Pestalozzi Children‘s FoundationemPower 2012

Project Cycle Management (PCM)

Logframe & Action Plan

Lecturer:

Rahel Hürzeler

Review of yesterday by the students Objectives of the day Exchange of Experience: How to plan activities? Introduction PCF Template Action Plan Link from Logframe to Action Plan Individual work: Critical analysis of an existing Action Plan

of your organisation Group work: Example Action Plan Ethiopia

ProgrammeTuesday, August 21, 5th day

You reflect why it is important to plan activities in a project You know the PCF template Action Plan You understand the link between a Logframe and an

Action Plan You are able to critically reflect and to give

recommendations for an Action Plan You are able to elborate an Action Plan

Objectives of the DayPCM module: Logframe and Action Plan

Exchange of Experience

Why shall we plan activities in a project?

How do you plan your activities?

What kind of tools/documents you know to plan activities?

Working with project planning software (e.g. MS Project)

Working with Gant Charts Gantt Chart Hibret project 2012-2014

Activities 2012 2013 2014

1 2 3 4 1 2 3 4 1 2 3 4

Output 1: The 6 Primary schools offer a child friendly and safe school environment conducive for learning

Operational Agreement with Zone Finance and Economy, Education, and Health Departments

Formulate concept on WASH (in school hand wash and hygiene) in 6 schools in teamwork with a Wollin project and follow up its implementation

Construct 6 pit latrines separate for boys and girls in the 6 project schools

Integrate wash facilities with the pit latrines in the 6 partner schools

Establish 3 water points and hand wash facilities for 6 schools

Facilitate awareness training on hand wash and school hygiene for students and parents

Facilitate health check-up for 600 preschool children bi-annually and provide basic medicines based on prescriptions

Organize preschool children mothers to facilitate nutrition services for preschoolers

Construct 3 pedagogical resource centres (PRC) and furnish & equip 6 PRC at school level

Construct 2 Library rooms and furnish and equip 6 librarie

Construct 1 laboratory room and furnish and equip 6 laboratories

Renovate and equip 25 classrooms

1. Equip and furnish the existing educational resource centre at project level in Debre Birhan

Project Phase (3 years) Outcome:

How to make an Action Plan?

Output 1:

Inputs

Activities: Responsibility Timing (month(s) & duration)

Resources (financial, human resources, infrastructure, etc.)

1.

2.

Output 2:

Inputs

Activities: Responsibility Timing (month(s) & duration)

Resources (financial, human resources, infrastructure, etc.)

1.

2.

Exercise:

The Action Plan of your organisations

1) Individual Work (15 min): Study the Action Plan of your organisation (or the Action Plan of your colleagues organisation). Identify questions, difficulties and critical points with regard to this Action Plan.

1) Group work (15 min): Discuss the Action Plan with your colleague. Ask you questions and elaborate together recommandations to adapt/improve the Action Plan.

Questions and discussion

emPower 2012

Questions and discussion

emPower 2012

BACKUP

emPower 2012

OVI SMART Indicators

Objective Verifiable Indicators

Specific, Measurable, Accessible, Realistic, Time-Bound

Indicators for Quality EducationThe 4As

adaptable

accessible

available

acceptable

adaptable: needs of children/society, local context

accessible: no gender / disability discriminination, marginalised schools acceptable: relevant content, quality teaching, child participation, child protection, participation in curricula elaboration

available: safe buildings, transport, sanitation facilities, school in rural areas

What are the 4As?

Initiated by the former UN Special Rapporteur on the Right to Education, Katarina Tomaševski → Right to Education

Availability – that education is free and government-funded and that there is adequate infrastructure and trained teachers able to support education delivery. Is education available – in terms of human resources and equipment – in a way that corresponds to real needs?Accessibility – that the system is non- discriminatory and accessible to all, and that positive steps are taken to include the most marginalised. Is education accessible to all?Acceptability – that the content of education is relevant, non-discriminatory and culturally appropriate, and of quality; that the school itself is safe and teachers are professional. Is the educational system accepted by the populations concerned: are they in agreement with the form of education?Adaptability – that education can evolve with the changing needs of society and contribute to challenging inequalities, such as gender discrimination, and that it can be adapted locally to suit specific contexts. Is education adaptable to the different needs and circumstances of students and learners?

Indicators for the 4As In 2010 a list of more than 200 indicators for the following

categories was elaborated:

Governance Framework

Availability Accessibility Acceptability Adaptability

Normative framework

Educational policy

Plan of action

Monitoring

Budget

International assistance and cooperation

Early childhood care and educationPrimary educationSecondary education + TVETertiary education + TVEFundamental EducationAdult basic and literacy educationEducational and vocational information and guidancePrivate SchoolsClosing schoolsSchool infrastructureWorking conditions of teachers 

Physical obstacles

Economic obstacles

Administrative obstacles

Gender obstacles

Socio-cultural obstacles

Out-of-school Children

Skills

Tolerance

Qualification of teachers

Gender

Discipline

Religion

Language 

Child labour

Child soldiers

Minorities

Persons with disabilities

Prisoner

Armed Conflict

Individual work:Plan the activities for an output

Time: 40 minutes

Imagine a project in your country working with primary schools to enable them to provide quality education to children. Output 3 is about strengthening teacher to develop strong pedagogical and subject competencies and to apply these competencies in the classroom.

Plan 7-10 activities for output 3. Make sure that you reach output 3 with the planned activities.