service. Giving that the working hours is starting from 08:00 am until 15:00 pm and within this period

3 or 4 services can be delivered, then it is estimated that a number of 15 to 20 visitors will use the audio

visual service per day. This is about 2.880 predicted users a year.

Besides this permanent audio visual service, the existing mobile library unit is improved with the content

of audio visual service. This mobile unit will be equipped with multimedia equipments and audio visual

collections. This mobile unit will come to visit targeted school(s) based on the schedule previously set-up.

On the location, the library staff will help students using the audio visual service. Supposed that there will

be 35 students enjoying the service, with 40 visits a year, then it is predicted that there will be about 1.400

students will use the mobile audio visual service.

This permanent and mobile audio visual service will eventually increase the function and role of District

Public Library and giving opportunity to students from remote area and low-income family to take

benefits from the library.

Overview on Progress Report Quarter-n

This report describes three sections as follows:

1) Progress Activities: the section covers significant project activities and outcomes in the last quarter

including technical milestones achieved. In addition to implementation issues, the section describe

status on meeting work plan targets, status on meeting technical milestones, and progress achieved

on performance indicators.

2) Budget and Financial Reporting: the section present budget and financial analysis on start up cost, on

going cost, and monitoring and evaluation cost components. Each component cost is analyses on its

planned, actual spent, and outstanding amount both on grantee cost share and USAID-DBE1 ICT

grant. The section attaches expenditure, time sheet, bills, invoice, and procurement request as its

annexes.

3) Next Quarter Activities: the section describe plan for next quarter base on planned of activities

describe above and achievement of this quarter. The next quarter plan is the continuation and follow

up occurs on this quarter.

3

Section

2 Progress Activity


Status on Meeting Work Plan Targets

The Audio Visual Service Development Program is a Tier-1 Education Hotspots ICT Grant. The

implementation period is for one year that comprise of four quarters. Status on work plan targets for

quarter 1, from January to March 2007, is as described in Table 1.

Table 1Quarter-1 Year 2007 Status on Work Plan Targets

Activities Status Remarks

1. Equipment and non-printed collection provision

On going Provision of equipment is completed. Provision of non-printed collection is in process

2. Permanent Audio Visual Service On going Audio Visual room layout is finished Audio visual service room is on minor renovation (power cord, etc.)

Equipment will be installed upon room minor renovation is in completion

3. Mobile Audio Visual Service Pending School node for mobile audio service visits is scheduled

Socialization using pamphlets is in discussion Activity 3 will be operational upon activity 1 completion

Status on Meeting Technical Milestones

Table 2 Quarter-1 Year 2007 Status on Equipment and Non-Printed Collection Provision

Milestone/Deliverable Equipment and non-printed collection provision

Explanation

Who

How Often

When


a. By Whom

b. How Often

c. When

d. Format

Table 3 Quarter-1 Year 2007 Status on Permanent Audio Visual Services

Milestone/Deliverable Permanent Audio Visual Service

Explanation

Who

How Often

When

4


a. By Whom

b. How Often

c. When

d. Format

Table 4 Quarter-1 Year 2007 Status on Mobile Audio Visual Service

Milestone/Deliverable Mobile Audio Visual Service

Explanation

Who

How Often

When


a. By Whom

b. How Often

c. When

d. Format

Progress of Performance Indicators

Table 5 Performance Indicator Progress on Equipment and Non-Printed Collection Provision

Indicator Equipment and non-printed materials is procured




Data Proof Annex x

Who

How Often

When


a. By Whom

b. How Often

c. When

d. Format

Table 6 Performance Indicator Progress on Permanent Audio Visual Service

Indicator Permanent Audio Visual Service is established




Data Proof Annex x

Who

How Often

When


a. By Whom

b. How Often

c. When

d. Format

Table 7 Performance Indicator Progress on Mobile Audio Visual Service

Indicator Mobile Audio Visual Service is in operation as scheduled




Data Proof Annex x

Who

5

How Often

When


a. By Whom

b. How Often

c. When

d. Format

Implementation Issues Encountered

State issues encountered during grant implementation. Issues might be of technology, people,

organizational, tools, requirements, or estimation risk types.

Risk Type Possible Risk Responsible Actor

Possible Solution

Technology Late delivery of hardware and/or proprietary software

FOSS/proprietary software component have limited features

The hardware/ software vendor

People Required trainings for teachers/MGMP members are not available

ICT teachers/instructors/administrator are not permanent teacher

Poor teachers disciplines and poor relationship among teachers

The schools

Organizational Teacher Resource Center is not established/ cancelled

The organization is restructured so that different management are responsible for the Project

The schools

Tools School Website is nonexistent

The tools to generate online modules are inefficient or cannot be integrated into the eLearning Management System

The schools

Requirement Changes to school website requirements that necessitate major design rework

The schools

Estimation Time to develop and the size of the eLearning Management System is underestimated

The schools

6

Section

3 Budget and Financial Reporting


Start Up Budget

The start up budget for the Audio Visual Service Development Program is mostly used for Equipment

and non-printed collections provision. The amount of grantee cost share and DBE1 ICT grant on actual,

year-to-date (YTD), and outstanding amount is describe in detail in Table 8. The descriptions are as

follows:

1) Grantee Cost Share: Total Actual Spent Amount on Quarter-1 is Xi5 or consume xx% out of 65.8%

grantee cost share on Start Up Budget. The Actual Spent Amount YTD is Xi6. This make remaining



Table 8 Description of Start Up Budget for the period of Quarter-1, 2007

No


(Rp.)


Planned Amount

Spent Amount Outstanding Amount

Planned Amount


ACTUAL on

Quarter-1

ACTUAL YTD

ACTUAL on

Quarter-1

ACTUAL YTD

(1) (2) (3) (4) (5) (6) (4-6) (7) (8) (9) (7-9)

1. Computer Rent:

a. Pentium III * 2,520,000 2,520,000 Xa5 Xa6 X27

b. Pentium II * 5,400,000 5,400,000 Xb5 Xb6 X37

c. Pentium 233 MMX 2,160,000 2,160,000 Xc5 Xc6 X47

d. Printer Epson C43 1,800,000 1,800,000 Xd5 Xd6 X67

2. Laptop Pentium Celeron*

6,550,000 6,550,000 y28 y29 y2,10

3. Catridge Infus Printer Epson

400,000 400,000 y38 y39 y3,10

4. Cable UTP 450,000 450,000 y48 y49 y4,10

5. Switch Hub 8 Port 500,000 500,000

6. Connector 62,500 62,500 y68 y69 y6,10

7. Crimping Tool 200,000 100,000 X75 X76 X77 100,000 Y78 Y79 Y7,10

8. Cable Tester LAN 200,000 100,000 X85 X86 X87 100,000 Y88 Y89 Y8,10

9. LCD Projector Rent 3,600,000 3,600,000 X95 X96 X97

TOTAL 23,842,500 15,680,000 Xi5 Xi6 Xi7 8,162,500 yi8 yi9 yi,10

(100%) (65.8%) (34.2%)

7

On Going Budget

The On Going Budget is mostly used for preparation and implementation of permanent and mobile audio

visual services. The amount of grantee cost share and DBE1 ICT grant on actual, year-to-date (YTD), and

outstanding amount is describe in detail in Table 9. The descriptions are as follows:

3) Grantee Cost Share: Total Actual Spent Amount on Quarter-1 is Xi5 or consume xx% out of 2%




Table 9 Description of On Going Budget for the period of Quarter-1, 2007

No

Description

Project

Amount (Rp.)


Planned


Amount

Planned

Amount


Amount ACTUAL Current Quarter

ACTUAL YTD

ACTUAL Current Quarter

ACTUAL YTD

(1) (2) (3) (4) (5) (6) (4-6) (7) (8) (9) (7-9)

1. Project Manager * 1,500,000 1,500,000 Y18 Y19 Y1,10

2. Administration Staff* 800,000 800,000 y28 y29 y2,10

3. Instructor (36 days x

8 hours)* 7,200,000 7,200,000 y38 y39 y3,10

b. Paper 60,000 30,000 Xb5 Xb6 Xb7 30,000 Yb8 Yb9 Yb,10

c. Cartoon 150,000 150,000 Xc5 Xc6 Xc7

d. File Folder 150,000 150,000 yd8 yd9 Yd,10

e. Block Note 60,000 60,000 Ye8 Ye9 Ye,10

f Pen 105,000 105,000 Xf5 Xf6 Xf7

TOTAL 16,695,000 285,000 Xi5 Xi6 Xi7 16,410,000 yi8 yi9 yi,10

(100%) (2%) (98%)

Monitoring & Evaluation Buget

The Monitoring and Evaluation Budget is mostly used for recording and reporting the implementation of

this permanent and mobile audio visual service. The amount of grantee cost share and DBE1 ICT grant on

actual, year-to-date (YTD), and outstanding amount is describe in detail in Table 10. The table states that

there is no grantee cost share allocation on this budget component. The descriptions are as follows:

1) DBE1 ICT Grant: Total Actual Spent Amount on Quarter-1 is Xi5 or consume xx% out of 2%



Table 10 Description of Monitoring and Evaluation Budget for the period of Quarter-1, 2007

No

Description

Project

Amount (Rp.)


Planned


Amount

Planned

Amount


Amount ACTUAL

Current Quarter

ACTUAL

YTD

ACTUAL

Current Quarter

ACTUAL

YTD

(1) (2) (3) (4) (5) (6) (4-6) (7) (8) (9) (7-9)

1. Monitoring & Evaluation Cost:

8

No

Description

Project

Amount (Rp.)


Planned


Amount

Planned

Amount


Amount ACTUAL

Current Quarter

ACTUAL

YTD

ACTUAL

Current Quarter

ACTUAL

YTD

(1) (2) (3) (4) (5) (6) (4-6) (7) (8) (9) (7-9)

a. - Copy of reports 80,000 80,000 Ya8 Ya9 Ya,10

b. - Binding of Reports (4 Copies / Quarterly)

80,000 80,000 Yb8 Yb9 yb,10

c. - Meals+Snack (4 person x 4 times)

320,000 320,000 Yc8 Yc9 yc,10

d. - Rent of Camera /Documentation

200,000 200,000 Yd8 Yd9 Yd,10

680,000 680,000 yi8 yi9 yi,10

(100%)

Overall Budget

The Overall Budget is mostly used On Going Cost. The amount of grantee cost share and DBE1 ICT

grant on actual, year-to-date (YTD), and outstanding amount is describe in detail in Table 11. The

descriptions are as follows:

1) Grantee Cost Share: Total Actual Spent Amount on Quarter-1 is Xi5 or consume xx% out of 2%




Table 11 Description of Monitoring and Evaluation Budget for the period of Quarter-1, 2007

No


(Rp.)


Planned Amount


Planned Amount


ACTUAL Current

Quarter

ACTUAL YTD

ACTUAL Current

Quarter

ACTUAL YTD

(1) (2) (3) (4) (5) (6) (4-6) (7) (8) (9) (7-9)

1. Start Up Cost 23,842,500 15,680,000 X15 X16 X17 8,162,500 Y18 Y19 Y1,10

2. On Going Cost 16,695,000 285,000 X15 X16 X17 16,410,000 Y28 Y29 Y2,10

3. Monitoring &

Evaluation Cost 680,000 X15 X16 X17 680,000 Y38 Y29 Y3,10

41,217,500 15,965,000 Xi5 Xi6 Xi7 25,252,500 yi8 yi9 yi,10

(38.72%) (61.28%)

The Timesheet, Bill, Invoice, and Procurement Request reporting documents and evidence for this quarter

are attached in Annexes xxx. Timesheet covers x number of people for x number of person hours. The

Bill records the purchase and/or procurement. The Invoice records invoice document from grantee for

DBE1 ICT Grant.

9

Section

4 Next Quarter Activities


Start Up Budget

Table 12 Plan for Next Quarter Activities

Activities Current Status

Next Quarter Plan Activities

1. Equipment and non-printed collection provision

On going

2. Permanent Audio Visual Service

On going

3. Mobile Audio Visual Service Pending

10

ANNEX

Insert Annexes after this page (as relevant) in a sequential order

(follows reference on body text)

1. Timesheet



4. Questionnaire

5. User Log




Key Technical Milestone – Training





5. Training Impact


Milestone

Explanation

Data Proof

Who

How Often

When


a. By Whom

b. How Often

c. When

d. Format


Milestone

Explanation

Data Proof

Who

How Often

When


a. By Whom

b. How Often

c. When

d. Format


Milestone

Explanation

Data Proof

Who

How Often

When


a. By Whom

b. How Often

c. When

d. Format


Milestone

Explanation

Data Proof

Who

How Often

When


a. By Whom

b. How Often

c. When

d. Format

5. Training Impact

Milestone

Explanation

Data Proof

Who

How Often

When


a. By Whom

b. How Often

c. When

d. Format

Key Technical Milestone – Custom Software Development

1. Portal System Requirement and Analysis






7. Portal System Maintenance

1. Portal-System Requirement and Analysis

Milestone

Explanation

Data Proof

Who

How Often

When


a. By Whom

b. How Often

c. When

d. Format


Milestone

Explanation

Data Proof

Who

How Often

When


a. By Whom

b. How Often

c. When

d. Format


Milestone

Explanation

Data Proof

Who

How Often

When


a. By Whom

b. How Often

c. When

d. Format


Milestone

Explanation

Data Proof

Who

How Often

When


a. By Whom

b. How Often

c. When

d. Format


Milestone

Explanation

Data Proof

Who

How Often

When


a. By Whom

b. How Often

c. When

d. Format


Milestone

Explanation

Data Proof

Who

How Often

When


a. By Whom

b. How Often

c. When

d. Format

7. Portal-System Maintenance

Milestone

Explanation

Data Proof

Who

How Often

When


a. By Whom

b. How Often

c. When

d. Format

TIME REPORT: ICT GRANT - Lead Company Name

Office Location:

First Name (print or type) Middle Initial Last Name Position For Period Ending

Project Task Sub Date 01 02 03 04 05 06 07 08 09 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31

Location Description or or or Code Total Day

Indirect Acc.** Pool Func. Hours Int'l

Consortia Initial & Progress Report 0X0Xddmmyy 01 01 01 1 0

Consortia Monitoring & Evaluation 0X0Xddmmyy 01 02 02 2 0

Consortia Management/Admin 0X0Xddmmyy 01 03 03 3 0

Project Office (District) Management/Admin 0X0Xddmmyy 02 00 00 4 0

Project Office (District) Training Objective & Structure 0X0Xddmmyy 02 01 01 5 0

Project Office (District) Training Material Development 0X0Xddmmyy 02 02 02 6 0

Project Office (District) Training Material Testing & Updating 0X0Xddmmyy 02 03 03 7 0

Project Office (District) Training Implementation 0X0Xddmmyy 02 04 04 8 0

Project Office (District) Training Impact (M&E) 0X0Xddmmyy 02 05 05 9 0

Project Office (District) Portal-System Requirement & Analysis 0X0Xddmmyy 03 01 01 10 0

Project Office (District) Governance Model Identification 0X0Xddmmyy 03 02 02 11 0

Project Office (District) Portal-System Specification Identification 0X0Xddmmyy 03 03 03 12 0

Project Office (District) Portal-System Development & Testing 0X0Xddmmyy 03 04 04 13 0

Project Office (District) Portal-System Release 0X0Xddmmyy 03 05 05 14 0

Project Office (District) Portal-System Impact 0X0Xddmmyy 03 06 06 15 0

Project Office (District) Portal-System Maintenance 0X0Xddmmyy 03 07 07 16 0

Project Office (District) Portal-System Usage Training 0X0Xddmmyy 03 08 08 17 0

Public Holiday-Professional Staff

Public Holiday-Non Professional Staff

Total Regular Hours 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

0

0

0

0

0

Total Overtime Hours 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Approved by: Reviewed by:

Name of Authorized Personnel - Consortia Leader Name - DBE1 Province Accountant

Date Date

Activity #

District: _____________________ Province: _____________________

Tier-x Education Hotspot/Innovation EMG, “Project Title, e.g. Education Hotspots for Education

Capacity Improvement ”

Thu FriFri WedSat ThuSat Sun Mon TueSun Mon

USAID - DBE1 ICT Grant Program

Wed Thu FriSat Sun Mon TueTue Wed SunFriTue Wed ThuFri

Supervisor Approval & Name - Date

MonSunSat Sat

This signature acknowledges that this time report has been prepared in accordance with the Policy and Procedures Manual.

Page of1 1

1-31 December2006

1-30 November 2005

Employee Signature

ID Number

1

Timesheet Excel Application User Guide

This timesheet template is created after RTI timesheet modified for ICT Grant purposes. This

timesheet excel file contains a detail task list. This timesheet captures your time spent for the

month. Your Finance/Admin will create a timesheet file template every month for every

individual involve in the project.

General steps to use this timesheet are as follows:

1. To open your timesheet file: Double-click “Timesheet Template.xls” from your

desktop.

2. To enter time in a task you are working for: Select the location from the blue drop

down list column called “Location.”

3. Select activity description from the blue drop down list column called “Description”.

2

4. Ensure the location and activity/task details are correct.

5. Enter the proper time spent for a task at the right-hand side (column with the dates on

top).

6. Follow step 2 – 5 for every task you’re involved in.

To see all the tasks you are working in one day:

1. Go to Location column, then select All. Go to Description column, then select All.

All listed tasks will be shown there.

3

2. Go to TOTAL HOURS column, then select (custom..). A pop-up window called

“Custom Auto Filter” will appear:

3. Select “is greater than” on top-left textbox, and “0” on top-right textbox. Leave the

other 2 textboxes in blank, then click OK. (an example of the AutoFilter result can be

seen as below).

Grant Application Guide

ICT Access (Education Hotspots) and ICT

Innovation EMG Grants

Contract 497-M-00-05-00029-00

This is a DBE1 Special Report for the United States Agency for International Development

The Special Report was prepared by RTI International

APRIL 2006

Decentralized Basic Education Jl. Jend. Sudirman Kav.52-53 Management & Governance Jakarta 12190, Indonesia USAID Implementer Partner Telp. (62) 21-515 2772 Jakarta Stock Exchange Building Fax # (62) 21-515 5889 Tower 1, Fl. 29th [email protected]

USAID-DBE1 ICT Grants 1

Table of Contents

Section 1: Needs Assessment.............................................................................................. 3

1.2 Why do I need a Needs Assessment? ....................................................................... 3

1.3 How do I implement a Needs Assessment? .............................................................. 4

1.3.1 Document Review .............................................................................................. 4

1.3.2 Interviews ........................................................................................................... 4

1.3.3 Focus Groups ..................................................................................................... 5

1.3.4 Surveys ............................................................................................................... 7

Section 2: Business Plan ................................................................................................... 10

2.1 Why do I need a Business Plan? ............................................................................. 10

2.2 What is a Business Plan? ....................................................................................... 11

2.3 How do I structure a Business Plan?...................................................................... 12

2.3.1 Program focus of your ICT initiative .............................................................. 12

2.3.2 Description of the services and programs of your ICT initiative.................... 13

2.3.3 Community partners........................................................................................ 13

2.3.4 User/client projections .................................................................................... 17

2.3.5 User/client fees................................................................................................ 18

2.3.6 Operations ....................................................................................................... 18

2.3.7 Timeline .......................................................................................................... 19

2.3.8 Start-up needs.................................................................................................. 20

2.3.9 Ongoing needs ................................................................................................ 20

2.3.10 Marketing the ICT initiative ......................................................................... 20

2.3.11 Evaluation of the ICT initiative .................................................................... 21

2.3.12 Possible problems and solutions ................................................................... 21

2.3.13 Budget and financial planning ...................................................................... 21

2.4 Budgeting ............................................................................................................... 22

2.5 Pricing your services .............................................................................................. 24

2.5.1 Individual user fees .......................................................................................... 25

2.5.2 Collective user fees .......................................................................................... 25

2.5.3 Corporate tariff................................................................................................. 25

2.5.4 Sponsorship ...................................................................................................... 25

2.5.5 Memberships .................................................................................................... 25

2.5.6 Services free of charge ..................................................................................... 25

Section 3: Monitoring and Evaluation Plan ...................................................................... 27

3.1 What is Monitoring and Evaluation? ...................................................................... 27

3.2 How do I do participatory M&E? ........................................................................... 28

3.2.1. Creating a M&E team ............................................................................... 28

3.2.2. Developing and implementing an M&E plan ........................................... 29

3.3. Formal Project Evaluations ............................................................................... 34

Annex 1: Public Private Alliance – Due Diligence Form ................................................. 36

References ......................................................................................................................... 38

Acknowledgement ............................................................................................................ 38


The DBE ICT Grant Application Guide

In the development of a project such as establishing initiatives under the DBE grants

program, you will have to deal with several different project development stages:

Design, implementation and evaluation. But where do you start?

There are four major steps that should be part of your project design and that will

need to be addressed in the grants proposal.

A critical step to design a successful and sustainable ICT initiatives is to address the

question: “Where are we now?”. This is assessing the current situation in your office,

in the district library and your relationship with the education community in your

district, and will include the collection and analysis of information that will help you

answer this question. This activity is commonly called a “needs assessment”, which

is represented as Step 1, “Analyze the situation” in the graphic above, and will be

covered in section 1 of this guide.

Step 2, “Develop a framework” will help you answer another critical question:

“Where do we want to go?”. In this step you need to develop a clear purpose and

goals for your grant-funded initiative and define what you hope to achieve. This step

will be discussed in section 2.

Step 3, “Create a strategy”, is the step in which you design the process with which

you plan to get from point A (where you are right now) to point B (where you want

to go). You strategy will need to cover issues such as what kind of hardware and

software is needed, what kind of services or program will be offered, how much to

charge for each service (e.g. when offering Internet access at the district library), who

is part of the project team, and how to promote your initiative. Together with step 2,

step 3 will be covered in more detail in Section 2: Business Plan.

Finally, the last step, “Develop a M&E (Monitoring and Evaluation) Plan”, will

answer the question “How do we know when we get there and how are we doing?”.

This step is very critical and often disregarded, but a good M&E plan is the only way

how you can honestly find out how well you are doing or where you will need to

make some changes to the design of your grant-funded program to be more

successful. To stress the importance of this, you are required to allocate some

resources of this grant to monitoring and evaluation. M&E will be explained in

section 3 of this guide.

Step 1:

Analyze the

situation

Step 2:

Develop a

framework

Step 3:

Create a

strategy

Step 4:

Develop a

M&E Plan


Needs Assessment

his section summarizes the key issues on designing and implementing a needs

assessment. A needs assessment is a critical step in the when designing a project and

developing an application for the DBE ICT grants program.

Figure 1. The Four Steps of Project Design.

1.2 Why do I need a Needs Assessment? Most of you have a good sense about the things that could be a great addition to the district

library and what kind of services the community may need, or what innovative initiative

would allow you to communicate and reach out more frequently to the education stakeholders

in the district. However, without establishing some documented indication of this, you can not

be sure about it. A needs assessment, which helps to analyze the current situation and

answering the “Where are we now?” question, is a great way not only to verify your

assumptions but to back up your future decisions on resource investments.

A needs assessment at the project design stage can also constitute a draft baseline. A baseline1

will provide you with the starting point for both monitoring and evaluation of your project.

Without establishing this kind of baseline, you will later not be able to find out if you have

been successful achieving your goals – because you have nothing to compare it to.

Most of all a good needs assessment should help you understand what are the priorities and

needs of your office, library, or community.

Story: When DBE designed this ICT grants program, it went did a needs assessment in one of

the DBE districts in South Sulawesi. We thought that people in this area might really profit

from an education hotspot featuring good and reliable access to the Internet with its

communication and information resources. A local Warnet manager, however, told us that

Internet services are not really what has been demanded by his customers. Instead, training

courses in computer applications seemed to be of much greater importance in his community.

1 A baseline is information gathered at the beginning of a study from which variations

found in the study are measured

Section

1

T Step 1:

Analyze the Situation

Step 2: Develop a Framework

Step 3: Create a Strategy

Step 4: Develop a M&E Plan


A needs assessment will also allow you to pick the brain of your community and engage them

in the design process – they may come up with something that has not yet been considered, an

innovative idea that could give your proposal the competitive edge to WIN!

In case of a district library, the satisfaction of future clients or customers of the new services

offered at the library will be absolutely critical for your success. The better you are able to

address their needs and interest with what services and programs the library offers, the more

loyal and content clients will be.

It is helpful, therefore, to engage selected members of the community that already have or

will have a role in the design, development or implementation of the project right from the

beginning –at the needs assessment stage.

You could, e.g., form a steering committee with a wider variety of people from all sorts of

groups, such as schools, private businesses, the library itself, the district education office, a

youth associations, NGOs and the magistrate, etc. Keep the group small enough to manage

and to get things done, but inclusive enough to engage key people and groups at an early

stage.

In any case, a needs assessment needs careful planning about what information will be

needed, how it will be collected, when and from whom.

Note: A needs assessment does not have to be an overly complicated time-consuming

activity, but it has to be comprehensive enough to get you the information you need to make

good decisions about the design of your project.

1.3 How do I implement a Needs Assessment? The three most common ways to collect information are document review, interviews,

surveys and observations. It is important to apply a variety of information collection methods

in order to get a good picture of where you are now. Only doing observations, or only

carrying through interviews will never provide you with as rich of a picture as when you

combine these different methods.

1.3.1 Document Review

There may not seem to be relevant documents available for your needs assessment, but good

sources could be monthly or yearly reports of the district library, library visitor logs, DEO

assessments or reports, newspaper articles or documents from donor organization,

government agencies or the private sector.

1.3.2 Interviews

Interviews are commonly used in monitoring and evaluation, formative research and needs

assessments. It is important to somewhat structure your interviews in order to ensure that you

will receive information on the issues that are critical for your ICT initiative. A good way

would be a semi-structured approach to interviews. This features a series of the key questions,

in a pre-determined order, ranging from more general to more specific topics. In this kind of

interview you also leave room for follow up questions and more detailed exploration if

something interesting comes up that you feel worthy of pursuing. In advance of the interview,

prepare an “interview guide”, which can help you keep track of those critical questions and

structure your interview.


After the interview, make sure you consolidate your notes immediately, maybe even type

them up, while responses are still fresh in your mind.

1.3.3 Focus Groups

Focus Group can be a very efficient way to gain information from more than one person, but

allow for lots of space for communication. The main role of the facilitator of a focus group is

to guide the group discussion. An ideal focus group should consists of 7-8 participants and

runs about 1-2 hours.

There are a number of benefits of conducting focus groups:

Additional insights are provided through the interaction of ideas and suggestions

of the participants

Focus groups can be used to gather information about people's beliefs, and to

collect kinds of detailed data that are difficult to obtain through structured surveys

Focus groups involve more people more quickly than individual interviews

Focus groups do not require much training for the personnel conducting them

Story: Carrying through a preliminary needs assessment for the DBE ICT Grants Program,

we talked to several officers in the District Education Office. During the focus group we

conducted, it was the discussion among officers that led to a number of very innovative ideas

on how to leverage ICT for education management and governance. Each participant’s

comments stimulated new ideas and reactions from the others. We simply sat there and hastily

tried to scribble down what they said to not miss any of their suggestions.

Example of an Interview Guide

1) Introduction by the interviewer

• Who you are and what you are doing and why

• Request to tape interview or to take notes

• Assurance on confidentiality and anonymity

• Purpose and length of interview

• Reason for choice of interviewee

2) Questions about the interviewee’s prior knowledge about the district library

3) Question about why or why not the interviewee is using/not using the services of the

library

4) Question about previous experiences with ICT: Fax, copy-machines, phone, computers,

Internet, etc.

• Worries?

• Fears?

5) Expectations/anticipations about the education hotspot/district library

6) Interests/activities that might affect the usage of the hotspot, e.g. potential volunteer

7) Issues that might cause problems

• Money

• Library access

• Illiteracy

8) Any other issues related to the library and the interviewees involvement with it

9) Demographic data such as age factors in the community, education, family size

10) Willingness to be interviewed again?

11) Thanks


There are some important steps that help you ensure reliable results from your focus groups:

1. Select the team of people to carry through the focus group: A facilitator and a

note taker would make a good team for that.

2. Select the participants: identify the groups and institutions that should be

represented in the focus group, the identify individuals. Understand that one specific

focus group should not consist of participants that come from entirely different

environments, cultural backgrounds and socio-economic status. There may be issues

of intimidation if too varied a group is put together. You may want to run different

focus groups for youths, women, elders or politician leaders.

Note: The quality of the information you receive in a focus groups is directly linked to the

extend to which participants feel safe, comfortable and respected in this setting and your

company. Make this an important factor in your planning.

3. Decide on timing and location

4. Prepare a discussion guide: A focus group discussion guide is basically similar to

the above mentioned interview guide. Make sure that you order questions from more

general to more specific and place the more important questions at the beginning of

your session to make sure they will be addressed. In a focus group it is especially

important to design questions that will not only allow for a yes/no answer, but require

the participants to elaborate.

A focus group should be similarly structure as an interview, including at least the

following 3 parts, (1) Introduction, (2) Discussion, and (3) Summary and Thanks.

Possible questions for a focus group for an ICT Access grant initiative could be:

What do you think about access to education resources and information in

this community?

Where do you get information on new government programs on education?

How do you feel about using the district library?

What do you like best about the district library?

What would make it easier for you to access education resource or acquire

education information?

What kind of information and communication services would you like to get

in the district library?

What kind of education programs and trainings on information and

communication technologies would you consider desirable to be offered?

5. Conduct the focus group: Following the basic steps outlined above, it is the role of

the facilitator to keep the discussion flowing, to probe deeper, move to the next

question, ensure equal participation, and manage the time.

6. Collect data: It is helpful, not only to have a note taker, but maybe also a tape

recorder that will help in the later report preparation stage to fill in the blanks where

the note taker was able to get a basic sketch on the discussion.

7. Analyze the focus group data: Analyzing the results is the most difficult aspect of

the focus groups, it is especially hard to stay objective when evaluating the results of


a focus group. You may want to get somebody else engaged to do the analysis for

you. If you were able to tape the session, then first of all you transcribe the session

and highlight those parts that correspond with the discussion guide questions. When

analyzing the focus group results, you should consider the following points:

Words: Weigh the meaning of words participants used. Can a variety of

words and phrases categorize similar responses?

Framework: Consider the circumstances in which a comment was made

(context of previous discussions, tone and intensity of the comment)

Internal agreement: Figure out whether shifts in opinion during the

discussion were caused by group pressure.

Precision of responses: Decide which responses were based on personal

experience and give them greater weight than those based on vague

impersonal impressions.

The big picture: Pinpoint major ideas. Allocate time to step back and

reflect on major findings.

Purpose of the report: Consider the objectives of the assessment and the

information needed for decision-making. The type and scope guide the

analytical process.

8. Write a report on your focus group: Prepare a report addressing both, the setting of

the focus group (participants, time, date, and context) and your analysis, including

trends, patterns, or findings. You should also include selected comments in this

report.

Story: When visiting on of the District Education Offices, the DBE ICT team inquired about

the information and communication activities between the District Education Office, their

Kecamatan and the schools in their district. From one of the officers we learned that only

30% of the communication from the DEO to the schools really arrive there, despite a set of

diverse communication channels. The DBE team would not know about the actual percentage

and has no easy way to find this out, therefore it is important to identify this statement as a

powerful focus group comment rather than an established fact.

1.3.4 Surveys

A survey is a great tool to gather a relatively small amount of information from a larger group

of people in a standardized and efficient manner. Surveys are usually done by using a

questionnaire. Same as with interviews and focus groups it is absolutely critical to be diligent

in preparing your questionnaire to make sure you will end up with the information that you

really need to make good decisions about the design and implementation of your ICT

initiative. The quality of the responses will depend highly on the clarity of the questions.

There are two main types of questions to be applied in a questionnaire: Open-ended questions,

and closed-ended questions. Open-ended questions usually leave some space for respondents

to write in their own words how they feel about the topic in the question. Closed-ended

questions already provide a set of answers for the respondents. This could be tick boxes or

scales.

Examples of closed-ended questions are:

i) Have you ever been to the district library?


ii) What services of the district library do you use most often? (choose up to 3)

at are there as well

iii) Do you think Internet access would improve the education situation in your community?

Designing a good survey is a very challenging task, and often takes experts to do. However,

the following does and don’ts may help you design a survey appropriate for your purposes.

Don’t:

Don’t ask respondents about information that is not directly related to them

Don’t’ ask “What if” questions

Don’t ask respondents questions that require them to come up with solutions to

complex problems.

Don’t word your questions too complex or use words that only few people

understand

Don’t overload your survey with too many questions – consider the time

investment of your respondents

Don’t ask two question in one

Avoid starting questions with words such as: how, when, where, why, to what

extend. They don’t lead to adequate answers

Do:

Keep it simple

Keep the survey focused on the information that is really critical

Test your survey with some colleagues or friends to find out if your questions

(and instructions!) are clear and easy to understand

Start your survey with a short introduction stating your name, the purpose of this

survey, the deadline and place/person for returning it to and provide clear overall

instructions including the time it should take to fill out the survey

Think carefully about asking for people to add their name to the survey or keep it

anonymous to maybe elicit more honest response

Thank respondents for their time and effort with a nice sentence at the end of the

survey

Finally, analyze your survey, once the deadline has come and provide some descriptive

statistics about how many people responded, what were patterns in their responses, highlight

some relevant comments provided and summarize all in a survey report.

Strongly Agree

Strongly Disagree


1.4 How to finalize my needs assessment? A needs assessment is finalized once you have completed the reports for each of your

different data collection methods and summarized their key outcomes in a final report.

For the purposes of the DBE ICT Grants Proposal, you need to add this report to your grants

application.

Note: When evaluating the applications, we not only want to see the final report with some

general statements, but we want to know how you found out about this. You need to add a

short descriptive paragraph that outlines what methods of data collection you have used, how

many interviews and focus group and surveys you have carried through and with whom. We

would also like to see samples of your interview or focus group guides and the questionnaires

you used in your assessment. You may not choose to conduct a survey. That is fine, but make

sure you use at least 2 of the 4 data collection methods for your needs assessment.

In addition to adding your report to the overall grants application, key results from your needs

assessment need to be quoted in your grants application, because the outcome of your needs

assessment provides the rationale for your proposed framework for the ICT initiative.

Note: A needs assessment is not only a great tool to find out how to design and start up with

your hotspot. Throughout the life of your project it is critical to apply the methods of a

continuous needs assessment as part of your monitoring and evaluation responsibility for the

grant. This will help to make sure you are on the right track, to find out if education

stakeholders or clients are happy with your services and to understand if there are other needs

or new ideas in the community that you may be able to respond to.


Business Plan

his section summarizes the key issues on developing a business plan. A business plan

addresses two important steps in the overall project design approach for your DBE

ICT grant initiative, that is “Develop a framework”, and “Create a strategy”. In this

section you will learn more about what a business plan is and how you can go about

writing one for inclusion with your DBE grant application. A big part of the business plan

elements as described below will go into your Program Description section of the grant

application.


2.1 Why do I need a Business Plan? A business plan is a critical tool to ensure the sustainability of your ICT initiative. Initiatives

featuring Internet access, e.g. courses on information research on the Internet, support on

accessing distance learning materials, and other resource-intense projects, have to include

sound planning around the economic capacity of the initiative to survive through time.

Highlighting the need for institutionally supported, scaleable and financially sound ICT

initiatives, a business plan is a required element of the DBE grants application. This is

especially critical if you plan to apply for a tier 2 grant and for higher amounts of funding

from DBE.

When thinking about sustainability, there are many issues that come to mind. It is important

therefore, to organize your ideas in a framework and to create a strategy or plan. A business

plan really is a tool to assist you in this task.

Section

2

T

Step 1:

Analyze the

situation

Step 2:

Develop a

framework

Step 3:

Create a

strategy

Step 4:

Develop a

M&E Plan

Note: There is no single path to achieve financial sustainability. There is no magic

formula. Creativity is a very important element when trying to find ways to make your

ICT initiative work in a specific community. However, as you may have discovered in

Section 1, there is an essential point that you will need to consider when you start thinking

about the financial sustainability of your own project: The first step is to understand the

information and communication needs of the community. This is crucial because your

success will depend on the relevance of the services you plan to provide to the

community. Only then can you start organizing your business plan


2.2 What is a Business Plan? You need to draw up a list of objectives and develop a strategy for your ICT initiative. This is

usually done by producing a business plan, which will contain all the information needed to

start your project. It will describe in detail the aims of the initiative, its long-term viability,

start-up requirements and the process for implementing the initiative.

The business plan is also vital in raising the funds and obtaining other kinds of support

needed to start the operation. It is a living document that changes over time. It should be

regularly reviewed (e.g. by the Steering Committee) at a regular basis to accommodate new

developments and new ideas.

A Business Plan has on-going value:

It is a guide to setting up and running your initiative

It explains to partners and other potential funders why the initiative needs their help.

It is used to raise funds for the initiative

It acts as background material for staff and volunteers

It sets the initiative’s on-going operational budget

A business plan describes many things about the initiative. It is a detailed statement of the

objectives of your ICT grant project and the strategies for achieving the objectives, and it

explains how progress will be assessed.

While you are thinking about what to include in the Business Plan, spend some time thinking

about every possible question that somebody who might fund this initiative will ask. In our

case, the DBE project will need to know that it is making a good investment. Therefore, we

will ask questions like these, when evaluating your proposal:

What services will, e.g. the library Internet access point (in DBE we call those

“Education Hotspots”), offer?

How will the services be provided?

Who will be in the education hotspot’s user groups?

How will the library’s services be marketed?

What does the initiative’s budget look like?

Can the education hotspot be financially sustainable?

Some people have a very good vision for their initiative, but they have difficulty

communicating it to influential people in the community. You will not be able to raise start-

up capital unless you can convey your vision clearly and logically. Other funding bodies will

also impressed by a coherent and concise proposal.

Note: Remember that creating a business plan is the first step towards achieving

sustainability because the plan contains the main ideas that guide the activities needed to

make your ICT initiative work. Your plan is a detailed description of how you are going to

do your project. Your plan is similar to an agenda, an organizational instrument. In other

words, if you imagine that implementing your ICT initiative is like starting a journey, the

business plan is like a map of your itinerary, the instrument that will help you set a

direction. Without a clear plan, without a map, you cannot start your journey.

Note: This is exactly the reason why the DBE project provides you with these guides. –

Use them well!


Establishing the objectives of your initiative A critical first step is to establish the objectives of your ICT initiative – this is step 2 in your

project design. As an example, most education hotspots, or community Internet access points

are established with the main objective of providing members of a community with access to

computer and telecommunications technology. We have seen, however, that such a

community access point cannot be viable unless it refines this broad objective to suit the

needs of specific community groups. This practical research is essential, as you learned in the

section on needs assessment. Information collected from initial research is vital in guiding the

formulation of an initiative’s objectives.

The objectives of your initiative, especially when applying for a Tier 2 grant and

implementing a long term project, will also expand or shift over time.

Initially, objectives will be determined by the answers to questions such as:

What are the needs of the community?

Approximately how many people are going to use the service?

Who are the key target groups?

What services will be offered?

What networks or partnerships with other organizations exist or can be developed?

How much money is available for running the initiative?

How many paid staff will be needed?

How will staff be recruited?

How many volunteers can be relied upon?

It will not be possible to make a precise list of objectives without knowing the answers to

these questions. A clear set of objectives is essential to convince clients, potential partners,

community leaders, and, potentially, other funding agencies that your initiative will be a

beneficial community investment. A good business plan hinges on a very clear set of

objectives.

2.3 How do I structure a Business Plan? It is best to have a very clear, logical framework for a business plan. Not all business plans

follow the same outline, but they all contain certain elements. The examples used in this

chapter are more focused on ICT Access grants, where a district public library may choose to

establish an education hotspot, and offering educational services, such as courses on Internet

research and communication, computer application courses or even access to selected distance

education materials for community centers. However, all of the elements of a business plan

described in this section also apply to the ICT Innovation EMG grants, you will just have to

adapt them accordingly.

The following chapters outline key elements of a good business plan:

2.3.1 Program focus of your ICT initiative

How was this program focus determined? Here you will need to explain how you assessed the

needs of your office, the library or your wider community. You will need to ensure the reader

of your business plan, the DBE ICT grants evaluation committee, that a thorough audit of the

Note: This section is to be understood as a guidance for applicants. A good business plan

contains most of the elements described in this chapter, but maybe in more or less detail.


community was conducted. You will need to provide reliable information, including statistics

about the community, which you have collected during your needs assessment.

This section in the business plan should:

Define the community to be served (for example: general members of the

community, students, teachers and small business people.).

Describe the steps you or your Steering Committee has taken to identify

community needs (obtaining demographic information; conducting focus

groups; interviews with members of the community; developing partnerships

with other organizations in the community, etc.).

Give a clear summary of the findings of the research.

2.3.2 Description of the services and programs of your ICT initiative

This section will answer the question: How will the ICT initiative meet community needs? If

this question is answered well, it will give an idea of:

The different alternatives that the initiative has considered.

How other community resources have been taken into consideration.

Why the chosen services meet the needs of the community.

For special programs, this section of the plan should also give the following details:

The name of the program (for example, Job Preparation Program or

Teachers’ Program).

A detailed description of the program (what it will involve; what the

participants will do; what the program will achieve).

The hours when the program will be offered (for example, the Teachers’

Program might be an afternoon or an evening program).

The paid and volunteer staff who will supervise the program (for example,

the Job Preparation Program might be offered by a retired volunteer

personnel manager from the community).

The anticipated outcomes of the program (for example, the Job Preparation

Program will aim to equip unemployed members of the community to find

jobs).

2.3.3 Community partners

This section will give information about what you have done to develop partnerships with

other organizations and groupings in the community. The following questions should be

answered:

How were community partners identified?

What partnerships have been developed?

How will the partner benefit from the ICT initiative?

Note: The DBE ICT Grants program is focusing on exactly these kind of programs, not on

Internet connectivity. The grant will only fund 50% of hardware and related materials, but

up to 40% on setting up programs such as those mentioned above and in the illustrative

activities from the Request for Applications.


How will the ICT initiative benefit from the partner?

How will the partnership be sustained?

There are partnerships with organizations. For example, the library might have a partnership

with the local housing forum or the Adult Basic Education program. As the DBE ICT Grants

Request for Applications (RFA) outlines, an ICT Access Grant proposal has to include the

district public library as one of the partners.

Here are some examples of other partnerships that are essential for an education hotspot’s

ability to become self-sustainable:

A partner may offer and old fax machine, copy machine, or old PCs to the

education hotspot or DEO, or second-hand hardware at low cost.

A partner may offer software, furniture or renovations at low cost or no cost.

Partners are the skilled people on the Steering Committee, if you have one, or in

your community who contribute their expertise to the ICT initiative at no charge

because of their commitment.

A partner may be a local shop that offers special discounts to those who

volunteer for the ICT initiative or education hotspot.

A university or teacher training institute, or SMK-ICT, may be a partner that

can provide locally relevant information for a web site on education, or can

provide students to help in research or in tutoring

A partner may be a local Warnet, providing expertise on computer hardware

maintenance in return for sharing Internet bandwidth.

Can you name other kinds of partnerships that would benefit your initiative or its clients?

Your description of these partnerships should be very clear and concise and give exact details

of the exchange. Remember other organizations have to pay for some of the services that you

ICT initiative will receive free of charge from partners. These services have a material value,

and this must be taken into account when you draw up your budget. The free services you

receive from community partners constitute money you have already raised for your initiative.

We will be very interested in this information, and would like to see it in your application’s

program description.

Public Private Alliances A very powerful community partner can be the private sector. A public-private alliance (PPA)

is a partnership between organizations, the District Education or District Public Library, and

the private sector partner(s) working together to jointly define and solve development

problems. The purpose of a PPA is to deliver greater development impact through the

combined strengths of multiple stakeholders.

PPAs are usually developed when organizations, the DEO or DPL and the private sector

recognize that their interests and objectives overlap. Alliances are then a mechanism to

leverage additional resources in support of its strategic objectives (see also cost sharing

below). Alliances also allow private sector partners to enlist DEO or DPL’s development

expertise in support of their direct and indirect business interests.

Note: Remember that there are many different kinds of partnerships and many different

kinds of benefits. Never underestimate the value of in-kind contributions (such as free

space, resources, equipment, volunteer time, phone line, radio frequency, etc.). All

partnerships should be described in this section of your business plan.


The chapters below are meant to guide you in seeking, creating and managing PPAs.

Why private sector would be interested in forming an alliance.

Raise/Increase image/reputation as a good company.

Raise/Increase visibility of the company in a particular region/location.

Raise/Increase brand awareness of company products or services.

Open/Expand presence in local market.

Establish/Improve relationship with government officials.

Increase employee motivation.

Business is succeeded when society benefits from their success.

Business as end user of education has it in their own interest to support

education so they have access to better manpower.

Working Definition of “Leverage” You are strongly advised to leverage a contribution of private sector resources.

Contribution = The value of resources raised should be equal to or more than

the program activity resources invested. To meet DBE requirements, targetted

at 15% resources leveraged must be from private sources.

Private sector resources = Any cash and in-kind resources from the business

sector, foundations, non-profit organizations, universities, other types of

associations and other bilateral and multi-lateral donors.

The following methods will be utilized to determine the value of leveraged resources:

The full value of a cash grant to applicant, as substantiated by the grant

agreement or MOU;

The market value of donated equipment, as substantiated by price quotations;

The market cost minus the actual purchase price (i.e., for equipment purchased

“at cost”);

The value of donated time, as substantiated by the consultant’s current salary;

Other resources, as determined in consultation with DBE as circumstances

require.

Due Diligence The due diligence process is a task that has the potential to consume a great deal of time but is

an essential part of the alliance building process. The challenge is to identify the appropriate

level of due diligence required based on a set of established and agreed to criteria.

It is envisaged that the due diligence process will be used for three general types of potential

partners in the grants program; (1) International or Multinational Corporations, (2) large,

medium and small Indonesia enterprises, and both (3) International and local Non-

Governmental Organizations

Your ability to conduct due diligence is based on a number of factors such as the type/kind

and size of the potential partner and your ability to gather and document information gained

directly from the prospective partners as well as public sources of information such as

newspapers, trade journals and the Internet.

The goal of the due diligence process is to reduce the risk that an Alliance reflects poorly on

USAID or DBE or other Alliance partners. The due diligence process reviews an enterprise

with a focus on its core activities and investigates a prospective partners with regard to

environmental accountability, social responsibility and human rights standards and protocols.

The due diligence process will look at a prospective partners past performance, public image,


reputation, and future plans. In the end, the due diligence process will result in a

determination if the prospective partner will fit with the overall program goals and objectives.

For international/multinational as well as large Indonesian enterprises that are publicly owned

it is anticipated that most will have some degree of transparency and access to information

required to carry out the due diligence process. For those large enterprises that do not have

information available publicly, they will be treated much the same as a privately held entity.

Privately held entities whether large, medium or small will provide additional challenges in

carrying out due diligence due to the lack of public reporting requirements imposed on such

entities. Privately held entities will be required to complete an affidavit attesting to the fact

that they will uphold the standards and integrity expected of alliance partners under the

program. The affidavit will cover all the key areas of due diligence. Additionally, you will

gather and document information at the local level through interviews with a range of

appropriate government officials, NGOs and civil society members as a means of verifying

the contents of the affidavit. For non-governmental organizations the same degree of due

diligence will apply and will address both the international and local perspectives.

Due Diligence Approach The DBE program recommends the implementation of a staged/tiered approach to conducting

due diligence. A staged approach would consist of a series of activities that would be carried

out in accordance with the anticipated level of engagement/contact with a prospective alliance

partner(s). A staged approach will also help to ensure that the amount of time allocated to due

diligence will be utilized effectively in that any prospective alliance partner that does not

“qualify” as an Alliance partner will be eliminated at the earliest stage possible thus

minimizing time and resource allocation.

The first step in the engagement/contact process will be focused on outreach activities to

assess a prospective partner’s level of interest and compatibility with your program goals and

objectives.

During this initial step it is suggested that a minimum of due diligence be carried out through

research of public information. The purpose of this due diligence would be to assess “initial”

suitability of an entity based on intelligence gathering efforts using newspapers, the Internet,

corporate social responsibility rankings, publications/web-sites of NGOs focusing on specific

industries or social concerns.

The second stage of the due diligence process is implemented at a point where discussions

with the prospective partner(s) have resulted the identification of a common interest in

forming an alliance to achieve a development goal. At this point, in accordance with the

established due diligence policy, you will need to focus on the essential areas of due diligence

investigation; corporate image, social responsibility, environmental accountability and

financial soundness.

Once completed, the due diligence form will serve as the core documentation and proof that

adequate measures have been taken to recommend or not recommend a prospective partner.

A summary of these will be used for the development of an MOU between the alliance

partners.

Note: Attach the “Due Diligence Form” (to be found as an annex to this guide) and the

concept paper as outlined below, together with the required Letters of Commitment from

each partner to your application.


Documentation All due diligence efforts conducted be documented in writing / hard copy, and kept in a file

that is accessible to DBE.

Concept Paper After finishing the due diligent process, you should develop a concept paper explaining the

proposed partnership.

A concept paper must be made by completing the items below, including the attachments

where requested.

The concept paper should include include:

Cover Page Introduction 1. Name and address of organization;

2. Type of organization (e.g. for-profit, non-profit, university, etc.);

3. Contact point (lead contact name; relevant telephone, fax and email information).

Technical Information 1. Concise title and objective of proposed activity;

2. Discussion of the objectives, the method of approach, the amount of effort to be

employed, the anticipated results, and how the work will help accomplish

specific strategic results within the District Education Office and District Public

Library’s timeframe; and

3. Type of support the requests (e.g. funds, facilities, equipment materials,

personnel resources, etc).

Supporting Information 1. Proposed estimated cost;

2. Brief cost breakdown (e.g. salaries, travel, etc);

3. Proposed amount of the private sector’s financial as well as in-kind participation;

4. Proposed duration of the activity.

2.3.4 User/client projections

In this section of the plan you will need to consider the following questions:

How many people will use each of the ICT initiative’s different services and

programs?

How will this number increase as the ICT initiative becomes better known?

What will a weekly or monthly schedule for the ICT initiative look like?

How will the schedule change at different times of the year? For example,

during school holidays, there may be more school students attending programs.

This section of your business plan will require a substantial amount of estimating with little

data available. When an ICT initiative starts out, it is difficult to predict to what extent the

number of users or clients will increase. After the initiative has been operating for a while,

there will be a much clearer picture of user/client patterns and numbers. At the beginning, you

will need to rely on the results of the pilot program, if there has been one, predictions from

other community organizations that have been consulted, your needs assessment, and the

impressions of Steering Committee members who are involved with different sectors in the

community, or experience from other communities.


It is worth describing, where possible, how you estimated your projections. For example, you

might say something like this:

In this section, you should also include an example of the proposed schedule for use of the

rooms, fax machine, copy machine, phone and PCs, or whatever service your ICT initiative

offers. It is best to keep a consistent schedule from day to day for special programs so that the

public can more easily remember when these programs are held.

2.3.5 User/client fees

Some ICT grant applications may be for establishing an community access point or education

hotspot in, e.g. a district public library. There are also other ICT initiatives that share financial

responsibility with users or clients. In this section of your business plan, you will give an idea

of the money that will be charged for different services.

Apart from the fees for fax and telephone, Internet access (for example, per half-hour),

photocopying, transcribing, etc., you will have different costs for different user groups. These

costs will also be influenced by existing partnerships. For example, if an educational NGO

provides training programs free of charge, you might not charge some of the staff members

from that NGO, provided that they use the education hotspot at agreed upon times.

You might have separate membership fees for students and adults, or for women’s groups,

teachers and business people. In each case, these costs need to be carefully worked out. If

your ICT initiative can or must generate income, it must not be out of reach of the people in

the community. Its future may depend on being accessible to the whole community.

Refer to 2.5 below, Pricing your services.

2.3.6 Operations

This section outlines the details of the ICT initiative’s plan for getting started and maintaining

itself. The following questions should be considered:

Who will govern the ICT initiative? Who are the members of management

committee? What are their major responsibilities?

Who will be in charge of the day-to-day operations of the initiative? Who will

this person be accountable to?

Note: Inclusiveness is a major evaluation element for the DBE grants, appropriate

pricing structure, acknowledging disadvantaged community members may give your

application the competitive edge to be funded.

A meeting was held with the Women’s Group, which meets at the local community

centre. Ten women attended the meeting. All of these women expressed an interest in

attending a computer literacy program. These ten women are connected to a number of

other organizations in the community ranging from the local funeral society, a sewing

group, a women’s co-operative, the mothers’ union and an adult literacy class. There are

approximately three hundred other women who will hear about the education hotspot

from the ten women in this group. If one third of those women decide to visit the

education hotspot, this represents another one hundred users. We predict that of these one

hundred, at least 30 will register for classes in computer literacy in the first month.


What other staff members will be needed? What will they do? Who will they

be accountable to?

How will the initiative’s “performance” be reviewed? How will volunteers and

staff be rewarded for their commitment and hard work?

2.3.7 Timeline

This section looks at the different steps in the process of setting up your initiative and who is

responsible for ensuring that these steps take place. It takes time to set up a multi-purpose

education hotspot or to implement an call-in radio talk show on education issues, because

there are so many factors involved, such as staff, computers/radio equipment, participants,

space, and available funds. Most people involved with the initiative will have full-time jobs,

and the voluntary time they can give to setting up the ICT initiative will be limited.

The below is an example of a timeline. The example here refers to the establishment of an

education hotspot in a district public library, process and tasks may be very different from

initiative to initiative, however.

Possible timeline

Months 1 – 4

Form a Steering Committee

Conduct the first meeting of the steering committee.

Conduct a community audit.

Hold a community meeting.

Conduct the second meeting of the Steering Committee (with new

community representatives).

Gather in-depth information about the target group’s needs and assets.

This is your needs assessment!

Hold the third meeting of the Steering Committee to discuss the

information collected.

Decide on the governance structure for the ICT initiative and institute

the legal arrangements.

Design a fund-raising plan.

Months 5-8

Hold Steering Committee meetings once a month

Determine the program focus of the ICT initiative (to reflect the needs

and interests of the community).

Identify equipment needs.

Build partnerships with local institutions/organizations

Develop a business plan.

Begin with fundraising.

Develop a strategy for on-going operations and begin a pilot program.

Months 9-12

Advertise and market the ICT initiative

Hire a coordinator for the initiative, if needed.

Identify software programs to meet the program needs of the

community.

Acquire computers and software.

Prepare the premises and begin to set up the ICT initiative.

Recruit volunteers to assist with staffing.

Launch the initiative.


In each case, the step to be taken should be described in more detail than is given in the

sample timeline. It should describe the task in more detail. Give the deadline for the task; and

give details of which staff members or Steering Committee members will be responsible for

ensuring that the task is completed in time.

2.3.8 Start-up needs

Here, you will need to convince whoever reads the business plan that you have thought about

absolutely everything that the ICT initiative needs before it can begin to operate. This

includes all items, services and expenses that need to be acquired and paid for before the

initiative is launched, including costs relating to the library premises, staff, equipment,

supplies, salaries, software, hardware, cleaning materials, stationery, etc.

2.3.9 Ongoing needs

Again, this list must be very comprehensive. Here is a summary of what you need, but you

will have to give details for each section:

Premises (rent, utilities, security, insurance, maintenance, rubbish removal,

etc.).

Staff (including salaries, benefits and incentives for volunteers).

Marketing and promotion.

Equipment and furniture (including replacement and repair costs).

Software (including purchases, upgrading and replacements).

Computer, fax, copy machine, etc, and office supplies.

Phone, fax, on-line services and Internet accounts

Publications and reference materials.

Budget for special events (such as the launch of the initiative or an open day

where refreshments are provided).

2.3.10 Marketing the ICT initiative

How will you inform the community of the services or new initiative that you plan to offer?

You should be prepared to answer questions such as

What media will be used?

What promotional materials do you plan to produce?

What meetings are you planning for special presentations?

How will community partners assist with promoting the initiative?

How will you market the initiative to people who cannot read or write, or to disabled

people?

In this section, you should include a description of the process you went through to develop

your marketing plan.

Here is an example from a district public library:

We intend to communicate with local government representatives. We plan to set up

personal meetings with key local government officials. We have already met with people in

the Ministry of Education. We have received permission to set up a stall at the district

education day, to be held on 5 June at the community centre where we will distribute

pamphlets about the ICT initiative, our education hotspot. We will also encourage local

government representatives to make use of the hotspot to distribute important government

information. We plan to have a PC available so that we can demonstrate the value of having

a specific web site for various government departments. We will offer to assist government

departments with setting up their own personalized web sites.


2.3.11 Evaluation of the ICT initiative

It is necessary to make an evaluation plan that will help tell if the initiative is meeting its

objectives. The evaluation methods you choose must be explained in detail and could include

the following:

Sign-in/sign-out procedures that give an accurate record of who uses the

education hotspot and for how long.

Teacher/instructor logs that include plans for classes as well as follow-up notes.

Volunteer logs to record tasks undertaken by volunteers, difficulties

encountered and suggestions for improvements.

A comments box where users may place their comments, suggestions and

criticisms.

Plans for regular meetings with representatives of key user groups, volunteers

and staff in which people can express their needs and concerns.

Appointing a representative of a key user group to the Steering Committee so

that he or she can give feed-back regarding concerns directly to the highest

decision-making structure.

You can refer to section 3 on monitoring and evaluation for more information on how to

design your evaluation plan.

2.3.12 Possible problems and solutions

You need to be clear about your concerns and reservations about your ICT initiative. It is

always better to be transparent about these matters so that DBE ICT Grants team will know

that you are aware that problems could arise and that you have prepared contingency plans to

deal with them. Here is a list of potential problems:

Hardware breakdown or malfunction. Unreliable technical assistance.

Not enough participants/customers, or too many.

The schedule is not appropriate to meet the needs of key user groups.

There is local opposition to the ICT initiative.

Anticipated funds may be delayed or may not be forthcoming at all.

Volunteers prove to be unreliable.

The education hotspot premises (in the library) may be too small, or too hot.

There may not be sufficient staff to sustain all the programs.

Library staff may not be skilled in dealing with customers.

Telecommunications connections are unreliable.

Students may refuse to obey the rules.

2.3.13 Budget and financial planning

In this section, you will have to show that the ICT initiative is able to raise sufficient funds to

start its operations and to keep running. You will need to present a summary of projected

start-up expenses and costs and a cash flow worksheet describing ongoing expenses and

revenue for the first months of the initiative’s life. This may require the assistance of an

accountant. Perhaps there is an accountant on the Steering Committee or in your office who

would be willing to volunteer his or her services, or who can get appointed to spend some

working hours to support your initiative. If not, it is best to seek professional help from a

reliable accounting firm in the community. The expense of these services should be included

in the start-up costs.


The financial breakdown should be accompanied by a written description of the budgeting

process. It should also describe any initiatives taken to identify sources of support. If the cash

flow statement indicates negative cash flow in some areas, you will need to give concrete

suggestions on how you intend to address this problem.

In speaking about cash flow, it is important to note, that creativity and initiative are vital to

the survival of an ICT initiative.

2.4 Budgeting If you work through the above sections, you should be able to make up a list of all the costs

and income sources so that a budget can be developed. There are two parts to the budget:

A start-up budget gives details of the one-time costs of setting up your ICT

initiative.

An operating budget gives details of the on-going costs of running the

service.

Start-up Expenses include the cost of getting everything ready before you actually launch

the ICT initiative or open your education hotspot. There are two kinds of start-up expenses:

Capital expenses and one-time expenses such as renovations to the premises,

purchase of equipment, furniture and furnishings and deposits to suppliers of

electricity, telephone connections, etc.

Expenses that will continue once the initiative is operational such as salaries,

rental, equipment maintenance and replacement, insurance, software and computer

supplies, marketing costs, telecommunications costs, educational materials,

stationery and cleaning materials.

The best way to approach a budget is to set up a spreadsheet or a page with columns drawn on

it, and methodically work through each category of expenditure. For each category, there

should be one column for start-up costs and another column for on-going monthly costs over

a period of one year. The totals can be added up when you have completed your list. Here is a

list of costs you will need to consider:

Staff There will be various sub-categories under this section since you will need to calculate a

monthly salary for employees such as the coordinator and receptionist as well as for those

who will be paid an hourly or daily rate.

Staff benefits This will include the cost of medical benefits, retirement or investment opportunities, training

courses, or other advantages if offered.

Professional fees These costs include charges for lawyers, accountants, technicians, etc. It is likely that legal

costs will be higher during the start-up phase. An accountant’s fees, however, will probably

be ongoing.

Site costs These include costs of:

Renovations (listed with start-up costs).

Utilities (i.e., water and electricity, garbage collection). If you are unsure

about these costs, make an estimate based on those of an organisation of


similar size. It is best to overestimate these costs at first rather than

underestimate them.

Maintenance. This will include cleaning materials and cleaning equipment

such as a broom, a mop, a bucket; toilet paper and soap. Once again, if you are

unsure, ask another organisation in similar-sized premises how much they pay.

Rental (for example renting a local media outlet’s radio studio)

Security and insurance If the education hotspot is being used before it opens to the public, these costs must be

included in the list of start-up costs.

Hardware and software Include the cost of maintaining and replacing hardware as well as the cost of building on

existing hardware and purchasing new equipment. Maintenance costs should include the cost

of any maintenance contracts on fax, copy machine, TV, VCR, audiocassettes, radio, video

cameras, computers, printers, or other peripheral equipment and an estimate of what repairs

will cost. This estimate should increase as the hardware gets older.

Start-up costs of software will probably be higher than the on-going monthly amounts. For

example, an education hotspot might plan to purchase 80 software packages by the end of the

first year, but it will start out with 40.

Office expenses These costs will include stationery, envelopes, labels, fax paper rolls and other stationery, as

well as items such as signs for the door of the library. It is important to allow some costs for

miscellaneous supplies because it is always difficult to accurately predict all the hidden costs

in this category.

Communications This should include monthly on-line service charges for the Internet as well as the telephone

bill (which includes fax charges). If a pay phone is installed in the education hotspot, you will

need to include the monthly charge for it in this section of the budget.

Marketing and public relations For this section of the budget, you will need to assess the costs of placing advertisements in

local newspapers or on radio and television, posters, pamphlets and brochures. Since the most

intensive marketing will happen before an initiative is launched, a large percentage of these

costs will be listed under start-up costs.

Meetings and entertainment costs Include the costs of providing refreshments for Steering Committee meetings and other

meetings. Expenses for events such as open days should also be considered.

Educational materials Include the cost of reference books, magazines, newspapers and technology journals, etc.

Miscellaneous costs Under this section of the budget, you will need to consider costs such as banking fees and

licensing fees.

Income projection On a separate sheet, list all the income you expect to earn for the service you will offer. You

may consider the income an education hotspot will receive from:


User/client fees

The business community

Government subsidies and contracts for services

Grants from other local organisations or funding agencies

Special fundraising events

Others

2.5 Pricing your services If the ICT initiative you propose will require user fees or service charges to sustain, such as an

education hotspot does, then you have to carefully and individually cost and price your

services. It is important to check what other, similar initiatives (such as a local warnet), are

charging for services and to carefully calculate what resources you need for each task,

including the amount of staff time. Ideally, the prices charged for the goods and services

should be affordable for small community groups and large community education projects;

large businesses and small entrepreneurs; and government departments and state institutions

while, at the same time, the initiative realises a profit.

Take into account that costs, as mentioned in the previous paragraph, should include all types

of costs involved in providing the service. You should include all current costs of the

initiative, maintenance costs, supplies, salaries (include yours). Add 20% to the final cost as a

reference and observe how users react to these prices. See the example in the box below.

Example: Providing printing services (prices in fictitious currency units)*

Fixed costs: price of the printer divided by number of copies in lifetime 0.02

Operational costs: maintenance cost per copy 0.01

Salaries: daily salary attributable per customer 0.1

Supplies: incidence of utilities in the service 0.01

Total cost 0.14

+ Margin: 20% over total cost 0.028

Total cost 0.168

Charge to customer 0.20

*Note this is a hypothetical example; you should calculate a breakdown for each service you

provide − using costs plus a margin.

Note: You may be in a situation where you are the only provider of such services in your

community, and, therefore, there will be no way to compare prices. A good solution would

be to establish the cost of each service for your center, and add a certain percentage to

generate the required income. Be aware that the percentage you add to your costs should

not produce a final price that members of your community cannot afford. Test the price

with relatives or friends or do a simple survey of different community groups before

making it public. Finally, be attentive to the response you receive from the community once

you start offering the service, and act accordingly.


2.5.1 Individual user fees

Additionally to the individual service pricing, you may decide to develop a list of fees for

users who do not use your service sporadically but every day or every week. Frequent and

regular users deserve a different charge because they form your clientele base.

For these special clients you may offer a periodical fee (weekly or monthly). This is not only

a reward to your regular clientele and a way to retain your best customers, but it can also be

an incentive to attract new users.

2.5.2 Collective user fees

Besides individuals and frequent users, you should also consider collective clients, who may

also deserve a different fee. Think in terms of groups of students, farming organizations, or

women’s self-help groups in your community. They, as groups, could be clients who visit the

education hotspot for a specific purpose. Charging each of the people individually in these

groups could be problematic and discourage future group visits. You might consider a family

as such a group and offer a family membership arrangement.

Think about the possibility of establishing a specific charge for each service used by a group

and special prices for frequent use of the education hotspot by certain groups. If your library

has the capacity, and you are interested in promoting full use of the education hotspot, you

can create a range of discounts depending on group size.

2.5.3 Corporate tariff

A different way of looking at collective users is focusing on organizations that are interested

in the services you offer, rather than the specific persons who actually come to the education

hotspot. It may be that a certain local business or other collective organization is interested in

using the services of the initiative or education hotspot. Start thinking about establishing a

corporate fee for those organizations. Here it is important that you understand the interest this

organization has in the initiative. Certainly, the corporate charge should not be the same for a

non-profit organization than for a profit making one. Negotiate the best price you can get for

each corporate user.

2.5.4 Sponsorship

Another form of income can be obtained through sponsorship. An organization, such as an

agricultural cooperative, will pay to have particular information available in the library. This

may be in the form of a network web page, audiocassettes, or printed materials. The

information is usually made available free of charge. A typical example is a contract service

for a public agency such as the government health service.

2.5.5 Memberships

Members of the community may be approached to become “official” supporters by

contributing money for education hotspot membership even if they are not users. In some

countries, this kind of income supports also community radio stations, libraries and other

public benefit organizations. The education hotspot can develop some kind of visible symbol

that gives public recognition to the donors.

2.5.6 Services free of charge

Finally, you should always bear in mind that, besides being sustainable, depending on you

ICT initiative, your mission may be to serve everyone in the community with certain basic

services. Especially if you are a district public library or education office, inclusiveness is a

very critical issue, and one of the major evaluation criteria of the DBE ICT grants. It could be

that, in certain situations, people simply lack the funds to use a service they may need. Think

about an emergency such as a personal accident or any problem that could be solved through


the resources of the initiative by people who cannot pay, or who lack the funds at that

particular time.

Rely on your own judgment to decide what exceptions should be made so that they do not

adversely affect the rest of your business. Be aware that widespread awareness or wrong

impressions about the payment exceptions for services could turn against you and result in

people requesting free services every time. The way you handle this issue will be very

important.


Monitoring and Evaluation Plan

This section summarizes the key issues on designing and implementing a monitoring and

evaluation (M&E) plan. A M&E plan is a critical step in your project design and obligatory

when developing an application for the DBE ICT grants program.


3.1 What is Monitoring and Evaluation? Monitoring is an ongoing process that answers the question “How are we doing?” It tells us

whether we are achieving the objectives of the project and can help us to improve the design

or implementation of the project. Evaluation is generally done at a particular point in time –

perhaps in the middle or at the end of a project – and can be done with the assistance of an

external evaluator. It generally answers in greater depth the question, “What differences can

we see as a result of our efforts?” It addresses the overall “value” and long-term impact of the

project. M&E are tools – they are a means to an end and not ends in themselves.

The advantages of involving stakeholders in the various steps of the M&E process (planning,

data collection, analysis, and using the results) are:

providing more relevant and better quality information;

the results more likely to be used by stakeholders;

greater ownership of the project by stakeholders; and

participants develop M&E skills.

Not all stakeholders will necessarily be involved with the entire M&E process and various

stakeholders may be involved in different ways. It may be helpful to establish an M&E team

from among the stakeholders. Selection of team members may depend on their interests,

skills, and availability, and can include members of the initiative’s steering committee

mentioned previously. The M&E team plans and implements M&E activities.

One of the most important ways for the community to be involved in M&E is determining

appropriate indicators for measuring success. Indicators are markers that show progress and

help to measure change. They are tools that help to answer M&E questions. There are both

quantitative and qualitative indicators. Quantitative or numeric indicators show “how much”

or “how many”, while qualitative indicators show how or why people think, feel, or behave in

a particular way. For example, the users of the education hotspot may decide on indicators

that look at changes over time in:

Section

3

Step 1:

Analyze the

situation

Step 2:

Develop a

framework

Step 3:

Create a

strategy

Step 4:

Develop a

M&E Plan


the number of people using the education hotspot;

the willingness of the community to volunteer to run the education hotspot;

the willingness of the community to pay for services.

If one of the goals is to help increase literacy, then users of the district education

library/education hotspot may decide that an appropriate indicator is whether literacy among

users is increasing or not. These are, of course, just a few examples. Final selection should be

based on an indicator’s relevance to answering your M&E questions; its relevance to the ICT

initiative; and the amount of expertise and effort needed to collect data. Ideally, final

indicators should be relevant, specific, measurable, and observable. Before we go into the

practical tools for conducting an M&E exercise or a formal evaluation, let us review the core

concepts of Monitoring, Evaluation and Participation and their definitions and features:

Core Concept Definition/Features

Monitoring Knowing where we are

Observing change

Kilometer check

Regular ongoing assessment

Routine reflection

Feedback

Evaluation Reflection process to look back and foresee

Assessment of achievements/impacts over a longer period

Learning from experience

Valuing

Performance review

Participation (in M&E) Shared learning

Democratic process

Joint decision-making

Co-ownership

Mutual respect

Empowerment M. Estrella, Learning from Change, 2001

As we can see, monitoring and evaluation are necessary to assess the performance of a

hotspot or the impact of an ICT initiative, and to plan future activities and programs. The

success of an ICT initiative often depends on these "direction setting" activities. The more

participatory M&E activities are conducted, the more likely they will represent the real

situation and opinions of the initiative’s stakeholders.

3.2 How do I do participatory M&E?

3.2.1. Creating a M&E team

The monitoring and evaluation of the progress of an ICT initiative may be conducted by the

project manager alone. However, if time and resources permit, it is advisable to form a team.

This will allow for an enhanced learning progress and a more objective steering of the M&E

process. Since M&E is most successful if done in a co-operative way, it is advisable to form a

diverse team of stakeholders. A team could consist, for example, of a project manager, a

volunteer working with the initiative, and three community members who are also users of the

education hotspot or ICT initiative’s services.

The most important tasks for the M&E team are:

To develop the M&E plan


To facilitate stakeholder participation in the M&E process leading to focus

groups, train volunteers in data collection skills, etc.

To assure that the data collection is proceeding according to the M&E plan

To provide feedback to – and answer questions of – the stakeholders

To identify training, technical assistance and other resources that may be

needed

To make the M&E results available to – and to maintain a dialogue with – the

stakeholders.

3.2.2. Developing and implementing an M&E plan

The monitoring and evaluation of your ICT initiative must be adequately planned to be an

effective tool towards the sustainability of the project. The plan needs to identify what

information/data are needed and why, how the M&E data will be collected and by whom, as

well as to answer the question: how will the results will be used?

To help make these decisions and to ultimately develop a sound M&E plan, a useful tool is a

“Participatory Monitoring and Evaluation Planning Worksheet.” The project manager can use

this tool to work with stakeholders to identify and organize key issues related to M&E. There

are two ways of using the worksheet:

The project manager can complete the worksheet her/himself and then take it to

the M&E team and other stakeholders to refine and complete it.

Start working together with the M&E team and other stakeholders on a blank

worksheet.

The first alternative might be somewhat more time efficient; however, involving appropriate

stakeholders in M&E from the start provides excellent opportunities to bring stakeholders

together, initiate a discussion and complete the worksheet.

The following section will explain the steps for completing the worksheet and developing the

M&E plan. The information used in these steps will come from the findings of a previous

needs assessment.

The first step will be to revise the purpose, goals, and objectives of the ICT initiative that

have been determined based on the needs assessment, and re-stated in the business plan.

The statement of purpose describes broadly the desired impact the initiative

will have on the lives of the stakeholders. It should be as clear as possible.

The goals describe the results that come from achieving of the purpose of the

ICT initiative. The goals are long-term, challenging but realistic.

The objectives are defined for each goal and describe the major activities that

will be conducted related to the initiative and the changes in knowledge, skills,

and behavior that are expected to occur as a result of these activities within a

particular timeframe.

Note: This is another examples where you can see how tightly linked the needs

assessment is with the framework and strategy (business plan), and the monitoring and

evaluation plan of your initiative!


The following is an example of one of the many possible goals, its objectives and results for

an education hotspot.

Goal: Community members will be able to communicate more effectively

with people and organizations in other places.

Objective/Activity: Objective/Desired Result:

The education hotspot will conduct training

sessions on Tuesday and Thursday afternoons

on how to use word processing programs and

how to create and use an email account.

This will result in establishing contact with

other communities that have a similar

problem set, access to experts and

organizations

Identification of information needs The next step will be to determine what information the project manager and other involved

stakeholders need to monitor and ultimately to evaluate the progress in achieving the above

mentioned goals and objectives.

It will take some time and effort to generate good, useful M&E questions and meaningful

indicators, but these questions and indicators are essential for the success of the M&E

process. The questions/indicators should be:

Clear and precise

Necessary to make decisions on the project (avoid asking for information that is

not essential, but just “nice to have”)

Providing new information

Limited in number (it is better to ask key questions that will be answered well

than a lot of questions that will be answered poorly).

Measurable or observable.

Addressing the following questions (see box below) will ensure that the project manager and

the M&E team obtain the data they need and avoid unnecessary data collection and wasted

time.

What do we

want to find

out?

What are our M&E

questions regarding the

achievement of this

goal and/or objective?

Typically questions would relate to the

“process” of the implementation like:

What activities have been implemented?

Have they been implemented as planned?

If yes, how? If no, why?

Or questions monitoring the outcome or effects

of the activities like:

What are the outcomes or changes that

occur as a result of an activity?

Was this outcome desired?


What are our indicators

for determining how we

are doing in reaching

this goal?

Indicators can be quantitative (how much/how

many?) or qualitative (how and why?), direct

or indirect. Examples of indicators are:

Number of persons attending training

sessions

Their interpretation of the usefulness of the

training

Usage of education hotspot services

Appropriateness of the offered services

Working together with the users of the education hotspot or the clients of your ICT initiative

and community members on identifying questions and indicators will help the project

manager and the M&E team to come up with meaningful and relevant issues, since no one is

better able to determine positive and negative effects of an activity in a community than the

community itself.

To get the community’s input, you can conduct focus groups or individual interviews, which

have been explained in more detail in section 1 on needs assessment. "Brainstorming" during

a community meeting or a project workshop is also a very useful and effective exercise. You

could provide a list of indicators to stimulate thinking and identification of different

indicators. However, it is essential to first agree on and identify the goals and objectives that

will be measured by these indicators at the beginning of the interviews or brainstorming

sessions.

Once the data collection has started, it is essential that the selected M&E questions and

indicators be reviewed on a periodic basis. Some of the questions might not be as relevant as

initially thought; the answers may be to hard to obtain, or the stakeholders may come up with

better indicators. If this happens it is necessary to redefine the M&E plan.

Data Collection So once the questions and indicators for the data collection are determined, the data collection

methods, the timeframe and the persons collecting the data need to be chosen.

Choosing the data collection method greatly depends on the data needed, the data sources, the

M&E resources and the M&E participants.

The decision on who is going to collect the data is another critical aspect of an M&E plan.

The project manager will probably be the best person to conduct a baseline survey (unless

there are resources to hire a consultant). For all other methods, the selection of data collectors

may depend:

1. Who is most knowledgeable about the activity under investigation?

2. Who has the most interest in obtaining the data?

3. Who is most familiar with the data sources (stakeholders, users, etc.)?

4. Are the potential collectors likely to be objective?

5. Are the potential collectors trusted by the data sources?

We suggest that you develop profitable partnerships with nearby schools, colleges or

universities to use students in some of these data collection and processing activities. Students

in a variety of studies such as community development, extension, communication, sociology

and other disciplines might be good helpers, and, at the same time, gain valuable experience

for their school programs. They can be rewarded with, e.g. free use of education hotspot or

ICT initiative services, or arrangements might be made with school officials for these kinds of

activities to count toward the requirements in the students' academic courses.


All data collectors need to be clear about the goals, objectives and the activities of the

initiative. They also need to understand the underlying questions and indicators they are about

to investigate. And they need to be trained in the methods they are using for data collection.

Methods like focus groups, interviews and oral surveys probably need some practice before

starting the actual data collection.

Factors that need to be considered in deciding when to collect the data include:

1. The length of time it will take to collect the necessary data

2. Climate, seasons, and weather (harvest for example might be a very unsuitable

time to start data collection)

3. Time period during which the data collectors are available

4. Availability of the respondents

5. Finding the best suitable time in regard to other activities

Following are two charts summarizing some of the issues related to carrying out the data

collection.

How will we

find out?

What data collection

methods will we use? Among others, these are some of the data

collection methods suitable for the purpose of

an education hotspot:

Focus group discussions (see: section on

needs assessment)

Group or community meetings

Individual interviews

Surveys

Tests of knowledge and skills

Creative expressions like drama, role-

plays, songs and drawings

Who will collect the

data and when? The data collectors can be:

Project manager

M&E team

Community members

University students

Outside experts

Other stakeholders

Opportunities to collect data:

Training workshops

Community meetings

Depending on the indicator observed, it may

be useful to collect data:

On a daily basis

At the beginning of a new activity, or

In regular time periods such as every two

month or bi-yearly.


OVERVIEW OF SEVERAL DATA COLLECTION METHODS

Baseline data collection A study describing the situation at the beginning of the initiative (i.e. the baseline) is

important to compare objectives with actual outcomes. Baseline data can, for example,

provide information about IT usage of community members, the use of health or extension

consultation services, knowledge of IT applications, etc.

The collection of baseline data is not very complicated and is best done by applying

participatory tools like maps, activity schedules, and administration of basic questionnaires.

Creative expressions, such as drama, role-play, songs and drawings Creative expressions are often culturally appropriate ways to communicate stakeholders’

views and attitudes towards the ICT initiative and to illustrate its impact on the lives of

community members.

Focus group discussions See section on needs assessment.

Interviews See section on needs assessment

Site logs Site logs are a form of documentation that provides an opportunity for the project manager to

reflect on her/his work and to pass on relevant information to other people involved in the

ICT initiative. A site log should contain the following information:

A daily or weekly report of activities

A list of local contacts and resources

Copies of M&E reports

Specific information such as survey forms, etc.

Other relevant documents

A site log is not only relevant for continuous M&E efforts but also provides valuable

background information for new team members.

Surveys Surveys are commonly conducted by developing a questionnaire. The questionnaire makes a

systematic collection of people’s self-reported information possible. Survey questions are

either closed-ended questions, where the respondent has several answer options, or open-

ended questions where the respondents answer in their own words. Surveys can be conducted

by the project manager and/or the M&E team by interviewing respondents, or the respondents

can read and write the answers to the questionnaires themselves. Oral or written

questionnaires can be administered to participants in training programs, users/clients of the

ICT initiative’s services, and to other groups associated with the project. See the earlier

section in this guide related to needs assessment.

Tests or observations of knowledge and skills Tests for knowledge and skills can be used to assess what users/clients of the ICT initiative

may have learned from using the services and programs offered.


Using M&E results The purpose of a M& plan is to provide the stakeholders with a better understanding about the

progress of the initiative’s ability to meet the needs of the community, and the

appropriateness of the services offered, in order then to make informed decisions regarding

the future of the initiative. To guarantee the functionality of M&E it is also important to

determine how the data is going to be used and in what form.

Appropriate stakeholders will be more likely to invest in participating in the data collection if

they will be receiving and using the results. Sharing the results with the stakeholders further

helps to create a demand for the results and increases the likelihood that the data will be used

appropriately.

What will be

done with the

results?

Who will use the

findings of the data

collection, and how?

All stakeholders, especially the M&E

participants, should have access to the

results. However, the information should be

meaningful for them – in an appropriate,

clear and not too technical language.

The data should be used to:

Revise the grant project plan

Revise M&E plan

Compare objectives and outcomes

How will the

stakeholders be

informed about the

results?

Media through which stakeholders can be

informed about M&E results include:

Progress reports

Updated activities list

Drawings and photographs

This can be done at:

Community meetings

M&E workshops

Participatory planning meetings

The previous chapter aimed at giving an overview about the M&E process. The next short

chapter will add some more detailed comments on formal evaluation that may be conducted at

a particular point of time during your ICT initiative.

3.3. Formal Project Evaluations There will be times during which a formal evaluation of the ICT initiative is necessary and

appropriate. For example:

After a few months of running the ICT initiative (mid-project) with the goal of

verifying that the project is on track, and to make necessary adjustments

Any time if there are significant problems or when major circumstances have

changed, such as a change in the management or a lack of progress in reaching

certain objectives (not enough users, training participants, etc.)

At the end of a particular project such as a training course series, including an

examination of extending or replicating the project.


The reasons to conduct an evaluation differ but are most likely one of the following:

To find out if the needs of the users/clients are being met

o What should be the focus of a new training series?

o Is the initiative reaching the target group?

o Are the services we provide actually what the users need?

To improve the program

o How can we make the program better (e.g. in meeting needs)?

To assess the program

o Is the initiative effective (e.g. in reaching planned goals)?

o What happens to the users as a result of using the services of the initiative?

o Are the services worth continuing or expanding?

To assess the efficiency of the initiative

o How do the costs of running the initiative compare with the benefits it

provides?

o Are some services more efficient than others?

Summary

Monitoring and evaluation results are much more likely to be used if those who can use

the results are involved in the planning and implementation stages of M&E.

Successful monitoring and evaluations – those that make a difference – almost always

are cooperative efforts.

It may not be possible to involve all stakeholders at all stages of M&E planning and

implementation, however, input should be sought from representatives of a broad

spectrum of community groups, and particular attention should be placed on reviewing

the results with all concerned stakeholders.

M&E efforts should provide an opportunity for “collaborative learning” for all

stakeholders involved. Participants learn from each other in an open and supportive

environment.


Annex 1: Public Private Alliance – Due Diligence Form

Background Information

Name of Company

Full Address Headquarters:

Full Address Local Office:



Telephone No.:

Fax No.:

Web Site Address:

Item

No. Information Requested

Comments / Source

of Information

Company Profile 1. Type of Company?

2. Nationality of Company?

3. Public or Private Ownership?

4. If a private company, identify the owner(s)

5. Does Company have a Board of Directors? If so who

are they?

6. Does the company have subsidiaries? If so identify

them.

7. What are the company’s operations located?

8. Total number of employees?

Company Image 1. What is the company’s public image?

2. Has there been anything in the media that would

reflect negatively on the company?

3. Have there been any tensions between the community

and the company?

4. Are there any pending lawsuits against the company?

Social Responsibility 1. Does the company have a Corporate Social

Responsibility (CSR) program?

2. If the company has a CSR program, what is the focus

on the program?

3. Is the company involved in production, distribution or

sales of Alcohol?


sales of Firearms?


sales of Tobacco Products?


sales of Armaments?


sales of Pornography?

8. Does the company adhere to Indonesian laws


regarding Child Labor2?

9. Does the company adhere to US policy opposing the

legalization of prostitution?

10. Is the company involved gambling?

Environmental Accountability 1. Does the company engage in activities that have the

potential to have an environmental, health or safety

impact?

Financial Soundness 1. Is the company a traded publicly?

2. Does the company publish an annual report?

3. Does the company have audited financial statements?

4. How many years has the company been in business?

5. How long has the company focused on its current core

area of specialty?

Prepared by:

Name: ___________________________________

Title: ___________________________________

Signature: ___________________________________

Date: ___________________________________

2 Indonesian Laws 20/1999 and 01/200 stipulate that (1) the minimum age for full-time employment is 15 years of age,

and (2) children ages 13-15 can work for 3 hours a day as long as it does not interfere with their schooling and (3) no

child under the age of 18 can work under hazardous or exploitative conditions.


References Colle, R., Roman, R. 2003. Handbook for Telecenter Staffs. Ithaca. Cornell University

Esterhuysen, A., Jensen, M. 2001. The Community Telecenter Cookbook for Africa.

UNESCO Paris.

Estrella, M. 2001. Learning from Change. London: Cromwell Press.

Fowler, F.J. 1998. Design and evaluation of survey questions. In L. Bickman and D.J. Rog

(eds.), Handbook of Applied Social Research Methods. Thousand Oaks, California:

Sage.

Larson, P. and D.S. Svendsen. 1996. Participatory Monitoring and Evaluation: A Practical

Guide to Successful ICDPs. Washington, D.C.: World Wildlife Fund – US.

McMillan, J. 1998. Need analysis: process and techniques. In: L. Beckman and D.J. Rog

(eds.), Handbook of Applied Social Research Methods. Thousand Oaks, California:

Sage.

Robson, Colin. 1999. Small Scale Evaluations: Principles and Practice. Thousand Oaks,

California: Sage.

U.S. Peace Corps. 2000. Programming and Training Booklet 2: How to Design or Revise a

Project.

U.S. Peace Corps. 2000. Programming and Training Booklet 4: How to Assess a Project”

World Bank. Impact Evaluation Web Site: www.worldbank.org/poverty/impact/index.htm

Acknowledgement I would herewith like to acknowledge Royal Colle and Raul Roman from Cornell University,

who authored the “Handbook for Telecenter Staffs”. They have provided us with written

permission and support in basing this guide on the excellent handbook they developed with

support from the International Telecommunications Union (ITU), The Food and Agriculture

Organization of the United Nations (FAO), and the Communication Department at Cornell

University.

http://www.worldbank.org/poverty/impact/index.htm

ICT Grant Training Reporting USAID - DBE1 – 2007

‘Grant Program Title’ [ Fixed Obligation Grant] | [ Simplified Cost Reimbursement Grant]: { [ Tier-1 ] | [ Tier-2 ] } { [ ICT Access

(Education Hotspots) Grant] | [ Innovation EMG Grant ] } District Name – Province Name

TRAINING PROGRAM

Title of Training:

Introduction/Background

Purpose

Participant

Expected Results

Date/Duration:

Location and venue:

Training Description & Strategy

Materials/Modules

Training aids/media

Training Schedule

(see attachment)

Monitoring & Evaluation

Others




TRAINING REPORT

Title of Training:

Facilitator(s):

Location and venue:

Duration:

Dates:

No. of Participants:

Males Female Total

Attendance List

(see attachment)

Course Outcomes

Training Program (Schedule)

(see attachment)

Key Results

Resources Developed

(see attachment)

M&E Analysis

Action Plan

(see attachment)

General Comments and Issues Encountered

Recommendations




TRAINING PROGRAM / SCHEDULE

DAY 1

No. Time Topic/Activities Person’s in charge Teaching aids

1 08.00-08.30

Regrestration

2 08.30-09.00

Opening

Break

Break/Lunch/Prayer

Break/Prayer




TRAINING PARTICIPANT List

Training Title:

Training Location: Training Date:

Name Current employee Name / Position

Address (Kecamatan, Kabupaten)

Sex

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.

Checked by: Signed: Date:


‘Grant Program Title’ [ Fixed Obligation Grant] | [ Simplified Cost Reimbursement Grant]: { [ Tier-1 ] | [ Tier-2 ] } { [ ICT Access (Education Hotspots) Grant] | [ Innovation EMG Grant ] }


TRAINING PARTICIPANT CLASSIFICATION

Training Title:


No.

Name L/P Sub-District –District - province

organization/ School Signature

TRAINING PARTICIPANTS (CHECK LIST AS APPLY)

A. Service Provider (Management Function): B. Service User

(Governance Function):

Dinas Pendidikan

Kandepag Pemda Sekolah

Pengaw

as

Sekola

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O

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(lo

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CSO

Kepala

Din

as/

Wakil

Kepala

Unit/B

idang/B

agia

n

Kanto

r Cabang D

inas

Sta

f

Kepala

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Wakil

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DAILY ATTENDANCE LIST RECAPITULATION (% of Attendance)

Training Title:


Name Day 1 Day 2 Day 3 Day 4 Day 5

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.

11.

12.

13.

14.

15.

16.

17.

18.

19.

20.

21.

22.

23.

24.

25.

26.

27.

28.

29.

30.

31.

32.

33.

34.

35.





TRAINING MATERIALS/MODULES1

Training Title :

Material/Modules Title Objective Expected Results

1 Attach full Training Materials/Modules




PENILAIAN MATA PELATIHAN

Penilaian Peserta terhadap Mata Pelatihan

Kami mohon Anda untuk menyisihkan waktu beberapa saat untuk menjawab pertanyaan -

pertanyaan penting mengenai mata pelatihan yang telah Anda ikuti. Berikan pendapat Anda

secara jujur terhadap pertanyaan - pertanyaan di bawah ini, mohon tidak terpengaruh oleh

pendapat perserta lainnya.

Nama Lokakarya/Pelatihan: Jenis Kelamin:

Nama Pelatih: Tanggal: ___/___/___

Mata pelatihan Waktu/durasi: 1,5 jam

Berilah tanda X pada kotak yang dianggap paling sesuai dengan pendapat Anda. Tanda X diberikan hanya

pada satu kotak pada setiap pertanyaan.

1 Rendah

2 3 4 5 Tinggi

1. Sejauh mana mata pelatihan yang diberikan memenuhi kebutuhan - kebutuhan Anda?

2. Bagaimana Anda menggambarkan relevensi mata mata pelatihan ini dengan pekerjaan?

3. Bagaimana Anda menggambarkan kesesuaian isi/materi mata pelatihan yang Anda terima?

4. Bagaimana Anda menilai pengetahuan materi pelatih Anda?

5. Bagaimana Anda menilai kualitas bahan – bahan (misal: fotocopy, buku –buku yang diberikan dll.) yang disediakan dalam mata pelatihan ini?

6. Bagaimana Anda menilai metode pelatihan yang digunakan?

7. Bagian mana yang paling Anda sukai dari mata pelatihan ini?

8. Bagian mana yang paling Anda tidak sukai dari mata pelatihan ini?

9. Menurut pendapat Anda, perubahan – perubahan apa saja yang perlu dilakukan agar mata pelatihan ini lebih baik?

10. Jelaskan secara singkat, rencana apa saja yang akan Anda lakukan setelah Anda mempelajari mata pelatihan ini agar dapat diterapkan pada pekerjaan Anda.

11. Apakah ada masalah atau kesulitan yang Anda rasakan, seperti kesulitan dalam bahasa yang digunakan dalam mata pelatihan ini? Jika ya, tolong jelaskan masalah apa saja?

Ya Tak

12. Apa yang Anda dapatkan/pelajari dari keikutsertaan Anda dalam mata pelatihan ini?

13. Apakah Anda mempunyai pendapat lain tentang mata pelatihan ini?


‘Grant Program Title’ [ Fixed Obligation Grant] | [ Simplified Cost Reimbursement Grant]: { [ Tier-1 ] | [ Tier-2 ] } { [ ICT Access (Education Hotspots) Grant] | [ Innovation EMG Grant ] }


Follow-On Trainer Action Plan

Follow-On Trainer Action Plan

Title of Workshop: Trainer(s): Location:

Date:

Goal : What do you want to achieve?

Strategies: What strategies are you going to implement to achieve your goals?

Schedule Of Activities : When are you going to implement these strategies?

Resources: Who will be involved, what materials do you need?

Indicators: What is going to indicate that your goals have been achieved

Name: Signed: Position: Date:




Trainers’ Self-Evaluation

Trainers’ Self-Evaluation

Trainer’s Name:

Workshop Name: District: Sub-District:

Venue: Dates: Duration:

From participants’ contribution I believe: Rating

1 Low

2 3 4 High

The workshop was well planned

Workshop objectives were met

New information was clearly presented

New information was relevant to participants’ job/role

The methods used were interesting and enjoyable for participants

Suggested teaching practices were modelled

Contribution of all participants, both male and female, were encouraged

Training moved quickly enough to maintain participants’ interest

Activity based training methods were used

Participants were encouraged to use ideas and skills gained in training

Handout materials were clear and summarised workshop issues

The resources were appropriate to participants’ needs

Yes No Attached / Available

Evaluation: I

Distributed and collected participants’ evaluation sheets

Collated participants’ evaluation sheets

Compared results from participants’ evaluation sheets and my own evaluations

What were the successful aspects of the training? Why?

What changes would you like to make to improve future training? Why?

Future Recommendations:

Signature: Date:




Structured and Ad Hoc School Visit Report

Kabupaten: Class:

Kecamatan: Class enrolment:

School: Teacher’s Gender:

Criteria Indicators Y N Comments

Planning a) Teaching program available b) Lesson plans available c) Uses National Curriculum

Communication and Relationships:

a) Gives clear instructions b) Clearly demonstrates learning tasks c) Evidence of Teacher-student interactions Student-teacher interactions Student-student interactions

d) Girls/boys equal opportunity for involvement

e) Makes positive comments on students work

Teaching Practices:

a) Students engaged in variety of situations group work whole class activities individual tasks

b) Students using a range of resources manufactured local recycled

c) Responds to students learning needs group individual whole class

d) Uses local language e) Uses local contexts

Resources: a) Resources evident in room managed effectively stored safely strategies for care of resources evident

b) Resources used in a variety of ways demonstration individual student manipulation/use group work

c) Girls and boys have equal access to resources




Learning Environment:

a) Students work displayed around the room b) Children willingly participate in activities c) Desks arranged for interactive lessons d) Classroom clean, well organised and tidy e) Students behave in an orderly manner f) Students respectful of the teacher g) No evidence of physical violence in class

Assessment and Reporting:

a) Student learning used for planning b) Records of students’ progress available

Describe one interesting observation made in this classroom.

Note any teacher comments made regarding participation in the training.

Assessor’s

Name:

Signed:

Position: Date:




Appendix 2(b) – Focus Group Questions

Preamble: The following questions are to be used during school visits in an informal group discussion forum. They are listed under headings, but only organisational markers rather than sequential points of discussion. Prompt questions are listed but may not be necessary if discussion has already provided sufficient data. The questions can be used in all training forums for both trainers and participants.

Focus Group Purpose: To elicit detailed information and feedback in oral form from the participants about the effectiveness of workshops in terms of how the training has influenced teaching and learning practices. This will be done by posing open-ended questions to generate group discussion.

Identifiers: 1. What training have you recently been involved in? 2. What were the main ideas you gained from this training?

Implementation: 1. What have you been able to successfully implement? 2. What support has helped you in your implementation? 3. What barriers have made implementation more difficult? 4. As you try to implement the training activities, what skills and knowledge have you needed? 5. What other support do you require?

Resources / Materials / Kits: 1. What materials have you found most useful from the training? Why? 2. How have you used these materials since returning from the training? 3. What other materials do you require? 4. How have the resource books helped you to improve the quality of teaching and learning in your classroom? 5. How have you used the classroom kits in your teaching? 6. How have the students used the classroom kits? 7. What are some of the considerations needed in relation to the delivery, storage and management of kits and

materials?

Relevance: 1. How did the training relate to your work? 2. How and why have you changed your work practices as a result of the training? 3. What have you gained from this training? 4. What have students gained from your training? 5. What changes have you observed in classrooms and schools as a result of training?

Confidence: 1. How did you feel about the training sessions? 2. What did you feel most confident about and why? 3. What did you find most difficult? 4. How did you deal with this difficulty?

Content Knowledge: 1. How did your background knowledge help you in delivering training sessions? 2. What are your strengths? 3. What areas do you need to improve? 4. For future training, what areas should be covered?




Participation: 1. What was the most successful aspect of the training and why? 2. What was the least successful aspect of the training? 3. What changes have observed in the teacher working groups? 4. What do you enjoy most about this training?

5. How have you benefited from your involvement?




EVALUASI PELATIHAN/LOKAKARYA

Penilaian Peserta terhadap Pelatihan/Lokakarya Kami mohon Anda untuk menyisihkan waktu beberapa saat untuk menjawab pertanyaan - pertanyaan

penting mengenai pelatihan/lokakarya yang telah Anda ikuti. Berikan pendapat Anda secara jujur

terhadap pertanyaan - pertanyaan di bawah ini, dan kami mohon Anda tidak terpengaruh oleh pendapat

perserta lainnya.

Nama Lokakarya/Pelatihan: Jenis Kelamin:

Nama Trainer(s): Tanggal: ___/___/___ Berilah tanda X pada kotak yang dianggap paling sesuai dengan pendapat Anda. Tanda X diberikan

hanya pada satu kotak pada setiap pertanyaan.

1 Rendah

2 3 4 5 Tinggi

1. Sejauh mana pelatihan/lokakarya yang diberikan memenuhi

kebutuhan - kebutuhan Anda?

2. Bagaimana Anda menggambarkan relevensi pelatihan/ lokakarya ini

dengan pekerjaan Anda?

3. Bagaimana Anda menggambarkan kesesuaian isi/materi

pelatihan/lokakarya yang Anda terima?

4. Bagaimana Anda menilai pengetahuan materi para pengajar Anda?

5. Bagaimana Anda menilai kualitas bahan – bahan (misal: fotocopy,

buku –buku yang diberikan dll.) yang disediakan dalam

pelatihan/lokakarya ini?

6. Bagaimana Anda menilai metode pembelajaran yang digunakan?

7. Bagian mana yang paling Anda sukai dari pelatihan/lokakarya ini?

8. Bagian mana yang paling Anda tidak sukai dari pelatihan/lokakarya ini?

9. Menurut pendapat Anda, perubahan – perubahan apa saja yang perlu dilakukan agar

pelatihan/lokakkarya ini lebih baik?

10. Jelaskan secara singkat, rencana apa saja yang akan Anda lakukan setelah Anda mengikuti

pelatihan/ lokakarya ini agar dapat diterapkan pada pekerjaan Anda.




11. Apakah ada masalah atau kesulitan yang Anda rasakan, seperti kesulitan dalam

bahasa yang digunakan dalam pelatihan/lokakarya ini? Jika ya, tolong jelaskan

masalah apa saja?

Ya Tak

12. Apa yang Anda dapatkan/pelajari dari keikutsertaan Anda dalam pelatihan/lokakarya ini?

13. Apakah Anda mempunyai pendapat lain tentang lokakarya/pelatihan ini?

Terima kasih atas kerja sama yang baik ini




MEETING REPORT

Purpose of Meeting

Facilitator(s):

Location

Duration:

Dates:

Participants Gender

Total Male Female

Principals

Teachers

Supervisors

School Committees

Parents/Community

Officials

Total

General Comments and Issues Encountered

ict grant implementation toolkit lowres1

Education

jelaskan secara

kantor departemen

menurut pendapat

audio visual

fixed obligation

teaches basic

innovation

fixed obligation